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All Journal Jurnal Bahasa dan Sastra ELT Forum: Journal of English Language Teaching Tonil, Jurnal Kajian Sastra, Teater dan Sinema Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching ELT Forum: Journal of English Language Teaching
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Earth & Planetary Sciences Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Journal : ELT Forum: Journal of English Language Teaching

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Social interaction in second language acquisition: A case study at a Semarang kindergarten Chodhori, Mutiara; Hapsari, Christianti Tri
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.28310

Abstract

Social interaction plays a critical and foundational role in Second Language Acquisition (SLA), particularly during early childhood when language learning occurs naturally through daily engagement. In multilingual environments such as Indonesia, where children are exposed to more than one language from a young age, the dynamics of social interaction become especially relevant. Despite extensive literature supporting the value of interaction in SLA, limited studies have focused on learners in hybrid, lab school models that combine formal instruction with informal, play-based learning. This study addresses that gap by exploring how social interaction facilitates English language development among children aged 3 to 6 at one kindergarten in the city of Semarang. A qualitative case study approach was adopted, utilizing classroom observations and teacher interviews to gather rich, contextual data. The findings reveal that peer conversations, structured group tasks, and incidental interactions with teachers and visiting foreigners provide essential opportunities for language input, output, and feedback. Teachers’ scaffolding strategies, aligned with Vygotsky’s Zone of Proximal Development, helped students transition from guided participation to independent language use. Nevertheless, challenges such as differing proficiency levels, passive learners, and limited time hindered optimal implementation. The study concludes that fostering interaction-rich environments is essential in early SLA and that effective instructional strategies must be adaptive and inclusive. These insights have important implications for educators, curriculum designers, and policy makers seeking to enhance language development in diverse early education settings, particularly within multilingual and hybrid learning environments.
Exploring the influence of English subtitles in English movies on EFL learner’s listening skills Sukma, Nahdia Sabrina; Hapsari, Christianti Tri
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.30231

Abstract

Many learners face difficulties in improving their listening comprehension due to various factors; unfamiliar pronunciation, fast speaking speed, such as when involving authentic materials like movies. One way to get better listening experience is to provide a written form of the spoken language (i.e., subtitles), which can aid comprehension and support vocabulary acquisition. This study aims to describes EFL learners’ experiences and perceptions regarding the influence of English subtitles in English movies on their listening skills. By focusing on learners' experiences and perceptions, this study attempts to provide insight into how movie-based learning can enhance the development of listening comprehension. This descriptive qualitative study involved 24 EFL learners, who are currently studying at undergraduate degree level. Data were collected through an open-ended questionnaire and analyzed thematically. The results showed that English captions had a positive impact on learners' listening comprehension, vocabulary acquisition and self-confidence. The study also found some challenges faced by EFL learners such as distraction, cognitive overload and over-reliance on subtitles. These results suggest that although subtitles are a useful tool to support listening development, their use needs to be aware of their use and gradually build independence in listening without textual assistance. Learners should be encouraged to gradually reduce reliance on subtitles in order to strengthen independent listening skills. This study furthers the making of effective language teaching methods, notably the listening comprehension area. Multimedia tools, for example, movies, may improve learning outcomes and can motivate students through much more interactive and entertaining learning experiences.
Narrative inquiry study: Teacher’s and students’ experiences on using vocabulary self-collection strategy Barata, Miftha Nugi; Hapsari, Christianti Tri
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.30670

Abstract

The vocabulary self-collection strategy, considered effective in enriching students' vocabulary and motivating them to continue learning, is a topic worthy of research. Most previous research findings on the effectiveness of this strategy were obtained through pre-tests and post-tests administered by researchers to respondents. The primary focus of the current research was on the experiences of the teacher and students regarding the use of the Vocabulary Self-Collection Strategy, which is considered a practical approach for improving students' vocabulary and motivation. This also creates a research gap between this study and several other studies. Narrative inquiry is the approach used by the researchers in this study to obtain more in-depth information from respondents. Interviews conducted by the researchers with an English teacher and several fourth-grade students at an elementary school in Ungaran Timur, as well as narratives written by respondents, served as the two main instruments in this study. Both instruments presented experiences in the form of positive impacts and obstacles experienced by students in using this strategy. Thus, the implementation of this strategy not only has a positive effect but also gives rise to several obstacles encountered by teachers and students.
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Aryani, Oktianti Dwi Barata, Miftha Nugi Cahyani, Risma Putri Chairunnisa, Nadya Zulfa Chodhori, Mutiara Didit Kurniadi Fahrur Rozi Fitriari, Sri Wuli Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Mahanani, Dwi Herwindha Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Rahmawati, Yusi Saqifanty, Awanda Bramantika Sari, Woro Apriliana Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Sukma, Nahdia Sabrina Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah