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All Journal Journal of English Language and Education Jurnal Penelitian Pendidikan Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Sulistyani, Ummi Nur Laila
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Learner’s Perceptions on Vocabulary Learning Strategies: A Qualitative Single-Case Study Amalia, Faridanisa Zulfa; Sulistyani, Ummi Nur Laila
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.28169

Abstract

This qualitative single-case study investigates an Indonesian EFL learner’s perceptions of vocabulary learning strategies, an important but often overlooked aspect of language learning. Despite vocabulary being the core of mastering a foreign language, learners' perceptions remain underexplored, particularly in qualitative research. This study aims to address that gap by examining a single participant’s use of and perceptions of vocabulary learning strategies. Data were collected through a 32-item Likert-scale questionnaire based on Schmitt’s (1997) taxonomy and semi-structured interviews guided by the Cognitive-Affective-Conative (CAC) perception model by Schiffman & Kanuk (2004). The findings revealed a contradictory perception: although the participant acknowledged the effectiveness and practicality of vocabulary learning strategies, she also expressed a belief that exposure to language is more critical than strategic vocabulary learning. The participant showed a clear preference for social strategies and incidental learning, which she found more enjoyable and versatile than memory strategies. Her cognitive, affective, and conative responses suggest that motivation in vocabulary learning are deeply influenced by strategy flexibility and learner autonomy. The study concludes that EFL learners should be introduced to various vocabulary learning strategies early in their education, and educators should design instruction that respects learners’ preferences. This research highlights the importance of the learner’s perspective as an input to the growing literature in the EFL learning context and recommends broader, multi-participant qualitative studies in the future.
Speaking Anxiety in Oral Presentation-based Assessment: Factors and Strategies Kustyandari, Febryantika; Sulistyani, Ummi Nur Laila
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.28968

Abstract

This study aims to investigates factors contributing to speaking anxiety in oral presentation-based assessments among English Language Teaching (ELT) students and their strategies to overcome it. Speaking is a crucial skill, yet it is often the most challenging for ELT students. While previous research has identified causes of general speaking anxiety, there is a gap in understanding how students specifically manage this anxiety in the context of oral presentation-based assessments, particularly for students learning to be future English teachers. To address this, descriptive qualitative research was conducted with thirty-one fourth-semester ELT undergraduate students at a state university in Indonesia. Data were gathered through a questionnaire adapted from the Public Speaking Class Anxiety Scale (PSCAS) and semi-structured interviews. The findings revealed three main domains of speaking anxiety: discomfort in speaking English, communication anxiety, and test anxiety. Discomfort in speaking English was primarily attributed to the fear of spontaneous speaking and lack of self-confidence due to peer comparison. Communication anxiety was mainly caused by nervousness while waiting to present and the fear of being judged for mistakes. Test anxiety was influenced by the awareness of presentations being graded and the pressure to meet teacher expectations. To manage these anxieties, students employed strategies such as practicing the presentation multiple times, using breathing or relaxation techniques, preparing cue cards, thinking positively, and practicing in front of a mirror or recording themselves. These results provide practical insights for educators to create supportive learning environments and provide students with effective coping mechanisms. 
Increasing Safety Awareness as an Effort to Build Preparedness in Disaster-Prone Schools Widowati, Evi; Wahyuningsih, Anik Setyo; Muzaqi, Lutfi; Sulistyani, Ummi Nur Laila; Rahma, Fitra Aulia; Putri, Risa Anggita; Febriananda, Hanif Satria
Jurnal Abdimas Vol. 29 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/abdimas.v29i1.26840

Abstract

Geologically, Indonesia is located at the confluence of three large plates: Indo-Australian, Eurasian, and Pacific. It passes through two of the world's main volcanic routes, making it a disaster-prone area. As a result, Indonesia has many active volcanoes, including Mount Merapi. In disaster conditions, students are a vulnerable group, both physically and psychosocially, due to disruption to the learning process and potential trauma. Efforts to increase preparedness through implementing the sister school program, namely cooperation between affected and buffer schools, are urgently needed. However, the implementation of this program in Magelang Regency is still not optimal, especially in its integration into the sister village program, so that vulnerability to disasters during school hours remains high. The solution implemented is to help schools increase their preparedness capacity. The results showed increased participants' understanding of the concepts, benefits and roles of buffer and affected schools in the disaster mitigation framework. Therefore, efforts are still needed to develop affected and buffer schools integrated into disaster-resilient villages.
Students’ perception of the use of “Rebus Game Puzzle” to improve speaking skills of eighth-grade students Pramesti, Magdalena Ayu Sri; Sulistyani, Ummi Nur Laila
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28557

Abstract

The study aimed to determine what students think about the Rebus Game Puzzle as a medium for learning English, particularly in improving speaking skills. Common problems include students lacking confidence, having a limited vocabulary, and rarely speaking actively in class. Therefore, learning media such as Rebus Puzzle are used to help overcome these problems. This study used interviews with eighth-grade students and English teachers at a private junior high school in Central Java. The results showed that the Rebus Puzzle helps students remember vocabulary more easily and practice their pronunciation. The pictures and instructions in the puzzle make students more interested and less likely to be bored. In addition, the learning atmosphere becomes more engaging, allowing students to be more active, confident, and brave in speaking in front of the class. Therefore, it is recommended that teachers utilize game media, such as Rebus Puzzle, in the learning process, especially when teaching vocabulary and speaking. This media can make students more enthusiastic and make learning more meaningful. whether media such as Rebus Puzzle could increase students' enthusiasm, activity, and confidence while learning English.
The euphemism translation technique used in English-Indonesian translation of RPG video game (A case study of Hoyoverse's Honkai Star Rail) Mustofa, Naufal Arik; Sulistyani, Ummi Nur Laila
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29452

Abstract

Euphemisms serve as essential linguistic tools for navigating social norms and cultural sensitivities. Nonetheless, their use in the realm of video game localization is still a largely unexplored topic, especially regarding the English-Indonesian context. This research examines the translation techniques used for euphemistic phrases in HoYoverse’s Honkai Star Rail, emphasizing both understatement and overstatement euphemisms. A qualitative descriptive method was utilized to gather corresponding English-Indonesian text pairs from the dialogues in the Penacony Trailblaze Mission of the game. These pairs were subsequently examined using the framework of the translation technique proposed by Molina and Hurtado Albir. The examination produced 19 euphemistic phrases, comprising 16 understatements and 3 overstatements. Three translation techniques were identified in total: literal translation (84.2%), amplification (10.5%), and modulation (5.3%). The common use of literal translation indicates that euphemistic techniques used in English and Indonesian in the realm of fantasy RPGs show cross-cultural alignment. The strategic use of modulation, illustrated by translating “crime scene” to “TKP” (Tempat Kejadian Perkara), shows a refined cultural adjustment. The results suggest that significant cultural adaptation might not be essential for successful euphemism translation in gaming situations when the source and target cultures have comparable norms for indirect communication. This study substantially enhances video game localization theory by offering a framework for examining euphemistic elements in interactive narratives. Moreover, it provides useful advice for localization experts dealing with English-Indonesian language pairs.
Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension Shafira, Nasha; Sulistyani, Ummi Nur Laila
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30034

Abstract

This article explores the integration of Wayground, a game-based digital learning platform, as a tool to enhance vocational high school students' comprehension of report texts in English language classrooms. The primary objective of this study is to analyze the pedagogical potential of Wayground in improving students’ reading comprehension, motivation, and active engagement through interactive and student-centered instruction. This research employs a qualitative theoretical approach grounded in literature review, synthesizing findings from recent scholarly sources related to gamification, reading instruction, and the Emancipated Curriculum in Indonesia. Reading report texts presents challenges for vocational students due to their factual, formal, and structured nature, often resulting in disengagement and low comprehension. Wayground offers a practical solution through gamified features—such as instant feedback, time limits, and competitive elements—that stimulate learners’ motivation and cognitive engagement. Furthermore, Wayground facilitates formative assessment and differentiation, supporting individualized learning pathways in line with constructivist principles and curriculum flexibility. The practical implications of this study suggest that integrating Wayground into English reading instruction can revitalize classroom dynamics and improve literacy outcomes in vocational settings. However, considerations such as digital infrastructure and teacher readiness must be addressed to ensure effective implementation. The findings of this study serve as a pedagogical guide for teachers seeking to leverage technology to promote deeper learning and engagement, particularly in reading-intensive lessons.      
Exploring the Role of Theatre in Enhancing English Vocabulary Acquisition: A Conceptual Analysis Rahmadhanti, Novita Nur; Sulistyani, Ummi Nur Laila
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1278

Abstract

This conceptual study explores how theatre can enhance English vocabulary acquisition in second and foreign language contexts. While vocabulary is widely recognized as a foundational component of language proficiency, traditional instruction often overlooks the affective and embodied dimensions of learning. Grounded in Kolb`s Experiential Learning Theory and Krashen`s Second Language Acquisition Theory, the study examines how theatrical practices such as role-play, dramatization, and improvisation can foster emotionally engaging and socially interactive learning environments that promote meaningful vocabulary learning. Using a library-based methodology, the research analyzes literature published between 2015 and 2025. Findings show that theatre creates an emotionally supportive environment, facilitates embodied vocabulary learning and enhances learners’ ability to acquire vocabulary in contextualized ways. The study concludes that although there are challenges in the implementation, theatre can be a transformative tool for deepening learners` vocabulary knowledge and communicative competence when systematically integrated into English language education.
Co-Authors Amalia, Faridanisa Zulfa Anik Setyo Wahyuningsih Evi Widowati Febriananda, Hanif Satria Kustyandari, Febryantika Mustofa, Naufal Arik Muzaqi, Lutfi Pramesti, Magdalena Ayu Sri Putri, Risa Anggita Rahma, Fitra Aulia Rahmadhanti, Novita Nur Shafira, Nasha