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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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Mainstream (Interchange Series) Vs. Non-Mainstream (Alternative View Series) English Textbooks: Students’ Perception Mohamed, Anes; Mohammadi, Mahtab
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.58512

Abstract

This study looked into the ways in which English as a foreign language (EFL) learners view a mainstream textbook (New Interchange Series) versus a non-mainstream (Alternative View Series). Of special focus was the students’ perception of the content of the textbooks used in the class, class activities, linguistic improvement, and overall satisfaction with the two textbooks. The participants of the study comprised 100 students who were divided into two equal groups: 50 students in the mainstream cohort and 50 in the non-mainstream cohort. The data was collected using an 11-item questionnaire designed to measure the main constructs of the study. This questionnaire was administered at the end of the course. Data analysis was done through the use of SPSS. The main findings indicate that students were more satisfied with the non-mainstream textbook (Alternative View) than the mainstream textbook (Interchange).
Translanguaging in the ESP Context: Saudi Students' Perceptions of the Bilingual Practices Alasmari, Muhammad; Qasem, Fawaz Ali; Alhamami, Munassir
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.60894

Abstract

Applied linguists address translanguaging from a variety of angles to comprehend its effectiveness, applicability, and how it supports or undermines social and educational goals in various bilingual and multilingual environments around the world. A small number of studies have been carried out to demonstrate the reality of pedagogical translanguaging in the context of higher education and, more specifically, in countries where the official language is distinct from the language of instruction in language education. Therefore, this study broadens the understanding of translanguaging practices in English for Specific Purposes (ESP) programs in Saudi universities through the perceptions and perspectives of ESP undergraduate students. The participants of this study were ESP 150 students at the University of Bisha. The data was obtained quantitatively and qualitatively using three research tools: the learners’ questionnaire, observation of teaching sessions, and semi-structured interviews with the learners. The findings indicated that students have a positive attitude towards translanguaging. They found it a useful pedagogical strategy to improve their understanding of ESP terminologies and their field-related complex terms. On the pedagogical level, the study contributed to the field of translanguaging by providing a clear picture of how students perceive translanguaging and how the use of the mother tongue along with English in the classrooms was significant in engaging the students in the learning process.
Improving Students' Descriptive Writing Skills Through Collaborative Writing Using Canva Application Dyah Ayu Riesnawati, Happy; Susanti, Arik
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.50274

Abstract

Developing descriptive writing skills equips students with the ability to communicate effectively, enhances their observation and critical thinking abilities, encourages creative expression, and fosters empathy and perspective-taking. These skills are valuable not only in academic settings but also in various personal and professional contexts, allowing students to effectively engage their audience and express themselves with clarity and impact. Thus, students need collaborative learning and appropriate instructional media to develop their descriptive writing perfectly. This study aims to determine whether the collaborative writing method using the Canva application can improve EFL students' abilities in descriptive writing. This study used one group pretest and posttest design involving 32 students at one of the junior high schools in Gresik. The data was collected through pretest and posttest in the form of essays. The results of the paired sample t-test showed a significant value of .000 less than .05, which can be interpreted that there is a significant difference in the students' pretest and posttest.  The conclusion obtained that the collaborative writing method using the Canva application can improve students' descriptive writing skills. Teachers can utilize this type of research to effectively instruct pertinent subjects to their students. Additionally, it serves as a source of inspiration for other scholars, encouraging them to delve into more profound investigations.
Perception and Attitude towards French for specific purposes among Linguistics Students in the University of Calabar Egbe-John, Agatha Umo; Umukoro, Gloria Mayen
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.65139

Abstract

The need for specialized language instruction arises from the growing demand for professionals proficient in French within specific contexts. The objective of this study was to explore the effectiveness of FSP in improving language skills and cultural knowledge among learners in the Department of Linguistics, University of Calabar. To achieve the purpose of this study, three research questions were posed. A literature review was carried out according to the study variables. Descriptive research design was adopted for the study. The target population consists of all students and instructors in the Department of Linguistics at the University of Calabar who are enrolled in or teaching French language courses. The study sample consisted of 33 respondents which involved 26 learners and 7 instructors were purposively sampled from the Department of Linguistics, University of Calabar. Questionnaire was the instrument used for qualitative data collection. Qualitative data analysis was conducted using thematic analysis techniques which involved simple percentages. The results indicate a gap in language needs and challenges for learners in the Department of Linguistics. Secondly, FSP instruction impacts learners’ language proficiency and cultural understanding. Finally, the results indicate that FSP instruction's impact on the perceptions and attitudes of learners and instructors towards FSP is high. The findings from this study have several implications for the design and implementation of FSP instruction to enhance language proficiency, promote cultural understanding, and foster cross-cultural communication skills among learners. Educators and curriculum developers can leverage these findings to design effective FSP-based language programs that cater to the diverse needs of language learners.
Strategies Unveiled: A Comprehensive Analysis of Teaching Speaking Skills in the Context of Madrasah Aliyah Ikbal, Muhammad; Permana, Dio Resta; Sirayatika, Desi
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.61243

Abstract

This study investigates the teaching strategies employed at MA Al-Hidayah Muara Telang, focusing on enhancing students' English speaking skills. Through qualitative analysis of classroom observations and interviews with two English teachers, the research identifies a range of strategies including Dialogue, Questions and Answers, Conversation, Role-plays, Writing Tasks, and Drilling and Chant. These methods aim to foster student engagement, improve language proficiency, and encourage active participation in the learning process. The findings reveal a consistent use of interactive and communicative strategies by the teachers to create an engaging learning environment. However, challenges such as limited student participation, anxiety about speaking English, reliance on native language, and passive behavior in class were observed. These issues highlight the complexities of teaching and learning English as a second language and the need for approaches that boost confidence and participation. The study suggests incorporating supportive teaching practices, promoting a positive classroom atmosphere, and diversifying communicative activities to address these challenges. It underscores the importance of adaptability in teaching strategies to meet diverse student needs and enhance the effectiveness of English language education. This research contributes to the discourse on English language teaching, emphasizing the critical role of interactive strategies and the psychological aspects of language learning. It calls for further exploration into innovative methods to enrich English language teaching and learning experiences at MA Al-Hidayah Muara Telang and similar educational contexts.
Empowering English Language Learning: Unleashing the Potential of Cooperative Learning Model at SMKN 3 Takalar Hudriati, Andi; Sulastri, Sulastri; Rahmat, Rahmat
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.v10i2.53889

Abstract

The primary aim of adopting the cooperative learning approach in the context of English language learning is to investigate the potential improvement in students' English language competency within the X TKJ 3 class at SMKN 3 Takalar. The study used a research methodology known as classroom action research, commonly referred to as PTK (Praktikum Tindakan Kelas). The research was conducted over a span of two cycles. The statistics about student learning activities during the initial session of cycle 1 reveals an average activity level of 74%. Following this, during the subsequent meeting, there was seen a rise in the mean activity level, reaching 84%. The data regarding the advancement of student learning activities during cycle 2 meeting 1 indicated an average increase of 91%, which subsequently escalated to 96% during meeting 2. The findings from the study on the impact of cooperative learning model on English language learning outcomes in cycle 1 indicated an average score of 72. Furthermore, it was noted that a significant proportion of students, specifically 50%, were able to successfully attain the intended learning outcomes. During the second cycle, a notable rise was observed, as shown by an average score of 81 or a completion rate of 100% among the student population. Therefore, it can be deduced that the utilization of cooperative learning models holds the capability to augment the outcomes of English language acquisition among students in class X TKJ 3 at SMKN 3 Takalar.
English Competence of Conversational Interaction between Teachers and Students in Classrooms Toan, Ly Ngoc
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.61043

Abstract

The main goal of this study is to improve the ability of teachers and students to converse in English in high schools in the province of Dong Nai. The study framework is based on the sociocultural theory of Vygotsky, with additional contributions from Long's interaction theory and Brown's communicative English teaching methodology. The research findings show that the four factors including belonging, expectation, relationship, and motivation have a positive and statistically significant impact on the conversational English-language interactions between teachers and students in this educational context. These findings were obtained through a survey of 148 English teachers in high schools located in Dong Nai and subsequent data analysis using SPSS 20 software. The study's findings led the researchers to suggest a number of workable methods for improving teachers' ability to converse with learners in English. These kinds of initiatives are expected to have a major role in improving the quality of education as a whole, bringing it into compliance with international norms, and encouraging increased competition with industrialized countries in the area. The aforementioned undertaking signifies a deliberate attempt to further progress language learning in Vietnam.
Contextual Study: Improving Student Learning Outcomes to Comprehend Educational Successes and Strategies Makhijani, Simran Roopam; Dugaje, Manohar D
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.51441

Abstract

This study examines the many challenges students face in Nashik district schools in Maharashtra, India and it emphasizes quality education process to shape individual trajectories and contribute to national progress. The paper carefully examines financial constraints, behavioral issues, digital distractions, mental health issues, and emotional challenges that affect students' academic journeys. Critical analysis is also done in considering the origins of these challenges, including the British colonial era and the post-independence education system. This historical contextualization shows that historical and systemic factors have woven modern educational challenges. The study explores Nashik district's education, highlighting socioeconomic, gender, and geographical disparities and these disparities perpetuate cycles of inequity and hinder educational potential. The paper goes beyond problem identification as it promotes systemic changes and comprehensive solutions. These solutions include policy reforms, infrastructure improvements, teacher capacity-building, and community collaboration. This multi-faceted approach aims to address these issues at their core, creating a paradigm shift that could change Nashik district students' educational trajectory. Moreover, the research paper advocates for an inclusive, empowering, and challenging educational environment that empower students from all backgrounds. This paper envisions a brighter future for Nashik district, where each student's educational journey is marked by resilience, growth, and a transformative impact on personal lives and society. The paper's rigorous exploration, contextualization, and advocacy aim to spark a substantive dialogue that resonates deeply in Nashik's educational ecosystem.
Integrating Traditional South Sulawesi Songs and Cuisine in English Language Teaching: A Cultural Approach to Language Learning Rahmawati, Sitti; Ahdan, Ahdan; Fuad, Fawwas Roihan; Arham, Muhammad
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.65429

Abstract

This study explores the integration of traditional South Sulawesi song lyrics and cuisine into English language teaching and tourism promotion, aiming to enhance cultural awareness, language proficiency, and regional identity. Through a qualitative descriptive approach, five traditional songs and an array of traditional dishes from South Sulawesi were analyzed to determine their potential as educational and promotional tools. The findings reveal that these cultural elements serve as rich, contextually relevant resources that not only enrich language learning by providing authentic materials for vocabulary acquisition and cultural competence but also strengthen tourism marketing by highlighting the unique cultural and culinary heritage of the region. The novelty of this study lies in its interdisciplinary approach, bridging language education and tourism to create a unified strategy for cultural preservation and economic development. The study addresses a gap in the literature by focusing on non-Western cultural content, particularly the rich traditions of South Sulawesi, offering a model for integrating local cultural elements into educational curricula and tourism strategies. The study concludes that traditional South Sulawesi song lyrics and cuisine can significantly enhance the educational experience for language learners while simultaneously promoting the region as a cultural and culinary destination. These findings suggest that a more integrated approach to cultural content in both language education and tourism can yield substantial benefits, fostering deeper connections between learners, tourists, and the cultural heritage of the region.
“Anti-Texture” Agents in the Written English Essays of Students in a Ghanaian University Amoakohene, Benjamin; Akoto, Osei Yaw; Siame, Pethias; Kapau, Humphrey
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.61014

Abstract

Texture proves to be a key indicator for measuring the quality of a text but establishing this text quality is a challenge for most English as a Second Language (ESL) students. This challenge has led to an array of studies to find the root cause(s) of this/these writing challenge(s) of ESL students. Despite these numerous studies, there is still paucity of research on “anti-texture” agents in the written English essays of students from the Ghanaian context, especially those at the tertiary level. In filling this gap, this study uses Halliday and Hasan’s (1976) cohesive theory as a framework to explore the types of cohesive errors that serve as “anti-texture” agents in 150 written English essays of students from a Ghanaian university. Because of the highly descriptive nature of this current investigation, it uses the qualitative content analysis as its design. The findings show that challenges like unclear pronoun references, wrong selection of cohesive devices, over usages of one cohesive device within the same textual environments, wider textual distances between references and their referents, the omission of cohesive devices, wrong insertions of cohesive devices and references lacking referents served as barriers to ESL students quest to use cohesive devices as means of creating texture in their texts. The findings further confirmed that the inappropriate use of cohesive devices in the students’ essays disrupted the free flow of information and as such, rendered the essays incoherent. The study has pedagogical implication for ESL academic writing instructors and curriculum developers.

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