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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)
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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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.
Game-Based Learning in EFL Classrooms: Students’ Perceptions and Motivation through Zep Quiz Diah Ayu Pertiwi; Pasca Kalisa
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.384

Abstract

This study investigates EFL students’ perceptions, motivation, and perceived learning effects of using Zep Quiz, a game-based learning application, in English classrooms. A qualitative descriptive approach was employed. Data was collected through a Likert-scale questionnaire distributed to 82 students and semi-structured interviews with 10 participants. Questionnaire data were analyzed descriptively using interval score interpretation to identify overall trends, while interview data were analyzed thematically to enrich and validate the questionnaire findings. The results indicate that students perceive Zep Quiz as an engaging and interactive learning tool that enhances classroom atmosphere, increases participation, and supports material review. The findings also reveal that Zep Quiz positively influences students’ motivation, focus, and enthusiasm for learning English. However, several challenges were identified, including technical issues, limited explanation of answers, and time pressure that may shift attention from understanding to speed. The main contribution of this study is to emphasize that the effectiveness of game-based learning tools depends not only on their features but also on their integration into instruction. The findings suggest that Zep Quiz is most effective when used as a supplementary learning tool accompanied by teacher guidance, explanation, and reflective discussion in EFL classrooms.
Manajemen e-book di UPT Perpustakaan Universitas Negeri Semarang melalui sistem aplikasi Setyarini - -; Pasca Kalisa; Annisa Dwi Cahyaningtyas
Libraria: Jurnal Ilmu Perpustakaan dan Informasi Volumen 10, Nomor 2, Tahun 2021 (Desember 2021)
Publisher : FPPTI Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2522.863 KB)

Abstract

A Vitual or Digital Library is one of the systems that has many types of services as well as information objects that support access from those information objects through a digital device. The ebook management managed by Unnes Library aims to provide ease in searching for information such as pictures, documents, as well as databases in digital formats quickly, precisely, and accurately. Collection on a digital library is not limited to electronic documents substituting print books alone, but collection is emphasized on the contents of information, the type from the documents to the results of its tracing. ebook management is essentially an ebook cataloguing program itself. The software stores countless ebook files in a database along with its metadata. eBook is the equivalent of conventional books, the difference in writing is inside digital media. The ebook is read through certain software, commonly referred to as the ebook reader. Even ebook file formats vary, some are pdfs that can be opened with acrobat reader. There are also html-shaped, openable ones with browsing/internet exploration. ebook is an electronic version of a printed book, if the book is generally composed of paper sets while ebook is digital information that can contain pictures or text. In the digital age ebooks began to be in demand because they were small in size, easily accessible anywhere, had more interesting search features, too, the words could be easily as well as quickly rediscovered when searched. It is in this context that the Unnes Library realized its commitment as a House of Sciences that wants to upgrade conventional library services to digital/virtual libraries, which is an accelerated part of innovation by utilizing the ebook Management application as as the management of Electronic Books that have been collected by the Unnes Library.
PENGEMBANGAN SISTEM ONLINE PUBLIC ACCESS CATALOGUE (OPAC) TERPADU DI LINGKUNGAN PERPUSTAKAAN UNIVERSITAS NEGERI SEMARANG BERBASIS DIGITAL ONE STOP INTEGRATED SERVICE Setyarini Setyarini; Pasca Kalisa; Dina Nurcahyani Kusumastuti
Warta Perpustakaan Pusat Undip Volume 15, Nomor 2, Tahun 2022 (Oktober 2022)
Publisher : UPT Perpustakaan dan Undip Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Sebagai unit perpustakaan yang berorientasi pada digitalisasi, UPT Perpustakaan RumahIlmu Unnes selalu berorientasi meningkatkan kualitas layanan dengan menggunakan OnlinePublic Access Catalogue (OPAC) yang berfungsi untuk memberikan kemudahan untukmenyediakan keakuratan dalam menghadirkan data, dapat diakses secara masive danrealtime. Namun berdasarkan survei pendahuluan, menunjukkan bahwa sistem tersebut perludisempurnakan, yang diintegrasikan dengan seluruh koleksi yang dimiliki oleh perpustakaantingkat jurusan/fakultas, sehingga lebih memudahkan akses layanan perpustakaan bagi parastakeholder. Berdasarkan fenomena tersebut, sangat urgen untuk dikembangkan aplikasisistem OPAC terintegrasi dengan fitur menu: (1) katalog online yang user friendly; (2)koleksi buku, e-book, jurnal dan repository yang ramah bagi pengguna dan mudah diakses;(3) layanan pengusulan buku, dan perpanjangan peminjaman buku yang dapat diakses kapanpun dan dimana pun secara online. Pengembangan sistem tersebut diharapakan dalammengatasi persoalan dari para stakeholder yaitu para dosen, karyawan, mahasiswa dan pihakmasyarakat luas sebagai upaya peningkatkan kualitas layanan perpustakaan yang dikonversidari platform konvensional menjadi platform digital yang harapannya menjadi digital onestop integrated service. Metode penelitiannya adalah metode penelitian pengembangan,dengan menggunakan pendekatan RAD (Rapid Application Development), untukmengembangkan integrasi sistem OPAC di lingkungan perpustakaan Universitas NegeriSemarang, khususnya di perpustakaan tingkat jurusan atau fakultas yang masih menggunakansistem OPAC mandiri. Data penelitian berbasis kuesioner dengan objek analisis dosen,mahasiswa ataupun tenaga kependidikan di lingkungan Universitas Negeri SemarangKata Kunci: Online Public Access Catalogue, One Stop Integrated Service; Web.
EFL LEARNERS’ PERCEPTIONS AND EXPERIENCES OF PROJECT-BASED LEARNING: MOTIVATION, ENGAGEMENT, AND CHALLENGES Pasca Kalisa; Muhammad Zaki Pahrul Hadi; Issy Yuliasri
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.13

Abstract

Project-Based Learning (PBL) is known as a student-centered approach that fosters active learning, cooperation and authentic use of language in English as a Foreign Language (EFL) class. This study explores EFL learners’ opinions and experiences of PBL, especially their motivation, engagement, attitudes, preferences, obstacles, and support needs. The design was an explanatory sequential mixed techniques design. Quantitative data were collected from 135 undergraduate EFL learners through a structured questionnaire, and qualitative data were obtained through open-ended questionnaire replies to give more in-depth insights into learners’ experiences. Descriptive statistics were used to evaluate quantitative data and qualitative responses were thematically analyzed. The results indicated that learners’ perceptions of PBL were typically good. The perception item that received the highest score was “PBL makes English learning more interesting” (M = 4.06, SD = 0.95) while the highest score for motivation and engagement was active participation during project activities (M = 3.98, SD = 0.92). Learners also indicated positive perceptions about PBL, with the statement “I participate more when project topics are interesting” having the highest mean score (M = 4.11, SD = 0.96). The most preferred characteristic of PBL was creative activities (82.2%), followed by technological integration (63.7%). The most important criteria driving participation were interesting themes for projects (85.9%) and the opportunity to develop new skills (74.1%). Learners experienced some drawbacks with these benefits including Unequal group involvement (74.1%), Communication problems with group members (65.9%) and concerns over unfair marks (56.3%). The most important sorts of assistance for teachers were feedback (84.4%) and clear guidance (83.0%). The study suggests that PBL offers significant collaborative and engaging English language learning experiences. However, its success depends on good group administration, open assessment processes and continued teacher assistance.
Empowering Future Leaders through Literacy: A Comprehensive Workshop for Elementary School Educators Alief Noor Farida; Zulfa Sakhiyya; Pasca Kalisa; Girindra Putri Dewi Saraswati; Issy Yuliasri
Jurnal Abdimas Vol. 28 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h2w0nr73

Abstract

Building students’ literacy skills needs to be done as early as possible. Elementary school students are at the perfect age of getting much exposure to literacy. Therefore, teachers need to be able to do some activities in the classrooms that build literacy skills. However, not all teachers know and apply the teaching techniques proposed by the Ministry of Education and Culture in school literacy movement. This community service aimed to address the needs of elementary school teachers, members of Bawana Alit group, in Tembalang, Semarang, on literacy teaching techniques. The goal was to empower these members with practical skills in implementing literacy teaching techniques in their classroom, depending on their students’ literacy levels. This workshop involved some stages, including preparation and implementation. The participants now have more effective literacy teaching strategies to be applied in their classrooms.
English Subtitles and Listening Comprehension: A Quasi-Experimental Study Henri Nugroho; 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.v11i4.3101

Abstract

Listening comprehension remains challenging for EFL learners, while the effectiveness of English subtitles in authentic movie-based instruction remains inconclusive. This study examined whether English subtitles improve students’ listening comprehension when learning through The Truman Show. A quasi-experimental design with a pre-test and post-test non-equivalent control group was employed with two intact first-year EFL classes at SMK IPT KARANGPANAS. The experimental group watched the film with English subtitles, whereas the control group watched the same film without subtitles. Data were analysed using descriptive statistics and an independent-samples t-test. The results showed no statistically significant difference between the groups’ gain scores (p .05), indicating that English subtitles did not significantly improve listening comprehension. These findings suggest that subtitles alone may not be sufficient to enhance listening performance when authentic films are used. Their effectiveness may depend on learner characteristics, instructional design, and learning context. The study highlights the need for carefully designed subtitle-supported activities in authentic movie-based EFL instruction.
Investigating students' perspectives on the utilization of mobile-assisted language learning and mobile games for developing speaking proficiencies Apta Rahadi Aditya; Pasca Kalisa
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
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; Pasca Kalisa
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
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 Icha Setiya Annisa; Pasca Kalisa
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
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 Agung Ginanjar Anjaniputra Ahmad Sofwan Ain, Allysa Hurul Alief Noor Farida Alief Noor Farida 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 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 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