Articles
299 Documents
<![CDATA[Communication Styles used by Effective EFL Teachers in Classroom Interaction ]]>
<![CDATA[Suharni Sudirman]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (903.428 KB)
|
DOI: 10.26858/eltww.v5i2.7332
<![CDATA[This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.]]>
<![CDATA[Reducing Students’ Pronunciation Anxiety by Utilizing WhatsApp Group in Learning English Consonant Sounds ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (873.537 KB)
|
DOI: 10.26858/eltww.v5i2.7378
<![CDATA[This research aims at describing the utilization of WhatsApp group to reduce students’ pronunciation anxiety in learning English consonant sounds. It is conducted to the first semester of English Department students at STKIP PGRI Banjarmasin batch 2018 in Pronunciation Practice course. The instruments of this research are the documentation of students’ scores on voice records sent to WhatsApp group and the questionnaire. Both the instruments are analyzed quantitatively. The documentation of students’ voice records is analyzed to see their progress of practicing English consonant sounds during eight meetings. Meanwhile, the questionnaire is analyzed to get their impressions and personal feelings whether the use of WhatsApp group help them to reduce their anxiety as well as fear of making error in pronunciation practice. The result of students’ voice record documentation shows that there are 56% students who have good scores, 42% students have enough scores, and 5% of students have fair scores. It indicates that the result of students’ pronunciation practice needs to be improved. The students should carry out regular practice to get maximal pronunciation ability. The result of questionnaire shows that there are 78% of them state that WhatsApp group helps them much in learning, feel enjoy, have self-confidence as the result of having more relax after involving on class discussion using WhatsApp group.]]>
<![CDATA[Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare ]]>
<![CDATA[Buyung Renaldy Adisaputra]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (843.992 KB)
|
DOI: 10.26858/eltww.v5i2.7333
<![CDATA[This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.]]>
<![CDATA[USING LYRICS LINES TO STRENGTHEN READING COMPREHENSION ]]>
<![CDATA[edy suseno]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (732.703 KB)
|
DOI: 10.26858/eltww.v5i2.6074
<![CDATA[ABSTRACTThe way to persuade students to read texts is sometimes frustrating. They are reluctant to explore a lot of knowledge by reading some books or articles. This kind of condition is not good for the students to increase their perspective of knowledge. Experiencing such a thing, the teachers feel dismayed whenever see the result of their students’ reading test is low. Many teachers try many methods to adapt in order to invite their students to get involved in reading practice. It is very important to find out a proper way to imply a method to enhance the students reading the material accordingly. Nevertheless, songs are parts of life all around the world people love to listen. Meanwhile, most of the students are fond of singing or listening to the songs. They copy the singers’ utterances by reading lyrics to express their intention to others. Moreover, learning lyrics means to read the extensive reading. So that by posing lyrics often to discuss with makes students be accustomed to comprehending the content of the various texts. Step by step they start loving reading. Finally, their competence to grab the message of the texts is enhanced.]]>
<![CDATA[Playing SAFMEDS and Its Influence on the Vocabulary Learning of Hotel Department Students ]]>
<![CDATA[Hardianti Hardianti]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (761.136 KB)
|
DOI: 10.26858/eltww.v5i2.7334
<![CDATA[Playing Say All Fast Minute Every Day Shuffled (SAFMEDS), a set of cards containing details in both sides of the cards, has successfully helped many training of fluency and vocabulary development abroad (Quigley (2004); Kubina, Yurich, Durica, & Healy (2015); Beverly, Huge, & Hastings (2016)). However, none of them conducted their researches in the context of vocative education, and focused on English as a Foreign Language (EFL) or English for Specific Purposes (ESP). Thus, by intentionally opening the chance of adapting and transforming SAFMEDS to be applied in vocational high school classroom, the researcher conducted this study to find out whether or not there was any significant difference between the use of SAFMEDS and wordlist in vocabulary learning of two hotel department classrooms, and what are the aspects of vocabulary that might be highly influenced by SAFMEDS itself. This study was conducted purposively in the second grade of hotel department of SMK Negeri 3 Luwuk in the first term of 2017/2018 academic year. An English vocabulary test was administered to collect quantitative data by focusing on playing SAFMEDS containing hotel department terminologies as the core material. Through quasi-experimental research design, the analysis of quantitative data showed that there was a significant difference between the mean score of the students who were learning vocabulary by using SAFMEDS and the mean score of the students who were learning vocabulary by using wordlist. As for the second research question, the researcher found that the aspect of vocabulary which was dominantly affected by the use of SAFMEDS was the aspect of vocabulary in term of form.]]>
<![CDATA[Examining Students’ Questioning Strategies in EFL Classroom Interaction ]]>
<![CDATA[Masyruha, Masyruha]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (733.479 KB)
|
DOI: 10.26858/eltww.v5i2.7335
<![CDATA[The study on examining students’ questioning strategies in EFL classroom interaction is aimed at investigating: (1) the types of students questioning strategies that appeared in the EFL classroom interaction; (2) the levels of students questioning strategies that appeared in the EFL classroom interaction; and (2) the students perceptions regarding to their questions strategies in the EFL classroom interaction. This research employed descriptive qualitative research. It applied purposive random sampling technique in selecting sample. The participants of this research were a class C of third semester English students at Graduate Program of English Education Department in State University of Makassar of academic year 2018/2019. The data were collected by employing video recording and interview. The obtained data was scripted and analyzed based on interactive model of namely: (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of this research showed that; (1) the types of students questioning strategies that appeared in the EFL classroom interaction are referential questions and display questions; (2) the level of students’ questioning respectively lies out on higher and lower level of cognitive questions which divided into three level; remembering, understanding and applying; (3) each students has different perception regarding the questioning strategies. Some students ask questions because they did not understand the material discussed while the other students ask questions only because the topic is interesting. Furthermore, in asking questions, majority of students write down in their questions first to make sure that their questions is suitable with the topic. Finally, each student has different ways to make sure that the presenter understands regarding their questions.]]>
<![CDATA[Emailing in English Writing: a Case Study Towards Students in Two Classes at SMA Negeri 1 Sinjai ]]>
<![CDATA[Meta Mutiamiftah]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Baso Jabu]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (988.727 KB)
|
DOI: 10.26858/eltww.v5i2.7331
<![CDATA[This article explores the reasons of the students for emailing activities and how emailing activities influence the student’ writing competence. It also discusses emailing support the students writing competence at SMA Neg 1 Sinjai. This article applied a qualitative method, covering the collection, analysis, and interpretation of comprehensive narrative and visual data in order to gain insights into a particular phenomenon of interest. The participants of this article were the second year students of SMA Negeri 1 Sinjai, consisting of 10 students chosen from two classes using purposive sampling. The data of this research were collected through observation with simple protocol. The data were analyzed using the grounded theory technique, including three types or stages of data analysis:l open coding, axial coding, and selective coding.The result of this research reveals the student’s reasons for emailing activities, that is because it is interesting to do, comfortable, fast, and usable to send many file. Then, raising the habit of using English language when writing in email, improves their writing competence. And the English teacher claims that email as a learning tool is beneficial in increasing the students gradesin English language subject.]]>
<![CDATA[Mix Freeze group based Cooperative Learning Approach for Improving the Students Reading Comprehension at the first grade students of SMAN 1 Bontomarannu ]]>
<![CDATA[Sujariati, Sujariati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1233.712 KB)
|
DOI: 10.26858/eltww.v5i2.7500
<![CDATA[This research aimed to explain the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion. The researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the first grade students of SMAN 1 Bontomarannu with a number of the subject were 35 students. The research findings indicated that the application of SMAN 1 Bontomarannu, This strategy was improving the students’ reading comprehension in terms ofLiteral reading and Creative reading of the text. It was proved by the mean score of cycle I was 60.7. It was classified as fair then improved to be 73.36. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 50.7 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of Literal Reading of the text dealing with main ideas and sequence of details and Creative Reading of the text dealing withcharacterization and conclusion.]]>
<![CDATA[Interlanguage: A Case Study of English Narrative Discourse of an Indonesian Studying in the U.S. ]]>
<![CDATA[Prima, Stefanus Angga B.]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (35.042 KB)
|
DOI: 10.26858/eltww.v6i1.7963
<![CDATA[The aim of this study is to see how an Indonesian studying in the U.S. uses English tense and aspects to produce meaning oral narrative discourses. The Indonesian’s verbatim of narrative discourse is compared to that of a Minnesota-born English speaker studying in a university in the midwestern of the United States. The audio-recorded narrative discourses are transcribed, then foregrounding and backgrounding clauses of each participant’s oral narrative discourse are analyzed to count the number of verbs produced by each participant. The verbs are categorized into past verbs (simple, progressive, pluperfect) and non-past verbs (base forms, present tense, present progressive, present perfect). By analyzing the morphology distribution, the researcher recorded that the Minnesotan participant used past tense more frequently in foregrounding and backgrounding clauses in both narrative tasks, while the Indonesian used more temporal adverbs than that of the Minnesotan.]]>
<![CDATA[EXPLORING BEGINNING EFL TEACHER IN MAKING LESSON PLAN FOR FIRST YEAR STUDENTS OF PUBLIC SENIOR HIGH SCHOOL IN MAKASSAR ]]>
<![CDATA[Yunitari Mustikawati]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 6, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26858/eltww.v6i1.9303
<![CDATA[This study aims at exploring the beginning EFL teacher in making learning objective, selecting learning materials, and assessment used in learning, and discovering the problems and solutions of the beginning EFL teacher. This study is qualitative research with a case study. Data sources of the study were one beginning EFL teacher of SMAN A (pseudonym), the Vice Principal of SMAN A, and the Head of MGMP Makassar. Data were collected by employing observation, interview, questionnaire, and documentation. The results of the study reveal that the beginning EFL teacher has problem in formulating clear learning objective and in using appropriate assessment to students’ achievement. However, he has adequate knowledge of selecting the materials from the easiest to the most challenging one. The solutions to overcome the problems of the beginning EFL teacher are to provide supervisor (superintendent) with the same discipline in school, assign qualified experienced teacher as mentor teacher to guide the beginning EFL teacher in his first year of teaching, and assign the beginning EFL teacher to join MGMP and attend its monthly meetings as a compulsory activity.]]>
