ELT Worldwide: Journal of English Language Teaching
https://ojs.unm.ac.id/ELT
<hr /><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="20%">Journal title</td><td width="80%"><strong>ELT Worldwide: Journal of English Language Teaching</strong></td></tr><tr valign="top"><td width="20%">Initials</td><td width="80%"><strong>ELTWW</strong></td></tr><tr valign="top"><td width="20%">Abbreviation</td><td width="80%">ELTWW</td></tr><tr valign="top"><td width="20%">Frequency</td><td width="80%"><strong>2 issues per year</strong></td></tr><tr valign="top"><td width="20%">DOI</td><td width="80%"><strong>Prefix 10.26858 <strong><a href="https://search.crossref.org/?q=ELT+Worldwide&from_ui=yes" target="_blank"><img class="alignnone size-full wp-image-907" src="/public/site/images/ilhambakhtiar/Crossref_Logo_Stacked_RGB_SMALL3.png" alt="g61" width="35" height="10" /></a></strong></strong></td></tr><tr valign="top"><td width="20%">E-Mail</td><td width="80%"><em><strong>elt.worldwide@unm.ac.id</strong></em></td></tr><tr valign="top"><td width="20%">Online ISSN</td><td width="80%"> <strong>2503-2291</strong></td></tr><tr valign="top"><td width="20%">Editor-in-chief</td><td width="80%"><strong>Prof. Drs. Muhammad Basri, M.A., Ph.D. [<a href="https://www.scopus.com/authid/detail.uri?authorId=57189348778" target="_blank">Scopus ID:57189348778</a>]</strong></td></tr><tr valign="top"><td width="20%">Publisher</td><td width="80%"><strong>Pascasarjana Universitas Negeri Makassar</strong></td></tr><tr valign="top"><td width="20%">Afiliasi</td><td width="80%"><strong>Universitas Negeri Makassar</strong></td></tr><tr valign="top"><td width="20%">Citation Analysis</td><td width="80%"><strong>SCOPUS | Web of Science | <a href="https://scholar.google.com/citations?user=d2RjlDAAAAAJ&hl=en&authuser=6" target="_blank">Google Scholar</a> <strong>| <a href="https://app.dimensions.ai/discover/publication?search_mode=content&and_facet_source_title=jour.1400457" target="_blank">Dimensions</a></strong></strong></td></tr><tr valign="top"><td width="20%">OAI Journal</td><td width="80%"><p><a href="/ELT/index" target="_blank">https://ojs.unm.ac.id/ELT/index</a></p></td></tr></tbody></table><hr /><table class="data" width="100%" bgcolor="#f0f0f0"><tbody><tr valign="top"><td width="20%"><strong>Call for Paper</strong></td><td width="80%"><strong><em>Volume 10, Issue 2, 2023</em></strong></td></tr><tr valign="top"><td width="20%"><strong>Submission Deadline</strong></td><td width="80%">Submission is now open until <strong>July 31st, 2023</strong>. Please consult the authors' guideline for further information. </td></tr><tr valign="top"><td width="20%"><strong>Review Policy</strong></td><td width="80%">All submitted manuscripts will go through editorial review (screening) before they are sent out for blind review. </td></tr><tr valign="top"><td width="20%"><strong>Online First</strong> </td><td width="80%">All accepted manuscripts will be published immediately once they have passed the blind review and editorial evaluation. </td></tr></tbody></table>Pascasarjana Universitas Negeri Makassaren-USELT Worldwide: Journal of English Language Teaching2303-3037<p>Authors who publish with this journal agree to the following terms:</p><p>Authors <span>who submit article to this journal, aggre to grant the copyright to ELT Worldwide: Journal of English Language Teaching</span> under a Creative Commons Attribution License: <a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</p><p><a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img src="/public/site/images/muhammadarham/CC_BY_NC_4.0_.png" alt="" /></a></p><p>ELT WORLDWIDE is licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</p>The Role of Target Culture in English Language Education: EFL Teachers’ Perspectives
https://ojs.unm.ac.id/ELT/article/view/50517
<p><em>This research </em><em>inquired into the ways in which EFL teachers think of the role of target culture in English language education. Of special interest in this research was the issue of whether teaching the target culture is seen as </em><em>important </em><em>when it comes to English language learning and teaching in EFL contexts or not. Equally important was the question of whose target culture is taught. Data was collected through semi-structured interviews with ten EFL teachers</em><em> at different language institutes: five were from Khartoum, Sudan and five from Tehran, Iran. The interview questions, which were formulated after extensive reading of germane literature, explored themes related to culture and its role in English language education. The main </em><em>and most important finding of the research </em><em>indicates that EFL teachers think that it is necessary to teach elements of the target culture that are not at odds with their local cultures. Another related finding is that the target culture is conceptualized in monolithic terms and is equated with American and British cultures. </em></p>Anes MohamedAli Farahani
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-092023-10-0910222323510.26858/eltww.v10i2.50517Challenges in Translating Idiomatic Expressions from English into Arabic
https://ojs.unm.ac.id/ELT/article/view/51894
<p>The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.</p>Nor Alhadi Hamed Abdalla
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2023-10-092023-10-0910223624910.26858/eltww.v10i2.51894Students’ Critical Thinking Skills in Writing Analytical Exposition Text
https://ojs.unm.ac.id/ELT/article/view/52992
<p align="center">The objective of this study is to assess the proficiency of students' critical thinking skills in composing analytical exposition texts, as well as to examine their perceptions regarding the development of critical thinking skills in this particular writing genre. The research employed a descriptive qualitative methodology, utilizing data gathering instruments such as observations and interviews. A study was undertaken at SMA Negeri 4 Gowa Regency during the academic year of 2021/2022. The participants in this study consisted of 30 students enrolled in the class XI MIA 3 during the second semester. However, for the purpose of data collection, the researchers selected a subset of 15 students by purposive sampling for interviews. The findings of this study suggest that students frequently commit errors when it comes to utilizing generic structures and language elements in their written analytic exposition texts. Based on the identified faults, the researcher saw that a majority of the students exhibited deficiencies in adhering to the prescribed guidelines of the analytical exposition text. Furthermore, it was noted that critical thinking skills were not adequately incorporated in the writing sessions conducted within this particular class. The observed phenomenon can be attributed to the insufficient comprehension and instruction provided to students within the educational setting, hindering the development of critical skills. Additionally, the absence of thought-provoking inquiries posed by educators may impede students' progress in enhancing their critical thinking abilities. Based on the analysis and observations conducted, the researcher has reached the conclusion that the students of class XI MIA 3 at SMA Negeri 4 Kabupaten Gowa demonstrate a moderate degree of critical thinking skills, as assessed by the critical thinking characteristics outlined by Facione (Facione, 2013).</p>Hardianti HardiantiBaso JabuKisman Salija
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-092023-10-0910225026210.26858/eltww.v10i2.52992EFL Students' Attitude Towards English Lessons Through Indonesia’s Merdeka Curriculum
https://ojs.unm.ac.id/ELT/article/view/50916
<p>The purpose of this study was to examine the attitudes of students towards English lessons within the context of the Merdeka curriculum. Specifically, the study aimed to investigate the impact of the Merdeka curriculum on students' attitudes towards English lessons, as well as identify the factors that contribute to students' positive attitudes towards the Merdeka curriculum at SMA Swasta Katolik Tri Sakti Medan. The analysis of qualitative data revealed that students exhibited favorable attitudes towards English lessons within the Merdeka curriculum. Specifically, in the cognitive component, the findings indicated that 62% of students held positive attitudes, 18% held negative attitudes, and 20% remained neutral. In the affective component, 53% of students displayed positive attitudes, while 22% exhibited negative attitudes and 25% maintained a neutral stance. Lastly, the conative component demonstrated that 59% of students showcased positive attitudes, 14% displayed negative attitudes, and 27% remained neutral. The present study employed qualitative data collection methods. The findings indicated that a majority of the student population, specifically 146 out of 197 students, expressed contentment in their English language learning endeavors. It was observed that certain factors contributed to the cultivation of positive attitudes among students towards English lessons. Firstly, students exhibited a preference for English lessons. Additionally, the presence of an engaging, knowledgeable, and perceptive subject teacher played a crucial role in creating an enjoyable learning environment. The impact of pupils' positive attitudes on their learning achievements is significant.</p>Caecilia Adinda Rosa SitohangKarisma Erikson TariganFiber Yun Ginting
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-232023-10-2310226327510.26858/eltww.v10i2.50916The Effectiveness of Using Comic Strips Toward Students' Reading Comprehension on Narrative Text
https://ojs.unm.ac.id/ELT/article/view/50567
<p>The objective of this study was to examine the potential impact of Comic Strips on the reading comprehension skills of eighth-grade students at Mulia Insani Junior High School in Loa, Bandung-West Java. This study employed a pre-experimental research design, specifically utilizing a pre-test and post-test design. The sample methodology employed in this study was purposive sampling. The research was conducted on the VIII B class at Mulia Insani Junior High School during the academic year 2022/2023. The data was collected by the administration of a reading exam in a multiple-choice format. Next, the obtained data was subjected to analysis using the paired sample t-test. There were a total of four meetings, with two meetings dedicated to therapy and the remaining two meetings allocated for pretest and posttest purposes. The findings of the study indicate a notable impact of using comic strips as a post-treatment intervention, as seen by the observed increase in post-test scores. According to the findings, the average score of the posttest was 87.41, whereas the average score of the pretest was 39.67. Additionally, according to the results of the paired sample t-test, the two-tailed significance value (sig) was found to be 0.000, which is below the conventional threshold of 0.05. The study of the paired sample t-test yielded statistically significant results. Hence, this study provides evidence that the utilization of comic strips has a notable impact on the reading comprehension of students, particularly in relation to narrative material. The research was conducted in the VIII B class at Mulia Insani Islamic Junior High School in Loa, Bandung-West Java.</p>Pasha Syiami AhmadSayid Ma’rifatulloh
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2023-10-092023-10-0910227628710.26858/eltww.v10i2.50567Use Of Jacobs ESL Composition Profile to Evaluate University Students’ Writing
https://ojs.unm.ac.id/ELT/article/view/51632
<p><em>A teacher should have an access to a reliable soring rubric in order to assess the ESL/ EFL (English as a Second Language/ English as a Foreign Language) students' writing abilities accurately. One of the most widely used tools for assessing writing skills of non-native speakers of English is Jacobs ESL Composition Profile which can help teachers tailor their instruction to better meet the needs of their students. The present study attempts to determine the internal consistency between teachers i.e. raters who use Jacob’s Scoring Rubric (SR) to evaluate students' essays, describe the level of students' writing performance as measured by the Jacob’s SR, and describe teachers' viewpoints while using the profile. The research utilizes descriptive quantitative research design. The participants consisted of two ESL/EFL teachers who have been teaching and testing writing at bachelor’s level for more than five years and 40 fourth year ESL/ EFL students studying at undergraduate level at Madhypaschim Multiple Campus, Nepalgunj Banke, Nepal. The researchers used judgmental sampling to select the participants of the study. The teachers were instructed to score 40 essays written by fourth-year students. The finding revealed High internal consistency (r = 0.86, α = 0.00 < 0.05) between TA and TB when assessing student essays using the Jacobs ESL Composition Profile. In addition, the Cronbach alpha analysis reveals a value of 0.918, which suggests a high degree of consistency. The writing performance of students was found to be in four categories: very good (3.75 %), good (52.5 %), satisfactory (36.5 %) and acceptable (7.5 %). The outcome of the research demonstrates that the Jacobs ESL Composition Profile remains reliable for essay scoring, even though proficiency and experience are necessary due to its comprehensive guidelines.</em></p>Hari Prasad Tiwari
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2023-10-092023-10-0910228829910.26858/eltww.v10i2.51632Lecturer’s Perception on the Integration of 21st Century Learning Skills in the Teaching of English Prose
https://ojs.unm.ac.id/ELT/article/view/50610
This study aims at investigating lecturer’s perception on the integration of 21<sup>st</sup> century learning skills or 4Cs in the teaching of English prose. This research employed a descriptive qualitative research design with a single case study approach. A semi-structured in-depth interview was used to obtain data from the subject of the research and the data was analyzed by using Braun and Clarke’s six steps thematic analysis. The result of the research shows that (a) the lecturer has a positive perception on the integration of the 4Cs in the teaching of English prose; (b) the lecturer has a good perception and understanding on the content of the 4Cs; and (c) the lecturer also has good perception on the implementation of the 4Cs in the teaching of English prose by identifying four key elements related to the integration of the 4Cs in the teaching of English prose. The expressed perception aligns with the implementation of 4Cs in the teaching of English prose, where the lecturer strives to design English prose learning activities that are tailored to the elements of 4Cs to ensure that the target of improving students' 4Cs skills can be achieved. The present study implies the positive evaluation and comprehension of the lecturer, combined with the recognition of essential components for application, underline the prospect of expanding the quality of English composition education.Muhammad HasbiMurni MahmudAbdul Halim
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-282023-10-2810230031110.26858/eltww.v10i2.50610Teaching & Learning Written Comprehension in French at Post-Fundamental Level: Bujumbura City Hall
https://ojs.unm.ac.id/ELT/article/view/50450
This article seeks to address the contribution of teaching and learning written comprehension in the new perspective of post-fundamental education recently implemented in Burundi. The students do not understand the message conveyed in the text and have missed the main thrust of the text. This problematic raised led us to ask questions and make possible hypotheses. Among the obstacles to reading comprehension are a lack of vocabulary, linguistic and semantic knowledge, and so on. To make our work effective, we used the questionnaire method, addressed to teachers of the 3rd post-fundamental language in Bujumbura town hall. Another scientific method used was the observation method, which consists in verifying the practical realities of teacher-learner interactions, as well as the methodological approaches implemented in a text lesson. To analyze the results obtained, the quantitative method was used. This method of analysis enables us to arrive at results which stipulate that learners are unable to understand what is written due to a lack of vocabulary, syntactic and semantic knowledge, extralinguistic, problems in the classroom, methodology, lack of support notebooks and problems in reading books. On the whole, students experience difficulties in reading comprehension due to a lack of lexical, linguistic and literary mastery. In this research, we have identified the problems of developing written comprehension among students in the 3rd year of post-fundamental education. These obstacles are related to the lack of vocabulary, linguistic and extralinguistic semantic knowledge, and grammatical structures. These factors remain a hindrance for students in written comprehension.Adelin Mperejimana
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2023-10-282023-10-2810231231710.26858/eltww.v10i2.50450The Benefits of The Asynchronous Online Learning Model at Post-Pandemic Covid-19: Students’ Perception
https://ojs.unm.ac.id/ELT/article/view/51636
<p>In the rapidly evolving landscape of education, asynchronous online learning has emerged as a significant model, offering students the flexibility to access materials and lectures at their convenience. This research aimed to delve deeper into students' perceptions of the benefits of the asynchronous online learning model at Institut Parahikma Indonesia, a prominent educational institution. Employing a qualitative descriptive approach complemented by a phenomenological design, the study sought to capture the lived experiences and nuanced views of students regarding this learning model. Data were meticulously gathered through semi-structured interviews, ensuring a comprehensive understanding of students' perspectives. A total of seven respondents participated, comprising three males and four females from Institut Parahikma Indonesia. These participants were selected using a convenience sampling method, providing a diverse range of insights. The findings of this study were illuminating. Students predominantly perceived the asynchronous learning model as beneficial, highlighting aspects such as motivated learning, insightful experiences, flexibility in managing their time, and the advantage of accessing easier-to-understand material. They appreciated the ability to learn at their own pace, revisit lectures, and balance their studies with other commitments. However, it's noteworthy that not all feedback was overwhelmingly positive. A segment of students expressed a longing for direct, synchronous interactions, indicating a preference for traditional learning dynamics. The present study offers a fresh perspective on the asynchronous online learning model, emphasizing its benefits while also shedding light on areas of potential improvement. The insights garnered hold significant implications for educational institutions, policymakers, and educators, urging them to consider a more blended approach that caters to the diverse needs of students.</p>Geminastiti SakkirIce TrisnawatiAuliyanti Sahril Nurfadhilah
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2023-10-282023-10-2810231832710.26858/eltww.v10i2.51636Students' Responses To Using Pictionary Games of Vocabulary Instructional Media
https://ojs.unm.ac.id/ELT/article/view/45872
<p>This paper presents a study that was undertaken to investigate the students' reactions towards the utilization of Pictionary games as a form of vocabulary educational media. The research was conducted among tenth-grade students at MAN 1 Lebak. The present study employed a descriptive quantitative approach as its chosen research methodology. The participants in this study consisted of students enrolled in class X at MAN 1 Lebak. A sample of 37 students was selected from the population of students in 10 MIA 2. The research data utilized in this study consisted of questionnaire responses obtained from students. These responses were collected to gather insights on the implementation of Pictionary games as a means of vocabulary instructional media. The results of the study indicate that the utilization of Pictionary games elicited a favorable response from the students in terms of enhancing their vocabulary proficiency. The use of Pictionary games was found to be effective in strengthening students' vocabulary skills and fostering an enjoyable learning experience.</p>Delsa MirantyAmelia Yustina FatmawatiWelliam Hamer
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-282023-10-2810232833910.26858/eltww.v10i2.45872Teachers’ self-reported instructional practices for reading comprehension instruction to non-readers
https://ojs.unm.ac.id/ELT/article/view/51319
<p>This study focuses on the instructional strategies employed by experienced teachers to teach reading comprehension to non-readers in the Namibian upper primary phase within mainstream classrooms. Existing literature suggests that the support provided by experienced teachers is critical for non-readers. However, little is known about the specific strategies used by primary school ESL (English as a Second Language) teachers in Namibia for this purpose. To address this gap, the study utilized a qualitative approach with an exploratory case study design. Data was gathered through class observations and two stimulated recall interviews conducted before and after the observations. Five Grade 5 teachers in the Oshana region of Namibia were purposefully selected as participants. The findings reveal that the teachers employed various strategies to enhance reading comprehension among non-readers. Pre-reading activities involved activating non-readers’ linguistic schema using manipulatives, dictionaries, and glossaries to define new words. Linguistic resources such as flashcards, wall posters, real objects, and pictures were used to expand non-readers’ vocabulary knowledge. Instructional reinforcement strategies, like motivation, activation of prior knowledge through oral discussions, games related to the text, and discussions of reading comprehension rules, were also utilized to support non-readers’ comprehension. The findings hold value for Grade 5 ESL teachers, providing them with effective teaching strategies and opportunities for self-reflection when teaching reading comprehension to non-readers. Additionally, ESL subject advisors can benefit from understanding the needs of primary school non-readers in the Ompundja circuit, Oshana region, to offer appropriate support to upper primary phase ESL teachers in mainstream classes.</p><p> </p>Nhlanhla MpofuTsitsi Mavambe
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-282023-10-2810234035510.26858/eltww.v10i2.51319An Analysis Of Code Mixing And Code Switching On Najwa Shihab Podcast “Susahnya Jadi Perempuan” (Catatan Najwa)
https://ojs.unm.ac.id/ELT/article/view/53616
This research focuses on analyze the occurrence of code-mixing and code-switching in Najwa Shihab's podcast episode entitled "Susahnya jadi Perempuan" (Catatan Najwa). The podcast episode discusses various challenges and experiences faced by women in society. This research aims to identify the types and how code-mixing and code-switching are used in the podcast. To achieve this, the authors used a qualitative descriptive method based on Muysken's theory and Poplack's theory. The data were then categorized based on the types of code-mixing and code-switching, such as Insertion, Alternation, and Congruent Lexicalitation code-mixing as well as Inter-sentential switching, tag switching and Intra-sentential switching. The data obtained from this podcast amounted to 87 data. The results are as follows; there are 62 code mix data consisting of 46 (74%) insertion data, 10 (16%) alternation data, and 6 (10%) congruent lexicalization data. Furthermore, there were 25 code switching data found, which consisted of 9 (36%) inter-sentential switching data, 3 (12%) tag switching data, and 13 (52%) intra-sentential switching data. The authors found that the use of code-mixing and code-switching in this podcast was greatly influenced by the person, such as, the social environment of Najwa and her guest stars. A notable finding from the research is the evident influence of the speakers' social environment on their linguistic choices. Specifically, the interactions between Najwa and her guest stars, coupled with the thematic content of the episode, played a pivotal role in shaping the patterns of code-mixing and code-switching observed. This expanded research offers a deeper understanding of the dynamic interplay of languages in contemporary media formats, emphasizing the significance of sociolinguistic factors in shaping linguistic choices. The study not only contributes to the existing body of knowledge on code-mixing and code-switching but also underscores the importance of analyzing modern mediums to capture the evolving nature of linguistic practices.Korinthya Exaudia SitumorangTiara Kristina PasaribuRony Arahta Sembiring
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-302023-10-3010235636610.26858/eltww.v10i2.53616Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts
https://ojs.unm.ac.id/ELT/article/view/53803
This study investigates the influence of social presence on online learning in Indonesian bachelor's degree programs. The objective is to identify effective strategies for enhancing students' online learning experiences by promoting social presence. Data was collected through 20 semi-structured interviews and 269 online surveys, analyzing qualitative and quantitative information. The findings highlight a significant positive relationship between social presence, engagement, happiness, and academic success in online courses. Notably, increasing one unit of social presence leads to a remarkable 10.28-point improvement in academic achievement. These results emphasize the importance of prioritizing interaction, collaboration, and community building in the online learning environment. Policymakers and educators can utilize these insights to design effective online courses tailored to bachelor's degree students' unique needs. By incorporating strategies that foster social presence and create a sense of belonging, educators can enhance students' engagement, satisfaction, and overall learning experiences. Therefore, this research underscores the significance of social presence in online learning and provides valuable insights to improve students' academic achievements and online learning experiences.Sahril NurNofvia De Vega
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-302023-10-3010236738010.26858/eltww.v10i2.53803Investigating the Influence of Explicit Grammar Instruction for Indonesian EFL Students’ Academic Writing Skills
https://ojs.unm.ac.id/ELT/article/view/53641
Writing, as a fundamental skill in language acquisition, is intrinsically linked with grammar. For English as a Foreign Language (EFL) learners, especially those from linguistically diverse backgrounds like Indonesia, mastering grammar is both crucial and challenging. While the significance of grammar in writing is well-documented, there is a noticeable gap in research focusing on the specific needs and challenges of Indonesian EFL students. This study aimed to investigate the impact of explicit grammar instruction on the academic writing skills of Indonesian EFL students. It sought to identify specific grammatical challenges faced by these students, assess the effectiveness of targeted grammar instruction, and understand the strategies employed by learners to navigate these challenges. A qualitative research approach was employed, with purposive sampling selecting seven active grammar class attendees from the 6th semester of ABA UMI. Data collection instruments included observations, open interviews, writing tests, and documentation review. An interactive model of analysis was used for data interpretation. Preliminary results indicate that while all participants had foundational grammar knowledge, challenges persisted, especially with certain verb tenses. Explicit grammar instruction showed positive impacts on their writing skills, with real-world tasks enhancing the applicability of learned grammar. Participants also showcased diverse strategies to overcome grammatical challenges, underscoring the need for flexible instructional approaches. Explicit grammar instruction plays a pivotal role in enhancing the academic writing skills of Indonesian EFL students. Recognizing specific challenges and aligning instruction with real-world tasks can further optimize learning outcomes. This study offers valuable insights for educators, curriculum designers, and EFL learners, emphasizing the need for targeted, context-specific grammar instruction.Rosmiaty RosmiatyRatnawati RatnawatiYuriatson YuriatsonLusy AngraenyFarah Muthiah Azani
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2023-10-302023-10-3010238139210.26858/eltww.v10i2.53641Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL
https://ojs.unm.ac.id/ELT/article/view/53617
<p>Lexemic idioms refer to phrases or expressions that possess a distinct meaning that surpasses the literal interpretation of their constituent words. This study examines the lexemic idioms present in the lyrics of songs from Taylor Swift's Evermore album. This study employs a qualitative descriptive methodology, drawing on Makkai's (1972: 135-178) theoretical framework, which categorizes idioms into two distinct types: lexemic and sememic idioms. The concept of lexemic idiom can be classified into six distinct types. The topic of discussion pertains to phrasal verbs and idiomatic expressions. Idiomatic expressions... The concept of irreversible binominal idioms is being discussed. The topic under consideration pertains to phrasal compound idioms. Utilizing verb idioms… The objective of this study is to identify and analyze the many types of lexemic idioms included in the lyrics of the record, with the aim of determining their respective meanings. The objective of this analysis is to elucidate the proficient utilization of idiomatic expressions by Taylor Swift in effectively conveying her thematic and emotional intentions, encompassing the realms of love, grief, nostalgia, and hope. The study yielded a total of 95 lexemic idioms, which have been categorized based on their respective types and forms. The distribution of idioms in the given text is as follows: 14 idioms of phrasal verbs (14.74%), 45 idioms of tournure (47.37%), 8 idioms of irreversible binomials (8.42%), 23 idioms of phrasal compounds (24.21%), and 5 idioms incorporating verbs (5.26%). No instances of pseudo-idioms were identified within the song lyrics of Taylor Swift's album evermore. The predominant categories of lexemic idioms in the lyrics of Taylor Swift's songs on the evermore album, when considering the percentage of the entire data, indicate that tournure idioms exhibit the most dominance compared to other types. Furthermore, the study's implications for English as a Foreign Language (EFL) pedagogy introduce an innovative approach to teaching, suggesting the integration of popular song lyrics for a more holistic language learning experience. This research not only contributes a fresh perspective to the field of linguistics but also underscores the profound impact of idiomatic expressions on language, culture, and emotion.</p>Tiara Septinia MarpaungRotua Elfrida PangaribuanDonna Ria Pasaribu
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2023-10-302023-10-3010239340310.26858/eltww.v10i2.53617Utilizing Facebook And Instagram (Facegram) To Create A Digital Learning Program For Integrated English Skills
https://ojs.unm.ac.id/ELT/article/view/53645
The objective of this study is the development of a digital educational tool for English language instruction by utilising social media platforms, specifically Facebook and Instagram. The ADDIE (Analyse, Design, Develop, Implement, and Evaluate) paradigm, developed by Gagne et al. in 2005, was employed in the research and development (R&D) project under consideration. The primary objective of this study is to demonstrate the process of creating a digital learning module for Integrated English Skills (IIC) education by utilising social media posts from Facebook and Instagram (FaceGram). Facebook and Instagram, because to their nature as social media platforms, are perceived as attractive resources for the purpose of facilitating Integrated English Skills instruction. The utilisation of Facebook and Instagram as platforms for English language training is anticipated to undergo a transformative process, resulting in a pedagogical approach that is both intellectually stimulating and distinctively innovative. This study aims to enhance the four English language skills, namely writing, speaking, reading, and listening, through the utilisation of Facebook and Instagram posts as educational resources. This study aims to provide several illustrative instances of information sourced from Facebook and Instagram that can be effectively utilised for the purpose of instructing Integrated English Skills within the context of digital learning. The present study employed a survey methodology within the English Literature Programme at Universitas Negeri Makassar. The participants consisted of students enrolled in the Integrated English Skills course. The findings of this study could serve as a valuable resource for educators of English as a second language, enabling them to develop engaging and distinctive instructional materials.Murni MahmudMuftihaturrahmah BurhamzahFatimah Hidayahni Amin
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-302023-10-3010240441710.26858/eltww.v10i2.53645Teaching English Tenses in EFL Environment Through Jeopardy Game: A Game-Based Learning Approach to Second Language Acquisition
https://ojs.unm.ac.id/ELT/article/view/44439
<p>Educational methodologies have continually evolved to accommodate the diverse needs of learners. One such evolution has seen the rise of game-based learning, aiming to make education more interactive and engaging. This research focused on determining the efficacy of the Jeopardy game in enhancing the understanding of the simple present tense among seventh-grade students at SMP Negeri 7 Sungai Ambawang during the Academic Year 2022/2023. Using a pre-experimental research design, this study delved into the potential advantages of game-based learning over traditional teaching methods. A sample size of 25 students from class VII A was meticulously chosen to ensure the results' consistency and accuracy. To measure the students' grasp of the simple present tense both before and after the Jeopardy game intervention, a multiple-choice test, consisting of 20 items, was administered. Each item in the test offered four options (a, b, c, and d) for students to choose from. Statistical analysis of the gathered data resulted in compelling outcomes. The null hypothesis (H0), which posited that the Jeopardy game would have no significant impact on the students' understanding of the simple present tense, was soundly rejected. In contrast, the alternative hypothesis (Ha), suggesting the game's effectiveness, was accepted. This conclusion was bolstered by a notable t-value of 9.62, surpassing the critical t-table value of 2.064 at 24 degrees of freedom with a 5% significance level. Furthermore, the study highlighted a strong effect size of 1.9, indicating the game's substantial impact on learning.</p>Rina WatiEusabinus BunauEka Fajar RahmaniSudarsono SudarsonoSyarif Husin
Copyright (c) 2023 ELT Worldwide: journal of english language teaching
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2023-10-302023-10-3010241842810.26858/eltww.v10i2.44439Psychosocial Learning Environments of English Classes and Students’ Motivational Intensity in Learning English Language
https://ojs.unm.ac.id/ELT/article/view/53767
<p><em>The psychosocial learning environments of English classes could determine students’ motivation to learn English because students spend much amount of time in English classrooms which are the primary setting in which English learning occurs. This study investigated the extent to which English classroom psychosocial learning environments influence students’ motivational intensity in English learning. </em><em>A correlational research design was used to attain this purpose. Simple random sampling was utilized to select 371 samples from the population. The data were gathered through “What Is Happening In this Class” and Motivational Intensity questionnaires, and were analyzed using inferential statistics. The results showed that each aspect of the psychosocial learning environment was related to students’ motivational intensity significantly. Further, the influence of the set of six psychosocial environment aspects on students’ effort and engagement in learning English was significant. Three of the six aspects, namely, task orientation, student involvement, and teacher support accounted for the influence on students’ motivational intensity significantly. This implies that students exert greater effort and engage in learning English when they are provided with a more task-oriented classroom environment, opportunities to be involved in the learning process, and adequate support from their English teachers. Therefore, the psychosocial environments of English classes need improvement to boost students’ motivation to learn English. In particular, the learning environment aspects of task orientation, student involvement, and teacher support play a vital role in motivating students to learn English. </em></p>Lemma W/Michael GeleteTamene Kitila Dhaba
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-302023-10-3010242944010.26858/eltww.v10i2.53767Enhancing EFL Speaking Skills Through Thematic Comic Strips: An Exploration in a Junior High School Setting
https://ojs.unm.ac.id/ELT/article/view/53829
<p>This study investigates the novel application of comic strips as a pedagogical tool to enhance speaking skills among EFL students in a junior high school setting, with a thematic focus on "Celebrating Independence Day." Drawing from a sample of students from VIII.1 class of UPT SPF SMPN 23 Makassar, the research employed pre-test and post-test measures to gauge the impact of comic strips on speaking proficiency. The findings revealed a significant improvement in students' speaking skills, with the post-test mean score (76.75) surpassing the pre-test mean score (57.02). This increase, backed by a P-value of 0.000, which is smaller than the chosen significance level (α) of 0.05, underscores the efficacy of comic strips as an innovative teaching tool. The results not only highlight the potential of comic strips in EFL instruction but also emphasize the added value of integrating cultural themes into language learning for a richer, more contextualized experience.</p>Munir MunirSudarwinoto SudarwinotoSuhesty SuhestySuriama Yaman
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-10-302023-10-3010244145210.26858/eltww.v10i2.53829Integrating Culture into Language Instruction: Enhancing Speaking Skills at SMAN 3 Pangkalpinang
https://ojs.unm.ac.id/ELT/article/view/51068
This study explored the integration of cultural components in speaking skills instruction at SMAN 3 Pangkalpinang. Utilizing a descriptive qualitative approach, data was sourced from a questionnaire given to 130 students and interviews with two teachers. Secondary data was extracted from documentation. Multiple cultural components were identified as beneficial for speaking instruction, including intellectual values, lifestyle behaviors, media, artistic values, family, minor values, major values, and formal values. These components exhibited mutual support, rendering them inseparable. Both educators and students acknowledged the effectiveness of integrating these components in enhancing English oral proficiency. The intertwined nature of the cultural components suggests a need for a holistic approach to language instruction, emphasizing both linguistic and cultural elements. Educational institutions should consider adapting their curricula to incorporate these components, ensuring a comprehensive understanding of language and its associated cultural nuances. Furthermore, educators require training to effectively weave these components into their teaching strategies. The unanimous positive feedback indicates that such integration not only bolsters linguistic capabilities but also enriches overall communication skills. Incorporating cultural components into language instruction presents a promising strategy for enhancing speaking skills, with significant implications for curriculum design, pedagogical approaches, and improved language outcomes.Lingga Oka AkbarHermansyah HermansyahSanti Mayasari
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-11-012023-11-0110245346210.26858/eltww.v10i2.51068Empowering English Language Learning: Unleashing the Potential of Cooperative Learning Model at SMKN 3 Takalar
https://ojs.unm.ac.id/ELT/article/view/53889
The primary aim of adopting the cooperative learning approach in the context of English language learning is to investigate the potential improvement in students' English language competency within the X TKJ 3 class at SMKN 3 Takalar. The study used a research methodology known as classroom action research, commonly referred to as PTK (Praktikum Tindakan Kelas). The research was conducted over a span of two cycles. The statistics about student learning activities during the initial session of cycle 1 reveals an average activity level of 74%. Following this, during the subsequent meeting, there was seen a rise in the mean activity level, reaching 84%. The data regarding the advancement of student learning activities during cycle 2 meeting 1 indicated an average increase of 91%, which subsequently escalated to 96% during meeting 2. The findings from the study on the impact of cooperative learning model on English language learning outcomes in cycle 1 indicated an average score of 72. Furthermore, it was noted that a significant proportion of students, specifically 50%, were able to successfully attain the intended learning outcomes. During the second cycle, a notable rise was observed, as shown by an average score of 81 or a completion rate of 100% among the student population. Therefore, it can be deduced that the utilization of cooperative learning models holds the capability to augment the outcomes of English language acquisition among students in class X TKJ 3 at SMKN 3 Takalar.Andi HudriatiSulastri SulastriRahmat Rahmat
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-11-262023-11-2610246347010.26858/eltww.v10i2.53889Enhancing Speaking Proficiency through Kampus Mengajar: Empirical Insights from Bosowa University's English Education Department
https://ojs.unm.ac.id/ELT/article/view/57867
<p>This qualitative study explores the influence of the Kampus Mengajar program, under the broader Kampus Merdeka-Merdeka Belajar initiative, on the development of speaking skills among students at the University of Bosowa's English Education Department. Conducted with a cohort of 12 students who completed the program, the research employed a saturated sampling technique to ensure a comprehensive understanding of the participants' experiences. Data were gathered through questionnaires and in-depth interviews, followed by a thematic analysis as per Braun's framework to interpret the findings. The results indicate a notable improvement in students' speaking abilities, attributed to the immersive, practical experiences provided by the Kampus Mengajar program. Participants not only enhanced their linguistic skills but also developed key soft skills such as leadership and teamwork, underlining the program's holistic impact on their educational journey. The program's multifaceted approach also enabled students to engage in diverse educational activities, positively influencing their teaching skills and overall educational experience. This study highlights Kampus Mengajar's effectiveness in bolstering speaking proficiency, suggesting its potential as a model for similar educational programs.</p>Misnawaty UsmanIdawati IdawatiAchmad Fajar Muhammad
Copyright (c) 2023 ELT Worldwide: Journal of English Language Teaching
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2023-12-222023-12-2210247147910.26858/eltww.v10i2.57867