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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education International Journal of English Education and Linguistics (IJoEEL) FOSTER: Journal of English Language Teaching Journal of English Language and Education Libraria: Jurnal Ilmu Perpustakaan dan Informasi International Journal of English Learning and Applied Linguistics (IJELAL)
Pasca Kalisa
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Exploring Student Perceptions of Shadowing Technique as a Self-Directed Pronunciation Practice Suci Setia Cahya Ningrum; Pasca Kalisa
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14271

Abstract

This study explores the perceptions of English as a Foreign Language students regarding the shadowing technique to conduct self-directed pronunciation practice. Using a descriptive qualitative design, data were obtained through questionnaires and semi-structured interviews administered to 35 Universitas Negeri Semarang EFL students. From the coding process, three emergent themes were identified, namely: (1) perceived suitability of shadowing for self-directed pronunciation practice, (2) perceived improvement in pronunciation skills, and (3) challenges and coping strategies in independent shadowing. The results showed that students view shadowing as a flexible, practical, and autonomous means of learning that enables them to handle their own learning pace with the help of online media. They reported improvements in pronunciation accuracy, recognition of vowels and consonants, and mastery of suprasegmental aspects such as intonation, stress, and rhythm. Challenges also emerged, such as fast native speaker input and limited feedback, which they addressed by adjusting audio speed, recording themselves, and using online dictionaries. Overall, shadowing was perceived not only as a tool for improving pronunciation but also as a means of fostering learner autonomy and metacognitive awareness.
English Teaching Strategies For Young Learners In Bilingual Elementary Classes In An EFL Context Andita Sayla Purnawati; Pasca Kalisa
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2670

Abstract

Effective English instruction in bilingual elementary settings is critical for developing young learners’ language competence alongside content knowledge. However, empirical studies on English as a Medium of Instruction (EMI) at the primary level in EFL contexts remain scarce, particularly those documenting actual classroom practices. This study aims to explore English teaching strategies employed by teachers in bilingual elementary classrooms in Indonesia. A descriptive qualitative design was employed, involving two English teachers and one subject teacher selected through purposive sampling. Data were collected via classroom observation, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal six interconnected strategies: routinized English exposure, activity-based instruction, scaffolding, code-switching, differentiated instruction, and curriculum alignment. These strategies function in an integrated, context-sensitive manner adapted to learners’ developmental stages. The study concludes that effective bilingual elementary instruction requires flexible, student-centered approaches that simultaneously support language acquisition and content comprehension.
Pre-Service English Teachers’ Perceptions of Teaching Strategies in English Learning for Adolescents Muhammad Imam Lazuardi; Pasca Kalisa
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2643

Abstract

Teaching adolescent learners in English as a Foreign Language (EFL) classroom requires instructional strategies that address not only language development but also students’ cognitive, social, and emotional characteristics. Previous studies have examined pre-service teachers’ beliefs, teaching practices, and practicum experiences in general EFL settings. However, limited research has specifically explored how pre-service English teachers perceive the suitability of various teaching strategies for adolescent learners and what factors influence those perceptions during teaching practicum. This issue is important because perceptions formed during practicum often shape future instructional decisions and professional teaching identities. Therefore, a deeper understanding of pre-service teachers’ views can provide valuable insights into teacher education and classroom practice. This study investigates pre-service English teachers’ perceptions of teaching strategies for adolescent students and the factors shaping those perceptions during practicum. Using a qualitative descriptive design, the study involved 40 pre-service English teachers from Universitas Negeri Semarang who participated in the LANTIP 6 practicum program. Data were collected through a 20-item Likert-scale questionnaire and follow-up semi-structured interviews with five selected participants. The findings indicate that participants generally favored strategies that promote active participation, provide clear scaffolding, and create a low-anxiety learning environment. Interview data further revealed that strategy selection was influenced by students’ confidence, proficiency differences, classroom management challenges, time constraints, mentor expectations, and available facilities. These findings suggest that pre-service teachers view teaching strategies as contextual and adaptive practices shaped by real classroom conditions rather than as fixed instructional techniques.
Teachers’ Experiences in Using Technology Integration in English Language Teaching Archie Elmassetyo Hartono; Pasca Kalisa; Nahdiyah Hidayah
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24071

Abstract

This study examines how English language teachers working in ELT institutions approach technology integration as part of their instructional practices and overall teacher experiences with digital tools. Using a qualitative research design, the researcher conducted semi-structured interviews with seven educators to explore the perceived benefits, constraints, and strategies related to technology use in English language teaching. The findings show that technology can strengthen student engagement, foster creativity, and support collaborative learning, although its effective implementation is limited by issues such as insufficient infrastructure, uneven digital literacy, and time constraints. The study highlights the importance of institutional support, particularly improved technological resources, targeted training, and ongoing professional development, to help teachers integrate technology with greater confidence and purpose.
Game-Based Learning in EFL Classrooms: Students’ Perceptions and Motivation through Zep Quiz Diah Ayu Pertiwi; Pasca Kalisa
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.384

Abstract

This study investigates EFL students’ perceptions, motivation, and perceived learning effects of using Zep Quiz, a game-based learning application, in English classrooms. A qualitative descriptive approach was employed. Data was collected through a Likert-scale questionnaire distributed to 82 students and semi-structured interviews with 10 participants. Questionnaire data were analyzed descriptively using interval score interpretation to identify overall trends, while interview data were analyzed thematically to enrich and validate the questionnaire findings. The results indicate that students perceive Zep Quiz as an engaging and interactive learning tool that enhances classroom atmosphere, increases participation, and supports material review. The findings also reveal that Zep Quiz positively influences students’ motivation, focus, and enthusiasm for learning English. However, several challenges were identified, including technical issues, limited explanation of answers, and time pressure that may shift attention from understanding to speed. The main contribution of this study is to emphasize that the effectiveness of game-based learning tools depends not only on their features but also on their integration into instruction. The findings suggest that Zep Quiz is most effective when used as a supplementary learning tool accompanied by teacher guidance, explanation, and reflective discussion in EFL classrooms.
Manajemen e-book di UPT Perpustakaan Universitas Negeri Semarang melalui sistem aplikasi Setyarini - -; Pasca Kalisa; Annisa Dwi Cahyaningtyas
Libraria: Jurnal Ilmu Perpustakaan dan Informasi Volumen 10, Nomor 2, Tahun 2021 (Desember 2021)
Publisher : FPPTI Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2522.863 KB)

Abstract

A Vitual or Digital Library is one of the systems that has many types of services as well as information objects that support access from those information objects through a digital device. The ebook management managed by Unnes Library aims to provide ease in searching for information such as pictures, documents, as well as databases in digital formats quickly, precisely, and accurately. Collection on a digital library is not limited to electronic documents substituting print books alone, but collection is emphasized on the contents of information, the type from the documents to the results of its tracing. ebook management is essentially an ebook cataloguing program itself. The software stores countless ebook files in a database along with its metadata. eBook is the equivalent of conventional books, the difference in writing is inside digital media. The ebook is read through certain software, commonly referred to as the ebook reader. Even ebook file formats vary, some are pdfs that can be opened with acrobat reader. There are also html-shaped, openable ones with browsing/internet exploration. ebook is an electronic version of a printed book, if the book is generally composed of paper sets while ebook is digital information that can contain pictures or text. In the digital age ebooks began to be in demand because they were small in size, easily accessible anywhere, had more interesting search features, too, the words could be easily as well as quickly rediscovered when searched. It is in this context that the Unnes Library realized its commitment as a House of Sciences that wants to upgrade conventional library services to digital/virtual libraries, which is an accelerated part of innovation by utilizing the ebook Management application as as the management of Electronic Books that have been collected by the Unnes Library.
EFL LEARNERS’ PERCEPTIONS AND EXPERIENCES OF PROJECT-BASED LEARNING: MOTIVATION, ENGAGEMENT, AND CHALLENGES Pasca Kalisa; Muhammad Zaki Pahrul Hadi; Issy Yuliasri
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.13

Abstract

Project-Based Learning (PBL) is known as a student-centered approach that fosters active learning, cooperation and authentic use of language in English as a Foreign Language (EFL) class. This study explores EFL learners’ opinions and experiences of PBL, especially their motivation, engagement, attitudes, preferences, obstacles, and support needs. The design was an explanatory sequential mixed techniques design. Quantitative data were collected from 135 undergraduate EFL learners through a structured questionnaire, and qualitative data were obtained through open-ended questionnaire replies to give more in-depth insights into learners’ experiences. Descriptive statistics were used to evaluate quantitative data and qualitative responses were thematically analyzed. The results indicated that learners’ perceptions of PBL were typically good. The perception item that received the highest score was “PBL makes English learning more interesting” (M = 4.06, SD = 0.95) while the highest score for motivation and engagement was active participation during project activities (M = 3.98, SD = 0.92). Learners also indicated positive perceptions about PBL, with the statement “I participate more when project topics are interesting” having the highest mean score (M = 4.11, SD = 0.96). The most preferred characteristic of PBL was creative activities (82.2%), followed by technological integration (63.7%). The most important criteria driving participation were interesting themes for projects (85.9%) and the opportunity to develop new skills (74.1%). Learners experienced some drawbacks with these benefits including Unequal group involvement (74.1%), Communication problems with group members (65.9%) and concerns over unfair marks (56.3%). The most important sorts of assistance for teachers were feedback (84.4%) and clear guidance (83.0%). The study suggests that PBL offers significant collaborative and engaging English language learning experiences. However, its success depends on good group administration, open assessment processes and continued teacher assistance.
Co-Authors Andita Sayla Purnawati Annisa Dwi Cahyaningtyas Archie Elmassetyo Hartono Diah Ayu Pertiwi Issy Yuliasri Muhammad Imam Lazuardi Muhammad Zaki Pahrul Hadi Nahdiyah Hidayah Setyarini - - Suci Setia Cahya Ningrum