Garuda - Garba Rujukan Digital

Implementing the online game Mobile Legends: Bang Bang to support students’ English vocabulary learning Asih Dayanti Asih Dayanti; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28931

This study explores the integration of Mobile Legend Bang-Bang (MLBB) to support vocabulary learning, applying Notion’s (2001) framework of noticing, retrieval, and generation. Most studies focus on how MLBB functions to promote vocabulary outcomes; however; there is a gap in exploring the cognitive processes behind vocabulary acquisition hero quotes from the game. This research seeks to fill that gap by clarifying how hero quotes assist in vocabulary learning. With a qualitative case study design at at a vocational high school in Indonesia, data collected included classroom observations and interviews with thirty-three students and one English teacher. The results indicated that MLBB helps foster vocabulary noticing, remembering, and using words. Furthermore, students were more digitally interested as well as more imaginatively engaged cognitively with the material. Teachers reported improved student participation along with more creative lesson planning, greater digital engagement, and instructional flexibility tailored to learners’ levels. The study concludes that controlled usage of MLBB leads to purposeful vocabulary learning, indicating that game-centered media have positive impacts on language teaching and learning in classrooms designed for digital natives. Practical implementation may include quote-based noticing tasks, retrieval games, expressive production activities, and structured teacher mediation to optimize learning outcomes.

The suitability of folktales as a culturally responsive learning media in ELT classroom Muhammad Wahyu Prasetya; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29048

Despite the abundance of studies and articles regarding the subject of culturally responsive teaching, there is a noticeable scarcity of research that discuss the subject of learning media in the implementation of CRT specifically in English Language Teaching (ELT) classrooms. By analyzing much further about the subject of learning media in the scope of CRT, the findings would resulted in an enriched and increased learning resources to be utilized by the educator. In this article, the author would attempt to do so by analyzing the suitability of folk tales as a culturally responsive learning media, specifically the Indonesian folktales. To assess the suitability of the folk tales, this qualitative study employed a qualitative content analysis based on the key principles of culturally responsive pedagogy and ELT materials evaluation. Some of the most well known Indonesian folktales were chosen as the subject analysis. The findings indicated that folktales would be a suitable learning media both in terms of cultural and pedagogical. All of the subject of the research exhibit inherent cultural value that can resonate with the learners and educational value that can be utilized in various occasion. These findings provide valuable pedagogical insight on how folktales can be implemented as effective learning media in culturally responsive classroom.

Using Edpuzzle interactive video to enhance listening skills Nurwilis Elsa Zahara Nurwilis Elsa Zahara; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29160

Listening comprehension is one of the most essential yet challenging skills in learning English as a Foreign Language (EFL). Despite its importance as a foundation for developing other language skills, listening often receives less instructional emphasis than grammar or vocabulary. Traditional listening instruction tends to be passive and lacks real-time feedback or learner control. This study reviews and explores the potential of Edpuzzle, an interactive video platform, to address these issues by offering pedagogical features aligned with multimedia learning principles. Grounded in Mayer's (2009) Cognitive Theory of Multimedia Learning, this study employs an integrative literature review method to synthesize relevant research published between 2015 and 2025. Findings from previous studies show that Edpuzzle enhances students' engagement, listening comprehension, and learning autonomy through features like embedded quizzes, self-paced playback, and immediate feedback. However, challenges remain, including limited infrastructure, teacher readiness, and familiarity with digital tools. The study concludes that Edpuzzle holds significant promise for transforming conventional listening instruction into a more interactive, reflective, and learner-centered process. This article contributes theoretically by reviewing and exploring how Edpuzzle aligns with current educational paradigms and suggests future empirical research and classroom application directions.

Spotify’s effectiveness in improving 7th grade students’ pronunciation Lucky Puput Hidayah; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29173

The ability to pronounce words correctly is a crucial component of learning a language for those seeking to acquire proficiency in the language. Proper pronunciation is essential for ensuring your message is clear and comprehensible to listeners. Many Indonesian students have problems pronouncing English words. It was found that the words are pronounced as they are written in the text. This is because Indonesian and English have different pronunciation systems. The objective of this study is the investigation of the effectiveness of using Spotify for the improvement of students’ pronunciation by means of the teaching of receptive skills. The use of Spotify, with its features to support receptive skills, was implemented by the researchers. The features include sound for listening and lyrics for reading. The approach of this research is an experimental study, which means that it is a research study that uses an experimental design and is typically done in a laboratory setting. An experimental study is a method used to investigate the effects of treatments under controlled conditions. The mean score of the pretest was 60.81, and the mean score of the posttest rose to 78.12 after using the Spotify application. The results show a marked improvement in pronunciation.

The use of "Kartun Anak" YouTube channel in supporting students' speaking skill Zahratunnisa' Aulia; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29213

YouTube is a platform that provides audiovisual media that can be used for teaching and learning activities. Audiovisual can be used for teaching language skills, including speaking skills. In this research, the author discussed the use of YouTube videos in the class, focusing on students’ English speaking skills. Observations and interviews were conducted to gain data regarding the use of YouTube in supporting students’ speaking skills. Two teachers and ten students were interviewed to gain deeper information. The author discovered that the teachers chose the videos based on the chapter and materials that were going to be taught, and the YouTube channel provides suitable materials. The students were way more enthusiastic during the class using audiovisual media compared to any class without audiovisual media. When asked about the media, the students stated that the animations were appealing and they gain new vocabulary through the use of the media, which made them gain interests in learning new vocabulary and how to pronounce words correctly. According to the teachers, changes in students’ speaking skill appeared during the class. Students often struggled with pronunciation and they showed improvements when this media was used in the class. They stated that the clear pronunciations from the videos helped the students to learn the accurate pronunciations.

Exploring intercultural communicative competence in online discussion on Quora: A descriptive qualitative study Wahyu Fitriati; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29566

In an era of increasing global interconnection, developing Intercultural Communicative Competence (ICC) has become essential, and online platforms have emerged as key spaces for intercultural interaction. While much of the research on ICC has focused on controlled, educational environments, fewer studies have investigated its natural expression in informal, large-scale online forums that are not designed specifically for language learning. This study aims to explore how ICC is represented in discussions on Quora and assess the platform's potential as a tool for intercultural learning. Utilizing a descriptive qualitative approach, the study analyzes five purposefully selected discussion threads from Quora. A thematic content analysis was conducted based on Byram's (1997) five-dimensional model of ICC. The results show that all five dimensions of ICC are represented, with Knowledge and Attitudes being the most prominent. Noteworthy instances of Critical Cultural Awareness emerged, where users critically examined cultural stereotypes and practices. The findings suggest that Quora functions as a dynamic space for the co-construction of cultural understanding, with users actively negotiating and performing cultural competence. The study concludes that such informal, "in-the-wild" online interactions offer valuable opportunities for enhancing intercultural competence and can be integrated into English Language Teaching (ELT) to promote authentic intercultural engagement.

Analysis of students’ difficulties in speaking skills in studying English Safirah Tristasari; Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29953

The aim of this study is to examine the challenges that students have when studying English as a Foreign Language in order to improve their speaking abilities. Speaking is an essential part of language proficiency, but many students struggle with a variety of issues that make it difficult for them to speak clearly. This study used an integrative literature review method and to collect data using previous studies. The results show that during speaking practices, students most commonly struggle with pronunciation, vocabulary constraints, anxiousness, and lack of confidence. Their challenges are also significantly heightened by a lack of practice chance and fear of making mistakes. The study also highlights outside variables as impediments to speaking ability improvement, such as insufficient classroom engagement and little exposure to native speakers. In light of these findings, the study recommends that teachers use more engaging and encouraging teaching strategies, such as role-plays, group discussions, and pronunciation exercises, to improve their students’ speaking skills. Additionally, fostering an environment that is supportive and upbeat might help students feel less anxious and more confident. For educators and curriculum developers, improving students’ English-speaking skills is essential to help them succeed in global communication.

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