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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 Function of Military Registers in Constructing Narrative Realism in the Indonesian Translation of Ghost Fleet Arliva Ristiningrum; Mangatur Rudolf Nababan; Riyadi Santosa; 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 investigates the discursive roles performed by military registers in shaping narrative realism within the Indonesian translation of Ghost Fleet, a techno-military novel by P. W. Singer and August Cole. Building upon a preceding inquiry that employed the same corpus of 242 register items, this research reorients its analytical lens from translation quality evaluation toward the examination of how specialized language functions within the target-text narrative. A qualitative methodology anchored in Halliday’s register theory provides the analytical scaffolding, with data subjected to descriptive and interpretative scrutiny across three functional dimensions: referential, interpersonal, and textual. Analytical stages encompass register categorization, scene-embedded function identification, and interpretive mapping of each register’s contribution to the narrative’s authority, tension, and world-credibility. Results demonstrate that military registers in the translation extend well beyond terminological preservation; they operate as meaning-laden semiotic instruments that actively reinforce fictional authenticity and sustain reader immersion. Translation decisions reveal a deliberate effort to reconcile technical fidelity with accessibility for lay readers, all while sustaining the dramatic register of the text. The study ultimately affirms that rendering specialized registers in literary translation is a generative act of narrative meaning-making, not a mechanical substitution of terminology.
Bridging the Gap between English Lessons and Tourism Workplace Communication: Students’ Perceptions from Tourism Service Vocational Schools Anita Dewi Ekawati; Endry Boeriswati; Ifan Iskandar
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 tourism industry offers hope that it will continue to underpin the economy. Data from the Central Statistics Agency indicates that in April 2026 the number of tourists increased by 5.19% (year-on-year). English, as an International language, is expected to enable a more detailed description of tourism, thereby increasing the number of both domestic and international tourists. This forms the basis for honing the skills of vocational school students majoring in Tourism Services so that they can communicate fluently in English as part of their service to tourists. However, English lessons in vocational schools are often considered not to be fully aligned with the real communication needs of the tourism industry. This study aims to explore students’ perceptions of English lessons at Vocational High Schools majoring in Tourism Services in Jakarta, focusing on students’ views regarding the relevance of English materials, speaking practice, tourism-related vocabulary, customer service communication, and the use of English in real professional situations. Using a quantitative approach, data were collected via a questionnaire distributed to students at vocational secondary schools majoring Tourism Services. The findings indicate that 94% of 36 students require English language learning activities that are more contextual, practical, and industry-based, particularly those relating to speaking, role-play, tour guiding, communication in hotels and travel, and dealing with tourists.
Learners’ Views on Active Learning Practices in English Speaking Instruction Hanaizatunnajah Hanaizatunnajah; 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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Speaking is one of the most important yet challenging skills for learners in English as a Foreign Language contexts. Many students experience difficulties in oral communication due to speaking anxiety, fear of making mistakes, limited vocabulary, and low self-confidence, which often hinder active participation and the development of communicative competence. Active learning has been widely recognized as a student-centred approach that promotes engagement, collaboration, and meaningful language use. Therefore, this study aims to explore students’ perspectives on the implementation of active learning methods in English speaking classrooms and identify factors influencing their speaking performance. This study employed a qualitative research design involving senior high school and university students who had experienced English speaking instruction. Data were collected through open-ended questionnaires focusing on students’ learning experiences, challenges in speaking English, and perceptions of effective classroom activities. The responses were analysed thematically to identify recurring patterns and key themes. The findings indicate that speaking anxiety, fear of negative evaluation, and insufficient vocabulary are the main barriers to students’ participation in speaking activities. Participants reported that active learning strategies, particularly role-play, group discussions, presentations, and contextual communication tasks, enhanced their confidence, fluency, and willingness to communicate in English. Furthermore, supportive feedback and classroom environments reduced anxiety and encouraged participation, reinforcing the role of active learning in improving EFL speaking skills.
EFL Learners' Perceptions of Gliglish as an AI-Powered Language Learning Tool for Speaking Practice: A tam-based deductive thematic analysis Liya Umaroh; Mutia Rahmi Pratiwi; Choirul Ulil Albab
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 growth of Artificial Intelligence (AI) in language education has altered learners’ approaches to practicing English-speaking skills. Among various AI-powered applications, Gliglish has emerged as an educational tool that provides interactive, engaging speaking practice through real-time conversations and offers immediate, engaging feedback. This study aims to investigate EFL learners’ perceptions and experiences with Gliglish as an AI-powered language learning tool for speaking practice. It uses the Technology Acceptance Model (TAM), with Perceived Usefulness, Perceived Ease of Use, Attitude Toward Use, and Behavioral Intention to Use as the theoretical framework. This is qualitative research with deductive thematic analysis, and data were collected from 50 EFL learners who had experience using Gliglish for English-speaking practice. The results demonstrate that learners perceived Gliglish as an advantageous tool for developing linguistic competence, promoting spontaneous communication, and supporting cross-skill development. Regarding perceived ease of use, participants also noted the platform’s accessibility and user-friendly navigation, although minor technical glitches and freemium limitations were identified as challenges. The study concludes that Gliglish is positively perceived as an effective AI-powered language learning tool that supports speaking development and encourages sustained language learning engagement.
Environmental Destruction in Novel Extremophile by Ian Green Buya Kasiron Nawal; Safina Safina; Rohyatun Ni’mah; Budi Tri 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

Environmental destruction caused by humans due to wrong actions can be a problematic of environmental balance. Environmental destruction is an environmental issue that still attracts public attention today. One form of this attention is presented in the form of contemporary literary works with environmental themes. Such as this study which discusses the novel Extremophile by Ian Green (2024) related to the environmental destruction and catastrophe  that occurs in it. This novel represents natural disasters that occur in relation to industry, technology and human activities that make the environment unhealthy. This study aims to see how the representation of environment destruction carried out by humans is not limited to the environment but also due to technological developments through the ecocritical view of Greg Garrad’s work. This study uses a qualitative-descriptive method to analyze the relationship between humans and nature, which causes environmental destruction. Through Greg Garrad’s perspective on ecocritical study that enriches views on the environment and contributes to increasing public awareness of the importance of a healthy environment should be.
Space, Place, and Ecological Memory in Hala Alyan’s Salt Houses Sherien Sabbah; Thafhan Muwaffaq
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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This research examines Hala Alyan’s Salt Houses through Yi-Fu Tuan’s theory of space and place, alongside the concept of ecological memory. Using a qualitative descriptive approach, the analysis explores how the novel represents displacement and the transformation of place experienced by a Palestinian family across generations. Tuan’s distinction between space as open, unstable, and unstructured, and place as meaningful and rooted in lived experience, is used to examine how characters continuously reconstruct home under conditions of forced migration and political instability. The analysis focuses on four characters representing different generations—Salma, Alia, Souad, and Manar—and examines how each move between space and place through changing environments and historical rupture. Their experiences show how unfamiliar spaces are gradually transformed into meaningful places through memory, bodily experience, and emotional attachment. At the same time, ecological memory explains how sensory and environmental traces of the homeland persist across generations, shaping how place is perceived and imagined even after displacement through inherited memory. The findings suggest that in Salt Houses, displacement destabilizes the boundaries between space and place. The novel highlights how place is constantly produced and re-produced across generations, even under conditions of displacement.
Translation, Readability, and Readership Levels in STEAM Children’s Books: A Theoretical Review Devanni Kusuma Putri; Mangatur Rudolf Nababan; Dyah Ayu Nila Khrisna
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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Readership classification methods are frequently used to identify the linguistic features appropriate for children at different levels of reading development. Beneath these criteria are theories of increasing complexity and the belief that texts for younger readers should use simpler language. But findings from research into language for children present a more ambivalent picture. While some grammatical structures are difficult for children, others can be understood and produced relatively early as they grow up. Studies of translated works in Indonesia have also shown that texts that may not be fully consistent with official readership criteria nevertheless remain accessible to their intended readers. These observations raise questions about our assumptions regarding the connections among linguistic complexity, readability, readership, and translation. The following article aims to conceptualize how these concepts relate through a theoretical survey of scholarship in translation studies, children’s literature, readability studies, and child language acquisition. Based on foundational and contemporary studies in these areas, the review investigates how we conceptualize readability through the lens of linguistic complexity with respect to children’s language competence, and how these frameworks inform readership typologies and translation practices. The article isn't concerned with analysing a specific translated text, but rather with the theoretical assumptions that guide choices about age-appropriate language and readability in children's books. The review reveals three significant conclusions. First, linguistic complexity is not necessarily homogenous, because various grammatical forms emerge at differing speeds and impose differing stresses on children’s readers. Second, readability is more than linguistic simplification; comprehension is influenced by contextual support, prior knowledge, and the reader's capabilities. Third, readership levels should be understood as pedagogical frames rather than static measures of children’s linguistic capacity. These findings suggest that decisions about children’s literature translation, for instance, STEAM storybooks, are not particularly intuitive regarding age and linguistic difficulty. Readability is not just a function of textual simplicity, but of the interplay among textual features, children’s increasing language competence and translators’ attempts to navigate both accessibility and the educational aspects.
Listening and Speaking Skills in English Language Learning: A Contemporary Review of EFL Contexts Shinta Dwi Rahmania; 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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Listening and speaking skills are fundamental to English language learning and play a crucial role in developing learners’ communicative competence, particularly in English as a Foreign Language (EFL) contexts. Despite its importance, many EFL learners still struggle to understand spoken English and express ideas effectively in real-world communicative situations. This article presents a contemporary review of recent research on listening and speaking skills in EFL contexts, with particular attention to the challenge’s learners face and the instructional practices that support oral language development. Using a library research approach, the study systematically collected, examined, and synthesized relevant peer-reviewed literature published between 2015 and 2025 from national and international academic journals. Approximately 23 studies were reviewed through content analysis to identify recurring themes related to listening comprehension, speaking anxiety, communicative competence, integrated-skill instruction, and technology-enhanced learning. The review reveals that listening and speaking are highly interconnected skills that develop most effectively through authentic language exposure, communicative practice, and learner-centered pedagogical approaches. The findings further indicate that limited exposure to authentic spoken input and speaking anxiety remain significant barriers to the development of oral communication among EFL learners. In response to these challenges, the literature highlights the effectiveness of integrated listening-speaking activities, collaborative learning tasks, constructive feedback practices, and digital learning technologies in enhancing learners’ oral proficiency and confidence. This review underscores the importance of adopting communicative and integrated instructional approaches to support meaningful language use and foster the sustainable development of oral communication in EFL settings.
Enhancing EFL Vocational Students’ Narrative Speaking Performance Through Digital Storytelling: Evidence from Classroom Action Research Diah Tutik Herawati; Riana Eka Budiastuti; Siti Aimah
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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This study aimed to explain the use of digital storytelling to enhance students’ narrative speaking performance and to explain students’ responses to the use of digital storytelling as media. This study employed Classroom Action Research (CAR) design that conducted in two cycles and involved tenth grade students at SMK Muhammadiyah Kunduran as the research participants. The data were collected through observation, pre-tests, post-tests, and questionnaires. The results showed a significant enhancement in students’ spoken narrative text, represented by the scores from pre-tests and post-tests in both cycles. This ca be seen in the pre-test result, where the average students score of 37.6 jumped to 79,8 in the post-test results in the cycle II. In addition, students’ responses collected through questionnaires revealed highly positive responses towards the use of digital storytelling. The questionnaire results showed there was an improvement in various aspects of student learning: the cognitive aspect by 100% including speaking skill and convey ideas, in terms of the affective aspect, 93.3% of students felt that digital storytelling reduced their shyness, boosted their self-confidence, and motivated them; and in terms of the psychomotor aspect, 60% of students agreed that digital storytelling made them more active in the learning process. These findings demonstrate that the digital storytelling served as an effective learning media for students’ spoken narrative text.
The Realization of Mood Structure in Worker Positioning in the Job Creation Law Number 11 of 2020 Nur Indah Sholikhati; Riyadi Santosa; Djatmika Djatmika; Tri Wiratno
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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This study aims to uncover the positioning of workers in Law Number 11 of 2020 concerning Job Creation, specifically in the employment cluster, through mood structure within a Systemic Functional Linguistics analysis framework. The approach used is descriptive qualitative with content analysis methods. Data in the form of clauses in Chapter IV on Employment are analyzed based on Subject and Finite components to identify the mood types and modalities used. The results show that the mood structure in the Job Creation Law is dominated by the indicative-declarative type, which functions as both legal determination and information delivery. Grammatically, the subjects in clauses are mostly filled by authoritative entities such as the government, governors, and employers, while workers tend to be positioned as objects or complements in the clause structure. Furthermore, the use of modality shows an imbalance, where high modalities such as “must” are more often used in obligations, while medium modalities such as “can” appear in the regulation of workers' rights, potentially giving rise to legal ambiguity. These findings indicate the existence of an asymmetrical power relationship in legal texts, where workers are positioned as passive participants. Therefore, linguistic aspects of regulatory companies need to be considered to create fairer representation in industrial relations.

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