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ELT-Lectura
Published by Universitas Lancang Kuning
ISSN : 23388560     EISSN : 25500724     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELT-Lectura is a biannual publication journal published in the months of February and August; it presents articles on English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academis dissciplines.
Arjuna Subject : -
Articles 210 Documents
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The Steps to Master Listening Skills through the Use of the Independent Dimension-Based Listen English Daily Practice Application Through the Pancasila Student Profile Scheme Prihatini, Candraning; Musiman, Musiman; Fitriyani , Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.22122

Abstract

This research aims to describe the implementation of effective steps to master listening skills through the use of the Independent Dimension-based Listen English Daily Practice application through the Pancasila student profile scheme. In the English Language Education study program at Muhammadiyah University of Lampung, the Listen English Daily application is used to teach listening comprehension. This shows the effective use of the pre-listening, while-listening, and post-listening stages. This application not only helps students improve their listening skills but also receives positive responses from students thanks to its familiar topics, interesting features, and ease of use. This research uses descriptive analysis and focuses on the Listen English Daily Practice application as the subject. The focus of the research is how this application can be used to help Pancasila students learn to listen better. The results of the study show that using the Listen English Daily Practice application can maximize English learning. This application helps improve language skills such as reading, writing, listening and speaking. Apart from that, this application supports the values ​​of the Pancasila student profile, namely being independent, critical, creative, working together and having global diversity. Therefore, this application not only improves speaking skills but also develops character in accordance with Pancasila values.
The Correlation Between Students’ Silent Reading Technique Habits and Their Reading Comprehension Indrawan, Raihan Khairunisa; Syahfutra, Wandi; Pahmi, Pahmi
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.22530

Abstract

Reading comprehension is reading for understanding. It needs the reader to comprehend the content being read. Students have difficulty understanding the meaning of the reading text and difficulty concentrating if they read the text aloud. Students also have low reading comprehension. The research objective of the research was to determine whether the students’ silent reading technique habits have a correlation with students’ reading comprehension at the tenth-grade students of SMA Negeri 1 Pekanbaru. This research was used quantitative correlational research. The sample of this research is 105 students consisting of 3 classes. The researcher conducted a questionnaire to measure students' silent reading technique habits and to measure students’ reading comprehension, the researcher used a reading test. It could be seen from the data that the questionnaire and reading test were normally distributed with a Monte Carlo significance result of 0.067. Additionally, the correlation between silent reading technique habits and their reading comprehension was linear, proven by the linearity test score is 0.414. Based on the result of the Pearson product-moment through the SPSS 25 version, it could be seen the significance score for both variables was 0.667 which is greater than 0.05. It means the null hypothesis is accepted. In addition, it showed that there is no correlation with the ‘Very Low’ level of correlation because the Pearson correlation for the instruments score were -0.043. It may be stated that students' silent reading technique habits and reading comprehension do not correlate to a low level and a negative relationship.
Improving English Vocabulary Through Word Chain Game in an Inclusive School in Bandar Lampung Musiman, Musiman; Vernanda, Ganesa; Fitriani, Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.23143

Abstract

The purpose of the study is to find out whether word chain games can improve vocabulary mastery and to find out which word chain games are effective in improving vocabulary mastery. The results of this study can be used as input in the teaching and learning process, especially in teaching vocabulary. The results of this study can also be used to improve the quality of vocabulary learning. This research uses a quasi-experiment approach. There is only an experimental class without a control class. There are 3 main stages of research, namely pre test, treatment and post test. Pre test is conducted before treatment, while post test is conducted after treatment. The pre test will be conducted several times until the research subjects experience consistent conditions. The research subjects were 19 inclusive school students at X school in Bandar Lampung city who were taken by cluster random sampling. The results revealed that there was a significant effect on the use of word chain games in mastering vocabulary in inclusive classes. This can be seen from the difference in pre-test and post-test scores which shows an increase in learning achievement in respondents. In the inclusion class, students learn side by side in diversity. Although there are some students who have special needs, they can learn side by side. Through this game they can actively together build an attractive and more fun learning atmosphere. Keywords: vocabulary, word chain game, inklusi
Mastering English Grammar through the Implementation of Interactive Grammar Game Applications in English Classes sih pratiwi, Dyah; Sugandi, Bastian; Fakhrunnisa, Fakhrunnisa
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.23779

Abstract

Abstract: Grammar is one of the most important elements of the English language. There is not a single word in English that does not involve grammar. In fact, a lot of English proficiency tests use grammar as one of the parts. Mastering grammar is as easy as mastering writing and speaking. This makes grammar has a big contribution in mastering English. The purpose of this research is to improve English Grammar skills through the implementation of a grammar game application in English classes in the digital era. This application contains grammar exercises and interactive training games and is very contemporary. The approach used in this study is a quantitative experimental method, employing a pretest-posttest control group design. The study involved two groups: an experimental group and a control group. The data analysis process is divided into two stages. The first stage involves analyzing the pretest and posttest data, while the second stage focuses on analyzing data from the questionnaire on the application's use. For the pretest and posttest data, a t-test is applied. Specifically, an independent t-test, which is a type of parametric test, is used to compare two independent groups. The analysis is based on two criteria: (1) if the significance value (2-tailed) is greater than 0.05, it indicates no significant difference between the groups; (2) if the significance value (2-tailed) is less than 0.05, it indicates a significant difference. The comparison of pretest and posttest scores between the experimental and control groups serves to address the research question about the effectiveness of the English Grammar Practice application in enhancing grammar skills. The results suggest that the application has a positive impact. Although the experimental group initially scored lower on the pretest than the control group, the posttest results showed that the experimental group outperformed the control group, demonstrating the effectiveness of the application in improving grammar proficiency.
Correlation Between Habit in Watching English Movies and Vocabulary Mastery of Grade VIII Students at Junior High School Palu Sakina, Sakina; Mukrim, Mukrim; Eisenring, Moh. Abraham Akbar; Hastini, Hastini
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.25069

Abstract

The objective of this study was to determine whether there was a correlation between the habit in watching English movies and vocabulary mastery of grade eight students of SMP Negeri 2 Palu. This research used correlational design. The sample of this study was 36 students from class VIII B SMP Negeri 2 Palu. Purposive sampling was used to select the sample. The instruments used in this study were questionnaires and vocabulary tests. The Pearson Product Moment correlation method was used to correlate habit in watching English movies and vocabulary mastery. The results showed a moderate correlation between the habit in watching English movies and students' vocabulary mastery. It can be proven by the sig value obtained (2-tailed) 0.000, where this value is smaller than 0.05 so a correlation value of 0.532 is obtained. This shows that the habit of watching English movies positively impacts students' vocabulary mastery. It implies that students can implement the habit of watching English movies to improve their vocabulary mastery, the more often students watch English movies; the more students' vocabulary mastery will increase. Keywords: Habit, Movies, Vocabulary
Grit in L2 Educational Contexts: A Scoping Review Arfiandhani, Puput; Takeuchi, Osamu
ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/egny2q78

Abstract

The recent years saw the surge of interest in psychological constructs essential to L2 teaching and learning. Among these constructs, grit received significant attention in L2 field. The present scoping review investigates the methodological trends, geographical distribution, and study foci of grit in L2 educational contexts from 2020 to 2025. In the present review, 293 articles were initially identified from Proquest, JSTOR, and DOAJ databases (N = 293). In the end, 89 articles were assessed for eligibility, and 50 articles were included in the final review (n = 50). The findings of the scoping review include (1) quantitative methodologies dominated the retrieved articles, (2) studies in Asian contexts were predominantly found, and (3) L2 learners rather than L2 teachers are the focus of most articles. The present study underscores the need (1) to include qualitative findings in various cultural contexts, and (2) to conduct more grit studies with L2 teacher foci to provide more diverse insights into grit in L2 educational contexts. Keywords: grit, L2 educational contexts, scoping review, language learning psychology
Speaking, How To Improve This Competence? An Exploration Of Individual performance Task in Speaking Class sih pratiwi, Dyah
ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/y64ybg48

Abstract

Abstract The aim of this research is to know individual performance task improving students’ speaking skill in speaking class. Qualitative is the method of this research. Descriptive qualitative is presented in form table and diagram data. The samples of this research are students   in speaking class one of the Universities in Bandar Lampung. There are 17 students who take speaking class. The data collecting technique used interviewed and documentation. The interviewed is used in this research in gaining the students’ opinion after doing speaking class using individual performance task. This research used unstructured interviewed. There are 13 questions as guide questions have given to the students. The documentation also used in this research that the score of speaking class.The result of interviewed there were 82% students improve in students’ self-confidence. 76% students claimed that they get improve in speaking technical skill. Learning independence of students also improve at 64% in percentage scale. The highest significant improvement is at learning strategies, there were 94% in percentage scale.Task effectiveness also one of issues got improving 70% in percentage scale. Task challenge was 58% in percentage scale. Hope and suggestion of students got 35% in percentage scale. Meanwhile, based on the documentation speaking score before and after doing individual performance task there were 21% improving of students’ speaking score. All of the data above, it can be shown that individual performance task can improve speaking skill in speaking class.
Assessing EFL Learners' Speaking Self-Efficacy in English Language Education Program Universitas Lancang Kuning Ulil Albab
ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jcpcyp71

Abstract

Speaking self-efficacy is crucial in English as a Foreign Language (EFL) learning, as it significantly influences learners' confidence and performance in oral communication. However, research on the specific level of EFL learners’ speaking self-efficacy and its contributing factors remains limited. This study investigates EFL learners' speaking self-efficacy levels and identifies the key factors shaping their confidence. Using a descriptive quantitative design, data were collected through two validated instruments: the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES) and the EFL Learner Speaking Self-Efficacy Scale (EFLSSES). Results reveal that learners exhibit a moderate level of speaking selfefficacy (2.69–3.07). Among the four sources of self-efficacy—Mastery Experience (ME), Vicarious Experience (VE), Social Persuasion (SP), and Physiological Emotional States (PES)—Social Persuasion emerged as the most significant predictor of both Linguistic Self-Efficacy (LSE) (β = .294, p = .025) and Delivery Self-Efficacy (DSE) (β = .310, p = .016). In conclusion, EFL learners possess a healthy level of confidence in their speaking ability, with social persuasion playing a pivotal role. Future research should explore these factors across diverse educational contexts to inform effective teaching strategies.
The Effect Of ESP Courses On Students' Achievement Of Coherence In General Academic Writing Tasks Khorsheed, ranwa
ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/7xckn313

Abstract

It has been observed that when students do writing tasks on general topics in English, their writings tend to have a poor content and weak coherence. On the other hand, when students do writing tasks on ESP topics, their writings tend to exhibit a good coherence , a rich content and a variety in the use of jargon based vocabulary. The purpose of this study is to help students produce cohesive and coherent English texts by integrating their ESP writing skills with those of general English writing skills.
Students' Voices: Using ChatGPT in Learning English Firdes, Anisha Pradilla
ELT-Lectura Vol. 12 No. 2 (2025): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/9yvvmy21

Abstract

Abstract: The rapid advancement of artificial intelligence has brought sophisticated tools such as ChatGPT into the education sector, sparking increased curiosity and inquiries about their possible roles in learning a second language. This qualitative study utilizes a phenomenological framework to examine the personal experiences of university students learning English as a Foreign Language (EFL) at the English Department of the State Islamic Institute of Kerinci, Indonesia. The research examines how learners use ChatGPT as a supplementary tool to enhance their English proficiency within the framework of contemporary digital education. Data were gathered via in-depth, semi-structured interviews with 16 undergraduate EFL students and were thematically analyzed to uncover recurring patterns, themes, and insights about their experiences. The results indicate that students view ChatGPT as a beneficial aid and a possible obstacle in their English learning journey. Students prominently pointed out its contribution to improving their writing assignments, increasing vocabulary, enhancing listening and speaking skills, and providing a variety of accessible learning resources. Additionally, the immediate feedback and real-time support from ChatGPT were viewed as beneficial for practicing grammar and sentence formation. Nonetheless, worries were expressed regarding the precision of the information shared, the danger of overdependence on AI technologies, and the absence of individualized engagement that conventional educators provide. This study highlights that although ChatGPT can serve as a beneficial ally in language learning, successful incorporation demands critical analysis, explicit guidelines, and supportive teaching from educators to ensure its advantages are utilized responsibly.

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