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UNNES International Conference on ELTLT
Published by Universitas Negeri Semarang
ISSN : 25807528     EISSN : 25801937     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ELTLT Conference is one of the greatest annual events for Universitas Negeri Semarang (UNNES). It can be seen from its improving participants and presenters year by year. ELTLT conference has successfully invited leading linguists, researchers, scholars, and lecturers to present varied topics. The objectives of the 10th UNNES International Conference on ELTLT are to exchange and share ideas as well as research findings from all presenters. Also, it provides the interdisciplinary forum for those who involved to present and discuss the most recent innovations, trends, concerns, practical challenges encountered and the solutions adopted in the field of English Language Teaching, Literature, and Translation.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 64 Documents
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Search results for , issue "Vol. 14 (2025)" : 64 Documents clear
From Reluctance to Fluency: Exploring Speaking Confidence through Digital Storytelling in Low-Motivated EFL Learners Sulistianingsih, Endang; Fitriati, Sri Wuli; Mujiyanto, Januarius
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Speaking fluency and confidence remain a persistent challenge for Indonesian EFL learners, especially at low motivation and high language anxiety. Classroom strategies of the traditional type that pay attention to grammar accuracy can scarcely help students engage in genuine oral communication. This study investigated whether digital storytelling (DST) could be beneficial for low-motivated undergraduates in improving their speaking fluency and confidence. Defensible based on both Constructivist Learning Theory and Self-Determination Theory, the sample of the study was 19 participants of a private college in Central Java, Indonesia, who received a one-group pre-test–post-test. Across 6 weeks, students participated in DST processes such as script writing, voice recording, multimedia editing, and peer work. Data were obtained by speaking performance rubrics and a 5-point Likert scale on speaking confidence. It was found that the responses to both fluency (mean gain of 0.70) and confidence (mean gain of 1.06) were significantly improved with statistical significance (p < 0.001). The findings suggest that DST offers learners a safe, emotionally involving space to work on oral communication and to appropriate and internalize (subconsciously or reflexively) autonomy, emotional ownership, and motivational mechanisms. This research joins the rising volumes of work on digital pedagogy in EFL, focusing on the potential of DST for students who are hesitant to speak. Pedagogical implications for speaking, teaching, and technology use are then provided.
Developing a faith-based framework for ethical AI use in language classrooms: Teachers’ perceptions Andriani, Erina
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The increasing use of artificial intelligence (AI) in education raises urgent ethical concerns, such as academic dishonesty, dependency on AI tools, and authenticity. Thus, the need for ethical guidance is growing, leading to AI ethical education. This phenomenon leads to the shift of teachers’ role as a guide in cultivating students’ ethical AI use. Religious values, such as Christian values, can offer a strong moral grounding to address such ethical challenges, especially in Indonesia, where the principle of divinity is strongly upheld through Pancasila and considered a key aspect of holistic learning. Christian values, such as honesty, responsibility, integrity, and stewardship, can be a moral compass for teachers in providing AI ethical education. However, few studies examined how faith-based values can inform practical classroom guidance on AI ethics. Therefore, this research aims to explore the teachers’ views on students’ ethical AI use and their strategies in guiding the students based on Christian values. Using a mixed-methods approach, data will be collected through surveys and interviews with language teachers using open-ended and closed-ended questionnaires and a semi-structured interview. The findings revealed the ethical concerns faced by teachers, their perceptions of the role as an ethical AI guide, and their faith-based framework in cultivating students’ ethical AI use. The significance of this study is to promote the use of religious values in fostering ethical awareness and to offer a clear, value-based framework in addressing AI ethics.
Dark romanticism in Chris Grey’s popular songs: from obsession to the new life process Saragih, Evi Irawanti Br; Wirawan, Muh. Firsa; Mutmainnah, Mutmainnah; D, Ayu Triria P.
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Dark Romanticism on literature is a subgenre of the Romantic movement that emerged in the early 19th century. This genre emphasizes the darker dimensions and negative aspects of the human condition. In this day, works within the Dark Romanticism genre are no longer confined to literary forms such as novels, short stories, or poetry, but also extended into the music industry particularly through songs that explore tragic love, toxic relationships, and emotional suffering. The growing interest in songs that embrace the themes of Dark Romanticism in music markets indicates a strong emotional resonance between such works and the internal experiences of their listeners. One artist who consistently engages with Dark Romantic themes in his music is Chris Grey, a Jamaican-descended musician. The lyrics in his songs frequently portray emotional dependency on a love object, despair following rejection, and a life consumed by illusions, often manifesting as obsession. According to Carl Gustav Jung, obsession is a manifestation of the unconscious shadow—the part of the self that contains repressed or hidden aspects deemed incompatible with one’s ideal self-image. Obsession arises when an individual fails to detach from the object at the centre of their emotional fixation. This study aims to examine the stages of obsession as represented in the lyrics of Chris Grey’s songs, and to trace the transition toward a renewed sense of hope following the Dark Romantic (obsessive) phase. It is hoped that this research contributes to interdisciplinary discourse particularly in understanding the emotional dynamics present in popular culture.
Exploring Fillers in EFL Classroom Interaction: A Case from an Indonesian English Course Dakoranis, Fatwadika Adinia; Widihastutik, Amelia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Fillers act as a crucial role in cognitive processing and discourse management, particularly in English as a Foreign Language. Most of the previous studies found that they highlighted the fillers in teacher-student interaction in formal education settings. They provide little insight into their role in informal, online EFL classes where interaction is more dynamic and semi-structured. Therefore, this study aims to explore the types of fillers and identify the most dominant fillers in an online English course. It also examines the functions of fillers in an informal classroom. This research used a qualitative approach and classroom discourse analysis (CDA) as the research design, supported by conversation analysis as the framework. The participants of this study are 18 students of the English Conversation Class. The data were gathered through classroom observation and a video recording from an online English course. Three instruments were used in this study: the observation sheet, the coding sheet, and the table analysis. The data were analyzed using the six steps of thematic analysis by Braun and Clarke (2006). Theory triangulation was used to validate the data. This study revealed that the combination of types of fillers, both lexicalized and unlexicalized, and the most common fillers that appeared in the teacher's speech were 88.81% lexicalized, while the students' 84.03% unlexicalized in an informal education setting. It also revealed that three functions of fillers were implemented in the classroom interaction, including cognitive function, social function, and discourse regulatory function.
Developing Students’ Creativity in Writing Poetry through Technology-Mediated Task-Based Language Teaching Sulastri, Fera; Hartono, Rudi; Yuliasri, Issy; Astuti, Puji
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study aims to report the enhancement of the students' creativity in writing poetry through the Technology-Mediated Task-Based Language Teaching (TM-TBLT) model. The research is based on the result of a pre-questionnaire showing the low confidence of students when writing poetry in English because of a lack of vocabulary, difficulty in selecting aesthetically pleasing words, and minimal exposure to studying poetry in their curriculum. Through the implementation of TM-TBLT in the Creative Writing course, this study examines how digital technology can be utilized to enhance students' creativity in writing poetry. Two-cycle action research is used by the study. The first cycle seeks to reinforce the students' confidence in poetry writing using Blackout Poetry, while the second cycle seeks to build their creative language play ability by writing haiku. Data collection was conducted by observing, interviewing, and analysing documents related to the poetry of the students. The findings indicate that TM-TBLT significantly enhances the creative ability of students in five aspects, including idea integration, rhyme, figurative language, imagery, and lineation. The use of technology such as Blackout Poetry Maker, Canva, QR codes, and cell phone cameras enables deeper investigation of language and increases student engagement in creative writing. The study discovers that TM-TBLT can be a very effective approach to teaching creative writing in EFL settings. By integrating technology into task-based learning, not only do the students enhance their writing skill but also become more creative and forceful in communication through poetry.
Implementing a Group-based Flipped Classroom Model in EFL Writing Class: Challenges and Benefits Nurdianingsih, Fitri; Fitriati, Sri Wuli; Astuti, Puji; Rozi, Fahrur
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study investigates the implementation of a group-based flipped classroom model in teaching descriptive and narrative writing, focusing on its challenges and benefits. The research involved 35 students whose writing skills were assessed through pre-tests and post-tests, revealing significant improvements in vocabulary usage, organization, coherence, and grammatical accuracy. Statistical analysis, including paired t-tests, confirmed these enhancements with a large effect size (Cohen’s d > 0.8). The flipped classroom approach fostered active learning through pre-class preparation, in-class group activities, and peer feedback, resulting in higher student engagement and collaboration. Both students and lecturers reported positive perceptions of the model, though challenges such as inconsistent pre-class preparation, technological barriers, and uneven group participation were noted. The findings suggest that while the group-based flipped classroom model effectively enhances writing skills and engagement, its success depends on structured support, institutional resources, and careful instructional design. Recommendations for educators include accountability measures for pre-class work and clear group roles, while institutions are advised to invest in technology and teacher training. Future research should explore long-term effects and adaptability across diverse educational contexts.
Can interactive mind mapping method improve students’ vocabulary mastery? Yulianti, Fitri
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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This research investigates the use of interactive mind mapping method in teaching vocabulary for the secondary school students on SMPN 32 Semarang. The purposes of this research are: (1) to find out the students’ vocabulary achievement before using the interactive mind mapping method; (2) to find out the students’ vocabulary achievement after using the interactive mind mapping method; and (3) to find out the average increasing score between before and after the treatment through interactive mind mapping method. Pre-experimental research was chosen as the research method of this study. Test and questionnaire were the main instruments to collect the data. The population of this study were 285 students who were in the 7 th graders. The sample of this research was the students on 7H with total 31 students. But in the process of taking the data, there were only 24 students who taking part from the beginning to the end of research. The result of this study showed that the average score of students’ vocabulary mastery increased from 81.4 before using mind mapping method to 86.9 after using mind mapping method. The average increasing score was 5.5 (6.36%). It was suggested that (1) the students need to apply interactive mind mapping method on the way they learn vocabulary; (2) the teachers should use interactive mind mapping method in class to improve their students’ vocabulary mastery; and (3) the result of this study can be use as one of the references to whom interested in the same topic.
The Students’ Perceptions of Artificial Intelligence (AI) in Higher Education: A Systematic Literature Review Fujiono, Fujiono; Sakhiyya, Zulfa; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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The fast development of Artificial Intelligence (AI) has a strong impact on the situation in higher education, especially on the way in which students learn, communicate, and interact with educational materials. The present study is a systematic literature review that examines 24 peer-reviewed articles published in 2020-2025 which concern on university students’ perceptions of AI technologies such as ChatGPT and generative AI tools. This research based on PRISMA methodology and the data acquired with the help of Publish or Perish application from the Scopus database, this study discusses the issues of acceptance and satisfaction, perceived benefits, ethical matters, and challenges regarding AI integration in higher education. The results show that most students perceive AI as a valuable tool that enhances efficiency, motivation, and learning autonomy. But there are still worries about overreliance, ethical use, academic integrity, and the potential erosion of critical thinking. The students’ perceptions and usage patterns are affected by contextual factors such as the field of study, gender, cultural background, and prior digital literacy influence. The review highlights the necessity of the participatory governance, systematized pedagogy, moral principles and collaborative policy making to make AI integration responsible and fair in higher education. After all, AI should be positioned not merely as a technical aid but as a transformative component of a humanistic and reflective learning environment.
Customizing mistral 7B large language model for qualitative research: A feasibility study Pratama, Hendi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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In qualitative linguistic research, particularly within the domain of discourse analysis, the manual identification of pragmatic features such as Grice’s conversational maxims can be time-consuming and cognitively demanding. This feasibility study investigates the potential of using the Mistral 7B large language model (LLM) to support such analysis by automating the classification of Gricean maxims, Quantity, Quality, Relevance, and Manner, and identifying corresponding illocutionary acts in Instagram captions. A dataset comprising 88 bilingual captions (primarily English with several in Indonesian) from Samsung Indonesia’s official Instagram account was used. The model was prompted to analyze each caption, score the observance of the four maxims, assign an illocutionary act type, and provide justification for its classifications. The outputs were compared to a previously published human-coded analysis. Results showed that Mistral could produce accurate classifications for most captions, particularly in identifying directives and informative acts, and provided plausible justifications. However, the model displayed a bias toward higher maxim observance scores (3 and 4), showing reluctance to assign lower ratings such as “barely observed” or “not observed,” which human coders used more readily. Mistral also failed to parse a syntactically complex caption, indicating limitations in handling mixed or informal structures. Overall, the findings highlight Mistral’s potential as a fast, accessible tool for supporting qualitative linguistic inquiry, especially in large-scale or exploratory settings. While its accuracy and interpretive depth require refinement, Mistral offers a promising starting point for integrating AI into pragmatic analysis workflows. Further development in prompt design and model calibration is recommended.
The impact of curriculum changes on english language teaching Auladi, Ifan Rikhza
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Curriculum reform plays a crucial role in shaping the quality of education and determining how learning is conceptualised and delivered. In Indonesia, curriculum changes have been frequent, reflecting the government’s attempt to balance local needs with global demands. The most recent reform, the Emancipated Curriculum (EC), was introduced in 2022 to promote learner autonomy, communicative competence, and project-based learning, especially in English Language Teaching (ELT). This conceptual study adopts an integrative literature review approach to synthesise theories and previous studies on curriculum reform and its impact on ELT. The analysis highlights that the EC offers significant opportunities, including the adoption of Communicative Language Teaching (CLT), learner-centered innovation, and contextualised instruction. However, challenges persist, such as limited teacher readiness, resource constraints, and students’ difficulty in adapting to independent learning. The discussion integrates Change Theory, Sociocultural Theory, and Constructivist Learning Theory to explain how curriculum reform can be enacted meaningfully in ELT. Findings suggest that successful reform requires policy alignment, continuous professional development for teachers, student engagement, and institutional support. This study contributes to both theory and practice by offering a conceptual model of responsive ELT in Indonesia and proposing directions for future research.

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