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ELTIES (English Language Teahing for EFL LEarners) Journal Fakultas Tarbiyah dan Keguruan UIN Alauddin ISSN Print : 2657-053X ISSN Online : 2657-1293 Jl.H.M.Yasin Limpo No. 36 Samata, Gowa, Sulawesi Selatan
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Sulawesi selatan
INDONESIA
ELTIES (English Language Teaching for EFL Learners)
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 2657053X     EISSN : 26571293     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ELTIES is a peer reviewed and open access journal in English Language Teaching language for English Foreign Language (EFL) learners. The aim is to publish conceptual and research articles that explore the application of English language English Foreign Language (EFL) learners. ELTIES welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English. The scope of Journal: 1. Effective methods for English language teaching for EFL Learners 2. Assessment and testing for EFL learners. 3. Classroom teaching issues in EFL classroom. 4. Curriculum development and implementation for EFL Learners. 5. Language skills, development, and issues for EFL learners
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
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Search results for , issue "Vol 4 No 2 (2022): Volume 4, Number 02, September 2022" : 7 Documents clear
THE COMPARISON BETWEEN USING MIND MAPPING AND THINK TALK WRITE TECHNIQUE IN TEACHING WRITING SKILL IN THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL 3 PINRANG Indah Fadhilah Rahman; Muhammad Jabal An Nur; Dian Sulastri
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.24567

Abstract

The purpose of this research is to find out the comparison of using Mind Mapping technique and Think Talk Write in teaching writing descriptive text. The purpose of this research were (1) To know whether or not any significant difference in writing skill of the students taught with Mind Mapping technique of writing and those taught with Think Talk Write technique. (2) To know the more effective technique in teaching writing.The research applied quasi-experimental method with non-equivalent controlled group design. The population of this research was the tenth grade students of Senior High School 3 Pinrang in academic 2020/2021. The total number of population were 325 students. The sample was chosen purposively, 20 students from Class X MIPA 2 were selected as experimental class and 20 students from X MIPA 3 as controlled class. Both classes took pre-test and post-test through Google Meet and WhatsApp group. The instrument to collect data was writing test which focused on describing self-introduction, traditional food and tourism place.The findings showed that there was significant difference between the achievement of experimental class and controlled class on post-test. The result of data analysis implied that Mind Mapping technique and Think Talk Write had any contribution to improve the students’ writing descriptive text but the significant improvement happened in experimental class. Based on the research findings, the researcher concluded that using Mind Mapping technique was significant to improve students’ writing skill because the learning objective was achieved and students’ writing descriptive text was more structured by following the generic structure and language features
ENHANCING WRITING POWER THROUGH LEADING QUESTIONS STRATEGY Hima Nurul Hidayah; Sri Wahyuni
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.29497

Abstract

Writing is difficult skill in English. This study aims to determine the improvement of students’ writing skills using a leading question strategy. The study was conducted at the bilingual Madrasah Aliyyah class in Kediri. In fact, in the preliminary study, the researcher found that students had difficulty in writing recount texts. Students cannot retell past experiences because of lack of vocabulary and had no ideas for writing. The researcher used leading questions strategy to help students improve their writing skill in recount text. The researcher applied the classroom action research design by collecting data through observation checklists and tests. The research is considered successful if more than 80% of the students of the class achieve a score greater than or equal to 80 in the students' writing test. The finding of this study shows that there is improvement of students’ writing skill in recount text after implementing leading question strategy in one cycle with four meetings. The success percentage of this technique is 94 %, and the average score is 88. The average student scores 88. This means that almost all students pass the written test. The attitude of the students during the writing process was very good. Students' enthusiasm in writing recount text increased significantly. From the results of all meetings, it can be concluded that the use of leading questions strategy can improve students’ writing skill in recount text.
AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR Muhammad Syahruddin Nawir; Nur Aliyah Nur; Nurul Hidayah
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.31126

Abstract

This study focused on the use of lexical collocations in transactional speaking skills of final year students majoring in English. This study aimed to determine the students ability in using lexical collocation and identifiy its type in their transactional speaking. The study conducted in Alauddin State Islamic University of Makassar. The subject of this study were the final year students of English Education Department. These students can be categorized as the intermediate learners of English because they took speaking lectures one to three. It was important for their collocational knowledge to be native-like. This study used a qualitative method. Researcher used interview as the data collection tool. Then, the researcher analysed the transcript of the interview. In analysing, researcher determined the collocation words and the types too, used Oxford online collocation dictionary to check whether the collocation were true or not. The findings showed that the students used English lexical collocations in their transactional speaking. Researcher found 179 English lexical collocations are used by the students. 81 of those collocations are correct. Researcher also found that they used four types from total 6 types (based on Benson&Ilson) of English lexical collocation which they tend to use the type 1 than the other types. The study therefore suggested that the teacher and students should more concerned about the collocational knowledge in this case lexical collocation.
PROBLEMS FACED BY EFL STUDENTS IN CARRYING OUT ONLINE PRESENTATION Multazam Abubakar; Rezky Asryatul Fadillah; Sitti Nurpahmi
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.31702

Abstract

This study aims at finding out the problems and the factors causing the problems faced by the students of English Education Department in carrying out online presentations. The subject of this research were 6 students of English Education Department of UIN Alauddin Makassar who enrolled in Speaking for Academic Purpose course. The samples were selected purposively. This study uses qualitative descriptive and the data were taken from observations through the Google Meet application and interview. The findings showed that the students had linguistic and non-linguistic problems. The linguistic problems faced are lack of vocabulary, lack of grammar and poor pronunciation; while, the non-linguistic problems are fear of making mistakes, feelings of shame, lack of self-confidence, network problems and disturbances that occur around students' homes.
UTILIZING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION Muthi'ah Muthi'ah; Rini Husroini; Zuhra
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.32030

Abstract

Google Classroom has been a popular platform that becomes an option for online teaching media. Not only does it offer flexibility, but it also has powerful features that support the teaching and learning process. This study aims at finding out the effectiveness of Google Classroom in teaching reading comprehension. The purpose of this study is to find out whether using Google Classroom can affect the reading comprehension of the English Education Department students at a state university in South Sulawesi. The research applied quantitative method and used the purposive sampling technique. The population of this research was 101 students in the third semester. The sample was 40 students. There were 20 students in class B as the experimental class and 20 students in class A as the controlled class. In gathering the data, the researcher used reading tests in the pre-test and post-test assessment. The findings show that the students acquired pre-test scores with a mean score of 74.65, classified as fair. After receiving treatments, there was an improvement. The students achieved a mean score of 86.2. Based on the results, it can be concluded that the use of Google Classroom is considerably effective in teaching reading comprehension.
THE STUDENTS’ ADVERSITIES IN MEMORIZING VOCABULARY Annisa Shofa Tsuraya; Indah Miftah Awaliah; Rezkianti
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.32071

Abstract

This research aims at finding out the students’ obstacles in memorizing vocabulary due to some factors especially in the aspect of pronunciation and meaning. The researchers investigated the students' difficulties in memorizing vocabulary in one of state universities in Makassar, South Sulawesi. The participant of this study was the third semester students of English Education Department. Qualitative analysis was applied in this research. The researchers collected the data by conducting interviews which then transcribed into a script and documenting several important data that support this research. Based on the data collection, the researcher concludes that the difficulties faced by English students in memorizing vocabulary are; 1) difficulty in utterance 2) difficulty in differentiating the meaning of the words 3) pronunciation problem of the different meaning words but have similar sounds 4) learning words that are not suitable to their needs. Using the dictionary, expressions, and gestures that will help them to boost the vocabulary up easily.
AN ANALYSIS OF STUDENTS' PROBLEMS IN LISTENING SECTION OF TOEFL IN ENGLISH EDUCATION DEPARTMENT OF UIN ALAUDDIN MAKASSAR Andi Asmawati; Ary Putra Utama Akmas; Suhrah
ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v4i2.32075

Abstract

This study aimed to analyze the students' problems in the listening section of TOEFL in English Education Department of UIN Alauddin Makassar. This study was qualitative research. The Research subjects were 12 students who had undertaken TOEFL test from English Education Department of UIN Alauddin Makassar. The instrument was an interview guideline. The data were analyzed using Miles and Huberman analysis. This research indicated that the students encountered three problems in the listening section of TOEFL. The first problem was listening to material such as unfamiliar words, grammar structure, vocabulary, pronunciation, speech speed, and long-spoken text. The second was the listener's personal problems, such as feeling worried, losing concentration, unclear pronunciation, and encountering an unknown word. The third was the environmental situation, such as the noise around and the low quality of the recording.

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