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All Journal Language Circle : Journal of Language and Literature Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran ELT Forum: Journal of English Language Teaching English Education Journal Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya International Journal of English Education and Linguistics (IJoEEL) FOSTER: Journal of English Language Teaching Varia Humanika Journal of English Education Program (JEEP) Journal of English Language and Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Pustakaloka: Jurnal Kajian Informasi dan Perpustakaan UNNES International Conference on ELTLT Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Alief Noor Farida
Semarang State University
Humanities Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : ELT Forum: Journal of English Language Teaching

 1 
The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review Venna Asyifa Ramadhanti; Farida, Alief Noor
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.29169

Abstract

This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.
Integrating Wayground in teaching short functional texts: Impacts on students’ motivation Destriana, Melisa; Farida, Alief Noor
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.29183

Abstract

In digital era, everything generated with internet and apps which has crucial role in daily activity. Not only in a daily basis, but also in education area needs to change due to the circumstance. Especially when it comes to learn, the teacher needs to follow the trend to maintain the students’ motivations to learn, so that it will help them to understand the problem in English class and creating good grade. This could happen if the teacher tries to be understood the students need and start using digital learning method than the conventional. This study aims to evaluate the use of Wayground as a digital learning medium in teaching short functional texts and to explore its impact on the learning motivation of eighth-grade students at one public junior high school in Cepu, a city in Central Java, Indonesia. A qualitative descriptive approach was applied, with data collected through observation, teacher interviews, and student questionnaires. The results show that integrating Wayground into English lessons significantly enhances student interest and engagement, particularly in writing skills. Most students responded positively to the interactive format, stating that learning became more enjoyable and motivating. These findings suggest that digital tools like Wayground can be effective in creating a more dynamic and student-centered learning environment.
The use of Toy Story 4 on recount speaking improvement El Afif, Ahmed Falih; Farida, Alief Noor
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.29694

Abstract

This paper investigates the impact of the animated film Toy Story 4 in EFL (English as a Foreign Language) education with emphasis on enhancing speaking recounting ability. With the significance of digital media in education today, films such as Toy Story 4 provide a valuable opportunity for immersive language learning. Using a proposed teaching model, teachers can transform students' watching of the film into their use of language with a recount narrative genre focus. Using the film's interesting plot, characterizations and emotional depth, the model is intended to help students construct cohesive spoken recount. By working with content, which interests students, motivation to learn and engagement is likely increased. The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability. The proposed educational model contributes to theoretical understanding of multimedia learning and provides a practical approach for teachers wanting to enhance their pedagogical practices as educators of EFL.
Logical fallacies in EFL students' undergraduate argumentative writing Malihah, Nasywa Ayu; Farida, Alief Noor
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.29778

Abstract

Argumentative essays were an important part of learning English as a foreign language (EFL) because this genre of writing not only developed language skills but also engaged students in critical thinking. Although grammar and structure was usually the main focus, students often overlooked the sense of logic in their arguments, especially the fallacies or reasoning errors. To address this gap, the researcher used qualitative research to identify the types of logical errors made by EFL students in their argumentative essays at a public university in Semarang and the underlying causes of those fallacies that occurred. A systematic content analysis method based on Mayfield's taxonomy was used to identify types of logical fallacies that categorized into four board categories, manipulation through language, emotion, distraction, and inductive fallacy. Students' argumentative writing was analyzed, and semi-structured interviews were conducted to understand the patterns that implied the causes of logical fallacies. The findings demonstrated that most of the EFL students’ arguments in argumentative writing were influenced by the limitations in their thinking abilities, emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. Students also showed a tendency to simplify complex issues, which was evident from the consistent usage of hasty generalizations and false dilemmas in their essays. Based on these findings, it is essential to introduce the knowledge of logical reasoning and assess the credibility and reliability of reasons and evidences that are incorporated in English argumentative writing courses, which would significantly enhance students' critical thinking skills in learning about argumentation. As a result, these findings should be taken into account by educators who aim to equip EFL students with the critical thinking skills that are necessary for constructing a well-structured argument.
Leveraging video presentations to improve students’ presentation skills using TED Talks video Syukrillah, Jazah; Farida, Alief Noor
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.29197

Abstract

This study explores the use of TED Talks as a tool for enhancing students' presentation skills. By analyzing TED speakers' use of key techniques such as structure, visuals, vocal delivery, and credibility, this research examines how these elements contribute to effective communication and audience engagement. The study identifies the core presentation skills emphasized by TED speakers and investigates how students can apply these strategies to improve their own presentations. The research also explores the role of structure and visuals in engaging and informing an audience, as well as the impact of vocal delivery on presentation effectiveness. Additionally, the study looks at how TED speakers establish credibility and how students can incorporate these techniques to enhance their presentations. The issue addressed in this study is the challenge of improving students' presentation skills in educational settings, where traditional teaching methods often fall short in preparing students for effective public speaking. The suggestions include integrating TED Talks into curricula to provide students with practical examples of high-quality presentations and to help them adopt best practices in their own presentations. The findings provide valuable pedagogical insights into how TED Talks can be integrated into educational settings to improve presentation skills and foster more engaging, confident public speaking among students.
Co-Authors Abadi, Kholid Baror Ahmad Sofwan Aji, Rudi Wibowo Aji, Rudi Wibowo Alam, Sandi Nur Aprilian Ria Adisti, Aprilian Ria Arifin, Ilham Setiawan Chairunnisa, Nadya Zulfa Destriana, Melisa El Afif, Ahmed Falih Febriyana, Anggie Febriyana, Anggie Fitriari, Sri Wuli Girindra Putri Dewi Saraswati, Girindra Putri Dewi Hapsari, Christianti Tri Irmawati, Monica Ratna Issy Yuliasri Kholisoh, Anik Kholisoh, Anik Maemun, Akhmad Maemun, Akhmad Malihah, Nasywa Ayu Pasca Kalisa Prayudias Margawati Putra, Angga Pratama Armaddi Rahmawati, Yusi Rodiyah - Rosyidi, Mohamad Ikhwan Safira, Azzahra Fatimah Syafa Sari, Woro Apriliana Setyarini, Setyarini Setyo Jati, Kukuh Sri Suprapti Sri Wuli Fitriati Syukrillah, Jazah Tambong, Eka Amori Haydi Dhisa Testiana Deni Wijayatiningsih Tri Hapsari, Christianti Ulfiyati, Sofwa Maharina Venna Asyifa Ramadhanti Yuni Rahmawati zulfa Sakhiyya