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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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Shifting Perceptions of Effective EFL Teacher Characteristics: A Case Study of Gen Z Pre-Service Teachers at UNM Mansyur, Mansyur; Sunra, La; Amalia, Suci; Yuli Wahyuni, Ika
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.v12i1.73715

Abstract

This study explored the shifting perceptions of Gen Z pre-service teachers regarding the characteristics of effective EFL teachers and their expectations of ideal teaching styles at Universitas Negeri Makassar (UNM). The research employed a qualitative approach, utilizing semi-structured interviews with five pre-service teachers. The findings revealed that Gen Z values student-centered learning, the integration of technology, and the empathy demonstrated by teachers. They expressed a preference for teaching methods that foster active student participation and collaborative learning, in contrast to more traditional teacher-centered models. Additionally, the study highlighted the importance of adaptability in teachers, as well as their ability to address diverse student needs. These results suggest that teacher education programs must adapt to Gen Z's expectations by integrating technology, focusing on empathy, and fostering student-centered approaches in teacher training curricula.
Investigating the Influence of EFL Students’ First Language on the Pronunciation of Long and Short English Vowels Muhayyang, Maemuna; Sally, Fauzan Hari Sudding; Ramadhani, Adelia; Syahruni, Syahruni
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.v12i1.71922

Abstract

The impact of an individual's native language on the pronunciation of long and short vowels in English is a common phenomenon, particularly among learners whose first language employs a distinct vowel system. The objective of this study is to gain insight into the manner in which a student's first language affects the pronunciation of long and short English vowels and to identify effective learning strategies employed to overcome the difficulties encountered. This study employed a case study in qualitative method taking eight English Language Education students in 2022/2023 academic year, Universitas Negeri Makassar. To collect the data, semi-structured interview was utilized and analyzed using the framework of qualitative analysis developed by Miles and Huberman Saldana's (2014) theory, which includes data condensation, data presentation, and conclusion drawing/verification. The findings revealed that the lack of differentiation between English long and short vowels in the native language, coupled with difficulties in identifying and articulating vowels, constituted the primary challenges encountered by the students. Nevertheless, several learning strategies were identified to assist in overcoming the difficulties, namely learning from native speakers through online resources, the "listen and repeat" method and utilizing a supportive learning environment. These findings underscore the significance of recognizing the impact of a first language and implementing suitable learning strategies to channel the accuracy of students' pronunciation of both long and short vowels in English.
Low-Tech Visual Scaffolds for High Gains: Cue-Card Instruction Elevates Grade-8 EFL Speaking in Rural Central Sulawesi Asdar, Asdar; Kamaruddin, Abdul; Erniwati, Erniwati
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.v12i1.72941

Abstract

Developing communicative competence in under-resourced classrooms remains a persistent challenge for English as a Foreign Language (EFL) teachers. Grounded in Dual-Coding and Multimedia-Learning theories, this study investigated the impact of cue-card scaffolding on the speaking performance of Grade-8 students at a remote junior-high school in Central Sulawesi, Indonesia. Using a pre-experimental one-group pre-test–post-test design, 21 students completed a baseline oral test, participated in seven 80-minute lessons that progressed from image-only cards to situational grids, and sat for an equivalent post-test. Performances were rated with a four-category analytic rubric (fluency, vocabulary, grammar, pronunciation) by two trained raters (α = .89; r = .91). Mean scores improved from 46.14 to 59.14, yielding a mean gain of 13 points and a large practical effect (Cohen’s d = 1.40). A paired-samples t test showed the improvement was statistically significant (t = 9.92, df = 20, p < .001). Score dispersion narrowed, indicating benefits for both lower- and higher-proficiency learners. Classroom observations revealed increased lexical range and reduced hesitation, supporting theoretical claims that visual–verbal integration lowers cognitive load. The findings confirm cue cards as a cost-effective alternative to digital media for advancing oral proficiency in bandwidth-constrained contexts. Implications for lesson planning, teacher training, and equity-oriented language policy are discussed.
Expectancy Violation in Nonverbal Communication and Its Influence on Lecturer Perceptions in the Educational Space Setiawaty, Puji Wahyu; 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.v12i1.74022

Abstract

Student attire serves as a powerful form of nonverbal communication within the educational space, subtly shaping how students are perceived by academic staff. This study examines how university lecturers in Indonesia evaluate student dress across disciplinary boundaries, particularly comparing English-education compared to other study programme, as well as lecturers' perceptions of the relationship between student clothing and professionalism. Using a cross-sectional ex post facto survey design, data were collected from 13 lecturers at a public university through the validated 18-item Expectancy–Appearance Survey (EAS). Quantitative analysis revealed that the majority of lecturers have certain expectations regarding student appearance, especially in terms of neatness, politeness, and cleanliness, which are considered to support the academic atmosphere in the classroom. There is a tendency for lecturers to appreciate students who dress neatly and formally, because it is considered to reflect respect for the academic environment and interaction ethics, even though lecturers basically still provide the best learning to all students. As part of nonverbal communication, students are expected to pay more attention to their appearance while in class as a reflection of professionalism and academic culture. These findings sheds light on the norms surrounding nonverbal communication through appearance are not universally held but are shaped by disciplinary identity and generational factors. The study contributes to the literature on expectancy-violation theory in higher education and offers practical recommendations for more inclusive, context-sensitive dress guidelines. Recognizing and addressing these implicit appearance norms can promote equitable academic environments where professionalism is not misjudged through unspoken visual codes.
ESP Implementation and English Proficiency of the Indonesian Nurses to Face Global Health Challenges Suhria, Suhria; Irmayanti, Irmayanti; Arham, 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.v12i1.65202

Abstract

This study uses a quantitative descriptive method with a sequential sampling technique to examine the application of English for Specific Purposes (ESP) among nurses in addressing global health challenges in the 21st century. The sample consisted of 12 nurses working in various settings, such as hospitals, clinics, and health centres, in Sulawesi and Kalimantan islands. Through a questionnaire comprising 10 closed-ended questions and 3 open-ended questions, the study evaluated the use of ESP in the workplace and the English language skills of the participants. The results, presented in a percentage table, indicate that the adoption of ESP in the workplace remains low, despite nurses having a strong understanding of advanced medical technology. However, there is a positive attitude toward international engagement, including participation in international seminars, preparation of professional correspondence in English, and volunteer activities in English-speaking countries. These findings underscore the need for targeted institutional training and support programs to enhance nurses' English language competencies and global skills, enabling them to contribute effectively to international health services. The study has limitations, including a small sample size that restricts the generalizability of the findings across Indonesia. Nevertheless, the inclusion of participants from diverse workplaces offers valuable insights into the use of English in central and eastern Indonesia. Future research should explore larger and more diverse samples and investigate the long-term impact of ESP training on professional development and global readiness among nurses.
Speech Acts in Early Childhood: A Case Study of Pragmatic Development in Two-Year-Olds Sudding, Muhammad Fahri Jaya; Sembiring, Surya Anantatama; Musdalifah, Musdalifah; Azhari, Ahmad
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.v12i1.72013

Abstract

This study investigates the emergence of pragmatic competence in early childhood through the analysis of speech acts performed by two children aged 2 years and 3 months (Child 1) and 2 years and 5 months (Child 2). Through the lens of Austin’s and Searle’s speech act theory, the qualitative study focuses on spontaneous utterances that are collected during natural interactions, such as play and daily routines. The findings reveal that even at a very young age, children are capable of performing various speech acts, including asserting, requesting, refusing, and expressing ownership which indicate their growing ability to use language intentionally and effectively. The analysis highlights the presence of locutionary, illocutionary, and perlocutionary acts in the children’s speech, promoting the view that pragmatic competence begins to develop well before formal schooling. These results contribute to a deeper understanding of early language development and provide insight into the cognitive and communicative abilities of young children.
From Directives to Dialogic Voice: Mapping Upward–Downward Communication and Its Barriers in an Indonesian Automotive Marketing Division Amin, Fatimah Hidayahni; Mulfi, Muhammad Naufal Putra Audy; Sunusi, Seny Luhriyani; Hanafie, Nurharsya Khaer; 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.v12i1.73745

Abstract

This study analyzed upward and downward communication between employers and employees at PT Bosowa Berlian Motor Makassar. It focused on the phrases and barriers affecting the effective communication. This study employed qualitative research, gathering data through observations with audio recordings and interviews. The subjects were the employers and employees in PT. Bosowa Berlian Motor who were selected purposively considering their availability in the office.  The findings reveal that the phrases in terms of the language functions differ in upward and downward communication. For upward communication typically involved suggestions, performance reports, and problem disclosures, while downward communication contained instructions, feedback, and socialization. Key communication barriers were perceptual, emotional, and language obstacles, which were found to hinder message clarity and efficiency. Enhancing openness and consistency of feedback was suggested as a way to improve organizational communication.
Navigating Hybrid Pedagogies in English for Business: Insights from Indonesian Higher Education Hamid, Restu Januarty; Noni, Nurdin; Sunra, La; 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.v12i1.71459

Abstract

This study explores the challenges and adaptive strategies employed by lecturers in implementing hybrid learning for English for Business (EfB) instruction within an Indonesian higher education context. Grounded in Connectivism, Sociocultural Theory, and Bloom’s revised taxonomy, the study employs a qualitative descriptive design involving semi-structured interviews with four experienced EfB lecturers, classroom observations, and document analysis. Thematic analysis revealed four interrelated domains: (1) disparities in access to technology and digital fluency, (2) limited interactional engagement in online settings, (3) underdeveloped information-management skills among students, and (4) lecturer readiness and workload concerns in hybrid environments. Findings indicate that infrastructural limitations and the digital divide significantly constrain equitable participation and pragmatic language use in hybrid classrooms. However, proactive instructional strategies such as the provision of offline materials, structured micro-tasks, and embedded digital literacy training can mitigate these challenges. The study underscores the centrality of technological, pedagogical, and institutional connectivity in shaping hybrid learning outcomes. It contributes to the growing body of HyFlex and ESP scholarship by offering context-rich insights from the Global South and provides implications for educators, institutional leaders, and policymakers seeking to design inclusive and resilient hybrid learning systems.
Fostering Self-Confidence: The Impact of Online-Based Hybrid Learning on English Speaking Proficiency Nur, Syauqiyah Awaliyah Alfiani; Noni, Nurdin; Korompot, Chairil Anwar
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.v12i1.70605

Abstract

This study explores the impact of an online-based hybrid learning model on students’ self-confidence in speaking English as a foreign language. Conducted at Universitas Negeri Makassar, the research involved 20 second-semester English education students enrolled in an Interactive Speaking course. Employing a qualitative approach, data were collected through semi-structured interviews and analysed using NVivo software to uncover themes related to learners' confidence levels. The hybrid learning model integrated both synchronous platforms (e.g., Zoom, Google Meet, WhatsApp) and asynchronous tools (e.g., Google Classroom, Instagram, YouTube, SYAM-OK), offering students flexibility and multiple forms of engagement. Findings revealed three distinct self-confidence profiles among students high, moderate, and low. Students with high self-confidence reported enhanced participation and reduced anxiety due to the hybrid model's supportive structure. Those with moderate self-confidence highlighted the benefits of decreased social pressure and the ability to control their learning environment. In contrast, students with low self-confidence continued to struggle despite the flexible format, citing persistent fear of judgment and speaking errors. The study concludes that while online-based hybrid learning can effectively foster self-confidence in speaking for many students, it may not suffice for learners with deeply rooted anxiety. These findings underscore the need for tailored pedagogical strategies that combine technological affordances with targeted confidence-building interventions to ensure inclusive and effective language instruction.
Preservice Teachers’ Engagement with the Merdeka Curriculum: A Qualitative Study in a Pedagogy of Writing Course Sakkir, Geminastiti; Jayadi, Karta; Sakkir, Rini Isnaeni; Wahyuni, Ika Yuli
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.v12i1.72093

Abstract

This study investigates how preservice English teachers at Universitas Negeri Makassar understand and implement the principles of the Merdeka Curriculum within the “Pedagogy of Writing” course. As a curriculum reform aimed at promoting student-centered, project-based learning and the development of 21st-century competencies, the Merdeka Curriculum requires significant pedagogical shifts, especially in writing instruction. A qualitative descriptive approach was employed to explore students’ conceptual and practical engagement with the curriculum. The participants included 210 fifth-semester students enrolled in the course during the 2022/2023 academic year. Data were collected through in-depth interviews, classroom observations, and document analysis, focusing on three representative lesson plans. Thematic analysis revealed that while students generally grasped key curriculum concepts such as learner autonomy and the Profil Pelajar Pancasila, their classroom implementation varied widely. Common challenges included limited instructional resources, time constraints during school-based practicums, and difficulties in aligning creative writing tasks with standardized assessments. Despite these obstacles, many students demonstrated innovation in instructional design and a willingness to reflect critically on their teaching practices. The findings highlight the need for more structured pedagogical support within teacher education programs to strengthen curriculum understanding and implementation. This study contributes to the growing literature on curriculum transformation in Indonesian higher education and offers insights for policymakers and curriculum developers seeking to enhance teacher preparation for 21st-century education.

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