Article Per Year (5 Year)
p-Index From 2021 - 2026
2.345
P-Index
This Author published in this journals
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

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : ELT Forum: Journal of English Language Teaching

 1 
Investigating students' perspectives on the utilization of mobile-assisted language learning and mobile games for developing speaking proficiencies Aditya, Apta Rahadi; Kalisa, Pasca
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.30037

Abstract

For English as a Foreign Language (EFL) learners, speaking is a skill that poses significant challenges, primarily due to insufficient practice, low self-esteem, and limited conversational opportunities. Mobile-Assisted Language Learning (MALL) and mobile gaming offer creative and engaging ways to enhance speaking abilities in the current digital learning environment. This qualitative study examines how students perceive the impact of mobile games on enhancing their English-speaking skills. Ten undergraduate EFL students, ages 20 to 23, who had studied English for six to ten years and frequently played mobile games, participated in semi-structured interviews to gather data. According to a thematic study, mobile games increased learners’ motivation, improved pronunciation, helped them acquire new vocabulary, and gave them more confidence when speaking. Participants observed that the interactive elements of games reduced speaking anxiety and promoted real-world conversational practice. However, difficulties remained, such as comprehending rapid-fire discourse and navigating new colloquialisms. The study shows that the deliberate integration of mobile apps can augment conventional classroom techniques and promote organic spoken language development.
Analyzing pronunciation content and teaching techniques in grade 5 English textbook Alya Navi Hanunna; Kalisa, Pasca
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.30644

Abstract

Pronunciation is an often neglected but also an important aspect of teaching English to young learners, especially in contexts where English is a foreign language. Although textbooks serve as the primary source in Indonesian elementary schools, their support for pronunciation instruction has not been adequately researched. This study investigated the representation of pronunciation instruction in the English textbook My Next Words Grade 5 published by the Indonesian Ministry of Education and Culture. Using a mixed embedded design, qualitative content analysis was conducted on ten content units within the book, complemented by descriptive quantitative analysis and semi-structured interviews with two experienced elementary school English teachers who used the related textbook. The results revealed a predominant use of mechanical techniques—primarily repetition and choral modeling—that primarily focus on segmental features. Suprasegmental features such as stress and intonation were minimally represented. Classroom implementation was largely teacher-led, with limited use of pair or group work. Interviews with experienced elementary school teachers confirmed that while textbooks offer some basic pronunciation support, significant gaps remain in terms of scaffolding, instructional clarity, and the use of interactive strategies. This study concludes that pronunciation instruction in textbooks still needs further development and recommends improvements such as the need for a textbook design that cover both segmental and suprasegmental features, provides phonetic transcriptions for the targeted vocabulary, and equips it with ready-to-use multimodal resources such as direct links to audio/video resources for effective delivery, and more diverse communicative pronunciation activities.
Pre-service teachers’ perspectives on the use of Wordwall in vocabulary teaching Annisa, Icha Setiya; Kalisa, Pasca
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.30690

Abstract

This study examines prospective English teacher students' perspectives on the use of Wordwall in vocabulary learning.  The selection of Wordwall was based on its ability to provide interactive and varied features that are effective in increasing student engagement. The focus on vocabulary learning reflects its vital role in developing overall language proficiency. The research participants were prospective teachers who were in the transition phase between learning and teaching practice, enabling them to share informed reflections on the use of digital media. Using a descriptive qualitative approach, data were collected through semi-structured interviews with final-year students who had experience using or observing the use of Wordwall during teaching practice. The results of the study indicate that Wordwall is perceived as an engaging, interactive, and easy-to-use learning platform that can increase student participation and encourage teacher creativity. The findings also show that Wordwall facilitates the design of more diverse and enjoyable learning activities while strengthening pedagogical skills relevant to the demands of 21st-century education. Wordwall also contributes to the professional development of prospective teachers by providing opportunities to explore digital media and reflect on their teaching practices. These findings contribute significantly to the development of teacher education curricula, particularly in the integration of digital media for effective vocabulary teaching.
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 Putri, Happy Andita Sari, Dwi Indah Mutiara Sari, Dwi Indah Mutiara Setyarini, Setyarini Sri Suprapti Syarifah Nur Halima Triwinarsih, Endah Triwinarsih, Endah zulfa Sakhiyya