ELTIES (English Language Teaching for EFL Learners)
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
Articles
60 Documents
<![CDATA[THE EFFECT OF DICTOGLOSS TECHNIQUE ON THE STUDENTS’ WRITING SKILLS ]]>
<![CDATA[Annisa Shofa Tsuraya]]>;
<![CDATA[Rikawati]]>;
<![CDATA[Masykur Rauf]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 1 (2022): Volume 4, Number 01, March 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i1.23797
<![CDATA[This research aimed at finding out the effect of using Dictogloss Technique in improving students’ skills in news writing at the third grade students of MA Modern Tarbiyah Takalar in academic 2020/2021. This research employed a quasi-experimental research design. The population of this research was the third grade students of MA Modern Tarbiyah Takalar which consisted of 39 students. The sample of the research consisted of 36 students which were taken by using total Sampling, 18 students from XII A as control class and 18 students from XII B as experimental class. The instrument in this research was test that was given in pre-test and posttest. The data indicated that there was a significant difference between students’ posttest in experimental class and controlled class. The mean score of post-test (68.27) in experimental class was greater than the mean score of post-test (51.22) in controlled class. The standard deviation of post-test (13.1) in experimental class and(9.7) in controlled class. From t-test, the researcher found that the value of t-test (4.608) was greater than t-table (2.042) at the level of significance 0.05 with degreeof freedom (df) = 34. It proves that the use of Dictogloss technique was effective in improving the students’news writing text of the third grade students of MA Modern Tarbiyah Takalar in academic 2020/2021. Dictogloss gave opportunities for learners to learn as individuals and as a group by critical thinking, Students can sharp their learning autonomy. It happens in the group while the students work together to recreate the text by helping each other with their friends. Dictogloss is also useful for vocabulary acquisition and building students’ writing habits.]]>
<![CDATA[THE INFLUENCE OF YOUTUBE VIDEOS ON LISTENING ACHIEVEMENT OF THE SECOND-GRADE STUDENTS AT MA GUPPI ]]>
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Kamsinah]]>;
<![CDATA[Meldayanti]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 1 (2022): Volume 4, Number 01, March 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i1.25074
<![CDATA[Listening skills have a significant part in learning English because receiving language input is a major skill that is important when learning a language. In addition, using YouTube videos are remarkable for enhancing the students’ listening achievements in the classroom. The research questions are: 1) how are the students’ listening achievements of the second grade students at MA Guppi Samata before learning listening using YouTube videos? 2) How are the students’ listening achievements of the second grade students at MA Guppi Samata after learning listening using YouTube videos? 3) Is there any significant difference of influence before and after using YouTube videos of the second grade at MA Guppi Samata? The design of the research was quantitative research which is pre-experimental research with one group pre-test and post-test design. The population was 50 students and the sample was chosen 25 students from XI B as the purposively. Tests were used as the instrument. All the collected data were analysed using the SPSS application showing all the students at MA Guppi Samata Gowa gained a 46.92 mean score, which convened as low classification in pre-test their first listening test. After some treatments, the mean score was increased 68.44 which classified as a reasonable classification. The degree of freedom (df) 24 pointed the students' listening achievement with t-test value (12.036) which turned out higher than the t-table value (2.064). This result analysis presented that this research's impact on the students effectively increased their scores and comprehension.]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES USED BY THE SUCCESSFUL TOEFL TEST-TAKERS OF ENGLISH EDUCATION DEPARTMENT UIN ALAUDDIN MAKASSAR ]]>
<![CDATA[Ryni Dewi Wahyuni]]>;
<![CDATA[Siti Azisah]]>;
<![CDATA[Muhammad Jabal An Nur]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 1 (2022): Volume 4, Number 01, March 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i1.25114
<![CDATA[This research aimed to know the language learning strategies that used by the successful TOEFL test-takers of English Education Department UIN Alauddin Makassar. The research design of this study is descriptive qualitative. The subject of this research consisted of 5 students of English Education Department academic year 2015. In determining the subject of this research, the researcher used criteria that the students must achieve TOEFL score 500 that undertaken TOEFL once or twice. This research used interview instrument with supporting data from document. The result showed that the successful test-takers applied several learning strategies in TOEFL. The learning strategies that the successful test-takers used are compensation strategies by guessing the meaning of unfamiliar words, metacognitive strategies by setting goals, Affective strategies by giving self-encouragement, memory strategies by grouping some new words in a certain group to make easy at remembering the words and using keyword and imagery to help remember new words, cognitive strategies by make summary about TOEFL materials and watch and read books about TOEFL, and social strategies by practice TOEFL with friends and do peer correction.]]>
<![CDATA[THE USE OF YOUTUBE TUTORIAL VIDEOS TO IMPROVE STUDENTS’ SPEAKING SKILL AT THE SECOND GRADE STUDENTS OF SMA NEGERI 4 BULUKUMBA ]]>
<![CDATA[Andi Eritme Yustika Abrar]]>;
<![CDATA[Asdian aya]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 1 (2022): Volume 4, Number 01, March 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v3i2.28256
<![CDATA[The objective of the research is to find out does the use of YouTube tutorial videos can improve the students’ speaking skill at the second grade students of SMA Negeri 4 Bulukumba. The researcher applied pre-experimental with pre-test and post-test design. The population of this research was taken by purposive sampling technique from the second grade students’ of SMA Negeri 4 Bulukumba in academic year 2020/2021. This population consists of 11 students. The result of the data analysis showed that there is a significant difference between pre-test and post-test of the students’ speaking skill especially in students’ fluency and pronunciation after giving treatment. The students’ mean score in pre-test was 42,72 and post-test was 59,09. It showed that the students’ speaking skill in post-test was higher than the students’ pre-test. The t-test value was 4,50 and it was greater than t-table 2,228 at he level of significance (α) = 0,05 and degree of freedom (df) =11-1=10. It was found that the result of t-test value was greater than t-table (4,50>2,228). It means that hypothesis H0 was rejected and H1 was accepted. This research finds that the use of YouTube tutorial video could improve students’ speaking skill in procedure text especially in students’ fluency and pronunciation. The researcher expexcts that the use of YouTube tutorial video could be used by the teacher as one of the media in teaching and learning process especially in teaching speaking.]]>
<![CDATA[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 ]]>
<![CDATA[Indah Fadhilah Rahman]]>;
<![CDATA[Muhammad Jabal An Nur]]>;
<![CDATA[Dian Sulastri]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.24567
<![CDATA[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]]>
<![CDATA[ENHANCING WRITING POWER THROUGH LEADING QUESTIONS STRATEGY ]]>
<![CDATA[Hima Nurul Hidayah]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.29497
<![CDATA[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.]]>
<![CDATA[AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR ]]>
<![CDATA[Muhammad Syahruddin Nawir]]>;
<![CDATA[Nur Aliyah Nur]]>;
<![CDATA[Nurul Hidayah]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.31126
<![CDATA[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.]]>
<![CDATA[PROBLEMS FACED BY EFL STUDENTS IN CARRYING OUT ONLINE PRESENTATION ]]>
<![CDATA[Multazam Abubakar]]>;
<![CDATA[Rezky Asryatul Fadillah]]>;
<![CDATA[Sitti Nurpahmi]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.31702
<![CDATA[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.]]>
<![CDATA[UTILIZING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Muthi'ah Muthi'ah]]>;
<![CDATA[Rini Husroini]]>;
<![CDATA[Zuhra]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.32030
<![CDATA[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.]]>
<![CDATA[THE STUDENTS’ ADVERSITIES IN MEMORIZING VOCABULARY ]]>
<![CDATA[Annisa Shofa Tsuraya]]>;
<![CDATA[Indah Miftah Awaliah]]>;
<![CDATA[Rezkianti]]>
<![CDATA[ ELTIES : English Language Teaching for EFL Learners Vol 4 No 2 (2022): Volume 4, Number 02, September 2022 ]]>
Publisher : <![CDATA[Universitas islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/elties.v4i2.32071
<![CDATA[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.]]>
