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Muhammad Basri
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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 320 Documents
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Analyzing the Use of Digital Flashcards in English Vocabulary Learning at MTs Muhammadiyah Mandalle Sulastri Usman; Haryanto Atmowardoyo; Maemuna Muhayyang
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.v13i2.89156

Abstract

This study aimed to investigate the implementation of digital flashcards in teaching English vocabulary to seventh-grade students at MTs Muhammadiyah Mandalle and to explore the responses and perceptions of both the English teacher and the students regarding the use of this digital medium. A descriptive qualitative research design was employed to capture a comprehensive and contextualized picture of the instructional process. The key informants comprised one English teacher and nine seventh-grade students, selected through purposive sampling to represent varying levels of classroom engagement. Data were collected using qualitative instruments, including classroom observations, semi-structured interviews, and instructional documentation. The gathered data were analyzed through data condensation, data display, and conclusion drawing/verification. The findings revealed that the implementation of digital flashcards proceeded systematically through three main instructional stages: pre-activity, main activity, and post-activity. Both teacher and students responded positively to the digital medium, highlighting enhanced interactivity and engagement despite minor connectivity constraints.
Analysis of Students’ Participation Based on Seating Arrangements at SMAN 14 Bulukumba Raya Prawira; Fitri Radhiyani; Asriati Asriati
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.v13i2.89157

Abstract

This study investigates student participation based on seating arrangements during English language classes at SMAN 14 Bulukumba. Employing a descriptive qualitative research design, the study selected six students from Class XI 3 as research subjects through purposive sampling techniques based on their seating in a traditional row arrangement. Data were gathered using observation checklists, open-ended interviews with teachers and students, and smartphones for audio-visual documentation. The findings indicate that student participation in the classroom manifests in two main forms: active participation (asking questions and giving opinions) and passive participation (listening to lectures and sitting quietly). The results reveal that seating arrangements significantly affect active participation. Students seated closer to the teacher, particularly in the front rows, demonstrate higher engagement by frequently asking questions, sharing opinions, and paying attention due to better proximity and auditory clarity. Conversely, as distance from the teacher increases toward the back rows, active participation decreases due to diminished visibility, difficulty hearing, and distractions like peer noise. However, passive behaviors like sitting quietly are largely unaffected by seating position, as students remain seated as a gesture of respect for the teacher regardless of where they sit. Overall, the study highlights seating layout as a crucial classroom management strategy to optimize student engagement and interactive learning in English instruction.
An Analysis of Students Vocabulary Mastery at the Second Semester of FKIP Universitas Ekasakti Ririn Ifana Silaban; Elda Martha Suri; Lailatul Husna
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.v13i2.89228

Abstract

Vocabulary mastery is an important part of learning English, especially in learning a text. Students who have good vocabulary mastery can understand texts more easily. Therefore, vocabulary mastery is crucial in supporting students when reading texts. This study aims to describe the vocabulary mastery of second semester students in the English Language Education Department of Universitas Ekasakti and to identify the most difficult aspects of vocabulary faced by these students. The research employed a descriptive quantitative design. The population of this research consisted the second semester students of the English Language Education Department. The sample were 13 students selected by using total sampling. The research instrument was a vocabulary test. The instrument used in this research was a multiple-choice vocabulary mastery test consisting of 40 items. The collected data were analyzed by calculating the students’ scores, mean score, and percentage. The results revealed that the students’ vocabulary mastery was categorized as High (72.1). The percentage scores of students' vocabulary mastery were distributed as follows: 30.77% (4 students) were categorized as Very High, 53.85% (7 students) as High, and 15.38% (2 students) as Moderate. No students were classified in the Low or Very Low categories. However, further analysis by vocabulary aspects showed that students experienced the greatest difficulty in the word class aspect. In contrast, the aspects of form-meaning connection and concept referents were found to be less challenging for the students.
Bilingual Education and ESP Curriculum development: Bridging Language and Content for Academic Success Eslam Yacoub
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.v13i2.81885

Abstract

This study investigates how bilingual education principles can be systematically integrated into English for Specific Purposes (ESP) curriculum development to enhance both language proficiency and academic content mastery in multilingual higher-education contexts. In many EFL settings, ESP instruction prioritizes English-only approaches, often overlooking the pedagogical value of learners’ first language in supporting conceptual understanding and cognitive processing. Adopting a mixed-methods design, the study implemented a bilingual ESP intervention with first-year pharmacy and business students, combining pre- and post-test performance measures with learner questionnaires and semi-structured faculty interviews. Quantitative analyses revealed statistically significant gains in both English language proficiency and disciplinary content comprehension following the intervention, while qualitative findings indicated improved learner confidence, clarity, and engagement. Faculty data further highlighted the instructional benefits of bilingual strategies alongside challenges related to curriculum design and institutional language policies. The study concludes that strategically incorporating L1 scaffolding, translanguaging practices, and bilingual resources into ESP curricula can effectively bridge language and content learning, positioning bilingualism as a pedagogical asset for academic success in EFL higher-education settings.
Negotiating Institutional Values in the Era of Artificial Intelligence: A Critical Discourse Analysis of University AI Guidelines Muhammad Fahri Jaya Sudding; Geminastiti Sakkir; Sudding Sudding; Qawiyyan Fitri
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.v13i2.89230

Abstract

Artificial Intelligence (AI) has rapidly transformed teaching, learning, research, and assessment practices in higher education, prompting universities worldwide to establish institutional guidelines governing its responsible use. While previous studies have primarily examined AI adoption, ethics, and educational implementation, limited attention has been paid to how university AI guidelines construct academic integrity through language. This study investigates how academic integrity is discursively negotiated in official AI guidelines published by nine internationally recognized universities using Corpus-Assisted Critical Discourse Analysis (CACDA). Employing Fairclough's three-dimensional Critical Discourse Analysis framework, the study integrates corpus linguistic techniques through AntConc, including word frequency analysis, keyword-in-context (KWIC), and collocation analysis, to identify recurring linguistic patterns before conducting qualitative critical interpretation. The findings reveal four dominant discursive patterns. First, institutional authority is constructed through obligatory modality, particularly the recurrent use of must, which establishes mandatory academic practices concerning AI use, assessment, and disclosure. Second, AI governance is negotiated through conditional modality (should and may), allowing flexible yet regulated AI integration into academic activities. Third, students are positioned as responsible academic agents expected to exercise transparency, accountability, and ethical judgment when using AI-assisted technologies. Finally, academic integrity is reconstructed by redefining plagiarism through new institutional boundaries that distinguish legitimate AI assistance from academic misconduct. The study argues that university AI guidelines function not merely as regulatory documents but as institutional discourse through which universities negotiate technological innovation, construct responsible academic identities, and legitimize emerging standards of ethical AI use. The findings contribute to Critical Discourse Analysis and AI governance research by demonstrating that language plays a central role in shaping institutional responses to generative artificial intelligence in higher education.
Academic Digital Reading Frequency and Orientation and Their Associations with EFL Students’ Reading Comprehension Munir Munir; Chaerul Fadlan Saud; Abdul Karim
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.v13i2.90222

Abstract

Frequent access to digital texts does not necessarily indicate academically oriented reading or stronger comprehension. This study examined the separate and joint associations of logged digital reading frequency and academic digital reading orientation with reading comprehension among Indonesian EFL undergraduates. A quantitative correlational design involved 116 English Education students at Universitas Negeri Makassar, retained from 122 recruits after screening. Measures comprised a four-week self-reported reading log, an academic-orientation coding rubric, and a researcher-developed 30-item comprehension test. Students logged a mean of 6.50 qualifying English digital reading sessions; the mean participant-level academic-session proportion was 37.94%. Reading comprehension was positively associated with frequency (Spearman’s ρ = .455, p < .001) and academic orientation (ρ = .377, p < .001). The two-predictor regression was significant, F (2,113) = 30.925, p < .001, accounting for 35.4% of observed score variance. These findings identify complementary associations within the selected sample, rather than causal effects of changing reading habits. Session-linked logs may support more specific descriptions of digital reading, although self-report, coding uncertainty, restricted sampling, and unmeasured proficiency and motivation limit interpretation. Guided reading activities warrant further evaluation rather than being regarded as interventions validated by this study.
Pragmatic Strategies of Apology and Responsibility in Healthcare Workers’ Clarifications Following Cyberbullying Accusations Muhammad Fahri Jaya Sudding; Citra Dwi Safitri; Musdalifah Musdalifah; Sudding Sudding
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.v13i2.89620

Abstract

Public apologies in digitally mediated controversies constitute complex pragmatic acts through which speakers respond to perceived offenses while simultaneously managing responsibility and repairing threatened identities. This study investigates the pragmatic strategies of apology and responsibility employed by healthcare workers in their public clarifications following cyberbullying accusations. Employing a qualitative pragmatic approach, the study analyzed publicly circulated written and audiovisual clarification statements produced by healthcare workers involved in a social media controversy concerning patient-related discourse. The data were segmented into pragmatic units and examined in terms of apologetic functions and the ways responsibility was accepted, mitigated, negotiated, or delimited. The findings reveal several recurring strategies, including explicit apology, acknowledgement of wrongdoing, expression of regret, recognition of harm, acceptance of responsibility and consequences, professional self-evaluation, commitment to behavioral change, explanation, mitigation of intentionality, and institutional distancing. Three broader orientations toward responsibility emerged from these strategies: full responsibility acceptance, reflective responsibility acceptance, and negotiated responsibility. Significantly, explicit apology did not necessarily correspond to unconditional responsibility-taking. Speakers could acknowledge wrongdoing while mitigating harmful intention or delimiting the institutional implications of their individual conduct. The clarifications also functioned as forms of face and professional identity repair, particularly through references to empathy, ethical expectations, and future behavioral improvement. The study demonstrates that public apology and responsibility are closely related but pragmatically distinct and argues that digitally mediated apologies should be understood as dynamic processes of apology, responsibility negotiation, and face or identity repair.
An Analysis of Students’ Speaking Ability in Retelling A Story through Picture Series at SMA Ekasakti Padang Alisda Silvia; Feby Meuthia Yusuf; Lailatul Husna
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.v13i2.89621

Abstract

The research entitled “An Analysis of Students’ Speaking Ability in Retelling a Story through Picture Series at SMA Ekasakti Padang” aimed  analyze of students’ speaking ability and students’ problems in retelling a story through a picture series at SMA Ekasakti Padang. The researcher found some problems in retelling a story, including students’ mispronunciation, limited vocabulary, and lack of self-confidence. The method of this research used a descriptive design. The population consisted of 23 students, and the number of samples was 13 students from the eleventh grade at  SMA Ekasakti Padang, selected using purposive sampling. The instrument used in this research was a speaking test consisting of five aspects: pronunciation, grammar, vocabulary, fluency, and comprehension. The research score in this research was calculated as the average of two scorers, mean scores, and percentage calculations. The findings of the students’ speaking ability in retelling a story through picture series research generally showed that 4 students got an excellent score with a percentage of 30.77%, 5 students got a good score with a percentage of 38.46%, and 4 students got an average score with a percentage of 30.77%, and no students got a low or very low score. Moreover, the scorer found the students’ problems in 5 aspects of speaking; these were pronunciation and comprehension. 5 students (38.46%) were hard to pronounce the word correctly and 5 students (38.47%) lowed to speak in understanding the meaning of story. It is concluded that the students’ speaking ability in retelling a story through a picture series were good category, although some students had problems in pronunciation and comprehension aspects.
Teacher’s Experiences in Applying Basic Questioning Technique in the Learning Process Nurhikmah Nurhikmah; Nurdin Noni; Amra Ariyani
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.v13i2.89622

Abstract

This study explores English teachers’ experiences in applying basic questioning techniques during classroom learning and examines the challenges that influence their implementation. Using a descriptive qualitative design, the study involved two English teachers at SMP Negeri 26 Makassar. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data collection, data condensation, data display, and conclusion drawing and verification. The findings show that both teachers regarded questioning as an integral part of classroom interaction, although they differed in the intensity and distribution of their questioning. Questions were used in the preliminary, core, and closing stages of learning to activate prior knowledge, monitor understanding, maintain attention, connect learning with students’ experiences, encourage explanation, and evaluate learning. The study also identified four interrelated challenges: low student self-confidence, differences in English language ability, limited instructional time, and low student participation in question-and-answer activities. To address these challenges, teachers simplified questions, provided thinking time, used probing questions, and encouraged pair or small-group discussion before individual responses. The findings indicate that effective questioning is not determined only by the quality of a question itself, but also by the teacher’s responsiveness to students’ abilities, emotional readiness, participation patterns, and classroom time. The study contributes a context-sensitive account of questioning from teachers’ perspectives and highlights the need to treat questioning as an interactional practice rather than merely an assessment technique.
English Education Students' Perceptions of Lecturers' Attitudes and Their Influence on Learning Performance: A Qualitative Study H. O. Moureen S. Wijaya; Syarifah Farahdiba; Muh. Tahir
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.v13i2.89229

Abstract

Lecturers’ attitudes play a crucial role in shaping students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms, where supportive and positive interactions can influence students’ motivation, engagement, and academic performance. However, students may perceive lecturers’ attitudes differently based on their individual learning experiences, making it important to explore these perceptions in higher education contexts. This study aimed to explore English Education students’ perceptions of lecturers’ attitudes and examine how these attitudes influence their learning performance. Employing a qualitative descriptive research design, the study involved English Education students selected through purposive sampling. Data were collected using semi-structured interviews and analyzed following Braun and Clarke’s thematic analysis, including data familiarization, coding, theme development, theme review, theme definition, and report writing. The findings revealed that students perceived lecturers’ positive attitudes through themes such as respectfulness, fairness, effective communication, supportiveness, and approachability. These attitudes were found to positively influence students’ motivation, classroom engagement, confidence, participation, and overall learning performance. Conversely, negative lecturer attitudes, including unfair treatment, poor communication, and lack of empathy, were perceived to reduce students’ motivation and willingness to participate in classroom activities. The study concludes that lecturers’ attitudes significantly contribute to creating a positive learning environment and enhancing students’ learning performance. These findings highlight the importance of fostering professional and supportive lecturer–student relationships to improve the quality of English language teaching in higher education.

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