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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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Journal : ELT Forum: Journal of English Language Teaching

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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.      
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