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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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Non-Verbal Codes in The Activity of Mabebasan Art Sudewi, Putu Wahyu; Dollah, Syarifuddin
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.v12i2.76807

Abstract

This research explores the role of non-verbal communication in mabebasan performances, a traditional Balinese art. A qualitative approach was adopted to examine the non-verbal codes, particularly kinesics such as hand movements, body postures, and head gestures, and their cultural significance in enhancing the emotional expression and clarity of the narrative. Data was collected from 2 participants, including pangawacen (chants) and paneges/pangartos (translators), using semi-structured interviews and observation. The study found that hand gestures, body movements, and head gestures played crucial roles in expressing emotion, ensuring synchronization between performers, and conveying the narrative’s moral and emotional depth. Hand gestures helped to highlight key moments and connect with the audience, while body movements and head gestures facilitated role transitions and emphasized significant themes.
The Types of Respect About the President Joko Widodo’s Government by Netizen on Tiktok Comment Mahmud, Murni; Burhamzah, Muftihaturrahmah; Utami, Andini Putri
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.v12i2.80044

Abstract

This study investigates how netizens express respect toward President Joko Widodo’s government through comments on TikTok, one of the most influential digital platforms used by Indonesian youth. Respect, as a moral and social construct, encompasses both recognition of an individual’s status and appraisal of their actions. Using a qualitative descriptive approach, thirty TikTok comments were purposively selected from five highly viewed accounts discussing Jokowi’s leadership. The data were analyzed through discourse analysis to identify linguistic expressions of recognition respect and appraisal respect in the comments. The findings indicate that netizens display appraisal respect by praising concrete policy outcomes such as pandemic assistance (free electricity credit, food subsidies, and monthly allowances), social welfare programs (BPJS and KIP), and infrastructure development (including toll roads and renewable energy projects). Recognition respect emerges through acknowledgment of Jokowi’s leadership qualities, including sincerity, humility, patience, and simplicity, as well as his symbolic status as a national figure. Emotional expressions, such as sadness toward his retirement and admiration for his legacy, further demonstrate the affective dimension of political respect in digital communities. The results suggest that respect in online political discourse is multidimensional, combining evaluative appreciation of governmental achievements with recognition of leadership identity. This research contributes to understanding how youth-dominated digital spaces construct political respect and provide insight into contemporary perceptions of governance in Indonesia.
Investigating EFL Teacher's Strategies Ini Teaching Reading Comprehension Fazriah, Lusiana; Al-Baekani, Abdul Kodir; Nugraha, Sidik Indra
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.v12i2.75304

Abstract

This qualitative case study investigates how an Indonesian junior-secondary EFL teacher coordinated three complementary practices brief fluency work (listen-and-repeat/echo reading), explicit Question–Answer Relationships (QAR), and responsive scaffolding to improve students’ reading comprehension during routine lessons. Motivated by persistent national concerns about low reading performance and classroom reports of word-by-word translation, limited vocabulary, and uneven decoding, the study documents how supports were sequenced across pre-, during-, and post-reading phases and adapted in real time. Data comprised classroom observations, teacher interview, and instructional artifacts, analyzed using Miles and Huberman’s interactive model (data condensation, display, and conclusion drawing/verification). Findings indicate that short, well-modeled echo-reading segments functioned as fluency “bridges,” freeing working-memory resources for meaning-focused tasks; QAR provided a simple classroom metalanguage that redirected attention from keyword matching toward evidence-based inference (Right There, Think and Search, Author and Me); and contingent scaffolds (sentence frames, think-alouds, prompts to cite lines) were introduced “just in time” and deliberately faded as control emerged. Students increasingly justified answers with textual citations and combined ideas across sentences, signaling movement from literal retrieval to local integration. Practical design principles include planning for dual bottlenecks (lexis and processing) via paired fluency-plus-vocabulary warm-ups, making QAR the spine of during-reading talk, using micro-diagnostics to localize breakdowns, and aligning assessment with literal, integrative, and inferential demands. Limitations relate to the single-case context and absence of standardized pre–post measures; future work should test the approach across genres and cohorts with validated outcomes. Overall, the study offers a feasible, theory-aligned orchestration of strategies for strengthening EFL reading comprehension in resource-constrained secondary classrooms.
An Interpretative Phenomenological Analysis On The Narratives Of Best Performing Reading Teachers Abasolo, Rafdi Saniel
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.v12i2.72386

Abstract

Aside from the hefty workload of teaching English on different grade levels and sections, Reading teachers are also weighed down by the additional load of teaching each pupil how to read, and honing students’ reading abilities, and assisting struggling readers. This study aimed to unearth the individual lived experiences of the best Reading teachers in the Division of Davao del Sur, Mindanao, Philippines.  Specifically, the study aimed to identify their best practices in transforming non-readers into independent readers and to further interpret and make sense of the Reading teachers’ individual experiences through the perspective of the researcher. Seven participants took part in this study. Aside from the emerging personal experiential themes, results showed four super-ordinate themes: innovative use of learning domains, adherence to the CIP Principle, aspiring for self-fulfillment in developing an independent reader, and fostering family-school-community partnership.
Fillers and Hedges in Mrs. Tri Risma Maharini’s Speeches Muhayyang, Maemuna; Armas, Muhammad Fakhrul
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.v12i2.81352

Abstract

Women differ in the linguistic features they use, and Lakoff’s theory has served as a foundation for subsequent researchers to distinguish between women’s and men’s language. This study explores the use of fillers and hedges in the speeches of Mrs. Tri Risma Maharini, drawing on Lakoff’s foundational theory to examine gendered language differences. The primary objective is to identify the types and functions of fillers and hedges employed in her speeches. To analyze fillers, Rose’s (1998) typology is combined with insights from Stenström (1994) and Baalen (2001), while the classification of hedges and their functions is based on Salager-Mayer’s (1995) framework. A descriptive qualitative approach, using discourse analysis, was employed to investigate the data. The findings aim to highlight the types and functions of fillers and raise awareness among learners about their use during moments of hesitation in foreign language communication—an inherent aspect of spoken language. Additionally, the study underscores the role of hedges in signaling sensitivity to others’ feelings, suggesting that hedging expressions contribute to a more empathetic and contextually aware exchange.
Insight into Students’ Perceptions on Synchronous and Asynchronous English Grammar Class Daswan, Dafirah Dwi Putri; Ariyani, Amra; Sofyan, Ryan Rayhana
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.v12i2.76813

Abstract

This study aims to explore students' perceptions on the synchronous and asynchronous English grammar class. The population of this study were English Education students of the class of 2022 at Universitas Negeri Makassar. This study involved 18 participants determined through a purposive sampling technique. The interview was used as the main instrument to collect the data. The results of this study showed that most of the participants viewed synchronous mode negatively because of certain problems such as internet connection problems, ineffective content delivery, inaccurate live assessment, and the rapid unorganized discussion on WhatsApp Groups. Moreover, students tended to view asynchronous mode negatively as well because of the lack of validation and clarification, lack of participation in discussion, challenges in exploring materials leading to miscommunication, procrastination, and slow progress. However, blended synchronous and asynchronous mode was viewed positively since both modes complete one another. The combination of the two modes is expected to solve students’ problems related to learning platforms and learning activities.
An Analysis of Students’ Perception of Differentiated Content in Teaching Descriptive Text Satriadi, Annisyaputri; Sunra, La; Baa, Sultan
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.v12i2.76811

Abstract

This study examines students' perceptions of content differentiation in teaching descriptive text at Negeri 1 Gowa High School. The study involved students of class X.2 with a qualitative approach through interviews, and observations. The results show that students generally perceive differentiated content positively. They believe that the use of visual media such as videos and images helps them better understand descriptive text. Gradually increasing the level of difficulty makes them feel more confident and less overwhelmed. Students also feel more motivated when the topics are interesting and delivered through interactive methods such as games, group discussions, and multimedia. Many students expressed their hope that teachers will continue to implement such engaging and personalized learning approaches in the future. For future research, it is recommended to examine the implementation or effectiveness of content differentiation in descriptive text materials and use contextual learning methods to increase students' understanding, enthusiasm and comfort in learning.
Before the First Draft: A Mixed-Methods Needs Analysis of EFL Student Interest in A Positive Psychology-Based Professional Writing Course Nur, Sahril; Nurfadhilah, Auliyanti Sahril; 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.v12i2.76810

Abstract

This mixed-methods study analyzes the need for a professional writing course for L2 students based on Positive Psychology (PP). It surveyed 70 third-semester EFL students at Universitas Negeri Makassar, categorized by academic achievement, on their interest in a PP-based curriculum focusing on Meaning, Accomplishment, Relationships, and Engagement. While all students showed high interest in the course's career relevance, significant differences emerged in their reception of PP pedagogy. Low-achieving students were most interested in strengths-based, confidence-building aspects, often due to past negative feedback experiences. High-achieving students were more motivated by authentic, real-world challenges. The findings reveal that even innovative pedagogies are not one-size-fits-all, highlighting the necessity of a pre-curricular diagnostic approach to meet the diverse cognitive and affective needs of students.
The Impact of Questioning Types on Students Critical Reading Skills Munir, Munir; Arham, Muhammad; Saud, Chaerul Fadlan
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.v12i2.79766

Abstract

This study explores the effect of applying effective questioning types on university students’ critical reading skills. Many students in higher education face challenges when engaging with academic texts, often limiting their efforts to surface comprehension rather than deeper analysis. To address this issue, the study implemented a framework of questioning—analytical, evaluative, interpretive, inferential, and synthetic—designed to promote higher-order thinking. A pre-experimental design was employed using a one-group pre-test and post-test format with 45 undergraduate students from English Education Study Program, Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. Over four sessions, students were guided through structured questioning activities aimed at encouraging deeper engagement with reading materials. Data were collected using essay-based critical reading tests, and scores were verified by two independent raters to ensure reliability. Findings indicated a significant improvement in students’ performance, with mean scores rising from 61.8 on the pre-test to 72.4 on the post-test. The Wilcoxon Signed-Rank Test (Z = -5.037, p < .001) confirmed that this improvement was statistically significant. The results suggest that structured questioning fosters analytical, interpretive, and evaluative engagement with texts, thereby bridging the gap between comprehension and critical literacy. The study contributes to reading pedagogy by demonstrating the role of questioning in cultivating reflective and independent readers at the university level. It recommends that lecturers integrate varied questioning strategies into reading instruction to strengthen students’ academic literacy and prepare them for the demands of higher education.

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