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<![CDATA[Do Male and Female Students Learn Differently? ]]>
<![CDATA[Jamiah Jamiah]]>;
<![CDATA[Murni Mahmud]]>;
<![CDATA[Maemuna Muhayyang]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1691
<![CDATA[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 strateg, 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]]>
<![CDATA[English Listening Lesson Library Online (ELLLO) as a Supporting Media in Learning Listening ]]>
<![CDATA[Sukmawati Tono Palangngan]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v3i1.1880
<![CDATA[This research aims to find out: (1) whether the use of English Listening Lesson Library Online (ELLLO) affects the students’ Listening comprehension achievement and (2) students’ perception tow Engish Listening Lesson Library Online (ELLLLO). This research employed Quan-Qual method with a type of quasi-experimental design namely regression discontinuity design. The population was the second year students of SMAN 3 Palopo which consisting of nine classes in 2014/2015 academic year. The total number of population was 270 students. This research used the combination of random sampling and nonrandom sampling technique, random sampling to decide the sample of the quantitative analysis and nonrandom sampling to decide the qualitative analysis. The data were collected by two instruments namely a listening test and interview. The description of data collected through the listening comprehension test showed that ELLLO (English Listening Lesson Library Online) is significantly affecting the students listening comprehension. All students agree that English listening Lesson Library Online (ELLLO) is a good supporting media since they have used it for about six weeks and their favourite activity is game activities. Keywords: effect, ELLLO, listening]]>
<![CDATA[The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua ]]>
<![CDATA[Wa Lisda]]>;
<![CDATA[Muhammad Asfah Rahman]]>;
<![CDATA[Haryanto Atmowardoyo]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1687
<![CDATA[This research is conducted to find out: (1) whether the use of Macromedia Flash Animation enhance students' writing skill or not; (2) the students' interest in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on the questionnaire, it is found that the mean score is 80.15 which was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically, the research result indicates that Macromedia flash animation is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.]]>
<![CDATA[Episodic Memory in EFL Classroom at Bosowa University ]]>
<![CDATA[Mardiana Mardiana]]>;
<![CDATA[Baso Jabu]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v3i1.1885
<![CDATA[The objectives of this research are (1) to find out whether the use of episodic memory is effective to improve the writing ability of the fifth-semester students of English education department of Bosowa University Makassar and (2) to find out the component of writing that improves the students’ writing the highest. The method applied in this research was true experiment design. It involved two groups design. That was experimental and control group. The subjects of this research were taken from two classes at fifth semester A and B in 2014/2015 academic year. The sample consisted of 40 students. They were randomly formed. The data of this research was collected through writing test. The result of the research through students' writing test shows that the students' writing ability improved after treatment. It was supported by the rate of the mean score of writing which were observed in the students' posttest for the five components. The mean score of the experimental group was 71.89 which was higher than of the control group which was only 67.32 and the mean difference was 4.57. The content in the experimental group posttest were 83.50 while in the pretest only 67.50. The improvement of students' score in experimental for the content component was 16 point. It was the highest of all components of writing. It can be concluded that (1) The use of episodic memory is effective to improve the writing ability of the fifth-semester students of English Education Department of Bosowa University Makassar; (2) The component of writing that improves the students’ writing the highest is content.Keywords: Episodic memory, writing ability.]]>
<![CDATA[The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi ]]>
<![CDATA[Ridwan, Asriani]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1692
<![CDATA[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.]]>
<![CDATA[The Use of Prezi with Know, Want, and Learn (KWL) Strategy to Enhance Students Reading Comprehension ]]>
<![CDATA[Hamid, Sitti Maryam]]>;
<![CDATA[Rahman, Andi Qashas]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 3, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v3i1.1876
<![CDATA[The objectives of this research were to find out whether the use of Prezi with KWL Strategy enhances the reading comprehension and the students’ interest. This research employed quasi-experimental design. The population of this research was the first-grade students of SMAN 5 Makassar in academic 2015/2016. This research employed cluster random sampling technique. The sample consisted of 72 students which belong to two classes; 36 students in experimental class and also 36 students in control class. Research instruments were used to collect the data in this research namely reading comprehension test and questionnaire. The result of the students’ reading score in this research showed that the experimental class improved significantly from 69.69 up to 86.61. While in control class the result improved from 66.22 up to 75.89. Therefore, the significant values of Independent t-test 0.000 < α = 0.05. It means that the alternative hypothesis (H1) was accepted. Moreover, based on the students’ response on questionnaire showed that the mean score of interest was 80.61 and it was categorized as interested. Keywords: KWL Strategy, Prezi, reading comprehension, interest ]]>
<![CDATA[The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability ]]>
<![CDATA[Lista, Litta]]>;
<![CDATA[Atmowardoyo, Haryanto]]>;
<![CDATA[Salija, Kisman]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v2i2.1688
<![CDATA[The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving students’ writing ability and the students’ interest in VAK learning style as a technique in studying English writing. This research employed quasi experimental design. The population of this research was the eleventh grade students of Science Program SMA Negeri 1 Bontomarannu in academic year 2014/2015. This research used cluster random sampling. The sample consisted of 60 students that belonged to two groups: 30 students in the experimental andcontrol group. The data was collected by using writing test and questionnaire.The findings showed that there was an improvement on the students’ writing ability after the treatment. The students’ result of posttest of experimental group was more significantly improved than the students’ result of posttest of control group by the mean score 73.2 > 58.1. The difference of both scores was statistically significant based on the t-test value at significant level0.05 inwhich the P-value is lower than the significant level (0.0001 < 0.05). The mean score of the students’ interest in the experimental group was 91.63 and it was categorized as strongly interested. Key words: VAK Learning Style, Writing, Learning Style]]>
<![CDATA[The Students’ Perception on the Characteristics of Effective and Ineffective English Language Teachers ]]>
<![CDATA[Khaerati Khaerati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 3, No 2 (2016): ELT Worldwide, October 2016, P-ISSN 23033037 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v3i2.2260
<![CDATA[Effective and ineffective English teacher will determine the success of teaching and learning process. This research was conducted to find out the students’ perception on the characteristics of effective and ineffective English language teachers. The methodology employed in this research was qualitative method by applying coding of qualitative data. The main instrument of this research was data in the form of essay. The essays were collected from the students. The data analysis was carried out by following the grounded theory procedure and technique comprised three steps: open coding (inductive), axial coding and selective coding. This research found out that there are several characteristics of effective and ineffective English teacher. They are teacher’s personality, teacher’s appearance, teacher’s classroom performance, material mastery and classroom management. Keywords: effective, ieneffective, perception]]>
<![CDATA[The Profile of Effective EFL Teachers: A Descriptive Study at Senior High Schools in Gowa ]]>
<![CDATA[Dian Wahyu Restu]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Mansur Akil]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v5i1.5799
<![CDATA[This research aimed at to find out the profile of effective EFL teachers based on four competences as stated in Permendiknas number 12 2007 at senior high school level; pedagogical competence, personal competence, social competence, and professional competence. This research employed descriptive qualitative research method. This research was conducted in SMAN 2 Tinggimoncong, SMAN 1Bajeng, and SMAN 1 Sungguminasa which were the three of the best and the most favorite state schools in Gowa Regency. The research subjects were EFL teachers. Before selecting the research subjects, a questionnaire with open responses was given to the all the third grade students in each school in order to find out their perceptions and opinions about their English teachers. Then, an English teacher who was mostly chosen by student was selected from each school as a research subject. Additionally, the second questionnaire was distributed to third graders to 10 students from each school to showed that two of three teachers classified as effective teachers in four competences.]]>
<![CDATA[Lecturer’s Competence and Students’ Writing Proficiency at University Level in Indonesia ]]>
<![CDATA[Rizal Arisman]]>;
<![CDATA[Arifuddin Hamra]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v4i2.4498
<![CDATA[This research explored the influence of lecturer’s competences toward students’ writing proficiency at the English Education Study Program of Dayanu Ikhsanuddin University, Indonesia. The research question that was raised up of this research was do the lecturer competence influence students’ writing proficiency? This research aimed to investigate the influence of lecturer competence toward students’ writing proficiency. This research employed ex post facto method. The population was the fourth semester students who registered in academic year 2013/2014 for Writing III. There were 51 students were as sample of this research, selected using si.mple random sampling technique. The data collected using questionnaire and writing test. The data analyzed by applying descriptive and inferential statistics. The research found that the value of Fcount that was 3.608 at significance value was 0.035. It meant Fcount was greater than Ftable (3.608 > 2.57) and the value of significance was fewer than α (0.035 < 0.05). Those meant the regression model can predict the level of students’ writing proficiency which influenced by lecturer competence and the lecturer competence had positive and significant influence toward students’ writing proficiency at the English Education Study Program of Dayanu Ikhsanuddin University, Indonesia.]]>
