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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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Examining Collaborative Learning’s Influences On Fifth Grade EFL Student’s English Proficiency Erliani, Windia; Zasrianita, Fera; Andriadi, Andriadi
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.75966

Abstract

This study investigates the impact of collaborative learning on the English proficiency of fifth-grade EFL students at SDN 60 Bengkulu Utara. Employing a quantitative one-group pre-test–post-test design, data were collected from 24 students using a standardized English proficiency test that assessed vocabulary, reading, writing, speaking, and grammar skills. Pre-test results revealed that 79.2% of students were in the “low” category and 12.5% in the “very low” category. Following the implementation of collaborative learning, post-test results showed a marked improvement, with 66.7% of students achieving the “high” category and 33.3% the “very high” category, and none remaining in the lower categories. The mean score rose significantly from 39.58 to 72.13. A paired-sample t-test confirmed the statistical significance of this improvement (p<0.05). These findings demonstrate that collaborative learning substantially enhances the English proficiency of young learners, not only raising academic achievement but also fostering motivation, participation, and teamwork. The study underscores the effectiveness of collaborative learning in resource-limited rural schools, offering empirical support for its broader integration into elementary EFL instruction.
Narrowing Proficiency Gaps in Heterogeneous Secondary EFL Classrooms with Cooperative Learning Hudriati, Andi; Syamsu, Awaluddin; Selfiyanti, Selfiyanti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76376

Abstract

Heterogeneous proficiency remains a persistent challenge in English as a Foreign Language (EFL) classroom, where students’ varied skills in vocabulary, grammar, reading, and writing often lead to unequal participation and achievement. This study investigated the impact of cooperative learning (CL) on managing proficiency differences in a secondary classroom and explored students’ perceptions of the approach. A pre-experimental one-group pretest–posttest design was employed with 20 tenth-grade students at a public secondary school in Indonesia. The intervention spanned four sessions incorporating Think-Pair-Share, Jigsaw information sharing, and guided peer feedback. Data were collected through a composite proficiency test and a 10-item Likert-scale perception questionnaire. Results showed a substantial improvement in proficiency, with mean scores rising from 56.40 (SD = 11.84) to 82.95 (SD = 6.53), t(19) = 11.56, p < .001, Cohen’s d = 2.58. Classifications shifted from heterogeneous (“Poor,” “Fair,” “Good”) to uniformly higher levels (“Good,” “Very Good”). Student perceptions were predominantly positive, with highest agreement for increased motivation (75%), responsibility (70%), and confidence (65%). These findings demonstrate that short, structured CL interventions can significantly enhance proficiency and foster inclusivity, supporting both sociocultural and cognitive load theoretical perspectives. The study contributes to international debates on equity in language education and offers practical guidance for teachers and policymakers seeking scalable, student-centered strategies for heterogeneous classrooms.
Developing Letter to Sound Correspondences through Controlled Dictation Practice in a Sudanese Classroom Ali, Ezzeldin Mahmoud; Ashareef, Zuhayra
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.71234

Abstract

This paper attempts to measure how pupils at primary schools benefit from controlled dictation practice in the learning of letter-to-sound correspondences. The paper targets primary-school pupils of English as a Foreign Language in Sudanese classrooms. An experimental approach was adopted in which pre- and post-tests were carried out for data collection from pupils before and after training. There were two types of tests which included (i) citation forms test (recorded) and (ii) a short text test. For prevention of replication of the same test items, the study used different test items in the pre-and post-tests of both citation forms and sentence-embedded words. Moreover, as the experimental group per se is not sufficient for the production of credible results, the study used a control group. As usual, unlike the experimental group, the control group took both pre-and-posttests without receiving any intervention. The findings indicate that the pupils' scores following training conducted through controlled practice surpass their pretest scores. This observation suggests that controlled dictation practice positively influences the development of pupils' abilities to connect letters with their corresponding sounds. The findings also revealed that pupils demonstrate greater success in associating English letters with their corresponding sounds when engaging in dictation practice with isolated words, rather than when these words are incorporated into sentences. The reason behind this difficulty is likely because pupils experience difficulty in linking the spelling of words to their phonetic sounds within sentences. Interestingly, dictation proves to be a good practice activity integrating listening and writing, which gives pupils a considerable opportunity to listen and write down words or text being read to them by their testers. The transition from controlled to free dictation practice aids pupils in solidifying their understanding of letter-sound relationships. Dictation practice tool is beneficial as it aids pupils in comprehending the word through auditory recognition and contextual spelling. 
Students’ Attitudes on Translanguaging in the English Virtual Classroom: The Case of a State University Vergara, Angelica Jean Del Pilar; Sumayo, Gideon Sindad
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.71809

Abstract

This study investigates university students’ attitudes toward translanguaging in English virtual classrooms and addresses a specific gap: despite the rapid normalization of online instruction, little is known about how tertiary learners in Philippine HEIs perceive translanguaging in fully digital English courses. Anchored on Translanguaging Theory, the study employed a descriptive-correlational design to determine students’ socio-demographic profiles, their reasons for using translanguaging, and how these socio-demographics relate to their perceptions of translanguaging. A total of 95 respondents from a state university participated through stratified random sampling. A modified and expert-validated survey questionnaire was utilized, and data were analyzed using descriptive and inferential statistics. Results revealed that students generally hold positive attitudes toward translanguaging, as indicated by an overall mean of 4.02, showing agreement that it supports clearer comprehension, more comfortable expression, and active participation in class. Moreover, Pearson correlation results revealed no significant relationships between attitudes and age (r = -0.087, p = .400), sex (r = -0.061, p = .556), year level (r = -0.134, p = .195), and L1 (r = -0.054, p = .601). These results suggest that students’ acceptance of translanguaging transcends socio-demographic boundaries and may be influenced more by their shared virtual learning experiences. The study concludes that translanguaging is a widely accepted and pedagogically sound approach that enhances comprehension and classroom interaction in online English instruction. It is recommended that educators incorporate translanguaging strategies to foster engagement, clarity, and inclusive participation in virtual settings.
Mapping Trends in Doctoral Dissertations in English Language Education: A Systematic Analysis of Doctoral Research at Universitas Negeri Makassar Dollah, Syarifuddin; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76911

Abstract

This study aims to systematically map the research trends in doctoral dissertations produced by Ph.D., candidates in the English Language Education Program at Universitas Negeri Makassar over the past three years (2021–2023). The objectives are threefold: (1) to describe the topics explored in doctoral dissertations, (2) to analyze the research approaches and methodologies employed by doctoral students, and (3) to identify research gaps that require further exploration to enrich the field of English Language Education. Employing a content analysis framework, 63 dissertations archived between 2021 and 2023 were systematically reviewed. The findings indicate a clear thematic shift from literacy- and culture-based studies (2021) toward the integration of digital technologies and advanced pedagogical innovations (2022), culminating in the use of artificial intelligence, hybrid learning, dialogic feedback, and 21st-century skills frameworks (2023). From a methodological perspective, the research trajectory evolved from qualitative ethnographic inquiries in 2021, toward mixed methods and research and development (R&D) designs in 2022 and 2023. Despite this progress, research gaps remain in three major areas: (1) language assessment and test validation, (2) longitudinal studies capturing long-term effects of learning innovations, and (3) equity and inclusion in EFL contexts such as remote, marginalized, and special needs learners. The study contributes to theoretical enrichment by extending the literature on doctoral-level research mapping in ELT, and offers practical and policy implications for doctoral candidates, supervisors, and program administrators.
Exploring English Teachers’ Perceptions of U-Shaped Seating Arrangements in Enhancing Collaborative Learning Syahruni, Syahruni; Radhiyani, Fitri; Arham, Muhammad
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.80038

Abstract

The objectives of this study are 1) to find out how U-shaped seating arrangements can enhance collaborative learning, 2) to find out how teachers perceive U-shaped seating arrangements in enhancing collaborative learning. This study was motivated by the fact that many teachers still use traditional seating arrangements, which make learning monotonous and ineffective due to the lack of innovation in classroom management. This study is a qualitative descriptive study with data collection techniques in the form of observation using field notes and interviews. The participants in this study were students in grades IX A and IX B and two English teachers at SMP Negeri 2 Barombong, who were selected using purposive sampling. Observations were conducted in grades IX A and IX B to explore how U-shaped seating arrangements could enhance collaborative learning. The results of the observation showed that U-shaped seating arrangements can enhance collaborative learning because they facilitate interaction between students, help teachers monitor individual responsibilities, support the development of communication skills through open discussion, and create space for students to share knowledge more easily. In addition, this layout also makes it easier for teachers to act as mediators in classroom interactions, even though it still presents some challenges in its implementation. The interviews with two English teachers showed that teachers perceive the U-shaped seating arrangement as facilitating student interaction and engagement, encouraging the development of communication skills in collaborative learning, helping teachers control the class and student performance, and making it easier for students to share knowledge. However, teachers also acknowledged the challenges in implementing this model and provided solutions to overcome them. Based on the results of the study, it can be concluded that U-shaped seating arrangements can enhance collaborative learning while providing opportunities and challenges for teachers in classroom management. These findings emphasize the importance of classroom physical design as a classroom management strategy to create more effective collaborative learning.
A linguistic analysis of slang usage among senior high school students in Midsayap, Cotabato, Philippines Catig, Rachel Tagle; Parcon, Marissa Navarro
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.71310

Abstract

This study employed a descriptive qualitative approach within a sociolinguistic framework to analyze the use of slang among students. The study focused on thirty-six (36) Grade 12 HUMSS students at a private school in Midsayap, Cotabato, Philippines, and aimed to identify the slang expressions they used, as well as to examine their linguistic features in terms of morphology, syntax, and semantics. The primary data source consisted of dialogue scripts written by the respondents. Findings revealed that the students used seventy-two (72) slang expressions, categorized as sixty-four (64) words, three (3) phrases, and five (5) acronyms. In terms of morphology, slang was formed using free lexical morphemes as well as inflectional and derivational bound morphemes. Regarding syntax, slang followed common sentence structures, including simple, compound, and complex sentences, with identifiable main subjects and main verbs. The most frequently observed sentence patterns were S-V-DO (Subject-Verb-Direct Object) and S-LV-C (Subject-Linking Verb-Complement), with imperative sentences, expressions, and acronyms also being commonly used. In terms of semantics, slang expressions carry both denotative (literal) and connotative (figurative) meanings, reflecting their contextual adaptability and social significance. In conclusion, the findings indicate that slang is an integral part of students' daily interactions. The study confirms that slang is systematically formed through free and bound morphemes and adheres to syntactic structures, demonstrating that it is not merely informal speech but follows linguistic patterns that contribute to meaning-making in communication.
Using the Free Fire Game in Building A Bonding Intercultural Social Network Among Players Asmira, Dewi; Sunusi, Seny Luhriyani; Amin, Fatimah Hidayahni
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76814

Abstract

This research explores using the Free Fire game in building a bonding intercultural social network among its players. In an era marked by rapid technological advancement and globalization, the internet has become a platform for diverse cultural interactions, with online games playing a central role. Free Fire, a popular mobile battle royale game, offers a unique environment for players from different cultural backgrounds to connect, collaborate and form social networks. This study uses a qualitative approach with a descriptive research design to investigate language use and the supporting and inhibiting factors in the formation of intercultural social networks through the Free Fire game. Data were collected through participant observation, interviews, and document analysis, focusing on how players use language to interact, communication strategies, and develop friendships. The results show that the importance of effective communication and collaboration in fostering social relationships, with supporting factors such as accessibility, teamwork, and a diverse community of players, as well as hindering factors such as language barriers, cultural differences, and in-game toxicity. This research contributes to the understanding of online gaming as a platform for intercultural exchange and provides insights into how gaming environments such as Free Fire facilitate the creation of cultural social networks.
Architecting the Overture: A Pedagogical Framework for Crafting High-Quality Research Introductions in Graduate EFL Contexts Nur, Sahril; Sunra, La; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76806

Abstract

The introduction chapter is a critical hurdle for graduate students in English as a Foreign Language (EFL) contexts. It functions as a persuasive overture that must establish significance, delineate a clear scholarly gap, and articulate the study's purpose. This article provides a pedagogical framework for students and supervisors on constructing a high-quality research introduction. Drawing on genre analysis, specifically Swales’s Create a Research Space (CARS) model, the guide deconstructs the essential rhetorical moves for a compelling argument. Through a comparative analysis of strong and weak examples, it illustrates common pitfalls and effective strategies. The core of the article discusses the unique challenges faced by EFL scholars in contexts like Indonesia, proposing a scaffolded pedagogical model to improve research writing instruction. The aim is to equip emerging scholars with the conceptual tools and practical strategies to architect an introduction that meets the rigorous standards of international academic discourse.
Silence and Eye Contact: Unveiling Non-Verbal Cues in Passive Language Learners Rahman, Ali Wira; Dollah, Syarifuddin; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76808

Abstract

Non-verbal cues like eye contact and silence are crucial for classroom engagement, especially for passive students in English language learning environments. Nonetheless, these actions are frequently misunderstood, with eye contact taken as a sign of understanding and silence viewed as a lack of interest or uncertainty. This investigation examines the ways in which passive students utilize eye contact and silence as markers of engagement and comprehension, with the goal of offering a detailed insight into these non-verbal cues during classroom interactions. A descriptive qualitative approach was employed to observe six purposively selected passive students through the use of questionnaires and semi-structured interviews. Thematic Analysis was employed to analyse the data, facilitating the identification of patterns in students' non-verbal behaviours. The results indicate that eye contact from passive students frequently functions as a courteous gesture instead of an indication of comprehension, whereas silence embodies a range of motivations, such as cultural conventions, introspection, and evasion of social pressure. This study emphasizes the importance of educators embracing a contextual approach when interpreting non-verbal cues, thereby fostering a more inclusive learning environment that recognizes various communication styles.

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