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INDONESIA
English Language Teaching Prima Journal (ELT)
Published by Universitas Prima Indonesia
ISSN : 23387548     EISSN : 26861526     DOI : https://doi.org/10.34012
Core Subject : Humanities, Science, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences
ELT Prima is refered journal, published twice a year. An attempt is made to mantain a balanced coverage of language, literature, culture, teaching,pshycs, and comunication.
Arjuna Subject : -
Articles 212 Documents
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Enhancing BIPA Learners’ Speaking Confidence Through Wordwall in Online Learning Intan Hamzah; Khairani Putri Salsya; Alvi Raihan Utami; Dyah Aminatun; Mutiara Ayu
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8412

Abstract

The integration of digital learning tools in language education has opened new avenues for improving students' communicative competence, particularly in the context of teaching Indonesian to foreign speakers (Bahasa Indonesia bagi Penutur Asing/BIPA). This study investigates the effectiveness of Wordwall, an interactive, game-based online platform, in enhancing the speaking confidence of BIPA learners during online learning. Using a convergent parallel mixed-methods design combining quasi-experimental pretest-posttest measurements with learner questionnaires and structured classroom observation data, data were collected from 30 intermediate-level BIPA students over an eight-week instructional intervention. Quantitative results revealed statistically significant improvements in overall speaking confidence (t(29) = 8.47, p < .001, Cohen's d = 1.54), with the most pronounced gains in willingness to communicate and reduced speaking anxiety. Speaking performance rubric scores also improved significantly across five criteria: fluency, grammatical accuracy, vocabulary range, pronunciation, and interactive competence. Qualitative analysis identified four major themes: affective liberation, lexical empowerment, social belonging and motivation, and self-efficacy growth. These findings suggest that Wordwall, purposefully integrated into online BIPA speaking instruction, serves as a powerful pedagogical tool for dismantling affective barriers to oral communication and building the lexical confidence needed for more fluent and willing participation in Indonesian.
Negotiating Literacy Culture in South Papua: Literary Activities among Third-Semester English Language Desca Angelianawati; Rawuh Yuda Yuwana; Marni Bawawa
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8429

Abstract

The study investigates the literary activities of third-semester students in the English Education Study Programme at Universitas Musamus Merauke and examines the structural and institutional factors that constrain their engagement with literature. While existing studies on literacy in Indonesian higher education have tended to focus on urban and better-resourced institutional contexts, research addressing the specific conditions of literacy culture in peripheral eastern Indonesian universities, particularly in South Papua, remains scarce. This study addresses that gap by situating the problem within the particular social, geographic, and institutional realities of Universitas Musamus Merauke. Situated in Merauke, South Papua, a region where access to literary resources remains limited and literacy rates among the general population stand at approximately 72%, the study draws on classroom observation, interviews with secondary school teachers, and a systematic library study to collect its data. A fishbone diagram organised around the 5M framework and the USG (Urgency, Seriousness, Growth) method are employed to identify and rank the causal factors behind students' low literary engagement. The findings indicate that a low overall literacy level constitutes the most pressing concern, compounded by the scarcity of organised literary activities on campus, insufficient book procurement, and limited student awareness of available reading resources. The study proposes a set of contextually grounded responses and discusses their potential contribution to character formation and the development of critically engaged graduates in a culturally diverse educational context.

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