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ELT Worldwide: Journal of English Language Teaching
Published by Universitas Negeri Makassar
ISSN : 23033037     EISSN : 25032291     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
ELT Worldwide is a Journal of English Language Teaching published by the English Language Education Graduate Program of the State University of Makassar, Indonesia. This journal publishes research articles of English Language Education practices around the world. The editors welcome experts and researchers of ELT from all over the world to share their inventions here for free.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 299 Documents
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Code Switching Used by Certified and Non-Certified English Teachers Azis, Selvianillah; Rahman, Asfah; Mahmud, Murni
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.45550

Abstract

This research conducted to analyzed the code switching used by certified and non-certified teachers. The researcher applied the qualitative method. The subject of this research was certified and non-certified English teachers at Senior High School 1, 7, and 13 Bone consisted in 2 teachers that were certified and 2 teachers that were non-certified. The data were collected through audio recording, observation checklist, and interviews to find out type of code switching used by teachers, factor of code switching used by teachers, and certified and non-certified English teacher perception of code switching used. The result of this research that there were five types of code switching used by certified teacher in the classroom. They were inter-sentential, intra-sentential, metaphorical, emblematic and establishing continuity switching. Non-certified teachers also used also five types of code switching, they are inter-sentential, intra-sentential, metaphorical, tag and establishing continuity switching. The used of code switching of the teachers dominated by intra-sentential and inter-sentential switching both for certified and non-certified teachers where the usage frequency was over in certified teachers. The occurrence of code switching appears more in certified teachers. The factors of code switching used were intention of clarifying the speech content for interlocutor, repetition used for clarification, translate the unknown vocabulary and talking about particular topic. Certified English teachers perceive that the used of code switching is not directly affected by certification. However, the teacher consciously admits that it affects the teacher's performance when managing the class and in their professional appearance at school. On the other hand non-certified teacher used code switching influenced by their experiences to provide an even understanding for students and main the class situation.
EFL Higher Education Students’ Psychological Factor in Speaking Classroom Activities at Universitas Muslim Indonesia: A Research Report Burhanuddin, Burhanuddin; Hudriati, Andi; Juniansyah, Dedi
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.38370

Abstract

The aim of this study is to determine what types of psychological factors sixth-semester EFL higher education students confront when speaking English and how to overcome these psychological factors. This study employs qualitative descriptive methods with two variables. This research used the technique of purposive sampling to select participants, in which volunteers are chosen based on the criteria and objectives of the study. In this study, twenty 2019 Academic Foreign Language Student of the Sixth Semester participated. This research employed qualitative data analysis techniques (questionnaire). The score assigned to each student as a result. Using the Likert Scale Procedure, the data obtained from this study were analyzed. The findings revealed that the majority of students are affected by the same psychological factors, namely Anxiety, Lack of Self-Confidence, Fear, and Shyness. The majority of students are terrified of speaking English. They experience discomfort and agitation if they are required to answer or ask questions in English. Also, the results demonstrated that the sixth-semester ABA UMI class of 2019 possessed an extremely high degree of motivation. This is where they feel that learning English is crucial, since they are constantly asking their professors and peers about subjects they do not understand, and their desire to learn in English is quite strong. The study suggests that educators should focus on enhancing students' psychological factors, particularly motivation, anxiety, and self-confidence, to improve their speaking performance in the EFL classroom. The findings of this study contribute to the body of knowledge on the impact of psychological factors on EFL learners' speaking skills, and can help educators develop effective strategies to improve their students' speaking proficiency in the EFL classroom.
Social Media as a Platform for Acquiring Medical English: Measuring Perceptions of Non-native Healthcare Providers Wannas, Amr Selim; Hassan, Inas Hussein
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.45034

Abstract

The primary goal of this study is to measure the perceptions of non-native healthcare providers towards the role of social media in acquiring medical English and enhancing language learning autonomy, and the features of social media that help them acquire medical vocabulary. To this end, a questionnaire was constructed and disseminated to 350 Egyptian healthcare providers working at Magdi Yacoub Foundation (MYF), Aswan Heart Centre (AHC), Egypt. For data triangulation, interviews were conducted with a subset of the questionnaire takers. Findings of the study reveal that social media platforms tremendously assist non-native healthcare providers in acquiring medical English vocabulary and enhancing language learning autonomy. Among the features of social media that proved to be beneficial to Egyptian healthcare providers are easiness of usage, free-of-charge availability, ability to edit, copy and share, ability to store data forever, emoticons to express feelings, choice to join private conversations, and choice to join public discussions and debates.  
Enhancing Speaking Skill By Utilizing Podcast Material for Teenager Learners Laiel, Habib Alwi jamalul; Suseno, Edy
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.36428

Abstract

Speaking is a form of practicing how to communicate ideas. The students can convey their intentions by speaking. Many high school students struggled to articulate their thoughts. Their low vocabulary, pronunciation, and grammar skills are what cause it. The teacher employed podcast resources in the teaching-learning process to address these issues. The instructor went over the basic grammar to put it into practice. In order to make it stick in their minds, the teacher instructed the student to look for the corresponding grammar in the transcript. Then, in order to expand their vocabulary, the student translate it. To improve the students' listening abilities, an audio recording was employed. The transcript was then read aloud. The students' newly acquired information is put to use in the text and audio descriptions of the images. The students took a pre-test before beginning this treatment, and they finished a post-test at the conclusion of it. A mixed-method approach was used to analyze the data that was found. It may be inferred that using podcast content improved the students' speaking proficiency. This kind of research can be used byteachers to teach relevant subjects. It also motivates other scholars to conduct deeper investigation.
The Think-Pair-Share Approach in Learning Indonesian Language for Semester 1 Students of English Education Program Baan, Anastasia
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.45612

Abstract

This study aims to describe (a) the ability of lecturers to manage the Think-Pair-Share approach (b) Student activities in learning activities using the Think-Pair-Share Approach (c) student learning outcomes. The sample for this study was determined using total sampling, namely all semester 1 students in class A of the UKI Toraja English Education Study Program, a total of 25 students. The instruments used to collect data were (1) observation sheets on the lecturer's ability to manage learning, by means of observers observing the lecturer's ability to manage the Think-Pair-Share approach, then giving an assessment of the aspects on the observation sheet, (2) activities students were also observed using observation sheets, and (3) student learning outcomes were obtained through learning achievement tests. After the data is collected, then the data is analyzed using descriptive statistics. The results of the research analysis show that: (a) the ability of lecturers to manage learning is categorized as good, with an average score of 3.91 (b) the Think-Pair-Share approach is active, this can be seen from the average percentage of students while being observed three times. meeting times, namely 63.75 and (c) by managing the Think-Pair-Share approach can improve student learning completeness. This can be seen from the results of the initial test of 25 students, none of whom completed their study results with an average of 12.865, in the final test of completeness results student learning increased 69.56 from 25 students. Overall, the findings suggest that the TPS approach is beneficial for both lecturers and students in enhancing English language learning for semester 1 students in an English Education Program. This study highlights the importance of lecturers' effective management of the TPS approach and the positive impact on student activities and learning outcomes in English language classes.
English Language Learners’ Attitude and Challenge Utilized M-Learning: Comparison Mobile Application Moodle and Google Classroom Prasetya, Rizky Eka; Syarif, Achmad
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.37218

Abstract

Mobile learning became the alternative device and gadget in the online learning environment. Its implementation enabled English language learners to acquire and archive learning content regardless of their location or environment, ensuring that online learning is relevant. However, compact devices are restricted with various technicality challenges, and English lecturers and learners need their adaptation in university. The study aimed to measure and compare English language learners’ attitudes and challenge toward Moodle and Google Classroom mobile application (app). The study employed a quantitative descriptive approach applied to the survey research design cross-sectional. 149 English language learners were concerned as participants from South Jakarta Universities. The questioner findings revealed that the Google Classroom application had a moderately positive attitude toward mobile phones for language learning and teaching than Moodle Application. These findings suggest that the challenges of both platforms could be minimized by recognizing the comprehensive feature from both applications. The English language learners utilized and adopted to learn and develop their communicative capabilities in the Mobile-Assisted Language Learning (MALL) context. Its platforms could have the alternative device for conducting a comprehensive Learning Management System (LMS) rather than a personal computer or laptop interface. The characteristics of Moodle and Google Classroom mobile applications supported and enhanced both learners’ individual and social aspects of the online learning environment. The comparable parameters displayed Google Classroom application was more compatible with learning media than Moodle application. Nevertheless, the advance and complete feature would be accessed from Moodle application than Google Classroom.
Students’ Perceptions of a Blended Course and its Effectiveness at a Mongolian University Oyuntsetseg Namjildorj; Munkhtuya Buyandelger; Azzaya Tserendorj
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.44506

Abstract

Blended learning has been considered one of the modern delivery modes of teaching and learning since the COVID-19 pandemic outreach. Although e-learning has been developing in most countries, its importance and needs were highly acknowledged by all educational organizations worldwide during COVID-19. All educational institutions worldwide run online or blended courses at some stage of their training. Regarding temporary demands such as the pandemic, learners had to study through online learning, and now it has become one of their regular learning modes. Meanwhile, educational institutions and their stakeholders were experiencing both online and blended programs and were provided opportunities to compare different delivery methods. Therefore, blended learning and teaching have become a more profitable way of teaching, especially in higher education. This article investigates the student’s perceptions of blended learning and its effectiveness based on the case of a Mongolian university. To achieve this goal, we conducted qualitative and quantitative research. The survey included 182 students from first-year to senior year to identify the challenges they faced, the experiences they gained, and their evaluation of the blended courses they enrolled in. The research questions were created on Google form, data was electronic via emails, and focused group interviews were conducted simultaneously. As a result of the survey, it has been revealed that there are several benefits and advantages to blended courses in the tertiary education sector of Mongolia. However, key factors such as the learning styles of Mongolian students, appropriate learning environment and course design, access to technology, and effective organization should be improved in the future in order to run the blended courses successfully.
The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani Fifin Andika Aprilia; Ainol Ainol; Achmad Kholili
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.45515

Abstract

The study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students. 
EFL Students’ Translation Strategy of Narrative Text of English Language Education Study Program Lina Anisah; La Ode Muhammad Idrus Hamid Basri
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.38323

Abstract

This research aimed to investigate the translation strategies employed by 5th semester students of the English Language Study Program at Sembilanbelas November Kolaka University when translating narrative texts. The authors sought to understand the students' approaches to translating these texts, as well as identify the errors they made throughout the process. By doing so, the authors hoped to provide valuable insights to students regarding the most effective translation strategies and assist them in recognizing and correcting their translation errors. A qualitative research design was utilized to examine the translation strategies of narrative texts. Data collection involved a translation test taken by 30 students, which served as the foundation for the authors' analysis. Based on the findings, the authors concluded that the students mainly implemented three translation strategies to translate narrative texts. The first strategy was literal translation which was used 84% of the time. Literal translation strategy means that the translators translate texts as is. The second strategy that was linguistic amplification. It was used 2.41% of the time. Linguistic amplification is a translation strategy where translators add more details into the TL. The third strategy that was used was generalization at 2.29%. Using this strategy means that the translators decide to use the general term of a word instead of translating it specifically based on the SL. The authors also found out that the most common errors that the students made while translating the texts they were given was incorrect word errors. In other words, the students incorrectly translated the words from the SL to the TL which may cause confusion for the readers. By doing this research it is expected become an insight about language teaching especially on the translation related to translation strategi that used to translate. The appropriate implementation of translation method in translating process will produce accurate translation. The findings of this study underscore the importance of providing targeted instruction on translation strategies for EFL students. By doing so, educators can help students develop the skills and knowledge necessary to produce high-quality translations that effectively convey the meaning and nuances of the source text.
Digital Visual Grammar Concept Map Facilitated EFL Holistic Grammar Comprehension Jonathan Y. Chin; Ben Chang; Yen-An Shih
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.44939

Abstract

Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom. 

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