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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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The Effect of Strategy-Based Instruction on Students’ Speaking Skills atLakidende University Irawati .; Haryanto .; Syarifuddin Dollah
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (198.882 KB) | DOI: 10.26858/eltww.v1i1.844

Abstract

This study aimed at investigating the effect of strategies-based instruction on students’ speaking skill at Lakidende University and the students’ interest in learning English through strategies-based instruction. This research employed Quasi Experimental Method, with non-equivalent control group design. This research assigned experimental group and control group (30 students for each).Speaking test was used to see the effect of strategies-based instruction on students’ speaking skill and questionnaire was used to see students’ interest in learning English through strategies-based instruction. The data obtained through the speaking test were analyzed by using descriptive statistics and inferential statistics. Meanwhile, the data from questionnaire were analyzed in percentage and descriptive statistics. The students’ speaking skill covered three components: accuracy, fluency, and comprehensibility. The findings showed that there was an improvement on the students’ speaking ability after the treatment. There was a significant difference between the results of post-test of experimental and control group, where the mean score of post-test of experimental group was 70.37, which was higher than the mean score of post-test of control group was 59.63.The value of P-value or sig. (2-tailed) shows that P-value or sig. (2-tailed) is smaller than α (0.00 < 0.05).Furthermore, the data that were collected from questionnaire showed that the students were very high interest toward strategies-based instruction. It is showed by the mean score in scale of 89.6, which was categorized as very high interest. Keywords: effect, strategy-based instruction, speaking skill
The Language Learning Strategies Used by Students of Merchant Polytechnics Makassar Rustam, Nilam Sari
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

This thesis aims to (1) to investigate the kinds of language learning strategies the merchant marine polytechnics students use in learning English, (2) to investigate the most dominant language learning strategies used by successful and unsuccessful students, and (3) to find out whether or not the successful students employ different language learning strategies from the unsuccessful students. The researcher applied descriptive quantitative method. The population of this research was the students of merchant marine polytechnics of Makassar in academic year 2014/2015. The sample was the fourth semester students of nautical study program, class C which consisted of 30 students. This research used cluster random sampling technique. This research used 2 kinds of instruments; they were English skill tests and questionnaire. The research data was collected by using English skill tests and SILL questionnaire which were analyzed by descriptive and inferential statistic through SPSS 20.0 for windows program. The result of the descriptive quantitative data showed that (1) the nautical students of merchant marine polytechnics used six kinds of language learning strategies namely metacognitive, compensation, social, memory, cognitive, and affective strategy (2) the most dominantly used language learning strategies among the successful students is metacognitive strategy and the most frequently used language learning strategies among unsuccessful students is social strategy (3) there is a difference in using language learning strategies between successful students and unsuccessful students. The six language learning strategies were employed by the students in learning English. The successful students employed two kinds of language learning strategies; metacognitive and compensation strategy while the unsuccessful students employed four kinds of language learning strategies namely social, memory, cognitive, and affective strategy. Keywords: Language Learning Strategies, Successsful/Unsuccessful Students, Metacognitive, Compensation, Social, Memory, Cognitive, And Affective Strategy
THE ANALYSIS OF STUDENTS’ MOTIVATION IN EFL LEARNING ON DOUBLE-DEGREE PROGRAM OF FOREIGN LANGUAGE ACADEMY (ABA-YW UMI MAKASSAR) - Burhanuddin
ELT Worldwide: Journal of English Language Teaching Vol 2, No 1 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v2i1.1253

Abstract

The aim of this research was to analyze and to find out (i) the types of students’ motivation in learning English as an EFL on Double-Degree program of Foreign Language Academy (ABA-YW UMI Makassar, South Sulawesi) where the Double-Degree program is applied, (ii) how the motivation emerged in the classroom during the teaching and learning processes, and (iii) the students’ perceptions of Double-Degree program and the impact to their achievements. The students of Moslem University of Indonesia have time and opportunity to study on Double-Degree program through the foreign Language academy (ABA YW-UMI Makassar) since 2009.The researcher used the descriptive qualitative method. The data were collected from four respondents of the Academy. The instrument of the research is the researcher himself. The researcher did the classroom observation, observation sheets, list of questions, recorded video and interview photo. The researcher carried out the observation and semi structured-interview in collecting the data. And then the researcher followed the steps in data analyzing they are: reading memoing, describing and classifying.The results of the research showed that (i) most of the respondents had the integrative motivation in learning a foreign language (English), (ii) the students’ motivation  emerged in the classroom during the teaching and learning processes when they met and exchange ideas in the classroom from the different majors or faculties, and (iii) their perceptions on the Double-Degree program and its applications, and the impact to their achievements were high/positives and they believed that by having the two degrees or skills, they will be easy to apply and to finding jobs, status, and career. The theory related to the research is  the socio-educational theory and  motivational views theory, they are: self-determination theory, goals theory and attribution theory. Learners’ motivation to these theories in order to receive externally administered rewards: praise, gold starts, grade, certificate, diplomas, scholarship, financial independence, and ultimate happinessKey words : Analysis of LLM, Motivation in learning EFL, Integrative and Instrumental Motivations in EFL
Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts Helen Jang
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.781 KB) | DOI: 10.26858/eltww.v1i1.839

Abstract

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study
Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level Nusrat, Masrufa
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

Using literary material for developing language skills has once again achieved much rationale for both L1 and L2 learners in the last two decades. In my paper I would like to explore the possibilities and loopholes of teaching language through literature in Bangladesh at tertiary level by providing a bird’s eye-view of survey into the reality of our language classrooms. Our English language classes follow traditional lecture-based teaching techniques and use almost no literary materials for teaching language. Mostly ‘referential’ materials are taught by Communicative Language Teaching (CLT) method which are exclusively confined to everyday real-life situational use and does not engage learners’ imaginative faculties. Therefore, in this paper I have tried to demonstrate how literary texts or ‘representational texts’ can develop English proficiency, foster critical thinking and involve learners in creative language use. I have also critiqued our teaching approaches; student evaluation; irrelevant material selection and rote learning during exam. As a result the gap between language and literature in our academia is widening and hampering adequate language acquisition. Although critical practices like- Literary Theory and Cultural Studies have come to academic forefront and impressive curriculum such as- World Literature in English, Comparative Literature and Applied Linguistics and ELT gained much popularity, learners’ basic linguistic competence failed considerably. I have tried to recommend ways to solve these problems by bridging the gap between language and literature by introducing language-based teaching approach and integrating language and literature in our English classrooms. Keywords: representational material, referential material, language-based approach, stylistics, literature with a small ‘l’, literary language, imaginative language use, literary and linguistic competence
THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE Mahmud, Adi F; Rahman, Andi Qashas
ELT Worldwide: Journal of English Language Teaching Vol 2, No 1 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v2i1.1250

Abstract

To achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied. Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents were still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting. Key Words: analysis, teaching models, English lecturers
Do Male and Female Students Learn Differently? -, Jamiah
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

This paper points out the gender differences in English learning. It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking and like cooperating with their peers while the males refered to the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar. Keywords: language learning strategy, gender differences, classroom interaction
STUDENTS EXPECTATIONS TOWARD THEIR TEACHERS: A STUDY ON TEACHERS’ COMPETENCE, GENDER ISSUES AND POLITENESS BETWEEN TEACHERS AND STUDENTS IN INDONESIAN CONTEXT Mahmud, Murni
ELT Worldwide: Journal of English Language Teaching Vol 2, No 1 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v2i1.1251

Abstract

This paper depicts the students’ perception on the ways their teachers teach them. There were 80 respondents involved in this research consisting 40 students from undergraduate and 40 students from graduate program. The respondents are the English students of the Graduate and undergraduate Program of the State University of Makassar. An open ended questionnaire was distributed to them to reveal their perception towards their teachers’ teaching styles. The findings of this research revealed expectations from students towards their teachers in terms of the use of materials and methods in the class, the classroom interaction and management by the teachers, and the teachers’ personal identities. Some other aspects such as gender relation and politeness were taken into consideration on the students’ preferences. Key words: English Language Teaching, English Teachers, English Students, Teaching Methods, Teaching materials, gender, politeness
Learner Perspective of L1 Use in L2 Collaborative Writing: An Emic View Mohanraj, Sathuvalli; Chimirala, Uma Maheshwari
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.425 KB) | DOI: 10.26858/eltww.v1i1.838

Abstract

Studies investigating the use of L1 in the L2 classroom space have done so from three viewpoints: the teacher’s use of L1, the learner’s perspective about the teacher’s use of L1 and the learner’s use of L1 in L2 writing as the learners participate in think aloud protocols or in collaborative writing. All three perspectives present the etic view of the act of using the L1 and report mixed and sometimes contradictory findings of what learners’ feel about the role L1 can play in the L2 learning context. Rarely have studies explored the learner’s perspective of their own use of L1 after a collaborative writing activity. By and large the image that emerges from the learners’ perspective is that the L1 is useful but thatit could be a blockade and a hindrance in acquiring the L2. We ask if this view would still persist if the learners were to bank on their L1 capabilities rather than comment on their Teacher’s Bi/Multilingual capabilities. Therefore, we interviewed 24, class 8, beginner level dyad writers (12 pairs) in a Zillah Parishad High School after they had collaboratively created three texts together. Qualitative analysis of the dyad interviews suggests that the learner’s need to be ‘allowed’ to explore their language capabilities before they realize the pedagogic potentiality of the L1 and decide on whether L1 is useful or otherwise. Key words: L1 use in L2 collaborative writing; learner’s perspective; emic view
The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi Ridwan, Asriani
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

The objectives of this research were to find out: (1) the students’ MI profiles, (2) whether the implementation of MI-Based English Classroom Activities could increase the students’ English achievement or not, and (3) whether the students are interested toward the implementation of MI-Based English Classroom Activities or not. This research was conducted through Quasi-Experimental Method. The population of the research was the eleventh grade students of the second semester in SMAN 2 Mamuju of West Sulawesi Province in 2014/2015. This sample was selected through purposive random sampling technique. The data of the research were analyzed inferential and descriptive statistic. The results of the research were: (1) the students’ MI profiles showed 80.6 % students in existential and interpersonal intelligences, 74.2 % students in verbal-linguistic and naturalist intelligences, 67.7 % students in logical-mathematical and musical intelligences, 58.1 % students in visual-spatial intelligence, 51.6 % students in bodily-kinesthetic and intrapersonal intelligences, (2) the implementation of MI-Based English Classroom Activities could increase students’ English achievement (3) The students were interested toward the implementation of MI-Based English Classroom Activities. So it can be concluded that the implementation of MI-Based English Classroom Activities was very effective to be applied in increasing the students’ English Achievement. Key words: Multiple Intelligence (MI) and English Classroom Activities.

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