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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
TRENDS OF HUMANE LITERACY IN EFL ASSESSMENT AS AN ALTERNATIVE FOR FUTURE LEARNING: A Systematic Review Paper Syafika, Nurul; Inayatillah, Shilvy; Sulistyaningrum, Siti Drivoka
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 is a systematic literature review that intends to investigate the future trends of humane literacy assessment for future learning by analyzing data obtained from Google Scholar and Google Trends which the publication discovered in the database is included as the data of this study. In total, 23 relevant publications from Google Scholar have been identified. Based on the findings. This study investigates the trend of incorporating humane literacy in English assessment practices as a proactive approach in future learning models and realizing the importance of cultivating sympathetic understanding, critical thinking, and moral awareness as well as language proficiency. By illustrating the trends and implications of sympathetic proficiency in EFL assessment, this study contributes to the ongoing conversation about the holistic development of language learners and offers insights for shaping future directions in language education and assessment practices.
EARLY CHILDHOOD TEACHERS’ TEACHING PHONICS STRATEGIES AND THEIR REPORTED BELIEFS TO ASSIST PRIOR-TO SCHOOL CHILDREN IN ACQUIRING ENGLISH ALPHABET KNOWLEDGE AS A FOREIGN LANGUAGE (A CASE STUDY OF THE EARLY YEARS TEACHERS OF BEE BE GYM BABIES AND TODDLERS Farida, Nuzulia Nur; Kalisa, Pasca
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 study aimed at (1) discovering the early years teachers’ self-reported teaching phonics strategies in practices to teach alphabet knowledge and skills to their prior to school students, and (2) analyzing the teachers’ self-reported beliefs in their teaching phonics strategies used to teach alphabet knowledge and skills to their prior to school students. This study used a descriptive qualitative method. The participants of the study were ten non-native talented teachers experienced in teaching phonics to the young learners students. The instruments of collecting data were questionnaire and interview. The data were obtained by using a direct survey and a semi-structured interview. The direct survey was used to investigate the early childhood teachers’ teaching phonics strategies in practices, while to enhance the potential to understand self-reported teachers’ beliefs in appropriate early literacy teaching strategies, the researcher did the interview. Based on the findings, dealing with the phonics teaching strategies, the teachers were mostly using either commercial phonics program and play based literacy learning strategies to teach alphabet knowledge and skills to their students within the commercial phonics program over largely focused on their service rather than the play-based literacy learning strategies. In addition, from the interview, it could be concluded that the teachers believed that play could not be separated in the children’s learning process. Both systematic and incidental learning process as well as componential and child-centered views were crucial in the children’s acquiring literacy process and should be integrated.
Gamification to Transform English Language Learning: A Conceptual Review Fitriani, Rani Ligar; Hartono, Rudi; Bahri, Seful
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 use of gamification in English Language Teaching (ELT) has been found to employ more effective methods to improve learner participation, drive, and educational results. This review examines the impact of gamification in ELT by reviewing and consolidating major theories and their relevant evidence. The application of Self-Determination Theory, Flow Theory, the Multiliteracies Framework, Transformative Learning Theory, and Bloom’s Digital Taxonomy provide insight on the impact of gamified features, including, but not limited to points, badges, narratives, and feedback, on the ELT learner’s engagement with the subject. A comprehensive review of 25 selected articles published from 2014 to 2024 has shown that gamification has a desirable impact on learner’s motivation, autonomy, and participation within varying degrees of language skills. Furthermore, gamified approaches to instruction enhance the development of vocabulary and speaking skills, and learner perseverance. However, the review also identifies some issues, including the lack of effective implementation frameworks, inadequate professional development opportunities, and an excessive focus on badge and points systems that reward learners for competing with each other rather than collaborating. The results indicate that a well-designed gamified ELT course based on sound pedagogical theories increases learner engagement and active participation in learning. This study has considerable value for language educators and curriculum developers, in addition to stressing the need for more studies aimed at the effective use of gamification in language learning.
A Decade of Research on Speaking for Academic Purposes (2015–2025): Methodological Patterns, Pedagogical Tools, and Emerging Directions Yugafiati, Rasi; Yuliasri, Issy; Widhiyanto , Widhiyanto
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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Speaking for Academic Purposes (SAP) has become an increasingly important focus in applied linguistics as learners worldwide strive to meet the demands of higher education. However, challenges such as pronunciation problems, limited fluency, grammar and vocabulary errors, anxiety, and restricted opportunities for authentic communication continue to hinder academic oral performance. This study systematically reviews fifty-two peer-reviewed articles published between 2015 and 2025 to map methodological patterns, country-level research distribution, recurring challenges, and implemented strategies in SAP instruction. Guided by the PRISMA framework, the review applied transparent phases of identification, screening, eligibility, and inclusion, resulting in a consolidated body of studies for synthesis. Findings reveal a predominance of mixed-methods and quasi-experimental designs, indicating a trend toward integrating quantitative measurement with qualitative insights. Indonesia and China emerge as leading contributors to the field, while many other regions remain underrepresented. Across contexts, four recurring obstacles are consistently documented: linguistic limitations, particularly pronunciation; psychological barriers such as anxiety and low confidence; pedagogical constraints linked to teacher-centered approaches; and technological challenges including limited access and digital literacy. Diverse strategies have been implemented, ranging from AI-driven feedback and automatic speech recognition to multimodal practices such as dubbing, audiovisual translation, and virtual reality. These approaches enhanced learners’ fluency, accuracy, and motivation, especially when combined with learner-centered pedagogy that promotes autonomy and collaboration. The review concludes that future research should address long-term sustainability, broaden coverage across populations and contexts, and integrate theoretical perspectives such as communicative competence and multiliteracies. These directions will support the development of more inclusive, coherent, and innovative models of academic speaking instruction.
PROMOTING CRITICAL THINKING AND ENGAGEMENT THROUGH DIGITAL AND MEDIA LITERACY IN HIGHER EDUCATION Inayah, Ratih; Sakhiyya, Zulfa; Widhiyanto, Widhiyanto
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 the digital era, the ability to engage with digital technologies and media critically is essential for student success in higher education. Digital and media literacy (DML) equips learners with the necessary skills to access, analyze, evaluate, and create content across platforms while engaging responsibly in digital environments.Although the urgency of DML integration is widely acknowledged, research shows a lack of comprehensive, interdisciplinary implementation in university curricula and limited attention to how DML supports critical thinking and student engagement. This paper aims to explore how digital and media literacy can be strategically implemented in higher education to foster students’ critical thinking and meaningful academic engagement.This study adopts a qualitative, content-based approach by analyzing current frameworks and synthesizing insights from scholarly literature on digital pedagogy. Findings suggest that embedding DML across disciplines using instructional design models like TPACK and ADDIE, employing collaborative tools such as Padlet and Canva, and promoting ethical media analysis can enhance critical thinking. Key barriers include inequitable access and insufficient educator training. Effective DML integration can transform higher education by preparing students for academic, professional, and civic life in the digital age.
Exploring Teachers’ Pedagogical Practices of Flipped Learning in Indonesian EFL Reading Instruction Rahayuningsih, Retno; Hartono, Rudi; 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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This study explores the pedagogical practice of EFL Indonesia lecturers in applying Flipped Learning (FL) to reading teaching. Through a qualitative approach with a descriptive design, data were collected from Likert scale questionnaires (N=30) and structured interviews (N=5) with lecturers from various universities. The findings revealed that although lecturers showed high conceptual readiness in designing FL-based lesson plans score 4.40 (88%), the practice of designing pre-class materials varied widely, ranging from the use of multimodal (66%), the inclusion of question guides (21%), to the reliance on simple videos (7%) or textbooks (6%) due to time and infrastructure constraints. In the implementation phase, class activities were dominated by collaborative interaction with a score of 4.71 (94.29%). However, the transition of the role of lecturers from material presenters to facilitators was still a big challenge, with a score of 2.71 (54.29%). Practical reflection was also not systematic, although lecturers evaluated and improved the strategy with a score of 4.00 (80%). The study concludes that the success of FL depends not only on technical readiness but also on ongoing pedagogical support through interactive material design training, facilitator role mentoring, and institutional policies that provide resources and low-tech solutions. This research contributes to the literature by highlighting the teacher's perspective and the contextualization of FL in Indonesian settings.
Feedback Strategies for Essays with Islamic Content: A Qualitative Study of Faculty at Islamic Higher Education Noviyanti, Sari Dewi
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 qualitative study provides insight into the methods of providing feedback employed by ten faculty members from three higher education institutions in Indonesia when evaluating student papers containing Islamic content. This research provides insight into a significant gap in understanding how to provide feedback when the professor has no formal background in Islamic educational tradition. The study uses interpretive phenomenological analysis to analyze semi-structured interviews with the participants. Once their interviews were transcribed, the interviews were analyzed using thematic analysis. The analysis highlighted three fundamental dimensions to teacher experiences: (1) professional challenges when engaged with Islamic content including, difficulty in recognizing Islamic content and feeling less than authoritative, (2) teacher adaptive coping strategies including collaborating with consultation networks and resource utilization including digital tools for reference and academic resources support in providing feedback. The participants demonstrated impressive adaptability for developing innovative pedagogical approaches while initially struggling with ambiguity and challenges to their professional identity. This study adds to the growing literature on culturally responsive pedagogy and religious literacy in higher education contexts, and has provided practical recommendations for professional faculty development and institutional support systems. This study has provided insight-based recommendations for improving the quality of education within religiously diverse educational contexts.
The Effect of Microsystem Environment Toward the Students’ English Achievement in Pesantren-Based Junior High School Dzukhriyah, Silfa; Adisti, Aprilian Ria
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 study aims to examine the effect of the microsystem environment on students’ English achievement in a pesantren-based junior high school setting. The microsystem, as part of Bronfenbrenner’s ecological theory, includes the students’ immediate environments such as family, peers, teachers, and school infrastructure, which are considered crucial in shaping their academic performance. Using a quantitative correlational design, data were collected from 151 junior high school students in two pesantren-based schools through a validated questionnaire and their English exam scores. The analysis was conducted using simple linear regression. The findings reveal that the microsystem environment has a significant and positive effect on students’ English achievement (R² = 0.152, p < 0.01), this indicates that 15.2% of the variation in students’ English achievement is explained by their microsystem environment. The regression coefficient indicates that a more supportive and engaging microsystem is associated with higher English proficiency among students. These findings suggest the need for pesantren-based schools to enhance supportive and engaging environments to optimize students' academic success, particularly in English language learning.
EXPLORING EFL TEACHERS' EXPERIENCES USING MEMORIZATION METHOD TO ENHANCE STUDENT'S ENGLISH VOCABULARY MASTERY Puteri, Siti Azizah; Pratama, Hendi; Widhiyanto, Widhiyanto
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 study looks at the firsthand experience of an English teacher at MAN Barito Selatan in Central Kalimantan who used a memorization method to help students learn more vocabulary. In this narrative inquiry research, I look at how she uses this method every day, including the problems she runs into, how she changes her strategy, and the effects she sees. Over a month, in-depth interviews and the teacher's reflective diary were used to gather data. The most important findings from the research show that the English teacher uses creative ways to make memorization activities less boring. At first, the students were hesitant, but they slowly gained confidence as they got positive feedback. The most significant problems were that the students in the class had different levels of skill and that there was insufficient time and teaching resources. The English teacher made it very clear that memorization is not the primary goal, but rather a way to help students practice speaking. This study shows how important it is for teachers to be "adapters" who can connect memorization method to real-life situations in the classroom. This English teacher's story can inspire other teachers in remote schools like this one to come up with ways to help students learn vocabulary that is both useful and kind.
The in-service teachers’ reflection on the implementation of problem-based learning in the teacher professional education program at Universitas Pancasakti Tegal Sumartono , Sumartono; Fitriati , Sri Wuli; Wahyuni , Sri; Sakhiyya, Zulfa
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 study explores the reflections of in-service teachers on the implementation of Problem-Based Learning (PBL) in the Teacher Professional Education Program (TPEP). With the increasing demand for 21st-century teaching skills, PBL has emerged as an effective instructional method to foster critical thinking, problem-solving, and student engagement. Using a qualitative approach, this research collected data from three in-service teachers through semi-structured interviews, classroom observations, and reflective journals. The findings highlight the benefits of PBL, including enhanced student motivation, collaboration, and a deeper understanding of learning materials. However, challenges such as time constraints, technical difficulties, and student adaptation to PBL were also identified. Teachers implemented solutions such as structured time management, technology integration, and active monitoring of student participation. Follow-up plans emphasize continuous reflection, evaluation, and adaptation to optimize the effectiveness of PBL in the classroom. The study underscores the importance of professional development in equipping teachers with the necessary skills to implement innovative teaching approaches. By addressing the challenges of PBL through strategic planning and ongoing support, teachers can enhance student learning outcomes and improve the overall teaching process.

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