cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
English Language and Literature International Conference (ELLiC) Proceedings
Published by Universitas Muhammadiyah Semarang
ISSN : 25797549     EISSN : 25797263     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language and Literature International Conference (ELLiC) proceedings are the proceedings of an annual international conference named the English Language and Literature International Conference (ELLiC). The proceedings publish scientific articles in the following fields - language teaching, - linguistics, - literature, - translatio
Arjuna Subject : -
Articles 701 Documents
 66   67   68   69   70 
Students’ Perspective on the Use of TED-Ed Video on Enhancing English Comprehension Anandha, Anandha; Dini Anggraheni, Dini Anggraheni; Yogatama, Adiprana
English Language and Literature International Conference (ELLiC) Proceedings Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

This study investigates the use of TED-Ed video as a learning strategy to improve the understanding of English among undergraduate students in the Economics Faculty at Universitas Semarang. The goal of this research is to assess the effectiveness of the TED-Ed video in assisting students in mastering the English language skills required to understand economic theory. The case study method is used to investigate the experiences of students when using video as a learning tool. Data is collected through pre-test & post-test, observation, and interviews. The results of the study showed that using TED-Ed Video can increase students' motivation and participation, improve their understanding of English, and provide practical context for implementing economic concepts. This study contributes to English language learning and economic education by demonstrating innovative techniques.
Analyzing Seventh Grader’s English Speaking Materials Using Microlearning and Critical Thinking Frameworks Pamadeng Lette, Af Yiyin; Iskandar, Ifan; Suseno, Muchlas
English Language and Literature International Conference (ELLiC) Proceedings Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

Microlearning and critical thinking are essential for effective English speaking, yet their integration in existing materials for seventh graders remains inadequate. As a result, this study aimed to develop microlearning- based English speaking materials enriched with critical thinking for seventh graders. Using content analysis, this study analyzed these materials through modified frameworks of microlearning and critical thinking (Allela, 2021; Leong et al., 2021; De Gagne, 2019; Hug, 2005; Anderson & Krathwohl, 2001). English teachers were also interviewed to confirm material usage and assess the integration of microlearning and critical thinking. Content analysis of one national textbooks (Kurikulum Merdeka) and two teacher- created materials, alongside interviews with three teachers, revealed deficiencies in material design conciseness (LM_ML02), curriculum alignment (LM_ML05), and microlearning object incorporation (LM_ML06). Moreover, coverage of critical thinking skills such as analysis (CT4), evaluation (CT5), synthesis (CT6) was also limited. These findings highlighted the need for developing microlearning-based English speaking materials enriched with critical thinking for seventh graders. However, the focus on this grade level limits generalizability of the results. Therefore, further research across different academic levels and education context is recommended.
Developing of Singular and Plural Noun (SIPU) English Learning Media with Android-Based Applications at the Senior High School level Rizky Amalia, Amanda; Mulyadi, Dodi; Ifadah, Muhimatul
English Language and Literature International Conference (ELLiC) Proceedings Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

In this digital era, learning English has become easier because of the media that can be used such as learning applications, websites, content that contains English learning and one that is still often used is interactive learning media. Therefore, the innovation of the Singular and Plural Noun application where this application is a learning media that aims to facilitate student understanding in grammar material and increase student interest and creativity to measure their abilities. The method used in this research is research and development using ADDIE (Analyzing, Design, Development, Implementation, Evaluation). The subject of this current study was class XI superior to as many as 35 students at Senior High School 15 Semarang. The results showed that the media is valid and eligible to be implemented in teaching grammar, especially singular and plural nouns to eleventh grade students. The impact of this implementation is to increase students' interest in learning and make it easier for students to absorb material about singular and plural nouns. Based on the results of the implementation of learning media, this SIPU application is highly recommended for English learning media to provide an overview of digital media and make it easier for teachers in interactive learning.
Critical Review of Subtitles for the Deaf and Hard of Hearing (SDH): Representing Emotional Meaning through Interjections Lilis Setyowati,; Mangatur Rudolf Nababan; Djatmika Djatmika
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

for the Deaf and Hard of Hearing (SDH) are an indispensableaccessibility service in contemporary audiovisual media, providing Deafand Hard of Hearing (DHH) people access to materials that may otherwisebe conveyed by sound. Standard SDH guidelines have evolved sufficientlyto establish a coherent body of conventions governing the representationof dialogue, speaker identification, sound effects, music, and other nonverbalauditory elements. Despite improvements in audiovisual provision,the construction of emotional meaning in audiovisual works remainssparsely engaged. This limitation is especially relevant to the treatment ofinterjections, which often constitute spontaneous expressions of emotion,attitude, and psychological reaction. This study critically examines whetherpresent-day SDH theories and instructions sufficiently convey emotionalsubstance through interjections. Using a qualitative approach through aCritical Literature Review (CLR), this study draws on scholarly literature,institutional directives, and theoretical writings related to SDH, audiovisualtranslation, pragmatics, emotion studies, and accessibility research. Thisreview also covers the main SDH frameworks developed by the BBC, Ofcom,and Netflix, as well as recent studies on emotional accessibility andmultimodal communication. It shows that current SDH practices are largelybuilt on an informational accessibility model that focuses on transferringauditory information rather than representing emotional experience.Conventions, on their face, communicate sounds and paralinguisticinformation, but the latter provides little guidance for conveying theemotional and pragmatic meanings embedded in interjections. Not tomention, today's Ortho typographical conventions fail to accommodate the complexity of emotional expression. This research contends that emotionalaccessibility should be recognized as a fundamental dimension of SDH. Thearticle recommends a more context-sensitive and emotion-oriented modelthat can enable DHH audiences to benefit from both informational andaffective equivalence.
Reflective Teaching as a Strategy to Navigate Contextual Barriers in English Language Learning Endang Kusrini; Ristia Mutiara Bayuningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

English Language Teaching (ELT) in English as a Foreign Language (EFL) context is frequently influenced by various contextual barriers that hinder effective teaching and learning processes. These barriers include students’ low motivation, diverse language proficiency levels, limited instructional resources, sociocultural differences, and challenges associated with technology. In response to these complexities, teachers are expected to adopt adaptive and context-sensitive pedagogical practices. This paper aims to examine the role of reflective teaching as strategy for overcoming contextual barriers in English language classrooms. Employing a qualitative literature review approach, the study synthesizes findings from recent studies between 2022 and 2025 on reflective teaching and teacher professional development in EFL settings. The review reveals that reflective teaching serves as an effective strategy for overcoming contextual barriers in English language classroom contexts. Furthermore, reflective practice promotes continuous improvement through self-evaluation, collaborative reflection, and evidence-based pedagogical adjustments. The findings suggest that reflective teaching serves as an effective framework for developing context-responsive pedagogy capable of addressing the dynamic challenges of contemporary English language Education. Therefore, integrating reflective practice into teacher education programs and professional development initiatives is essential for improving the quality and effectiveness of English language teaching.
Exploring Students’ Perceptions of the English Academic Competency Test Mia Febriana
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

The Academic Competency Test (Tes Kemampuan Akademik/TKA) has become an important assessment instrument for evaluating students’ academic readiness, including their competence in English. Students’ perceptions of the English TKA are essential to explore because their experiences, responses, and interpretations can influence their motivation, engagement, and preparation strategies. This study investigated students’ perceptions of the implementation of the English Academic Competency Test and identified the factors that shaped those perceptions. This study employed a qualitative approach with a case study design. The participants were Grade XII students who had completed the English TKA. Data were collected through interviews to obtain in-depth information about students’ experiences, opinions, and responses toward the implementation of the English TKA. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. To ensure the trustworthiness of the findings, this study applied source triangulation and member checking. The findings revealed students’ perceptions regarding the relevance, difficulty level, fairness, and benefits of the English TKA. The study also showed that the test influenced students’ learning motivation and preparation strategies. Overall, the findings provide insights into the implementation of the English TKA and contribute to the improvement of English assessment practices. This study also offers meaningful input for policymakers, school leaders, and English teachers in designing assessment systems that better support students’ learning needs.
Analysis of Maurya's Personality Structure Using Sigmund Freud's Psychoanalysis Theory Laila Aprilia Rahmawati; Marsha Andina Rositasari; Rezki Amelia Anggraeni
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

The drama script Riders to the Sea by J.M. Synge is a literary work that presents the suffering of a mother due to the repeated loss of her family members. The main character in this drama script is Maurya, she experiences a complex inner conflict. This analysis aims to examine Maurya's personality structure based on Sigmund Freud's psychoanalytic theory, which divides personality structure into 3 elements: id, ego, and superego. This analysis uses a descriptive qualitative research method with primary sources in the form of the drama script Riders to the Sea, secondary sources in the form of Freud's book The Ego and The Id and other relevant references. The results of the analysis show that Maurya's inner conflict is driven by the interaction of the id with reality, the ego that tries to adapt to reality, and the superego plays a major role in forming an attitude of resignation and sincerity through the moral and religious values she holds. These three personality structures are interconnected in shaping Maurya's psychological reaction to the suffering she experiences. Thus, psychoanalytic theory can be used to understand the psychological condition of characters in literary works more deeply, especially in describing emotional reactions to trauma and loss
Evaluating Sign Language Interpreters’ Competence in Presidential Debates: A Case Study of the 2024 Indonesian Presidential Debate Valentina Widya Suryaningtyas; Mangatur Rudolf Nababan; Riyadi Santosa
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

The 2024 Indonesian Presidential Debate becomes a crucial means for Indonesian public to obtain political information. Therefore, this broadcast needs to be accessible to all citizens, including deaf audiences. However, presidential candidates often present ideas and arguments that contain technical terms and complex policy concepts. This can make it difficult for the general public to understand, especially deaf audiences, who often face challenges in accessing complex vocabulary compared to hearing audiences. In this context, sign language interpreters play a crucial role in bridging the communication between speakers and deaf audiences. Therefore, this study focuses on evaluating the competency of sign language interpreters involved in the 2024 Indonesian Presidential Debate broadcast to identify various competency aspects that support the implementation of interpreting tasks in the context of political debates. Therefore, this study used a qualitative approach to map the competency of sign language interpreters in the broadcast. Data were collected through in-depth interviews with interpreters, and the results were analyzed using thematic analysis to identify various competency aspects that play a role in the implementation of interpreting tasks in the context of political debates. The findings indicate that the interpreters have three competencies aspect such as linguistics, cultural and academics. Supported by appropriate psycho-physiological components, the sign language interpreters were able to adapt and simplify various terms and concepts used by the presidential candidates, making them more easily understood by deaf audiences.
Toward a Design Framework for EAP Reading Materials in Management Contexts: Integrating Flipped Learning and Self-Regulated Learning for Lower-Proficiency Students Asti Gumartifa; Sofendi Sofendi; Rita Inderawati; Machdalena Vianty
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

This article develops a review-based design framework of reading materials English for Academic Purposes (EAP) in management education by integrating flipped learning and self-regulated learning (SRL). The article responds to a common issue of practical problem especially for non-English-major in higher education, management students. EAP is important to support students’ academic reading English proficiency before studying independently with disciplinary texts.  This article treats students’ lower English proficiency as a design consideration. Furthermore, CEFR descriptors were used only as a pedagogical reference for estimating students’ appropriate linguistic complexity and scaffolding, not as students’ language level in a formal measurement. A structured literature review was conducted by synthesizing recent studies on EAP needs, academic reading, disciplinary literacies, flipped learning, and SRL. The synthesis indicates that effective EAP reading materials for management students’ lower-proficiency should be organized as a connected learning cycle, such as accessible pre-class exposure, guided in-class engagement, and reflective post-class consolidation. The proposed framework emphasizes discipline-sensitive content, graded reading input, vocabulary support, reading strategy instruction through learning model, and embedded SRL tools such as planning, monitoring, and reflection phases. The article contributes a practical framework for lecturers who need to design and teach English language learning for non-English major students through context-relevant, manageable, and pedagogically sequenced of EAP reading material for management students in EFL higher education.
Mind, Motivation, and Meaning: A Multifactor Analysis of Reading Comprehension in EFL Contexts Qonita Izzatul Laily; Oktavia Dwi Putri Larasati
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

This study investigates the students’ multifactor on reading comprehension among EFL students at Universitas Muhammadiyah Semarang. Using a descriptive quantitative design, this study surveyed 15 purposively sampled fourth-semester students in the English Education Program through a 20-item Likert-scale questionnaire. The results demonstrate that all four factors significantly influence students’ reading comprehension. Learning style emerged as the most dominant factor, followed by background knowledge, motivation, and brain dominance. Students indicated that visual aids, note-taking, and topic familiarity improved their text comprehension, while motivation sustained their engagement and effort. Ultimately, these findings highlight that reading proficiency relies on a dynamic interplay of cognitive and affective elements. Therefore, this study encourages educators to design flexible, learner-centered instruction that accommodates individual preferences, activates prior knowledge, and fosters motivation to support deeper comprehension in EFL contexts.

Page 68 of 71 | Total Record : 701

 66   67   68   69   70 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin More Issue