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All Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Indonesian TESOL Journal Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Girindra Putri Dewi Saraswati, Girindra Putri Dewi
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : ELT Forum: Journal of English Language Teaching

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The role of movies in motivating students' speaking skills: An investigation toward English Education students Sofiana, Nala Izza; Saraswati, Girindra Putri Dewi
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.28819

Abstract

This study explores the role of movies as a medium for learning English among English Education students. It highlights the significance of English as a global language and the challenges faced by learners, particularly in developing speaking skills. This study employed a qualitative approach to investigate students’ perceptions of how movies contribute to language acquisition, motivation, and cultural understanding. Data were collected through closed-ended questionnaires and semi-structured interviews, focusing on students’ experiences with English movies. Findings indicate that students prefer using movies over traditional methods as they provide an engaging context for learning vocabulary, pronunciation, and conversational skills. Additionally, movies foster intrinsic motivation by creating enjoyable learning experiences and reducing anxiety associated with speaking. The study highlights the potential of film to enhance language proficiency and motivate learners, suggesting that integrating movies into English language education can improve both linguistic and socio-cultural competencies.
The influence of English-speaking environment on young learners: The rationale Thoriq Aulia; Saraswati, Girindra Putri Dewi
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.29306

Abstract

The significance of English-speaking settings in aiding young learners oral language growth has received worldwide recognition, particularly in bilingual education situations. Even with the increasing interest, there is still a shortage of thorough research that combines theoretical frameworks and up-to-date empirical studies on the subject, especially within the Indonesian context. This research intends to examine the impact of English-speaking settings on the speaking skills of young learners using a library research method. In accordance with Creswell’s (2014) principles for qualitative research, this study methodically examines and integrates academic literature, emphasizing peer-reviewed publications from 2020 to 2025. The results highlight five main areas influenced by English-speaking settings: heightened motivation and confidence, decreased speaking anxiety, enhancement of social interactions, advancement in language skills (pronunciation, fluency, grammar), and the use of relevant, context-oriented learning techniques. These findings are consistent with Krashen’s Input and Affective Filter Hypotheses, Vygotsky’s Sociocultural Theory, and Long’s Interaction Hypothesis. The research finds that engaging and nurturing English-speaking settings are crucial for promoting successful language growth in early childhood. It also emphasizes educational implications, including the necessity for emotionally supportive learning environments, collaborative learning among peers, and contextually relevant teaching. This study establishes a theoretical basis for educators and policymakers to create improved bilingual education programs and suggests guidance for upcoming empirical investigations.
Identifying students’ challenges and strategies to produce English-speaking utterances Qonita, Qonita; Saraswati, Girindra Putri Dewi
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.28778

Abstract

Previous research has examined English-speaking challenges, but rarely has it linked them to specific strategies based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL). This study addresses that gap by identifying students’ challenges and strategies to produce English-speaking utterances, especially among English education students in Universitas Negeri Semarang, where speaking is still a common yet underdeveloped skill. The researcher employed qualitative research, and the participants of this study were 22 students in the sixth semester of the English education study program at Universitas Negeri Semarang. The data were gathered through questionnaires and interviews, then analyzed using qualitative methods. The findings revealed that although over 80% of the students reported frequently using English in interaction on campus, many still encountered significant challenges. The most prevalent challenges faced by students in speaking include anxiety, fear of making mistakes, lack of confidence, lack of vocabulary, and lack of grammar, which significantly affected students’ fluency and accuracy. The finding shows that, memory, cognitive, and compensation strategies were commonly used to address vocabulary and lack of grammar. Metacognitive and affective strategies helped manage anxiety and hesitation, while social strategies supported speaking development. The findings imply that promoting specific strategic awareness can improve speaking proficiency and confidence. Teachers are encouraged to integrate explicit strategy training into speaking instruction, create low-anxiety environments, and encourage collaborative learning. Future research should explore how individual learner differences affect the effectiveness of these strategies in various contexts and over longer periods of language learning.
Co-Authors Alief Noor Farida Anam, Zuhrul Anellysha, Destya Aryarta, Anggih Restu Fachry Abda El Rahman Galuh Kirana Dwi Areni Issy Yuliasri Kasprabowo, Teguh Pasca Kalisa Puji Astuti Sofiana, Nala Izza Thoriq Aulia zulfa Sakhiyya