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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 222 Documents
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Technology Integration Challenges among Junior High School English Teachers in Riau Province: A Descriptive Study Miftahul Jannah; Mahdum Adnan; Supriusman Supriusman; Jismulatif Jismulatif
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/58qbpd09

Abstract

This study examines the challenges faced by junior high school (SMP) English teachers in integrating technology into English language teaching in Riau Province, Indonesia. Employing a descriptive quantitative design supported by qualitative interview data, this research surveyed 96 SMP English teachers selected through purposive sampling from 12 districts and municipalities across Riau Province. Data were collected using a 64-item questionnaire, of which 19 items measured technology integration challenges. In this study, five challenge indicators were employed: teachers' preparedness, infrastructure limitations, curriculum design, students' access, and professional development. The instrument demonstrated excellent reliability (Cronbach's α = 0.917). Findings reveal that the overall challenge level was categorized as High (M = 3.47, SD = 0.85). Students' access emerged as the most critical challenge (M = 3.52), followed by teachers' preparedness (M = 3.45) and professional development (M = 3.44). Infrastructure limitations (M = 3.25) and curriculum design (M = 2.90) were categorized at medium. Demographic analysis revealed that private school teachers and urban teachers reported higher challenge scores. The study argues that these challenges are structural and systemic in nature, and require coordinated policy responses focused on equitable digital access, context-sensitive professional development, and pedagogically grounded curriculum reform. The findings contribute to the limited empirical literature on technology integration challenges in provincial Indonesian EFL contexts.
Socratic Seminar: A Strategy for Critical-Thinking-Oriented Speaking Instruction in the Deep Learning Approach Dyah sih pratiwi; Bastian Sugandi
ELT-Lectura Vol. 13 No. 2 (2026): 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/aar1ns88

Abstract

This study investigated the effectiveness of the Socratic Seminar in improving students’ speaking skills and fostering critical thinking. An explanatory sequential mixed-methods design was employed, with a quasi-experimental approach as the primary quantitative component. The participants were 30 vocational high school students, comprising 15 students in the experimental group and 15 in the control group. Data were collected through speaking tests, questionnaires, interviews, and observations. The Socratic Seminar was implemented as the intervention in the experimental group, with CAR used as a reflective process during implementation. The paired-samples t-test showed a significant improvement in speaking performance, t(14) = 7.9553, p = 0.00000146 < 0.05. An independent-samples t-test showed a significant difference in post-test speaking performance between the experimental and control groups, t(28) = 2.97, p = .006, with a large effect size (Cohen’s d = 1.08). The mean score increased from 2.80 to 3.56, with a mean difference of 0.76 Qualitative findings indicated that the Socratic Seminar encouraged students to express ideas, provide reasons and evidence, engage in reflective dialogue, and participate actively in discussions. The findings demonstrate that the Socratic Seminar is an effective strategy for integrating speaking development and critical thinking within a deep learning-oriented context.
Discourse Markers in Indonesian EFL Classroom Interaction: A Mixed-Method Study ofenior High School English Teachers in Riau Suhardi; Jismulatif; Dahnilsyah
ELT-Lectura Vol. 13 No. 2 (2026): 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/wwfk1e72

Abstract

Discourse markers (DMs) are pragmatic resources that organize spoken discourse and help teachers manage classroom interaction. Although previous studies have documented DM frequency in EFL teacher talk, relatively little work in Indonesian and Riau secondary-school settings has integrated corpus-based frequency patterns with a subsequent functional analysis of the same classroom discourse. This study therefore investigates the types, frequency, and communicative functions of DMs used by English teachers in Senior High Schools in Tambusai Utara, Riau, Indonesia. Ten English teachers participated, and classroom interaction was audio-recorded and transcribed for corpus analysis. The quantitative phase identified and normalized DM tokens using AntConc and Fraser’s (1999) procedural-function criterion; the qualitative phase then selected high-frequency DM instances from the corpus for contextual functional interpretation using Fung and Carter’s (2007) framework. The corpus contained 1,108 DM tokens in approximately 21,974 words of teacher talk. Elaborative markers were the most frequent category (37.09%), followed by inferential (27.71%), topic change (26.62%), and contrastive markers (8.57%). The most frequent individual markers were okay (470), and (308), and so (203). Their uses covered structural, interpersonal, referential, and cognitive functions, including topic transitions, continuity, consequence, summaries, comprehension checks, and response elicitation. The results describe how DMs are distributed and function within the observed teacher talk; they do not directly establish effects on student learning or interactional competence. The findings suggest that teacher education can benefit from explicit awareness of DM functions, contextual selection, and interactional use.
Pedagogical Use of Social Media in Digitally Mediated English Teaching: Pre-Service Teachers’ Perspectives Lianasari; Firma Pradesta Amanah; Fitria Aprilia; Yentri Anggeraini
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/1t4c4m83

Abstract

Project-Based Learning (PjBL) has become more widely used in English Foreign Language (EFL) classrooms to promote active learning, collaboration, and authentic language use. Speaking classes using Project Based Learning can give the learners tasks related to project completion, presentations and real-world activities. Despite the positive interest in PjBL, studies that explored students’ perceptions on its implementation are still minimal particularly to speaking classes at university as well this study taken place at Sriwijaya Univesity. This study is intended to find out the students’ perception towards Project-Based Learning in Speaking Class and also its challenges. A quantitative descriptive research design was used in this study. The participants consisted of 39 undergraduate students enrolled in a speaking for academic purpose course at Sriwijaya University. Data were collected using 13-items closed-ended questionnaire and 3 items open-ended questionnaire administered through Google Forms. The data were analyzed using descriptive statistics, including frequencies and percentages. The results showed that students had very positive perceptions to PjBL. Aspects with the most positive ratings included creativity development, independent learning skills and pronunciation improvement confidence over speaking. The results also provided evidence that PjBL was considered to promote speaking, collaboration, authentic learning and student engagement. However, challenges related to time management, group coordination, technical issues, and language production were also identified. Overall, the findings suggest that PjBL is a promising instructional approach for promoting speaking development and learner engagement in EFL higher education contexts.
Developing Writing Instruction through SFL and GBP in Deep Learning Contexts Yulia Wahyuningsih; Dyah sih pratiwi
ELT-Lectura Vol. 13 No. 2 (2026): 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/tbqgr476

Abstract

This study investigates the development and initial effectiveness of a blended instructional strategy integrating Systemic Functional Linguistics and Genre-Based Pedagogy to enhance writing proficiency in higher education, particularly within the context of 21st-century literacy and Indonesia's Merdeka Curriculum. Addressing challenges highlighted by low national literacy proficiency, the research proposes an approach that fosters deep learning through meaningful, mindful, and joyful engagement. Utilizing a Research and Development design based on the 4D model, a writing instruction module was created and piloted with 15 English Literature students. Findings reveal that the SFL-GBP integration provides a robust theoretical and pedagogical foundation, offering a comprehensive framework for linguistic analysis and systematic genre-based teaching. The developed module demonstrated expert-validated validity, high student practicality (85% positive feedback), and moderate effectiveness, evidenced by an average N-Gain score of 0.45, with observed improvements in content development, organization, and language use. This blended strategy presents a promising alternative for writing instruction, advocating for its adoption by lecturers and active student engagement, while suggesting broader implementation and integration with digital platforms for future research.
Mapping 21st-Century 4C Skills to the Pancasila Student Profile: A Content Analysis of the English for Nusantara Grade 8 Textbook Adeliya Putri; Nina Puspitaloka; Maya Rahmawati
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/70mqgp63

Abstract

In the era of Society 5.0, the Indonesian educational landscape has shifted toward integrating global competencies and national values through the Merdeka Curriculum. This study examines the representation of 21st-century skills (4Cs) in the English for Nusantara Grade 8 textbook and their alignment with the Profil Pelajar Pancasila. Using a qualitative content analysis design, the study systematically examined 246 instructional tasks and activities across all chapters. The instructional task served as the unit of analysis, and each task was deductively coded using predefined indicators of Critical Thinking, Creativity, Communication, and Collaboration. A task could receive more than one 4C code when multiple skills were represented within the same task. The findings identified Critical Thinking as the most frequently represented component (64.23%), followed by Collaboration (19.11%), Communication (9.76%), and Creativity (6.91%). The prevalence of Critical Thinking suggests a strong representation of higher-order thinking demands in the textbook and can be analytically mapped onto the Bernalar Kritis dimension of the Profil Pelajar Pancasila. However, the limited representation of Creativity indicates a potential gap in the representation of the Kreatif dimension, as most tasks are structured rather than open-ended. Similarly, the presence of Collaboration and Communication can be interpreted as reflecting elements associated with Gotong Royong and communicative competence, respectively, although these findings describe the content of the textbook rather than its effects on students’ learning or character development. This study concludes that the textbook provides substantial representation of analytical skills while offering comparatively fewer opportunities for creative expression. As a pedagogical implication, educators and material developers may consider supplementing textbook activities with more open-ended and divergent-thinking tasks to provide broader opportunities for developing 21st-century skills.  
Thematic Progression Patterns and Cognitive Perspectives in Junior High School Students' Recount Texts Desy Riska Mesalina; Khoirul Bariyyah; Iwan Ridwan; Fela Dafitri
ELT-Lectura Vol. 13 No. 2 (2026): 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/afeb6e87

Abstract

Writing coherence remains a challenge for lower secondary EFL learners. Framed within Systemic Functional Linguistics (SFL), this qualitative descriptive study examines how five ninth-grade EFL students construct textual coherence in recount texts through Theme–Rheme organization and thematic progression, while also exploring their perceived cognitive challenges during the writing process. Data were collected from students’ written recount texts to analyze thematic progression and from semi-structured interviews to explore students’ perceptions of coherence and the cognitive challenges they experienced during writing. The textual analysis followed Danes’ (2015) and Emilia’s (2014) frameworks, while interview data underwent thematic analysis. Findings reveal a heavy dominance of Constant Theme Progression (CTP), where students consistently relied on first-person pronouns as unchanging thematic anchors to maintain topical focus. Conversely, Zig-Zag progression was noticeably absent; students relied on basic coordinating and temporal conjunctions for paragraph connectivity. Interview data elucidate that this rigid structure serves as a practical coping strategy driven by cognitive and linguistic constraints, including first language interference, mental translation barriers, vocabulary retrieval load, and past-tense grammatical anxiety. While students possess an intuitive awareness of coherence, their execution remains restricted by these developmental hurdles. Because students predominantly relied on repetitive CTP and basic conjunctions while showing limited use of more varied thematic progression, explicit instruction in thematic progression and structured planning is recommended to help them develop more coherent information flow.
Digital Storytelling for Project-Based English Oral Communication Learning: From Conceptualization to Product Development Haryo Aji Pambudi; Dewi Nur Widiyati; Nina Sulistyowati; Binar Winantaka; Rozanah Katrina Herda
ELT-Lectura Vol. 13 No. 2 (2026): 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/th8v6v05

Abstract

The integration of digital technology into English language education has created opportunities to enhance students’ oral communication skills through more engaging and authentic learning experiences. However, there remains a need for innovative learning resources that effectively integrate technology, storytelling, and Project-Based Learning to support meaningful oral communication. This study aimed to develop a digital storytelling product for Project-Based English oral communication learning through an international collaborative initiative involving Universitas Negeri Yogyakarta, Indonesia, and Walailak University, Thailand. The study adopted a research and development approach using the ADDIE model, encompassing the phases of analysis, design, development, implementation, and evaluation. The development process included needs analysis through focus group discussions, collaborative storyline design, illustration and audio production, digitalization, expert validation, product try-out, implementation at the Indonesian School of Bangkok, and iterative refinement based on stakeholder feedback. The findings indicate that the resulting digital storytelling product successfully integrates pedagogical, visual, and technological features into a coherent multimedia learning resource for English oral communication. The product provides authentic communication opportunities while promoting learner engagement, creativity, collaboration, intercultural awareness, and technology-enhanced learning. The international collaboration contributed to the development of culturally contextualized content and practical implementation strategies. In conclusion, the developed digital storytelling product demonstrates considerable potential as an innovative learning resource for Project-Based English oral communication learning and offers a practical framework for integrating digital storytelling into English language teaching.  
The Effectiveness of Using Picture Series Media on Students’ Writing Narrative Text Sri Mulyati; Khusnul Khatimah; Nurhidayat
ELT-Lectura Vol. 13 No. 2 (2026): 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/rey8jk81

Abstract

Developing writing skills is an important objective in English language learning because it enables students to express ideas, organize information, and communicate effectively through written texts. Nevertheless, many junior high school students encounter difficulties in writing narrative texts, particularly in generating ideas, arranging story events logically, and constructing complete narrative structures. This study investigated the effectiveness of Picture Series Media in improving the narrative writing ability of eighth-grade students at SMPN 4 Monta. The research adopted a quantitative method using a true experimental pre-test–post-test control group design. 41 students participated in the study, comprising 21 students in the experimental group and 20 students in the control group. Students' writing ability was assessed through narrative writing tests, and the data were analyzed using descriptive statistics together with the Shapiro–Wilk normality test, Levene's homogeneity test, paired samples t-test, and independent samples t-test. The analysis revealed that students who learned through Picture Series Media achieved higher narrative writing scores than those who received conventional instruction. Greater improvement was also observed in students' ability to develop the orientation, complication, and resolution of narrative texts. The independent samples t-test showed a significant difference between the two groups (t = 3.604, p < 0.001). These findings demonstrate that Picture Series Media is an effective instructional medium for improving students' narrative writing ability.
English Students’ Dependency on ChatGPT in Academic Translation: A Qualitative Case Study NUR ANITA; Sholihin; Muhammad Yani
ELT-Lectura Vol. 13 No. 2 (2026): 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/nsevqm96

Abstract

The increasing integration of artificial intelligence (AI) in higher education has changed the way students complete academic tasks, including academic translation. Although ChatGPT provides valuable support in language-related activities, excessive reliance on this technology may influence students’ independent translation abilities. This study aims to explore English students’ dependency on ChatGPT in academic translation, focusing on how students rely on ChatGPT, the factors influencing their dependency, and its impact on independent translation practices. This research employed a qualitative case study design involving five English Study Program students at STKIP Taman Siswa Bima who had experience using ChatGPT for academic translation. The five participants were considered sufficient as the interview data had reached saturation, with no substantially new themes emerging from the data. Data were collected through semi-structured interviews and supporting documentation, including screenshots of students’ interactions with ChatGPT. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings revealed that students’ dependency on ChatGPT developed gradually through different patterns of reliance, ranging from selective assistance for vocabulary, grammar correction, and explanation to more extensive reliance through full-text translation. The dependency was influenced by students’ linguistic challenges, such as limited vocabulary and grammar difficulties, as well as ChatGPT’s efficiency, accessibility, and convenience. Furthermore, ChatGPT provided benefits for vocabulary development, grammar awareness, and text comprehension; however, excessive reliance could reduce students’ independent efforts, critical thinking, and confidence in their own translation abilities. The study highlights the importance of responsible AI integration to support learning while maintaining students’ translation competence and autonomy.  

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