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English Language in Focus (ELIF)
Published by Universitas Muhammadiyah Jakarta
ISSN : -     EISSN : 26223597     DOI : https://doi.org/10.24853/elif.x.x.xx-xx
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Language in Focus (ELIF) Journal conceptually concerned on an interdisciplinary field of English Applied Linguistics and Literature, including: Bilingualism Multilingualism Conversation Analysis Contrastive Linguistics Sign Linguistics Language Assessment Literacies Discourse Analysis Language Pedagogy Second Language Acquisition Language Planning and Policy Interlinguistics Stylistics Language Teacher Education Pragmatics Forensic Linguistics Translation Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 137 Documents
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Efektivitas teknik show and tell terhadap kemampuan berbicara siswa. Rully Wardina; Khusnul Khatimah; Nurnaningsih Nurnaningsih
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.43-56

Abstract

Speaking is an important skill in English language learning, but many students still have difficulty expressing their ideas because of limited vocabulary, low confidence, and fear of making mistakes. These challenges show the need for teaching techniques that provide students with more opportunities to practice speaking. This study examined the effect of the Show and Tell technique on the speaking performance of eighth-grade students at SMPN 2 Woha. The study used a quantitative approach with a quasi-experimental pretest–posttest control group design. The participants were 40 students, with 20 students in the experimental group and 20 students in the control group. The experimental group received Show and Tell instruction, while the control group received regular speaking instruction. Students’ speaking performance was assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, paired-samples t-tests, and an independent-samples t-test. The results showed that both groups improved, but the experimental group showed greater improvement. The mean score of the experimental group increased from 65.50 to 84.55, while the control group increased from 63.25 to 73.30. The posttest comparison showed a significant difference between the two groups, with a mean difference of 11.25 points (t = 9.341, p < 0.001). These findings indicate that students who received Show and Tell instruction achieved better speaking performance than those who received regular speaking instruction. Show and Tell can therefore be used as an alternative technique for teaching speaking in junior high school EFL classrooms.
Developing Gamified Learning Media for English Language Classrooms: A TPACK Perspective on Pre-service Teachers' Experiences Laxmi Mustika Cakrawati; Weksa Fradita Asriyama
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.125-136

Abstract

Digital technology has encouraged teachers to integrate innovative tools into language education. This qualitative study explored the experiences of 38 pre-service English teachers who collaboratively developed gamified learning media as a final project in an ICT in Education course and as preparation for a teaching internship. The media were designed for elementary or junior secondary learners. Data were collected through focus-group discussions and individual reflective papers and analysed thematically using a deductive–inductive approach informed by Technological Pedagogical Content Knowledge (TPACK). Five themes were identified: platform selection and design decisions, perceived alignment with learning objectives, perceived pedagogical potential, reported professional learning benefits, and technological, pedagogical, and collaborative challenges. Participants reported considering learner characteristics, English-language content, task difficulty, game elements, and platform features. They viewed the project as an opportunity to practise creativity, collaboration, technical problem-solving, and teaching preparation. Challenges included adapting activities to learners’ proficiency levels, using unfamiliar platforms, accessing paid features, and negotiating group decisions. The findings identify TPACK-related considerations in participants’ accounts of the design process but do not provide an objective measure of their TPACK competence or the instructional effectiveness of the media.
Beyond Technology: How Artificial Intelligence Perceptions Relate to EFL Students’ Learning Motivation Zukrina Kholis; Auha Amalina
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.161-172

Abstract

This study examined undergraduate EFL students’ perceptions of Artificial Intelligence (AI) in English learning and their statistical association with general English learning motivation. A quantitative correlational design involved 90 undergraduate EFL students from a higher-education institution in Indonesia who had used AI-supported tools for English learning. Data were collected through a questionnaires measuring AI perceptions and general English learning motivation and were analysed using descriptive statistics and simple linear regression. Students reported a High level of AI perceptions (M = 4.12, SD = 0.56). Regression analysis identified a significant positive association between AI perceptions and learning motivation (R = 0.684, R² = 0.468, adjusted R² = 0.462, F(1, 88) = 77.41, p < .001). AI perceptions accounted statistically for 46.8% of the variance in reported learning motivation within the sample. Students with more favourable AI perceptions tended to report stronger motivation to learn English. The association does not establish a causal effect because both variables were measured at the same time. AI-supported resources may complement EFL teaching when used purposefully and responsibly with teacher guidance
Integrating Digital Tools into ESP Reading for Informatics Students: A Semi-Systematic Review of Theory, Practice, and Research Trends Asti Gumartifa; Dita Adawiyah
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.73-86

Abstract

Digital tools are increasingly used in language learning, but their integration into English for Specific Purposes (ESP) reading for informatics students remains underexplored. Informatics students need to understand specialized texts, such as technical documentation and procedural information, while research on digital support for these reading needs remains fragmented. This study examines how digital tools can support ESP reading instruction for informatics students through a semi-systematic review of 30 studies published mainly between 2019 and 2026. The studies were identified through Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar and were thematically analyzed based on disciplinary needs, reading functions, digital support, pedagogical practices, and research gaps. The findings show that digital tools are most useful when they support specific reading functions rather than serve as technological additions. Four main trends emerged: the growth of digital and hypertext reading, the use of mobile and computer-assisted tools for vocabulary and comprehension, the increasing role of AI in reading support, and the need for discipline-specific scaffolding. However, direct empirical research on ESP reading for informatics students remains limited. Based on the synthesis, this study proposes a disciplinary function-matching framework that connects disciplinary needs, text demands, reading functions, digital scaffolds, teacher mediation, and independent reading. The study concludes that digital tools can strengthen ESP reading when they are aligned with authentic informatics texts, technical vocabulary, reading strategies, and responsible AI use.
Constructing Ecological Literacy through the Picturebook Berli and the Sea: A Multimodal Analysis for Language Education Mutiarani Mutiarani; Khaerunnisa Khaerunnisa; J. Anhar Rabi Hamsah Tis’ah; Irpan Ali Rahman; Adzkiya Naila El Aziz
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.173-188

Abstract

Picturebooks are increasingly recognized as multimodal texts that can support environmental education. However, limited research has examined how verbal and visual modes work together to construct ecological literacy in Indonesian children’s literature. This qualitative study examines the multimodal construction of ecological literacy in Berli and the Sea and its pedagogical potential for language education. The picturebook was analysed using Systemic Functional Linguistics, the Grammar of Visual Design, and Intersemiotic Complementarity, with a focus on verbal, visual, and intersemiotic meanings. The findings show a gradual shift in the representation of the sea from a narrative setting to an ecological participant with relational and ethical significance. Verbal language highlights causal relationships between human actions and environmental change, while visual features such as composition, salience, framing, and perspective convey emotional responses and ecological vulnerability. The interaction between verbal and visual modes connects cognitive understanding, emotional engagement, ethical awareness, and ecological responsibility. These findings demonstrate how integrated semiotic resources construct ecological meanings and highlight the potential of picturebooks for environmental vocabulary, critical reading, visual literacy, and multimodal environmental communication in language education.
The Effectiveness of Teachers’ Feedback and Students’ Self-Efficacy Toward Writing Competence at the Eleventh Grade of SMK Negeri 3 Batam Deza Zalia Permata Dewi; Leil Badrah Zaki
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.87-100

Abstract

This study examined whether writing instruction combining structured teacher feedback, affective support, and revision produced better writing outcomes than conventional correction among Indonesian vocational students. It also described the characteristics of the feedback provided and students’ writing self-efficacy after the treatment. A quasi-experimental pre-test and post-test control group design involved 70 eleventh-grade students at SMK Negeri 3 Batam, with 35 students in the experimental group and 35 in the control group. Writing competence was assessed through descriptive-text tasks using the ESL Composition Profile, while writing self-efficacy was measured after the treatment. Both groups improved from pre-test to post-test. After controlling for initial writing performance, ANCOVA showed an adjusted post-test advantage of 4.40 points for the experimental group, F(1, 67) = 28.72, p < .001, partial η² = .30, 95% CI [2.76, 6.03]. The feedback was predominantly direct (70.98%), focused mainly on surface-level features (78.20%), and frequently included affective comments (83.72%). Students also reported high writing self-efficacy after the treatment (M = 83.5, SD = 2.5). These findings suggest that structured teacher feedback combined with affective support and revision was associated with better writing outcomes in this vocational EFL context. However, because the components were delivered as an integrated intervention and self-efficacy was measured only after treatment, their individual effects and changes in self-efficacy cannot be established.
A Comparative Study: Character Presentation of Bruno in the Novel and Film The Boy in the Striped Pajamas Adenisa Putri Amanda; Reno
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

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

Abstract

This qualitative descriptive study aims to compare pragmatic analysis of Bruno’s character in the novel “The Boy in the Striped Pajamas” (2006) by John Boyne and its film adaptation directed by Mark Herman (2008). Concentrating on the three aspects, i.e., euphemisms, pragmatic failure and conversational implicature, the comparative analysis combined the adaptation framework of Hutcheon (2006). The analysis itself focused on how dialogue, action, attitude and narrative portrayal function differently or similarly across the two media. Based on the three objectives, the analysis found: first, both in the novel and film, Bruno was predominantly presented through implicit characterization; second, there were seventeen pragmatic elements found in these two media demonstrated euphemism, pragmatic failure and conversational implicature which contributed to Bruno’s character presentation through different but interconnected mechanisms, and third, the comparison of Bruno’s characters showed that the novel and film preserved Bruno’s fundamental characterisation while adapting the means through which it was presented. Despite differences in the distribution of pragmatic data, both the novel and the film consistently presented Bruno as an innocent and sheltered child whose understanding of the world was restricted by his age and limited experience.

Page 14 of 14 | Total Record : 137

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