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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 221 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.
Harnessing TikTok for English Learning: Addressing Digital Literacy Gaps Among Indonesian High School Students Khairani Putri Salsya; Alvi Raihan Utami; Intan Hamzah; Salsabila Elysia
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.v8i1.8445

Abstract

Despite the widespread use of social media among Indonesian youth, digital literacy and English language proficiency remain unevenly developed. This study explores how TikTok, as a popular short-form video platform, can serve as a medium for English language learning and digital literacy enhancement among Indonesian high school students. Employing a qualitative case study approach, the research involved digital diaries, semi-structured interviews, and focus group discussions with students from two public senior high schools. The findings indicate that students engage with TikTok daily, frequently encountering English-language content such as vocabulary tips, dialogue-based skits, lyric challenges, and storytelling videos. This exposure supports incidental learning and fosters motivation; however, most students engage passively with the content and show limited ability to critically assess or reflect on the material. While TikTok offers authentic and engaging opportunities for language input, it does not inherently promote deeper digital literacy without pedagogical scaffolding. The study emphasizes the importance of guided educational strategies that incorporate popular digital platforms like TikTok to support both language acquisition and critical digital literacy. It also calls for curricular reforms to better align with students’ digital practices and suggests further research into structured integrations of social media in formal language instruction. Keywords: TikTok, English language learning, digital literacy, Indonesian high school students, social media-based learning, EFL, informal learning environments.
EMPLOYEES’ ABILITY IN USING COMPUTER TERMINOLOGY AT SEI RENGAS II URBAN VILLAGE OFFICE, MEDAN Ika Swantika; Puteri F. Addini; Kristin L. Sitompul; M. Rifan Afandi; Eko Sutanto
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.v8i1.8508

Abstract

The rapid development of information technology has encouraged the digital transformation of public services, requiring government employees to understand and use computer terminology effectively. This study aimed to analyze employees’ ability in using computer terminology and identify factors influencing their understanding. A quantitative descriptive method was employed. The population consisted of all employees at Sei Rengas II Urban Village Office, Medan, and total sampling was applied. Data were collected through questionnaires, interviews, and observations and analyzed using descriptive statistics. The findings revealed that most employees experienced improvements in their understanding and application of computer terminology after receiving training. Approximately 60% of employees improved their competency category, while 40% showed score improvements but remained in the same category. The "Good" category was dominant (50%), followed by "Very Good" (25%) and "Fair" (25%). These results indicate that understanding computer terminology positively contributes to work effectiveness and administrative service quality. Therefore, continuous information technology training is recommended to enhance employees’ digital literacy and performance.
Analysis of Constraints and Challenges in the Use of ChatGPT for Students’ Scientific Writing Hijrah Purnama Sari Ariga; Alfi Syahrin; Wirdatul Isnani
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.v8i1.8522

Abstract

The purpose of this research is to analyze the limits and obstacles faced by the seventh-semester students of Universitas Almuslim in using ChatGPT for scientific writing. A qualitative descriptive technique was adopted to achieve in-depth understanding of students’ experiences and perceptions. The data were obtained from semi-structured interviews and open-ended surveys with 25 seventh-semester students who utilized ChatGPT for academic writing. Data collected were analyzed using theme analysis. The findings identified four significant themes: concerns over authenticity and trustworthiness of information, ethical concerns around academic integrity, over-reliance on AI-generated content and diminished critical involvement, and difficulty in crafting effective prompts. Most participants viewed ChatGPT as a beneficial tool that improved writing speed and assisted the writing process, but they emphasised the significance of fact-checking the information supplied by the AI and using the technology responsibly. The results indicate that the successful use of the ChatGPT in scientific writing is not only dependent on the technology itself, but also on students’ critical thinking, digital literacy, and ethics awareness. This study adds to the literature on generative AI in higher education and underscores the need for explicit institutional standards and AI literacy training to facilitate the appropriate usage of AI-assisted writing tools.
From Passive Practice to Active Engagement: An Action Research on TOEIC Listening in EFL Higher Education Mutiara Ayu; Dyah Aminatun
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.v8i1.8340

Abstract

This study investigates the effectiveness of classroom-based experimental strategies in enhancing student engagement and TOEIC listening performance in an EFL university context. Using an action research design, the study was conducted in two cycles involving 30 undergraduate students enrolled in a TOEIC preparation course. Data were collected through observation checklists, student questionnaires, reflective journals, and TOEIC listening tests. The findings revealed a substantial improvement in student engagement, with the average engagement score increasing from 61% in Cycle 1 to 79% in Cycle 2. All engagement dimensions showed growth, with emotional engagement demonstrating the highest increase. In terms of learning outcomes, students’ TOEIC listening scores improved significantly, with the mean score rising from 62 to 78. The proportion of students achieving scores ≥75 also increased from 30% to 70%. Statistical analysis using a paired sample t-test confirmed that the improvement was significant (t = 8.76, p < 0.001). These results indicate that shifting from passive listening practices to active, engagement-focused classroom experiments can effectively enhance both student engagement and listening performance.The study highlights the importance of interactive and reflective teaching practices in EFL higher education and suggests that action research can serve as a powerful tool for continuous instructional improvement.
Speech Acts in Multilingual Digital Classrooms: Miscommunication and Repair Strategies Lilis Napitupulu; Evi Novalin Bako
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.v8i1.8420

Abstract

This article examines how speech acts are interpreted, misunderstood, and repaired in multilingual digital classrooms. Using a qualitative thematic literature review, it synthesizes studies on speech act theory, classroom discourse, translanguaging, digital communication, and repair organization. The review shows four recurring patterns: indirect directives are often misread, multilingual language choice may create trouble but also supports repair, platform features reshape pragmatic cues, and repair strategies help sustain participation. The article argues that miscommunication in digital classrooms should not be reduced to linguistic deficiency. It is an interactional event shaped by language ideology, power relations, digital affordances, and learners' multilingual repertoires. The study offers a sociopragmatic framework for analyzing classroom interaction and suggests practical ways to make multilingual digital teaching clearer, more inclusive, and more responsive to learners' communicative needs.
A COMPARATIVE STUDY OF ENGLISH AND MANDARIN LITERARY THEORY AND CRITICISM: CROSS CULTURAL PERSPECTIVES ON LANGUAGE, INTERPRETATION, AESTHETICS, AND IDEOLOGICAL DISCOURSE Devi Devi Alvionita Alindra; M. Manugeren; Saiful Anwar Matondang
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.v8i1.8437

Abstract

Literary theory and criticism are essential for understanding how literary texts are interpreted, evaluated, and connected to cultural and ideological contexts. In comparative literature, English and Mandarin literary criticism represent two major traditions shaped by different philosophical, linguistic, and historical backgrounds. English literary theory has been influenced by Greco-Roman philosophy, Enlightenment rationalism, structuralism, psychoanalysis, feminism, post-structuralism, and postcolonial studies, emphasizing critical inquiry, textual plurality, and the questioning of authority. Conversely, Mandarin literary criticism is grounded in Confucianism, Daoism, Buddhism, and classical Chinese poetics, focusing on moral cultivation, social harmony, symbolic expression, and historical continuity. This study examines the similarities and differences between these traditions by analyzing their philosophical foundations, interpretive methods, narrative structures, and ideological functions. Employing a qualitative comparative approach, the research integrates hermeneutic textual analysis, discourse analysis, and cross-cultural interpretation. The findings indicate that English criticism tends to prioritize analytical interpretation and multiple meanings, while Mandarin criticism emphasizes holistic understanding and ethical relationships. Furthermore, globalization and intercultural exchanges have increasingly connected these traditions, enriching literary studies and broadening perspectives on culture, identity, and human consciousness.
THE STUDENTS’ PERCEPTION IN LEARNING VOCABULARY THROUGH ENGLISH RELIGIOUS SONG LYRICS AT CONVENTUAL FRANCISCAN POSTULANCY-INDONESIA merry susanty br tarigan; Natalia Widya Pasca Tarigan; Emma Martina Br. Pakpahan Br. Pakpahan
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.v8i1.8507

Abstract

The objective of the study is to find out the students’ perceptions in learning vocabulary through English religious song lyrics. This study was conducted at Conventual Franciscan Postulancy-Indonesia. The research was designed by using Qualitative Descriptive Method. It involved 20 students of academic year 2025-2026 as the subjects of the study. The data was collected by using Questionnaire (Likert Scale) and Interview. The research findings show that most of the students had good perceptions in learning vocabulary through English religious song lyrics. Furthermore, they also found that song lyrics can be used as one of the enjoyable media in learning. The result of questionnaire had shown that the percentage from students who agreed that song lyrics can be used as one of the most important media in learning vocabulary which can motivate them during class was most of the students agreed. Through the data of interview can be also seen that most of the students gave positive responds or perceptions in using song lyrics during vocabulary class. It can be stated that this media can help the students in learning vocabulary and establishing their mood during class.
The Relationship between Native Americans and the Chinese: Representation of the Formation of National Identity in the Short Story Sin Po of the 1940s Agus Sri Danardana; sartika sari; Sri Yono; Rafiqah Yusna Siregar
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.v8i1.8585

Abstract

ABSTRACT This study examines the formation of Chinese national identity in short stories published in the Sin Po newspaper during the 1930s and 1940s, arguing that this identity emerges most clearly in the relationship depicted between the Chinese and the indigenous Indonesian population. Using a qualitative sociology-of-literature approach with content analysis, it reads the stories as social documents and interprets them through Castells's typology of identity construction—legitimizing, resistance, and project identity—alongside theories of imagined and diasporic national identity. The analysis identifies three modes of identification: a legitimizing identity imposed by colonial racial classification ("Nji Patmah"); a resistance identity forged through communal solidarity amid institutional neglect ("Bahaja Api"); and a project identity built on a shared destiny with the indigenous population ("Kemaleman di Desa," "Balesan," "Ampir Sadja," "Bapa Koempoel"). Arranged chronologically, these forms compose a trajectory from an identity received from the colonizer toward one projected in fellowship with indigenous Indonesians. Although the characters remain articulated as Chinese, empathy and a sense of shared destiny already constituted the seeds of Indonesian nationality before independence, revealing national identity as a layered, ambivalent, and medium-borne process.

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