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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
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The Use of Quizizz to Increase Students' Ability in Writing Descriptive Text Roselly Estherlin Rambi; Siti Nur’Aini; Arso Setyaji
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

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Abstract

The objective of this research was to investigate how extend YouTube and Quizizz could increase students’ ability in writing descriptive text.  The method used in this research was quantitative.  The students underwent pretest before the treatment and post-test after the treatment. The objective of writing descriptive text is to describe someone, a place, or something. Writing is one of a language’s skills that needs composing, which means to convey some information narratively, descriptively, expositorily, or argumentatively.   Writing itself is a complex combination of cognitive and metacognitive activities such as brainstorming, planning, outlining, organizing, drafting and revising. Descriptive text is formed by identification and description. By doing descriptive writing the students will have the ability to depict the sensory attribute of an object.  There are four components in descriptive text language feature: participant, adjective, present tense, and action verb.  Therefore, teaching media is needed to increase students’ writing descriptive text ability. In 2025 there were 143 million users of YouTube. YouTube is accessed because of its exciting and educative purpose fit the need of Junior High School students. Social media platforms especially YouTube and Instagram give positive impact for ESL students’ vocabulary and motivation. It is stated that Quizizz has positive influence upon English teaching and learning. Quizizz can improve grammar understanding significantly. Quizizz also can enhance students’ grammar understanding also. Quizizz increased students’ learning English motivation. Students enjoyed Quizizz because it enhanced their involvement and encouragement along classroom activities. This research showed that there was a positive relationship between Quizizz and ability of writing descriptive text. 
Exploring the Role of ChatGPT in Indonesian Education: Opportunities, Challenges, and Pedagogical Implications; A Systematic Review Mira Tania; Cindy Amalia Mughni
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

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Abstract

The emergence of generative artificial intelligence (AI), particularly ChatGPT, has significantly influenced educational practices worldwide, including in Indonesian contexts. This study presents a systematic review of 69 Scopus-indexed articles from 2020 to 2026 to examine the methods, potentials, limitations, and challenges associated with ChatGPT integration in Indonesian education. Using a grounded theory approach involving open and axial coding, the study synthesizes key themes across the literature to provide a structured understanding of current research trends. The findings indicate that existing studies are predominantly exploratory and qualitative, with limited empirical validation, yet consistently highlight key potentials such as personalized and adaptive learning, enhanced writing support and feedback, increased student engagement, and improved accessibility to learning resources. ChatGPT is also increasingly conceptualized as an AI-based learning partner that supports cognitive scaffolding and interactive learning. However, significant challenges are identified, including academic integrity risks, over-reliance on AI, reduced critical thinking development, and issues related to accuracy and contextual relevance, alongside broader systemic concerns such as ethical and policy ambiguities, digital inequality, and limited teacher readiness. These findings suggest that the impact of ChatGPT is not determined solely by its technological capabilities but by the alignment between pedagogical design, cognitive engagement, and institutional governance. This study concludes that effective integration requires a balanced and systemic approach emphasizing AI literacy, ethical frameworks, pedagogical redesign, and equitable access, while future research should prioritize empirical, longitudinal, and interdisciplinary approaches to better understand the long-term implications of AI in Indonesian education.
When Metaphor Disappears: Loss in the Translation of Feminist Discourse Salsadila Sindya Dewantari; 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

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Abstract

This study examines how metaphor loss occurs in the translation of feminist literary texts and comparing between human translators and ChatGPT. Metaphor is important in shaping meaning, culture, and ideology, but it is also one of the vulnerable elements, since it often simplified, shifted, or omitted. Previous studies have shown that translation loss is unavoidable. However, they rarely compare human and machine translation. This research uses a descriptive qualitative design with a comparative analysis. The data are taken from two Indonesian novels, Saman and Maya, and the translations produced by human translators and ChatGPT. The data is focusing on metaphors related to feminist themes such as body, identity, sexuality, and power. The findings show that human translators tend to keep metaphorical meaning by changing metaphors’ vehicle, while sometimes turning metaphors into non-metaphor. In contrast, ChatGPT mainly uses more predictable and simplified expressions. So that, human translation keeps more meaning and ChatGPT tends to make the text flatter. The study concludes that metaphor loss is not only a linguistic issue but also affects meaning changes.
Audio-Visual Materials as Compensatory Scaffolding: An Exploratory Study of EFL Listening Barriers and Learner Attitudes Putri Nur Fadila; Dodi Mulyadi; Testiana Deni Wijayatiningsih
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

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Abstract

The current study analyzes the perception of audio-visual (AV) materials as part of EFL listening classes concerning barriers faced by learners during listening. An exploratory cross-sectional analysis is carried out to evaluate the perceived barriers in listening among university EFL learners in the Indonesian context along with their attitudes towards AV materials. In total, a purposive sampling technique is used to select 29 English Education majors who had been taught with AV aids in the past. A valid Likert-scale survey questionnaire (Cronbach's α=0.86) comprising 20 items was distributed among the participants. Results obtained from descriptive analysis showed that listening barriers mainly comprised rapid speaking (M=3.79, SD=.62) and poor sound quality (M=3.79, SD=.68). These barriers were then followed by unfamiliar accents and pronunciations (M=3.48, SD=.71) and unfamiliar topics (M=3.41, SD=.74). However, participants showed positive attitudes towards AV materials including their help with vocabulary and pronunciations (M=3.90, SD=.56), comprehension of contents (M=3.86, SD=.61), and availability (M=3.83, SD=.65). Therefore, the results suggest that even though listening barriers prevail, students find AV materials as useful scaffolds. The study serves as the initial point of reference for further mixed-method studies that involve both subjective evaluation and objective assessment of EFL learners' proficiency.
Students’ Perspectives on Learning Narrative Reading Texts in an Indonesian EFL Context Zumrotul Maghfiroh Anharol; Eko Heriyanto
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

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Abstract

Reading comprehension, particularly in narrative texts, remains a significant challenge for EFL university students despite the widespread use of narrative materials in language classrooms. Previous studies have predominantly focused on students’ reading achievement, while limited attention has been given to students’ perspectives, motivation, and perceived difficulties in learning narrative texts. This study aimed to investigate students’ perspectives on learning to read narrative texts at Universitas Muhammadiyah Semarang (UNIMUS). This study employed a quantitative survey design using a 10-item Likert-scale questionnaire to investigate students’ perspectives on learning to read narrative texts in an Indonesian EFL context. The questionnaire was distributed to 22 university students selected through purposive sampling. The instrument examined students’ reading motivation, perceived text difficulty, relevance, and enjoyment, as well as perceived efficacy in understanding narrative texts. The collected data were analyzed using descriptive statistics and percentage analysis. The findings revealed that students generally demonstrated positive attitudes toward narrative reading and considered narrative texts beneficial and enjoyable for language learning. However, the results also indicated low intrinsic motivation for reading outside of classroom activities and considerable difficulty with higher-order reading skills, particularly distinguishing facts from opinions. In addition, students showed confidence in identifying basic narrative elements such as plot, conflict, and characters. These findings suggest that current reading instruction successfully supports foundational comprehension skills but has not fully facilitated students’ critical reading development and autonomous reading habits. This study contributes to EFL reading pedagogy by providing student-centered empirical data that may assist educators in designing more engaging, critical, and responsive narrative reading instruction in higher education contexts.
Novel-based Social Research Using Posthumanism Theory Suryo Sudiro; Michael Stewart Knight; Juhansar Juhansar; Sayit Abdul Karim
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

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Abstract

This article was to describe novel-based social research. The descriptions consisted of explanation, reasoning and example to answer two research questions; why was a research on novel necessary to do? and how was a novel-based social research conducted? The explanations were based on the qualitative method that was certainly used in the research, and the reasonings were to clarify why researchers of social and humanities fields especially in language and literature departments should have done a research on a novel. This article gave an example of novel-based social research that was a best practice example conducted by the researcher. The chosen novel was Aldous Huxley’s Brave New World. After doing a reading process, the researcher found keywords that became starting points of the analysis. To help making careful interpretation when doing the analysis, the researcher chose posthumanism ideas that question the existence of human thought, human existence, and the improvement of technology. Not only using posthumanism, this article used Antonio Gramsci’s ideas to find important events and phenomena contained in the novel. All ideas helped to find what the author, Aldous Huxley, wants to say to his readers.
Negotiating Cultural References in Folktale Translation: A Student Translator's Decision-Making Process Ellisa Indriyani Putri Handayani; 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

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Abstract

Culture-specific references often become one of the most challenging aspects of translating Indonesian folktales into English. Translators are expected to preserve cultural meanings embedded in the source text while at the same time producing a translation that can be understood by target readers. This paper examines how a student translator dealt with this challenge when translating Asal Usul Sompil Gripis di Umbul Pengging, a Javanese folktale rich in local cultural references and wayang-related terminology. This study employed a qualitative case study design within the framework of Translation Process Research. Data were collected from the translator’s draft, translation quality assessment, and retrospective interview. The analysis focused on culture-related items, including personal names, social titles, forms of address, and local cultural terms. Several interesting patterns emerged from the data. Although the translator repeatedly stated that preserving meaning was more important than readability, many translation decisions were influenced by assumptions about international readers. For example, Dewi Sembadra was rendered as Princess Subhadra, while names such as Kresna, Karno, and Sengkuni were replaced with the forms Krishna, Karna, and Shakuni after the translator consulted English-language sources. Terms without close English equivalents, such as sendang, were retained and explained through footnotes. Paraphrase was also frequently used to avoid what the translator perceived as awkward or overly literal expressions. These strategies generally improved readability, yet some of them reduced cultural specificity and affected translation accuracy. The findings suggest that translation decisions are shaped not only by linguistic considerations but also by the translator’s perception of who the target readers are and what they are expected to understand.
Innovative Approaches to Enhancing EFL Speaking Skills: Public Speaking, Technology, Debate, and Drama Shallu Aulifiyya Azzahra; Anjar Setiawan
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

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Speaking is one of the core skills in learning English as a Foreign Language (EFL); however, students generally face barriers such as fear, limited vocabulary, and a lack of speaking opportunities. This study explores the impact of several innovative approaches in improving speaking skills, including individual presentations, Technology-Enhanced Language Learning (TELL), debates, drama-based pedagogy, and the identification of language-learning challenges. Data were collected through a Google Form questionnaire completed by 17 respondents using a Likert scale from 1 to 5. The results show that a combination of pedagogical, performative, and technological approaches can improve fluency, confidence, and the ability to respond spontaneously. Most participants agreed that learning through digital applications, debates, and drama can improve speaking skills and enhance motivation. However, some respondents still felt anxious and struggled to generate ideas when speaking spontaneously. This study supports recent findings that multimodal approaches create more meaningful, engaging, and effective learning experiences. The implication is that educators should adopt varied and adaptive methods to support students' speaking development holistically.
Navigating the "Dependency Trap": A Systematic Literature Review on Generative AI in EFL Learning and Its Contextual Barriers Ervinda Dwi Meidyana
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

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Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) is changing English as a Foreign Language (EFL) education. Students often use GenAI as a backup resource or private tutor because of challenges such as large class sizes and delayed teacher feedback. However, this creates a major risk: the technology can easily shift from a helpful learning support into a tool that does the actual thinking and writing for the student. This systematic literature review synthesizes research from 2023 to 2026 to examine how classroom barriers and student habits combine to create a “dependency trap”. It is a self-reinforcing cycle where over-reliance on AI hinders independent language development. By following PRISMA guidelines, a systematic search was conducted across Scopus and Web of Science. The screening focused on peer-reviewed studies investigating the structural, cultural, and pedagogical challenges of using GenAI in global EFL contexts. The synthesis shows that a lack of clear university policies, unequal access to technology, and teacher stress all accelerate student dependency on AI. Students often trust fluent AI outputs blindly because the text sounds academic, even when they lack the skills to spot errors. This leads to two major risks: cognitive offloading, which creates fluency without comprehension, and a loss of unique student voice, where writing becomes repetitive and formulaic. The study concludes that simply allowing students to use AI without guidance is insufficient. Instead, educational institutions must establish clear usage policies and formal AI literacy training. This will help students critically evaluate AI tools and protect their own learning autonomy.
The Machine in the Mirror: Westworld and the Posthuman Anxiety of Automated Body Mohamad Noor Rizal
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

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Abstract

This paper examines the HBO series Westworld (2016) as a primary site for exploring contemporary anxiety regarding the evolution of automated technology. Utilizing Rosi Braidotti’s posthuman critical theory and Donna Haraway’s cyborgian framework, the research investigates the shifting hierarchy between human "creators" and robotic "hosts". The study explores how the process of automation reproduces the conditions of humanness while simultaneously defying human control, creating a "weird ambiguity" where the automated body becomes a site of both self-acting subjectivity and absolute otherness.

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