ELT WORLDWIDE
Not a member yet
170 research outputs found
Sort by
From Books to Classrooms: Theory vs. Reality in English Language Classrooms
No full textThe application of theoretical knowledge in real classrooms is one of the important aspects of English Language Teaching (ELT). However, there is often mismatch between what student teachers learn in actual classroom and how they apply it in the classroom teaching. The purpose of this research is to explore how effectively student teachers integrate the theoretical knowledge gained from their coursework into their actual teaching practices. The study employs descriptive exploratory research design and qualitative research method. The sample consists of 35 student teachers from various campuses. Observations were conducted during off-campus teaching practices. Data were collected using a structured observation and analyzed through thematic analysis. The findings revealed a significant imbalance between Teacher Talking Time (TTT) and Student Talking Time (STT). The research also identified lack of interactive teaching methods and minimal use of teaching materials, revision and motivational strategies. The findings emphasize the need for improved teacher training programs which emphasize the integration of practice activities, effective use of teaching aids and strategies to balance TTT and STT
Rational Value in the Identity Political Discourse of 2024 RI Presidential Candidates
Full text linkIn politics, discourse plays an important role as a stage for political actors to utilize language as a tool to build, reveal, or strengthen their power domination. Political discourse is a crucial element of political communication, providing a platform for political actors to utilize language to establish, reveal, or reinforce power dynamics. Repetition is a common feature in political discourse, often used by politicians to emphasize key messages and concepts. This research aims to identify and explore the various dimensions of identity politics, including social, ethnic, religious, professional, regional, gender, and cultural identities. This research will use the critical discourse analysis (AWK) method to process and analyze data. The type of research conducted is descriptive qualitative. The data to be analyzed are the campaign speeches of RI 2024 presidential candidates delivered in the form of language utterances, especially focusing on grammatical relational values that reflect identity politics, obtained from YouTube social media. The data source comes from the video of the campaign speech of the 2024 RI presidential candidate uploaded on the Kompastv account on YouTube. The data collection techniques to be used include documentation, listening technique, and note-taking technique. Through the use of command sentences, the speaker gives instructions to his supporters to perform certain actions and aims to influence the listeners' behavior and actions. Meanwhile, the use of statement sentences reinforces a clear and unequivocal message regarding the social relationship between the presidential candidate and his supporters, emphasizing commitment and continuity in the relationship. In addition, the use of relational modality creates an atmosphere of hope and belief in the positive outcome of the struggle and the desired change, strengthening the emotional attachment between the speaker and his supporters
From Rainbow to Rambo: Speaking to an AI and the Taiwanese English Pronunciation Intelligibility
Full text linkThe purpose of the study was to investigate the pronunciation intelligibility of Taiwan English (TE). An artificial-intelligence (AI)-enhanced automatic speech recognition (ASR) software program was used to perform a speech-to-text transcription, which enabled voice recognition algorithms to automatically produce orthographic transcription(s) of the Taiwanese university students’ speech samples. The findings based on the intelligibility scores and the comparison of the phonetic discrepancies of the transcribed words suggest that TE appears to be highly intelligible, however, it was clear that sub-varieties of TE exist, bordering from basilect (perceived to be less prestigious) to the cultivated/educated acrolect form, which is closer to the standard American English (SAE), thus making it even more challenging to identify a standardized TE. Nonetheless, the (in)accuracy of the ASR transcription gave the students the opportunity to reflect on their English pronunciation, to consider how comprehensible they sound, and to strive "to own" their English as part of their Taiwanese identity.
The Implementation of Differentiated Learning in SMKN 10 Jeneponto
Full text linkThis research was conducted at SMKN 10 Jeneponto with Class X.TKJ as the study sample, selected through random sampling. The study explored the implementation of differentiated learning in content, process, and product, focusing on observations and interviews with teachers and students. The observations revealed that most aspects of differentiated learning were implemented, though some areas, such as content differentiation based on students' abilities and the provision of additional materials for students seeking challenges, were not fully realized. The process of differentiated learning, including the use of varied teaching methods, individual guidance, and flexible pacing, was mostly successful. However, the teacher did not provide an assessment rubric tailored to each student’s learning style, focusing instead on students’ overall understanding. Interviews with students indicated that most opted for written products due to time constraints and a preference for easier, quicker tasks. The findings suggest that while differentiated learning is being practiced, further attention to content differentiation and assessment rubrics is needed to fully support diverse student abilities and learning styles
Integrating Traditional South Sulawesi Songs and Cuisine in Education: A Cultural Approach to Language Learning
Full text linkThis study explores the integration of traditional South Sulawesi song lyrics and cuisine into English language teaching and tourism promotion, aiming to enhance cultural awareness, language proficiency, and regional identity. Through a qualitative descriptive approach, five traditional songs and an array of traditional dishes from South Sulawesi were analyzed to determine their potential as educational and promotional tools. The findings reveal that these cultural elements serve as rich, contextually relevant resources that not only enrich language learning by providing authentic materials for language teaching and cultural competence but also strengthen tourism marketing by highlighting the unique cultural and culinary heritage of the region. The novelty of this study lies in its interdisciplinary approach, bridging language education and tourism to create a unified strategy for cultural preservation and economic development. The study addresses a gap in the literature by focusing on non-Western cultural content, particularly the rich traditions of South Sulawesi, offering a model for integrating local cultural elements into educational curricula and tourism strategies. The study concludes that traditional South Sulawesi song lyrics and cuisine can significantly enhance the educational experience for language learners while simultaneously promoting the region as a cultural and culinary destination. These findings suggest that a more integrated approach to cultural content in both language education and tourism can yield substantial benefits, fostering deeper connections between learners, tourists, and the cultural heritage of the region
An Analysis of Language Styles Used by Tour Guides in Huta Siallagan: A Study of International Tourist Satisfaction
Full text linkThis research delves into an examination of the language styles employed by tour guides in Huta Siallagan when interacting with international tourists. The primary objectives of this study were twofold: first, to categorize and identify the various types of language styles used by tour guides during their interactions with tourists, and second, to assess the overall satisfaction of international tourists with the services provided by these tour guides. To achieve these objectives, a descriptive qualitative method was employed. The research methodology followed the framework outlined by Miles and Huberman, encompassing data reduction, data display, and drawing conclusions from the collected information. The data collection process involved the transcription of voice recordings of tour guides and foreign tourists, which were then transformed into written scripts. Subsequently, these scripts were closely examined to identify specific linguistic elements, allowing for a detailed analysis of the language styles present in the tour guide-tourist interactions. For the analytical framework, Martin Joos' theory was utilized, providing a structured framework for understanding and categorizing the language styles used by tour guides. In total, the study analysed 77 utterances from the collected data. The findings of this research reveal that the most prevalent language style utilized by tour guides in Huta Siallagan when interacting with international tourists is the casual style. This outcome sheds light on the communicative preferences and practices of tour guides in this cultural and touristic context. These insights can be invaluable for tour operators, policymakers, and other stakeholders in the tourism industry, aiming to enhance the experiences of international tourists visiting Huta Siallagan
“Anti-Texture” Agents in the Written English Essays of Students in a Ghanaian University
Full text linkTexture proves to be a key indicator for measuring the quality of a text but establishing this text quality is a challenge for most English as a Second Language (ESL) students. This challenge has led to an array of studies to find the root cause(s) of this/these writing challenge(s) of ESL students. Despite these numerous studies, there is still paucity of research on “anti-texture” agents in the written English essays of students from the Ghanaian context, especially those at the tertiary level. In filling this gap, this study uses Halliday and Hasan’s (1976) cohesive theory as a framework to explore the types of cohesive errors that serve as “anti-texture” agents in 150 written English essays of students from a Ghanaian university. Because of the highly descriptive nature of this current investigation, it uses the qualitative content analysis as its design. The findings show that challenges like unclear pronoun references, wrong selection of cohesive devices, over usages of one cohesive device within the same textual environments, wider textual distances between references and their referents, the omission of cohesive devices, wrong insertions of cohesive devices and references lacking referents served as barriers to ESL students quest to use cohesive devices as means of creating texture in their texts. The findings further confirmed that the inappropriate use of cohesive devices in the students’ essays disrupted the free flow of information and as such, rendered the essays incoherent. The study has pedagogical implication for ESL academic writing instructors and curriculum developers
Autonomous Learning Model in Teaching Speaking Skills at Indonesian EFL Classroom
Full text linkThis study looks into the autonomous learning approach that teachers in Indonesian EFL classrooms use to teach English speaking. This study uses a case study approach, utilizing a descriptive qualitative approach. The participants in the case are fourteen third-semester students and a lecturer at the Faculty of Teacher Training and Education, Universitas Iqra, Buru. In-depth interviews and classroom observations were used to gather the data in order to determine its objective orientation. As the common thread of the research gathered through these two instruments, the data were analyzed using the four stages of the descriptive analysis developed by Miles, Huberman, and Saldana (2014): gathering, condensing, showing, and drawing conclusions. The results showed that the lecturer used four autonomous learning strategies to teach speaking skills: setting clear, contextual goals; using effective teaching techniques such as describing people, journal-reviewing, and storytelling; motivating students to be independent and confident; and incorporating technology like Google Meet, Zoom, and YouTube to facilitate speaking instruction. This research draws a conclusion that using an autonomous learning paradigm improved student engagement and enthusiasm with the process of learning how to speak English
Holistic Education through Storytelling: Enhancing Student Character in English Literacy Programs
Full text linkSchools worldwide are encouraged to implement literacy programs to foster lifelong literacy in students, aligning with the "Merdeka Belajar" (Free Learning) program promoted by the government. Despite various limitations, schools strive to achieve literacy goals by fostering students' character. This research aims to investigate: 1) the implementation of an English literacy program based on storytelling for character building, and 2) the efforts made by teachers to develop students' character through storytelling-based English literacy. This study used a qualitative descriptive approach, employing observation, interviews, and documentation for data collection and analysis. The subjects included two model teachers and students from classes X-1 and X-3 at Madrasah Aliyah Negeri (MAN) 2 Makassar during the first semester of the 2023/2024 academic year. Prior to the research, discussions with teachers covered learning methods, activity schedules, and agreed topics. The findings revealed that the implementation began with prayer, followed by reviewing narrative text material, conducting Q&A sessions, assigning tasks, and performing storytelling. These activities fostered discipline, hard work, responsibility, and creativity among students, who achieved a very good category percentage of 87.68%. This indicated high enthusiasm and motivation at every program stage. The program's relevance is further supported by the importance of literacy as emphasized in Q.S. al-Alaq verses 1-5. Additionally, teachers made significant efforts to develop students' character through disciplined storytelling, hard work, responsibility, and creativity. Students were encouraged not only to memorize story texts but also to paraphrase creatively, retell stories, and create video storytelling projects. This study highlights the importance of integrating character education into the curriculum through innovative methods like storytelling. The results provide a model for other educational institutions and underscore the need for a holistic approach to education that encompasses both cognitive and moral development
Enhancing English Learning in an Islamic University Context: Identifying and Addressing Key Challenges
Full text linkThis study explores the factors contributing to students' difficulties in achieving effective English learning at the Muslim University of Indonesia (UMI) and identifies strategies to overcome these challenges. Utilizing a qualitative descriptive research design, data were collected through observations, interviews, and documentation with five fifth-semester students from the English Department. The findings reveal six critical barriers: lack of practice, vocabulary deficiency, environmental factors, lack of interest, low self-confidence, and pronunciation challenges. These factors significantly hinder students' English language proficiency, which is essential for their academic and professional success. The study suggests targeted interventions, including increasing practice opportunities, enhancing vocabulary instruction, creating supportive learning environments, tailoring materials to students' interests, building confidence, and improving pronunciation practice. The implications of these findings highlight the need for comprehensive and context-specific strategies in English as a Foreign Language (EFL) education. Future research should further investigate these areas, considering alternative interpretations and the long-term impact of these factors on language proficiency. By addressing these challenges, educators and policymakers can enhance English language education and support students in achieving their full potential