ELT Worldwide Journal of English Language Teaching最新文献_第6页

USING LYRICS LINES TO STRENGTHEN READING COMPREHENSION 用歌词来加强阅读理解

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-24 DOI: 10.26858/ELTWW.V5I2.6074

Edy Suseno

引用次数: 0

Reducing Students’ Pronunciation Anxiety by Utilizing WhatsApp Group in Learning English Consonant Sounds 利用WhatsApp群学习英语辅音减轻学生的发音焦虑

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-24 DOI: 10.26858/eltww.v5i2.7378

Vivi Aulia

{"title":"Reducing Students’ Pronunciation Anxiety by Utilizing WhatsApp Group in Learning English Consonant Sounds","authors":"Vivi Aulia","doi":"10.26858/eltww.v5i2.7378","DOIUrl":"https://doi.org/10.26858/eltww.v5i2.7378","url":null,"abstract":"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.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78224764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Podcast Effects on EFL Learners’ Listening Comprehension 播客对英语学习者听力理解的影响

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-23 DOI: 10.26858/ELTWW.V5I2.7374

Abdul Rahman, Haryanto Atmowardoyo, Kisman Salija

{"title":"Podcast Effects on EFL Learners’ Listening Comprehension","authors":"Abdul Rahman, Haryanto Atmowardoyo, Kisman Salija","doi":"10.26858/ELTWW.V5I2.7374","DOIUrl":"https://doi.org/10.26858/ELTWW.V5I2.7374","url":null,"abstract":"Undoubtedly the Internet sources are absolutely beneficial to the senior high school students since they carried the target language together in itself. The present study aimed to explore podcast effects on EFL learners’ listening comprehension. This study involved sixty students chosen from the eleventh grade students of the science department at SMU Negeri 1 luwu in 2017/2018 academic years. They divided into two groups, namely the experimental and control group. The listening comprehension test and the open-ended questions administered to fulfil the objectives of the study. The quantitative data were analysed by utilizing paired and independent samples t-test, and the qualitative data was analysed through an open coding technique by identifying, naming, and describing the phenomena of the gathered data. The quantitative results indicated that the use of podcast was more effective than the use of non-podcast. It was proven by the value of the mean score from both of the groups (53.73 ˃ 37,46). The different (df) of those two mean scores was statistically significant based on the the t - test value at 0.05 significance level. The probability value was smaller than significant level (0.000 < 0.05). In other words, the result of hypothesis testing found that t-value = 4.791 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted and Ho was rejected. In addition, the result of open-ended question analysis highlighted that podcast was attractive in the teaching and learning of English as a foreign language listening comprehension.Podcast, Listening Comprehension, Learning Interest","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78277854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Communication Styles used by Effective EFL Teachers in Classroom Interaction 有效英语教师在课堂互动中的交际风格

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-22 DOI: 10.26858/ELTWW.V5I2.7332

Suharni Sudirman, Haryanto Atmowardoyo, Kisman Salija

{"title":"Communication Styles used by Effective EFL Teachers in Classroom Interaction","authors":"Suharni Sudirman, Haryanto Atmowardoyo, Kisman Salija","doi":"10.26858/ELTWW.V5I2.7332","DOIUrl":"https://doi.org/10.26858/ELTWW.V5I2.7332","url":null,"abstract":"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.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82180966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Students’ Questioning Strategies in EFL Classroom Interaction 英语课堂互动中学生提问策略的研究

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-22 DOI: 10.26858/ELTWW.V5I2.7335

Masyruha Masyruha

{"title":"Examining Students’ Questioning Strategies in EFL Classroom Interaction","authors":"Masyruha Masyruha","doi":"10.26858/ELTWW.V5I2.7335","DOIUrl":"https://doi.org/10.26858/ELTWW.V5I2.7335","url":null,"abstract":"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.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"196 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80747814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Emailing in English Writing: a Case Study Towards Students in Two Classes at SMA Negeri 1 Sinjai 电子邮件在英语写作中的应用:以SMA Negeri 1 Sinjai两个班的学生为例

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-22 DOI: 10.26858/ELTWW.V5I2.7331

Meta Mutiamiftah, Haryanto Atmowardoyo, Baso Jabu

{"title":"Emailing in English Writing: a Case Study Towards Students in Two Classes at SMA Negeri 1 Sinjai","authors":"Meta Mutiamiftah, Haryanto Atmowardoyo, Baso Jabu","doi":"10.26858/ELTWW.V5I2.7331","DOIUrl":"https://doi.org/10.26858/ELTWW.V5I2.7331","url":null,"abstract":"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.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82408688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Playing SAFMEDS and Its Influence on the Vocabulary Learning of Hotel Department Students 玩safmed及其对酒店系学生词汇学习的影响

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-22 DOI: 10.26858/ELTWW.V5I2.7334

H. Hardianti, Haryanto Atmowardoyo, Kisman Salija

{"title":"Playing SAFMEDS and Its Influence on the Vocabulary Learning of Hotel Department Students","authors":"H. Hardianti, Haryanto Atmowardoyo, Kisman Salija","doi":"10.26858/ELTWW.V5I2.7334","DOIUrl":"https://doi.org/10.26858/ELTWW.V5I2.7334","url":null,"abstract":"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.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77822084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare 优秀成人英语学习者的学习策略:以大学生为例

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-11-22 DOI: 10.26858/ELTWW.V5I2.7333

Buyung Renaldy Adisaputra, Haryanto Atmowardoyo, Kisman Salija

引用次数: 0

The Use of Digital Storytelling in Teaching Listening Comprehension 数字讲故事在听力教学中的应用

ELT Worldwide Journal of English Language Teaching Pub Date : 2018-05-07 DOI: 10.26858/ELTWW.V5I1.5763

Juvrianto Chrissunday Jakob, Haryanto Atmowardoyo, S. Weda

引用次数: 6