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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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Potential Factors Affecting Students’ Participation in English Speaking Classroom across Gender Atma, Nurul; Muhammad, Anugrah Puspita Ayu; Silawati, Aminah Maulidah Nugraha
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.64141

Abstract

Students’ participation is often regarded as one of the indicators of successful teaching and learning process. Unfortunately, having the students to participate in classroom activities is a challenging task for many foreign language teachers. In relation to the issue, this survey study endeavors to shed a light on the potential factors affecting students’ participation in English speaking classroom. Besides, it takes into account gender differences. There were 32 students, consisting of 16 male and 16 female, participating in this study by filling out 39 items questionnaire. After analyzing the data, it was found that the students were reluctant to participate in English speaking classroom because of lack of preparation, unsure with the correctness of their utterance, insufficient time to process the questions, big class size, underestimating their ability and depending on their classmates. Finally, there was statistically significant difference between male and female students in the way they perceive the factors related to speaking in front of the class and making mistake.
Exploring Grammatical Errors in English Abstracts: Insights from UMI Student Journals Ratnawati, Ratnawati; Chuzaimah, Chuzaimah; Burhanuddin, Burhanuddin; Reza, Riri
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.70613

Abstract

This study investigates the grammatical errors present in English abstracts written by students at Universitas Muslim Indonesia (UMI), aiming to identify prevalent error types and uncover underlying factors influencing these lapses. Adopting a qualitative descriptive design, the researcher analyzed five English abstracts each from a different UMI faculty using Surface Structure Taxonomy (SST) to categorize errors into omission, addition, misformation, and misordering. Semi-structured interviews with the authors of the abstracts were also conducted to provide contextual insights into the causes of these errors. The findings reveal a total of 35 errors: 19 misformation errors, 8 omission errors, and 8 addition errors, with no instances of misordering. Misformation errors, particularly those involving incorrect verb forms, prepositions, and pluralization, emerged as the most frequent. Interview data point to several contributory factors, such as native language interference, limited mastery of formal writing rules, minimal use of grammar-checking tools, insufficient lecturer guidance, and the absence of clear faculty-level guidelines on English abstract composition. These results underscore the need for targeted pedagogical strategies. Recommendations include developing comprehensive writing guidelines, integrating technology-assisted proofreading tools, and offering formalized writing workshops that focus on discipline-specific conventions. By addressing both individual and systemic barriers, UMI and similar institutions can enhance students’ academic writing proficiency, thus improving the clarity, credibility, and global impact of their research outputs.
What Linguistic Features Shape Literature Review Sections? An Analysis of Social Sciences Master’s Theses from a State University in the Philippines Sumayo, Gideon Sindad; Tulud, Donnie Marasigan
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.69776

Abstract

This research investigates the linguistic features shaping literature review sections in social sciences master’s theses from a state university in the Philippines. Employing a qualitative descriptive research design, it analyzed the lexico-grammatical features in 30 unpublished MA theses. Findings reveal the noticeable use of cohesion devices, such as anaphoric references and conjunctions, and lexical cohesion achieved through repetition. Reporting verbs were strategically used to give attributions to the borrowed ideas and assert writer stances, while hedges conveyed caution and boosters added conviction. Active and passive voices were applied to achieve clarity and depersonalization, respectively. Verbals, including gerunds, participles, and infinitives, were used to frame ideas and maintain coherence. These current findings accentuate the critical role of linguistic features in constructing coherent, impactful academic texts, such as literature reviews. The study provides insights to enhance graduate students’ writing skills, contributing to improved academic writing practices.
Prosodic Analysis of English Utterances in Student with Attention Deficit Hyperactivity Disorder in the Context of Riddle Game Amal, Rizal Alamsa; Hariri, Tatang
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.70923

Abstract

This study focuses on prosodic patterns, specifically intonation and stress, in student with attention deficit hyperactivity disorder (ADHD) during riddle game situations. The main objective of this research is to identify and analyze how ADHD and other factors influence prosodic patterns in English speech as a second language in a gaming context. The data source comes from an 11-year-old ADHD student with the initials D, who studies at Corner Stone School in Makassar. Data collection was conducted using an observation technique. Observations were carried out while playing a riddle game, with audio recordings used for analysis. The results indicate a tendency to emphasize the beginning of utterances, such as the words "Faster," "Help," and "Yes," which function as signals for the listener to focus on the core message. Additionally, the intonation pattern showed a tendency to use falling intonation, characterized by a high pitch at the beginning of the utterance and a lower pitch at the end. Interestingly, the prosodic patterns produced by the ADHD student in this study were not significantly different from those of non-ADHD students. This research suggests that although students with ADHD face challenges in attention and impulse control, the subject in this study could still adjust their prosodic patterns to convey messages effectively in specific contexts, such as in a riddle game setting.
The Impact of Teacher Nonverbal Immediacy on Student Anxiety in English Language Learning: A Correlational Study Sally, Fauzan Hari Sudding; Fahmuddin, Muhammad
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71399

Abstract

This study investigates the relationship between teacher nonverbal immediacy and student anxiety in learning English and identifies the specific nonverbal immediacy behavior that most significantly influences student anxiety. A total of 62 students from an English Education Study Program participated in this research. Data were collected using two structured questionnaires measuring lecturer nonverbal immediacy and student anxiety in learning English. Pearson correlation analysis was employed to examine the relationship between the variables. The findings indicate a significant negative correlation between teacher nonverbal immediacy and student anxiety, suggesting that higher levels of teacher nonverbal immediacy are associated with lower student anxiety. Among various nonverbal immediacy behaviors, smiling whether directed at an individual student or the entire class was found to have the most substantial impact in reducing student anxiety. However, one form of nonverbal immediacy, maintaining eye contact with the class while speaking, exhibited a positive correlation with student anxiety. These findings underscore the critical role of teacher nonverbal immediacy in shaping students’ emotional experiences in language learning and highlight the need for educators to adopt effective immediacy behaviors to foster a more supportive learning environment.
Non-Verbal Communication and Its Role in Teacher-Student Interaction: A Literature Review Nurhayati, Nurhayati; Dollah, Syarifuddin
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.74303

Abstract

This study aims to explore the role of non-verbal communication in teacher-student interactions, focusing on its impact on learning, engagement, and classroom dynamics. Non-verbal communication, encompassing gestures, facial expressions, body language, and eye contact, is often an unspoken but powerful aspect of interpersonal communication in educational settings. The research methodology involved a literature review of existing studies and scholarly articles published over the last two decades, providing insights into how non-verbal cues influence the classroom environment. The findings highlight that non-verbal communication plays a crucial role in fostering effective teacher-student relationships, enhancing student engagement, and conveying emotions, intentions, and feedback that may not be expressed verbally. Key aspects such as teachers' use of positive body language, facial expressions, and non-verbal cues were found to significantly impact student motivation, comfort, and learning outcomes. Furthermore, the review identifies cultural differences in the interpretation of non-verbal signals and emphasizes the importance of teachers' awareness of these factors. Based on the findings, it is recommended that teacher training programs incorporate training on non-verbal communication skills to improve classroom interaction. Additionally, future research should explore the interaction between verbal and non-verbal cues in different educational contexts and across diverse cultural settings. In conclusion, non-verbal communication is an integral component of effective teacher-student interaction, shaping the educational experience in subtle but profound ways. Teachers who are attuned to non-verbal signals can create a more supportive and engaging learning environment, ultimately enhancing student learning outcomes.
Investigating the Effectiveness of Using Charade Games in Teaching Vocabulary for EFL Learners Rohmatussholihah, Yeni; Candraloka, Olyvia Revalita
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71498

Abstract

This study examines the effectiveness of using charades as a teaching strategy to enhance vocabulary mastery among sixth-grade students at Madrasah Ibtidaiyah Sadamiyyah Guyangan Bangsri Jepara. A pre-experimental design with a one-group pre-test and post-test approach was employed, involving 22 purposively selected students. Data were collected using a vocabulary test consisting of 30 multiple-choice and 10 short-answer questions. The findings indicate a significant improvement in students' vocabulary mastery, with the mean pre-test score increasing from 64.23 to 78.23 in the post-test. A paired sample t-test revealed a statistically significant difference (Sig. (2-tailed) = 0.000, p < 0.05), confirming the positive impact of the charades game. The study highlights that charades promote student engagement, motivation, and peer interaction, making vocabulary learning more effective and enjoyable. Furthermore, the results suggest that charades facilitate a dynamic and stress-free learning environment, reducing student anxiety while improving retention and recall of new words. The findings of this study suggest that incorporating interactive and engaging activities like charades can enhance vocabulary acquisition in EFL classrooms. Teachers can utilize this method to foster active participation and collaboration among students, making the learning process more immersive. Additionally, charades provide an alternative to traditional rote memorization, encouraging meaningful language use and long-term retention. Educators should consider integrating game-based learning strategies to create an interactive and student-centered classroom environment that supports vocabulary development.
Enhancing English Writing Skills: The Impact of the Task-Based Method at SMA Insan Cendekia Syech Yusuf Akidah, Nur Faizah; Dollah, Syarifuddin; Iskandar, Iskandar; Noni, Nurdin; Sakkir, Geminastiti; Sunra, La
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.73609

Abstract

This research identifies the impacts of implementing the task-based method in teaching English writing at SMA Insan Cendekia Syech Yusuf. The study addresses a research question focusing on how implementing a task-based method in teaching English writing impacts students' writing skills. The study involved two English teachers and four SMA Insan Cendekia Syech Yusuf students. Data were collected through classroom observations, interviews with teachers and students, and written assignments. The findings reveal that the task-based method in teaching English writing is implemented through a structured task cycle involving pre-task, task, and post-task phases. Furthermore, the students reported positive impacts of task-based language teaching on their writing skills, particularly regarding organization, coherence, and critical thinking. However, the challenges related to language proficiency, task understanding, and time constraints were identified as barriers to full engagement. The emotional engagement varied among students, with some expressing frustration due to language limitations, while others thrived in the collaborative and problem-solving aspects of task-based language teaching. The study concludes that while the task-based method in teaching English writing shows significant potential for improving students' English writing skills, careful consideration must be given to task design, teacher support, and addressing student proficiency levels to maximize effectiveness. Future research should explore strategies for overcoming these challenges and enhancing student engagement in task-based language teaching in writing classes.
The Lecturers’ Perception of Digital Games-Based Language Learning at Higher Education Mustari, Sri Hariati; Noni, Nurdin; Salija, Kisman; Sulaiman, Iskandar; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71565

Abstract

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including digital games-based language learning. However, the implementation still has different challenges due to technical, instructional and financial barriers. Previous studies suggest exploring more teaching experiences related to the use of digital games-based language learning for future contribution.  This study aims to explore the perception of the lecturers on digital games-based language learning in higher education. To achieve this goal, this study was conducted in an Indonesian higher education, the State University of Makassar by applying a qualitative case study to collect data. The researcher collected the data from 2 lecturers recruited using a convenient sampling technique. The thematic analysis was used to analyze the collected data.  This study explores teacher experiences in using digital games-based language learning in a speaking classroom. This study found that the lecturers perceived that Digital Games-Based Language learning (DGBLL) is useful, easy to use, and have a positive attitude toward its use. From this result, it is claimed academically that digital games-based language learning (DGBLL) can be used in speaking classrooms and modified based on learning objectives, learning outcomes and students’ learning needs.
The Role of Lecturers’ Facial Expressions in Emotional Interactions with EFL Learners G, Hasriani; Dollah, Syarifuddin; Risan, Rahmad; Muhayyang, Maemuna; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71457

Abstract

Lecturers’ facial expressions are a primary non-verbal cue, often conveying encouragement, approval, or even subtle disapproval, which can significantly affect learners’ comfort, confidence, and willingness to participate in the classroom interaction. This study investigated the role of lecturers’ facial expression in emotional interactions with EFL learners. The researcher focused on investigating the influence of lecturers’ on EFL learners’ emotional response as well as learners’ motivation and engagement, and learners’ interpretation and response to the lecturers’ facial expression. The data collected through questionnaire, interview, and observation. The researcher then analyzed the data qualitatively. The findings from this research support the notion that lecturers' facial expressions significantly influence learners’ emotional responses, motivation, engagement, and confidence in the classroom. Positive facial expressions, such as smiles and enthusiastic expressions, can create a supportive and comfortable learning environment, motivating learners to participate actively and enhancing their overall learning experience. Furthermore, cultural differences must be considered, as learners may interpret facial expressions in diverse ways, highlighting the need for lecturers to be mindful of their non-verbal cues.

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