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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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Investigating The Relationship Between University Students’ Perceptions of Themselves as Writers and Their Writing Performance Beleta, Dejene Mendera; Kebede, Seime
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.v10i1.42925

Abstract

This study was aimed at investigating the relationship between EFL students’ perceptions of themselves as writers and their writing performances in an EFL setting with particular reference to first-year undergraduate students at Dire Dawa University, Ethiopian. To the researcher’s best knowledge, how EFL students perceive themselves as writers when writing in English and its relationship and influence on their writing performance was an undiscovered area in the Ethiopian tertiary level contexts. The study used a mixed method research approach of correlational design. As a result, data for the study were collected using questionnaires, writing tests, and interviews, and were analyzed quantitatively and qualitatively. The findings of the study revealed that there is a positive relationship between students’ perceptions of themselves as writers and their writing performances though there is no statistically significant relationship between these two variables. The research results also revealed that students had average perceptions of themselves as writers and their writing performance was found low. Moreover, the results of the study show that students writing performance is influenced by their general progress and physiological state. Generally, it was understood that students’ perceptions of themselves as writers have a positive relationship, and influence on their writing performance levels. 
Citation Practices in Colombian Undergraduate English Teachers’ Academic Writing Salazar Obeso, Wilmar
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.v10i1.45409

Abstract

Citation is a crucial rhetorical aspect that plays a fundamental role within academic writing and it is a problematic area for novice writers, especially nonnative undergraduate English   teachers. However, little is known about how these teachers cite in the theoretical framework chapters of their monograph. This articles aims at describing the citation practices in a corpus conformed by 22 theoretical framework chapters of monographs written by undergraduate English teachers (UETs) in Colombia. The analysis was constituted by the citation typology of Swales (1986,1990) and Petriḉ’s (2007) functional taxonomy of citations.  The results indicate that integral citation is the most used citation type in the corpus of UETs which depicts a simple for of citation. Related to functions, the attribution is highly dominant   in this corpus which entails an undergraduate English teachers’ limitation in the variety of function citation. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers.
EFL Teachers’ English Language Use During the Pandemics in the Indonesian Senior High School Context Saleh, Asmaul
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.v10i1.49094

Abstract

In response to the significant upheaval caused by the global pandemic, education systems worldwide have shifted from traditional classroom settings to remote teaching methods. This drastic transition has presented numerous challenges, particularly in the realm of English as a Foreign Language (EFL) education in non-English speaking countries, such as Indonesia. This study embarks on an in-depth exploration of how the teaching methodologies and language functions utilized by EFL teachers at an Indonesian senior high school, MAN 2 Parepare, have adapted to these new learning environments. The research adopts a descriptive qualitative research design, providing a comprehensive view of the phenomena under investigation. The in-depth investigation focuses on the practices of two English teachers at MAN 2 Parepare, analyzing the way they employ different language functions during their online classes. The analysis seeks to elucidate the interaction between instructional language and the online learning environment, how it affects student comprehension, and the potential for instructional refinement. Findings indicate a broad range of language functions used by both teachers in their instructional strategies, demonstrating the adaptive potential of EFL instruction under the pressures of pandemic-induced remote teaching. Notably, the study reveals that the use of students' native language and the target language - English - plays a crucial role in aiding students' comprehension, highlighting the importance of maintaining a balance between the two. In sum, this paper offers valuable insights into the language function dynamics at play in online EFL classrooms during the pandemic. The findings have implications for informing instructional best practices and contribute to the broader understanding of language education in a rapidly changing global context.
A Study on Teacher Professionalism in Teaching English After Pandemic Khairunnisya Ilyas; Sukardi Weda; Abdul Halim
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.v10i1.49151

Abstract

This comprehensive qualitative study delves into the ramifications of the COVID-19 pandemic on teacher professionalism, particularly in the domain of English language teaching (ELT) in Indonesian senior high schools. Teachers hold a pivotal role in any education system, with their professionalism gauged by the mastery of certain competencies and skills tailored to meet the demands of the teaching profession. In the realm of foreign language education, the overarching goal is to equip learners with essential communication skills, necessitating the design of classroom activities that encourage learners to express themselves effectively through language. The onset of the pandemic posed unprecedented challenges to this goal, forcing a rapid transition to online and offline hybrid learning models and demanding flexibility and innovation from teachers. This study, conducted at MAN 2 Parepare in 2022, explores how English teachers responded to these challenges, analyzing their teaching strategies and techniques to maintain the quality of education amidst this turbulent period. The study identified four primary strategies employed by teachers - expository, inquiry, contextual teaching and learning, and problem-based instruction. Teachers adapted these methods to foster an engaging learning environment that caters to the unique challenges posed by the pandemic, such as virtual classrooms and social distancing measures. The study reveals not only the teachers' adaptability and resilience but also their commitment to nurturing their students' linguistic abilities, even in times of crisis. Furthermore, the study uncovers the difficulties faced by these professionals, providing a clear picture of the pressing need for targeted support and professional development initiatives in these exceptional circumstances. The findings of this research have broad implications for policymakers and educators alike, highlighting the importance of fostering teacher professionalism and adaptability in the face of adversities and contributing to the ongoing discourse on effective English language teaching during a global pandemic.
Factors Influencing Teachers’ Motivation of English as a Foreign Language Instructors Cigdem Fidan
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.v10i1.45530

Abstract

In education, the concern is often on students’ motivation for learning. However, motivation for teaching is also critical because teachers’ involvement, excitement, and motivation in the teaching process correlatively help students’ learning process. Applying a mixed-method research design, this study examines teachers’ motivation of English as a foreign language instructors working at public universities in the Southeast region of Turkey. An adapted Attitude of Motivation Test Battery was applied to 40 English as a foreign language instructors. Moreover, semi-structured interviews conducted with 20 participants, 5 classroom observations, and teacher diaries written by 2 participants were used to gather qualitative data. While Statistical Package of Social Sciences 15.0 was used to analyze quantitative data, content analysis was applied to analyze data gathered through semi-structured interviews, classroom observations, and teacher diaries. The results show that there are internal and external factors influencing teachers’ motivation. The results also show that despite the negative influence of some external factors on teachers’ motivation, instructors showed enthusiastic attitudes while teaching English. Therefore, the study suggests establishing professional standards and better physical conditions in and around the teaching contexts to increase the teachers’ motivation of English as a foreign language instructors teaching at public universities.
Investigating the Challenges Faced by EFL Teachers in Remote Teaching During COVID-19 Emergencies at Indonesian Senior High School Context: A Qualitative Descriptive Study Ni Made Desi Puspasari; IGA Lokita Purnamika Utami; Luh Gd Rahayu Budiarta
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.v10i1.41174

Abstract

The COVID-19 pandemic has prompted a rapid shift from traditional face-to-face teaching to remote learning in educational institutions worldwide, including Indonesian senior high schools. This qualitative descriptive study explores the challenges faced by English as a Foreign Language (EFL) teachers during this transition, focusing on technology infrastructure, student engagement, assessment, and adapting teaching methods. The data were collected through semi-structured interviews with two English teachers who teach at XII and XI grade at Sma Negeri 1 Seririt and Smk Karya Usada in Buleleng regency. The findings reveal that EFL teachers experienced difficulties in accessing and utilizing technology, maintaining student engagement, developing and administering effective assessments, and adapting their teaching methods and materials for remote instruction. The findings provide valuable insights into the experiences of EFL teachers during the pandemic, as well as recommendations for overcoming these challenges, including improving technology infrastructure, enhancing student engagement, developing new assessment methods, and providing professional development opportunities for EFL teachers. This research contributes to the understanding of the impact of the COVID-19 pandemic on EFL education in Indonesia and offers a foundation for future studies and policy-making in the area of remote EFL teaching.
The Effectiveness of Using Comic Strips Toward Students' Reading Comprehension on Narrative Text Pasha Syiami Ahmad; Sayid Ma’rifatulloh
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.50567

Abstract

The objective of this study was to examine the potential impact of Comic Strips on the reading comprehension skills of eighth-grade students at Mulia Insani Junior High School in Loa, Bandung-West Java. This study employed a pre-experimental research design, specifically utilizing a pre-test and post-test design. The sample methodology employed in this study was purposive sampling. The research was conducted on the VIII B class at Mulia Insani Junior High School during the academic year 2022/2023. The data was collected by the administration of a reading exam in a multiple-choice format. Next, the obtained data was subjected to analysis using the paired sample t-test. There were a total of four meetings, with two meetings dedicated to therapy and the remaining two meetings allocated for pretest and posttest purposes. The findings of the study indicate a notable impact of using comic strips as a post-treatment intervention, as seen by the observed increase in post-test scores. According to the findings, the average score of the posttest was 87.41, whereas the average score of the pretest was 39.67. Additionally, according to the results of the paired sample t-test, the two-tailed significance value (sig) was found to be 0.000, which is below the conventional threshold of 0.05. The study of the paired sample t-test yielded statistically significant results. Hence, this study provides evidence that the utilization of comic strips has a notable impact on the reading comprehension of students, particularly in relation to narrative material. The research was conducted in the VIII B class at Mulia Insani Islamic Junior High School in Loa, Bandung-West Java.
Use Of Jacobs ESL Composition Profile to Evaluate University Students’ Writing Hari Prasad Tiwari
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.51632

Abstract

A teacher should have an access to a reliable soring rubric in order to assess the ESL/ EFL (English as a Second Language/ English as a Foreign Language) students' writing abilities accurately. One of the most widely used tools for assessing writing skills of non-native speakers of English is Jacobs ESL Composition Profile which can help teachers tailor their instruction to better meet the needs of their students. The present study attempts to determine the internal consistency between teachers i.e. raters who use Jacob’s Scoring Rubric (SR) to evaluate students' essays, describe the level of students' writing performance as measured by the Jacob’s SR, and describe teachers' viewpoints while using the profile. The research utilizes descriptive quantitative research design. The participants consisted of two ESL/EFL teachers who have been teaching and testing writing at bachelor’s level for more than five years and 40 fourth year ESL/ EFL students studying at undergraduate level at Madhypaschim Multiple Campus, Nepalgunj Banke, Nepal. The researchers used judgmental sampling to select the participants of the study. The teachers were instructed to score 40 essays written by fourth-year students. The finding revealed High internal consistency (r = 0.86, α = 0.00 < 0.05) between TA and TB when assessing student essays using the Jacobs ESL Composition Profile. In addition, the Cronbach alpha analysis reveals a value of 0.918, which suggests a high degree of consistency. The writing performance of students was found to be in four categories:  very good (3.75 %), good (52.5 %), satisfactory (36.5 %)   and acceptable (7.5 %). The outcome of the research demonstrates that the Jacobs ESL Composition Profile remains reliable for essay scoring, even though proficiency and experience are necessary due to its comprehensive guidelines.
The Role of Target Culture in English Language Education: EFL Teachers’ Perspectives Mohamed, Anes; Farahani, Ali
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.50517

Abstract

This research inquired into the ways in which EFL teachers think of the role of target culture in English language education. Of special interest in this research was the issue of whether teaching the target culture is seen as important when it comes to English language learning and teaching in EFL contexts or not. Equally important was the question of whose target culture is taught. Data was collected through semi-structured interviews with ten EFL teachers at different language institutes: five were from Khartoum, Sudan and five from Tehran, Iran. The interview questions, which were formulated after extensive reading of germane literature, explored themes related to culture and its role in English language education. The main and most important finding of the research indicates that EFL teachers think that it is necessary to teach elements of the target culture that are not at odds with their local cultures. Another related finding is that the target culture is conceptualized in monolithic terms and is equated with American and British cultures.  
Challenges in Translating Idiomatic Expressions from English into Arabic Abdalla, Nor Alhadi Hamed
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.51894

Abstract

The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.

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