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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 309 Documents
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Using Tiktok Application for English Vocabulary Mastery of Seventh Grade Students Saputri, Rifka Kurnia; Samtidar, Samtidar; Aeni, Nur
ELT Worldwide: Journal of English Language Teaching Vol 13, No 1 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i1.84568

Abstract

This study examined the effect of using TikTok on improving vocabulary mastery among seventh-grade students. A quantitative approach with a pre-experimental design was employed, involving 31 students selected through random sampling. Vocabulary mastery was assessed through pre-test and post-test instruments focusing on three aspects: pronunciation, spelling, and meaning. Prior to the treatment, a pre-test was administered to measure students’ initial vocabulary ability. The treatment was conducted in four instructional meetings by integrating TikTok videos into vocabulary learning activities, followed by a post-test to measure students’ progress. The results indicated a significant improvement in students’ vocabulary mastery after the implementation of TikTok. The mean score increased from 71.45 in the pre-test to 89.19 in the post-test. The N-Gain score reached 0.66, categorized as moderate improvement. Further analysis using a paired sample t-test revealed a statistically significant difference between pre-test and post-test scores (p < 0.05), indicating that the use of TikTok had a positive effect on students’ vocabulary mastery. These findings suggest that TikTok is an effective and engaging learning medium that supports vocabulary acquisition through its audiovisual features and enhances students’ motivation in learning English.
Authentic Spoken English in YouTube Subtitles as a Source of EFL Learning Materials Mieyrandha, Mieyrandha; Retsi, Olga Dona; Haryani, Tutik
ELT Worldwide: Journal of English Language Teaching Vol 13, No 1 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i1.83369

Abstract

Many students who are learning English as a Foreign Language (EFL) now use digital technology. YouTube is one of the easiest places to find real language input. There are videos with subtitles and natural spoken English. This study aims to analyze the linguistic features of authentic spoken English found in YouTube subtitles and explore their potential use in the creation of EFL learning resources. A qualitative descriptive methodology was utilized to examine selected YouTube videos with English subtitles, seeking to identify common traits of spoken discourse. The analysis revealed that the conversation exhibited numerous characteristics of natural discourse, including discourse markers, fillers, contractions, and informal language. These parts show how spoken English is natural and interactive, which is something that most textbooks don't have. The results show that YouTube subtitles can be helpful tools for students who want to learn how to speak English in real life. 
The Impact of Vygotsky’s ZPD Theory: Self-Talk as a Form of Private Speech Towards Students’ English-Speaking Performance Nurfadillah Abdullah; Samtidar Samtidar; Fitri Radhiyani
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.88967

Abstract

This study aimed to examine the impact of self-talk as a form of private speech within Vygotsky’s Zone of Proximal Development (ZPD) on students’ English-speaking performance. The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design. The participants were 15 eleventh-grade students at Pondok Pesantren Darul Istiqamah Makassar. Data were collected through oral speaking tests administered before and after four treatment sessions involving structured self-talk practice. Students’ performances were assessed in terms of fluency, accuracy, and comprehensibility and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test. The results showed an increase in the mean speaking score from 34.22 in the pre-test to 62.67 in the post-test. The paired-samples t-test revealed a statistically significant difference between the two scores (t(14) = -15.025, p < .001). The improvement was observed across the three speaking aspects, with fluency showing the most prominent improvement, followed by comprehensibility and accuracy. The findings suggest that self-talk as a form of private speech can support EFL learners’ speaking development by providing opportunities for rehearsal, self-regulation, reduced hesitation, and gradual movement toward more independent performance. Therefore, it can be concluded that the implementation of the self-talk strategy had a positive and significant impact on the English-speaking performance of the eleventh-grade students at Pondok Pesantren Darul Istiqamah Makassar.  
Enhancing Tenses Proficiency and Instructional Skills in Early Childhood Educators via Cyclical Wayground Method Irena Laras; Cindy Febrianthy; Dedeh Kurniasih; Susilawati Susilawati; Agus Agus
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.84619

Abstract

This study aims to examine the effectiveness of cyclical training using the Wayground platform in improving students’ professional competence, particularly in digital literacy and the development of interactive learning media in the context of Teaching English to Young Learners (TEYL). The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The subjects of the study were 72 sixth-semester students of the Early Childhood Islamic Education (PIAUD) program. The findings revealed a significant improvement in students’ competencies across cycles. In the pre-cycle stage, most students demonstrated low digital literacy, with only 3 students familiar with the application. In Cycle I, students began to actively engage in exploring the application and creating simple quizzes, although challenges remained in aligning pedagogical aspects. In Cycle II, students showed substantial improvement in integrating technology, pedagogy, and content, producing more interactive and developmentally appropriate learning media. Quantitatively, the average competency score increased from 55 in the pre-cycle stage to 63 in Cycle I, and significantly to 82 in Cycle II. Additionally, 85% of students achieved scores above the minimum mastery criteria. These results indicate that cyclical training using Wayground is effective in enhancing students’ digital competence, creativity, and pedagogical skills. The study concludes that a structured, reflective, and practice-based training approach can significantly improve the professional competence of prospective early childhood educators in the digital era.
An Analysis of Students' Difficulties in Reading Comprehension of Descriptive Text at the Eleventh Grade of SMA Ekasakti Padang Siska Widiana S; Elda Martha Suri; Widya Juli Astria
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.88625

Abstract

Reading comprehension is an essential skill in English language learning because it enables students to understand, interpret, and obtain information from written texts. Despite its importance, many students still encounter difficulties in comprehending descriptive texts, particularly in identifying key information and understanding the meaning conveyed in a text. This study aimed to analyze the reading comprehension ability of the eleventh-grade students of SMA Ekasakti Padang in comprehending descriptive texts and to identify their difficulties based on six reading comprehension indicators proposed by Brown (2004), namely identifying the main idea, finding supporting details, understanding vocabulary, making inferences, recognizing references, and finding specific information. This study employed a descriptive quantitative research design. The population consisted of 15 eleventh-grade students of SMA Ekasakti Padang in the 2025/2026 academic year, while eight students of Class XI F2 were selected as the sample using purposive sampling. The research instrument was a 40-item multiple-choice reading comprehension test. The collected data were analyzed using descriptive statistics by calculating students' scores, percentages, and mean scores. The findings revealed that the students obtained a mean score of 51.25, which was categorized as Fair. Among the six indicators, students achieved the highest score in recognizing references, while the lowest achievement was found in finding supporting details. The results indicate that students still experienced difficulties in understanding explicit and implicit information in descriptive texts due to limited vocabulary mastery and inadequate reading comprehension strategies. Therefore, English teachers are encouraged to apply effective reading strategies and provide intensive vocabulary instruction to improve students' reading comprehension ability.
The Effect of Project-Based Learning on Students' Skill in Writing Recount Text at SMKN 1 Sungai Limau Fani Cania; Widya Juli Astria; Sherly Franchisca
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.88624

Abstract

This research aimed to describe students’ writing skills in recount texts before and after the implementation of Project-Based Learning (PjBL) and to examine whether PjBL had a significant effect on their writing achievement. Only 5 of 16 students (31%) in Class XI TAB at SMK N 1 Sungai Limau achieved the Minimum Mastery Criteria (KKM) of 78 in writing recount text, mostly due to teacher-centered instruction and difficulty organizing ideas and applying correct grammar. A pre-experimental method with a One-Group Pre-Test Post-Test design was employed, involving all 16 students selected through total sampling. Data were collected through a writing test on personal experience, independently scored by two raters using an adapted analytic rubric, and analyzed manually. The results showed that students’ writing skill improved from the "Fair" category (pre-test mean = 69.75) to the "Very Good" category (post-test mean = 86.25), a gain of 16.50 points, with Mechanics recording the highest improvement (+1.44). Inter-rater reliability was high (r = 0.918 and r = 0.909). The manually calculated t-test produced t-count = 8.559, exceeding t-table = 2.131 (df = 15, α = 0.05), so H0 was rejected. It is concluded that PjBL had a significant, positive effect on students’ writing skills and is recommended as an effective strategy for teaching recount text writing.
Register Hybridity in Asian EFL Writing: A Critical Review of Digital Discourse and Pedagogical Responses HONGYING LYU
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.83569

Abstract

AbstractIn the context of rapid digitalization, digital discourse has become a regular part of learners’ everyday language use, raising new challenges for academic English in EFL contexts. This study reviews register hybridity in Asian EFL writing, focusing on how digital discourse interacts with academic English and how this has been addressed pedagogically. Drawing on an integrative literature review with a critical perspective, it brings together research from linguistics, register studies, new literacies, and EFL education.The analysis is organized around two closely related dimensions: the linguistic and rhetorical effects of digital discourse on academic writing, and pedagogical responses to digital language use. The findings point to a dual influence. Digital discourse supports engagement, fluency, and awareness of language use. At the same time, its informal features may appear in academic writing, where they are associated with reduced lexical precision, simpler syntactic structures, and weaker coherence and formality. At the pedagogical level, approaches such as technology integration, register-awareness instruction, and interaction-based tasks show positive effects on participation and classroom interaction, but their impact on writing quality remains uneven and context-dependent.The review also identifies limitations in conceptual clarity, theoretical integration, and pedagogical applicability across existing studies. In response, this study interprets register hybridity through the lens of register negotiation, emphasizing learners’ ability to manage linguistic resources across contexts. This perspective offers a more integrated way to understand the relationship between digital discourse and academic English.  
The Effectiveness of Picture Series on Instagram in Developing Students’ Narrative Writing Skills Fera Damaira; Chairil Anwar Korompot; Geminastiti Sakkir
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.88673

Abstract

This study aimed to determine the effectiveness of using Picture Series as a learning medium on Instagram in developing the narrative writing skills of eleventh-grade students at SMA Negeri 14 Gowa. The study employed a pre-experimental method using a one-group pre-test and post-test design. The sample consisted of 33 students selected through cluster random sampling. The research instrument was a narrative writing test administered before and after the treatment. The collected data were analysed using descriptive statistics and inferential statistics through a paired sample t-test with the assistance of IBM SPSS Statistics version 26. The findings revealed a significant improvement in students' narrative writing skills after the implementation of Picture Series on Instagram. The mean score increased from 65.58 in the pre-test to 85.03 in the post-test, while the significance value (Sig. 2-tailed) was 0.000, which was lower than the significance level of 0.05. Improvements were observed in all writing components, namely content, organization, grammar, vocabulary, and mechanics, with organization showing the highest improvement. The findings indicate that Picture Series on Instagram effectively helped students generate ideas, organize events logically, and produce more coherent narrative texts. Moreover, the use of Instagram created a more engaging and motivating learning environment, encouraging students to participate actively in writing activities. Therefore, Picture Series on Instagram can be considered an effective instructional medium for teaching narrative writing in an English as a Foreign Language (EFL) classroom.
From Publication Pressure to Collective Scholarly Practice: Indonesian Lecturers’ Involvement in Communities of Practice for Publishing in Reputable Journals Muhammad Basri
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.86727

Abstract

This study explores Indonesian lecturers’ involvement in communities of practice for publishing in reputable journals. In Indonesia, publication in SINTA-, Scopus-, and Web of Science-indexed journals has become increasingly tied to academic promotion, lecturer performance reporting, institutional accreditation, and university visibility. Using an interpretive qualitative design, this study drew on semi-structured interviews with 31 lecturers and researchers from public and private universities across diverse disciplines and academic ranks. Data were analyzed using Braun and Clarke’s Reflexive Thematic Analysis, which enabled the construction of themes attentive to both semantic accounts and latent institutional meanings. The findings show that publication-oriented communities of practice functioned as survival mechanisms within a metric-driven academic system, while also serving as culturally resonant spaces of gotong royong, musyawarah, peer mentoring, and collaborative authorship. Participants used these communities to manage publication anxiety, strengthen academic writing, access methodological expertise, validate journal choices, use digital and generative AI tools, and build scholarly confidence. However, the study also reveals that these communities were not automatically egalitarian. They were shaped by seniority-based authorship politics, gendered participation barriers, article processing charge constraints, tokenistic institutional workshops, disciplinary inequalities, and epistemic pressures to reframe local Indonesian knowledge for global journals. The study contributes a critical and culturally situated understanding of publication-oriented communities of practice in Indonesian higher education. It argues that such communities can enhance publication readiness and scholarly identity only when supported by ethical authorship norms, inclusive facilitation, institutional funding, and recognition of locally grounded scholarship across diverse national career stages and institutional contexts.

Page 31 of 31 | Total Record : 309

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