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All Journal Language Circle : Journal of Language and Literature English Teaching Journal : A Journal of English Literature, Language, and Education ELT Forum: Journal of English Language Teaching English Education Journal Warta Perpustakaan Pusat Undip Journal of English Language and Education EBONY Libraria: Jurnal Ilmu Perpustakaan dan Informasi UNNES International Conference on ELTLT Journal of English Language Teaching and Literature (JELITA) Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Pasca Kalisa
Fakultas Bahasa Dan Seni Unnes
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Journal of English Language and Education

 1 
Understanding Pre-Service Teachers’ Perception in Applying Teaching Media: A TPACK-Based Study Fauziah, Shiva; Kalisa, Pasca
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1277

Abstract

This study explores how English pre-service teachers at Semarang State University develop and apply digital teaching media using the Technological Pedagogical and Content Knowledge (TPACK) framework. In today’s digital learning environment, teachers are expected not only to master subject content but also to skillfully combine it with suitable teaching methods and digital tools. Based on the findings, the participants showed strong ability in using digital platforms such as Canva, Quizizz, Wordwall, and Google Classroom. They integrated these tools with their lesson plans to make learning more interactive, engaging, and student-centered. Although they faced challenges such as limited teaching time, unstable internet access, and a lack of school facilities they managed to adapt by modifying their teaching strategies and media use. These results confirm what suggested: that effective technology use in education requires a deep understanding of how content, pedagogy, and technology work together. This study highlights the importance of preparing future teachers with real-world experiences and practical digital skills to meet the demands of modern classrooms.
Influence of Parents’ English Mastery on Children’s Screen Time for English Learning Putri, Happy Andita; Kalisa, Pasca
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1269

Abstract

This study investigates the influence of parents' English mastery on children's screen time for learning English, considering the mediating role of parental involvement. A quantitative correlational design was used in this study with 38 participants consisting of parents of students at Al Madina Islamic Kindergarten in Semarang. Data were collected through a questionnaire via Google form and analyzed using Spearman's correlation. The results showed a significance value of p = 0.059 for the correlation between parents' English proficiency and screen time frequency, and a significance value of p = 0.009 for the correlation between parents' English proficiency and parental involvement. This indicates that parents' English proficiency is not significantly related to children's screen time frequency but is significantly correlated with parental involvement. This study emphasizes the importance of empowering parents not only with language skills but also with active involvement strategies.
Student Perceptions: TikTok's vs. Movies' Role in Vocabulary Acquisition Ain, Allysa Hurul; Kalisa, Pasca
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1528

Abstract

Vocabulary is a fundamental component in English language learning, yet many students still struggle to enrich their vocabulary due to limited contextual learning in formal instruction. With the rise of digital platforms, TikTok and movies have become popular sources of authentic language input, though their effectiveness has rarely been compared directly. This study investigates students’ perceptions of TikTok and movies in vocabulary acquisition. Employing a qualitative case study, data were collected from 25 eleventh-grade students at MAN 1 Kabupaten Semarang through questionnaires combining Likert-scale items and open-ended questions. Findings reveal that while TikTok offers short, engaging, and easily accessible content, its effectiveness is often hindered by distractions and lack of contextual depth. In contrast, movies provide richer vocabulary exposure, contextualized usage, and higher retention, leading students to perceive them as more effective for vocabulary learning. The study concludes that movies serve as a more reliable medium for enhancing vocabulary acquisition.
Analysis of Instructional Imperatives in Genshin Impact for EFL Vocabulary Acquisition. Priyanto, Amalina Zulfah; Kalisa, Pasca
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2095

Abstract

Digital games are increasingly recognized as supplementary sources of language input in English as a Foreign Language (EFL) contexts because they provide interactive and context-rich language use. However, previous studies have mainly focused on game mechanics or learner motivation, while linguistic features of in-game instructional texts remain underexplored. This study examines the types and functions of imperative constructions in Genshin Impact and their potential as linguistic input for incidental EFL vocabulary acquisition. A total of 93 English instructional texts were collected from the primary quest “The Forgotten Thief” during approximately 120 minutes of gameplay. Using a descriptive qualitative design with content analysis, the data included dialogue-based instructions, tutorial prompts, and quest objectives. The findings show that simple and inclusive imperatives are most frequent, followed by compound, negative, courteous, and idiomatic forms. These imperatives provide repeated exposure to functional language, suggesting their potential to support EFL learners’ vocabulary development and pragmatic awareness.
Co-Authors -, Setyarini - Aditya, Apta Rahadi Ahmad Sofwan Ain, Allysa Hurul Alief Noor Farida Alya Navi Hanunna Annisa, Icha Setiya Anwar, Yasinta Ayuningtyas, Fransiska Diah Cahyaningtyas, Annisa Dwi Dwi Rukmini Farida, Nuzulia Nur Fatona Suraya, Fatona Fauziah, Shiva Girindra Putri Dewi Saraswati, Girindra Putri Dewi Gustiana Mega Anggita Hartono, Archie Elmassetyo Hidayah, Nahdiyah Issy Yuliasri Kusumastuti, Dina Nurcahyani Mohammad Arif Ali, Mohammad Arif Pradana, Muhammad Priyo Gading Priyanto, Amalina Zulfah Putri, Happy Andita Sari, Dwi Indah Mutiara Sari, Dwi Indah Mutiara Setyarini, Setyarini Sri Suprapti Syarifah Nur Halima Triwinarsih, Endah Triwinarsih, Endah zulfa Sakhiyya