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All Journal Language Circle : Journal of Language and Literature English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal Warta Perpustakaan Pusat Undip ENGLISH JOURNAL ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH ACITYA Journal of Teaching & Education International Journal of English Education and Linguistics (IJoEEL) FOSTER: Journal of English Language Teaching English Journal Journal of English Language and Education EBONY JELLT (Journal of English Language and Literature Teaching) 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 International Journal of English Learning and Applied Linguistics (IJELAL) INFERENCE: Journal of English Language Teaching
Pasca Kalisa
Universitas Negeri Semarang
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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STUDENTS’ PERCEPTIONS ON USING TIKTOK DUET IN MINIMIZING EFL ANXIETY AND ENHANCING SPEAKING SKILLS Annisa Nadya Fauziah; Pasca Kalisa
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This research explored EFL students’ perceptions of using TikTok Duet to practice speaking and minimize their speaking anxiety, and their challenges and benefits from using that feature. This current research employed a descriptive qualitative method, involving 49 students who completed the questionnaire and 6 students who participated in a semi-structured interview. The findings revealed that TikTok Duet had a good influence on students’ achievement in learning because TikTok provided a convenient and enjoyable environment. Students reported that their anxiety decreased while using TikTok Duet, and they found it helpful in improving their speaking development, such as pronunciation, fluency, and vocabulary. This study also found several challenges students face, such as distractions from unrelated content, fast-running video texts, and difficulties finding suitable learning content. In conclusion, TikTok Duet can be a very beneficial digital tool for supporting EFL students in reducing anxiety and developing speaking skills when they use it appropriately.
EARLY CHILDHOOD TEACHERS’ TEACHING PHONICS STRATEGIES AND THEIR REPORTED BELIEFS TO ASSIST PRIOR-TO SCHOOL CHILDREN IN ACQUIRING ENGLISH ALPHABET KNOWLEDGE AS A FOREIGN LANGUAGE (A CASE STUDY OF THE EARLY YEARS TEACHERS OF BEE BE GYM BABIES AND TODDLERS Farida, Nuzulia Nur; Kalisa, Pasca
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study aimed at (1) discovering the early years teachers’ self-reported teaching phonics strategies in practices to teach alphabet knowledge and skills to their prior to school students, and (2) analyzing the teachers’ self-reported beliefs in their teaching phonics strategies used to teach alphabet knowledge and skills to their prior to school students. This study used a descriptive qualitative method. The participants of the study were ten non-native talented teachers experienced in teaching phonics to the young learners students. The instruments of collecting data were questionnaire and interview. The data were obtained by using a direct survey and a semi-structured interview. The direct survey was used to investigate the early childhood teachers’ teaching phonics strategies in practices, while to enhance the potential to understand self-reported teachers’ beliefs in appropriate early literacy teaching strategies, the researcher did the interview. Based on the findings, dealing with the phonics teaching strategies, the teachers were mostly using either commercial phonics program and play based literacy learning strategies to teach alphabet knowledge and skills to their students within the commercial phonics program over largely focused on their service rather than the play-based literacy learning strategies. In addition, from the interview, it could be concluded that the teachers believed that play could not be separated in the children’s learning process. Both systematic and incidental learning process as well as componential and child-centered views were crucial in the children’s acquiring literacy process and should be integrated.
An Experimental Study on Digital Media Integrated Movie Clips for EFL Students’ Vocabulary Mastery Pradana, Muhammad Priyo Gading; Kalisa, Pasca
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1226

Abstract

This study focuses on whether or not EFL students' vocabulary mastery might be improved by using digital learning tools, specifically the Cake mobile application in conjunction with real-world movie clips. A quasi-experimental methodology was used, drawing on other studies that highlight the potential of mobile assisted language acquisition and audiovisual input for vocabulary development. 64 eleventh-grade students from SMA Teuku Umar Semarang participated in the study. They were split into two groups: an experimental group that received training via the Cake app and movie clips, and a control group that received instruction via traditional techniques. 50-item multiple-choice pre-tests and post-tests were used to gauge vocabulary proficiency. An independent-samples t-test was used after normality and homogeneity testing in the data analysis. The results showed that while both groups improved, there was no significant difference between the experimental and control groups (sig. = 0.217 > 0.05). These findings suggest that better vocabulary increases are not always the result of integrating digital media and movie clips. The results may have been impacted by elements including insufficient contextual scaffolding, limited repeated exposure, and variations in learner preparedness for mobile assisted learning. In terms of pedagogy, the study recommends that in order to optimize their efficacy, digital media should be integrated into thoughtfully crafted educational frameworks that offer clear direction, contextualized practice, and prolonged exposure to target vocabulary.
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.
Exploring Student Perceptions of Shadowing Technique as a Self-Directed Pronunciation Practice Suci Setia Cahya Ningrum; Pasca Kalisa
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.14271

Abstract

This study explores the perceptions of English as a Foreign Language students regarding the shadowing technique to conduct self-directed pronunciation practice. Using a descriptive qualitative design, data were obtained through questionnaires and semi-structured interviews administered to 35 Universitas Negeri Semarang EFL students. From the coding process, three emergent themes were identified, namely: (1) perceived suitability of shadowing for self-directed pronunciation practice, (2) perceived improvement in pronunciation skills, and (3) challenges and coping strategies in independent shadowing. The results showed that students view shadowing as a flexible, practical, and autonomous means of learning that enables them to handle their own learning pace with the help of online media. They reported improvements in pronunciation accuracy, recognition of vowels and consonants, and mastery of suprasegmental aspects such as intonation, stress, and rhythm. Challenges also emerged, such as fast native speaker input and limited feedback, which they addressed by adjusting audio speed, recording themselves, and using online dictionaries. Overall, shadowing was perceived not only as a tool for improving pronunciation but also as a means of fostering learner autonomy and metacognitive awareness.
Students’ Perceptions of Cooperative Learning Experiences in EFL Reading Classes Nadiya Andriana; Pasca Kalisa
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.28376

Abstract

This study explores students' perceptions of cooperative learning in EFL reading classes at the secondary school level in Indonesia. It aims to examine students’ engagement and social dynamics during cooperative learning activities. A case study design was employed, involving 35 students who completed a 14-item Likert-scale questionnaire assessing motivation, self-confidence, anxiety reduction, and peer support. In addition, semi-structured interviews were conducted with eight students to gain deeper insights into their experiences. The results indicate that most students perceive cooperative learning positively. The quantitative data show that cooperative learning helps reduce students’ anxiety and enhances peer support. The qualitative findings reveal that cooperative interaction facilitates students’ understanding of complex reading texts; however, challenges such as unequal participation among group members were also identified. The effectiveness of cooperative learning appears to depend not only on group formation but also on strategies that ensure equitable participation, highlighting the importance of the teacher’s active role in managing student interactions and the structuring of participation as a key component in cooperative learning models.
English Teaching Strategies For Young Learners In Bilingual Elementary Classes In An EFL Context Andita Sayla Purnawati; Pasca Kalisa
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2670

Abstract

Effective English instruction in bilingual elementary settings is critical for developing young learners’ language competence alongside content knowledge. However, empirical studies on English as a Medium of Instruction (EMI) at the primary level in EFL contexts remain scarce, particularly those documenting actual classroom practices. This study aims to explore English teaching strategies employed by teachers in bilingual elementary classrooms in Indonesia. A descriptive qualitative design was employed, involving two English teachers and one subject teacher selected through purposive sampling. Data were collected via classroom observation, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal six interconnected strategies: routinized English exposure, activity-based instruction, scaffolding, code-switching, differentiated instruction, and curriculum alignment. These strategies function in an integrated, context-sensitive manner adapted to learners’ developmental stages. The study concludes that effective bilingual elementary instruction requires flexible, student-centered approaches that simultaneously support language acquisition and content comprehension.
Pre-Service English Teachers’ Perceptions of Teaching Strategies in English Learning for Adolescents Muhammad Imam Lazuardi; Pasca Kalisa
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2643

Abstract

Teaching adolescent learners in English as a Foreign Language (EFL) classroom requires instructional strategies that address not only language development but also students’ cognitive, social, and emotional characteristics. Previous studies have examined pre-service teachers’ beliefs, teaching practices, and practicum experiences in general EFL settings. However, limited research has specifically explored how pre-service English teachers perceive the suitability of various teaching strategies for adolescent learners and what factors influence those perceptions during teaching practicum. This issue is important because perceptions formed during practicum often shape future instructional decisions and professional teaching identities. Therefore, a deeper understanding of pre-service teachers’ views can provide valuable insights into teacher education and classroom practice. This study investigates pre-service English teachers’ perceptions of teaching strategies for adolescent students and the factors shaping those perceptions during practicum. Using a qualitative descriptive design, the study involved 40 pre-service English teachers from Universitas Negeri Semarang who participated in the LANTIP 6 practicum program. Data were collected through a 20-item Likert-scale questionnaire and follow-up semi-structured interviews with five selected participants. The findings indicate that participants generally favored strategies that promote active participation, provide clear scaffolding, and create a low-anxiety learning environment. Interview data further revealed that strategy selection was influenced by students’ confidence, proficiency differences, classroom management challenges, time constraints, mentor expectations, and available facilities. These findings suggest that pre-service teachers view teaching strategies as contextual and adaptive practices shaped by real classroom conditions rather than as fixed instructional techniques.
Teachers’ Experiences in Using Technology Integration in English Language Teaching Archie Elmassetyo Hartono; Pasca Kalisa; Nahdiyah Hidayah
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24071

Abstract

This study examines how English language teachers working in ELT institutions approach technology integration as part of their instructional practices and overall teacher experiences with digital tools. Using a qualitative research design, the researcher conducted semi-structured interviews with seven educators to explore the perceived benefits, constraints, and strategies related to technology use in English language teaching. The findings show that technology can strengthen student engagement, foster creativity, and support collaborative learning, although its effective implementation is limited by issues such as insufficient infrastructure, uneven digital literacy, and time constraints. The study highlights the importance of institutional support, particularly improved technological resources, targeted training, and ongoing professional development, to help teachers integrate technology with greater confidence and purpose.
An Analysis of Figurative Language in Taylor Swift’s “All Too Well (10 Minute Version)” and Its Pedagogical Implications for English Language Learning Hesie Diati Safira; Pasca Kalisa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7943

Abstract

An English song is not only a form of entertainment but also an effective tool for learning languages, especially for students learning English as a foreign language. However, figurative language is often not taught in a practical way in many Indonesian classrooms, making it difficult for students to grasp non-literal expressions. This study applied a qualitative descriptive method by analyzing Taylor Swift’s “All Too Well (10 Minute Version)” using Knickerbocker and Reninger’s (1963) theory. The analysis identified 31 instances of figurative language across nine types, namely hyperbole, irony, metaphor, personification, simile, synecdoche, allusion, metonymy, and paradox, with hyperbole and metaphor appearing most frequently. In addition, perspectives from five students at Universitas Negeri Semarang were gathered through open-ended questionnaires to explore the pedagogical implications of using songs in English learning. The findings showed that students perceived song-based learning as engaging and motivating, reporting improved comprehension of figurative expressions and increased classroom participation. These results indicate that integrating popular songs into English lessons can meaningfully enhance student engagement and foster deeper understanding of figurative language in authentic contexts.
Co-Authors Agung Ginanjar Anjaniputra Ahmad Sofwan Alief Noor Farida Alief Noor Farida Allysa Hurul Ain Alya Navi Hanunna Andita Sayla Purnawati Annisa Dwi Cahyaningtyas Annisa Nadya Fauziah Anwar, Yasinta Apta Rahadi Aditya Archie Elmassetyo Hartono Ayuningtyas, Fransiska Diah Diah Ayu Pertiwi Diah Ayu Pertiwi Dina Nurcahyani Kusumastuti Dwi Rukmini Farida, Alief Farida, Nuzulia Nur Fatona Suraya, Fatona Fauziah, Shiva Girindra Putri Dewi Saraswati Gustiana Mega Anggita Henri Nugroho Hesie Diati Safira Icha Setiya Annisa Issy Yuliasri Jefri Aris Munandar - Maghdalena Susanto Mohammad Arif Ali, Mohammad Arif Muhammad Imam Lazuardi Muhammad Zaki Pahrul Hadi Nadiya Andriana Nahdiyah Hidayah Pradana, Muhammad Priyo Gading Priyanto, Amalina Zulfah Putri, Happy Andita Sari, Dwi Indah Mutiara Sari, Dwi Indah Mutiara Setyarini - - Setyarini Setyarini Sri Suprapti Sri Wuli Fitriati Suci Setia Cahya Ningrum Syarifah Nur Halima Triwinarsih, Endah Triwinarsih, Endah zulfa Sakhiyya