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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
Analyzing Speech Acts and Context: Rhetorical Strategies of Trump vs. Biden in 2024 Sunara, Sunara
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 examines the role of speech acts, contextual influences, and rhetorical strategies in the 2024 presidential debate between Donald Trump and Joe Biden. It identifies a gap in understanding how these elements interact to affect public perception and decision-making during real-time debates. The study aims to analyze how these linguistic features influence public perceptions and the effectiveness of political communication. The study employs qualitative and analytical methods to examine the 2024 presidential debate discourse. It analyzes speech acts (assertives, directives, expressives, and commissives) and rhetorical strategies (ethos, pathos, logos), while considering contextual elements that shape communication. The analysis indicates that 45% of coded utterances are assertive acts (statements and claims), 30% are directive acts (orders or requests), 15% are commissive acts (promises), and 10% are expressive acts (emotions). Trump and Biden use assertive acts to fortify their stances against opponents. Trump often employs aggressive directives, while Biden leans on assertive statements to communicate his vision clearly. Both candidates utilize rhetorical devices to enhance their messages. Effective speech acts and rhetoric shape voter perceptions and influence electoral outcomes. Contextual factors play a significant role in the discourse, with 40% tied to linguistic context, 35% to cultural context, and 25% to situational context. Notably, about 40% of dialogues involve language choices, phrases, and rhetorical devices, underscoring the prominence of linguistic context. Context significantly influences political discourse, and effective communication strategies are essential for influencing voter attitudes in the 2024 presidential debate.
From Monocentric to Pluricentric Approach in Speaking Class: Exploring Accent Acceptance among Indonesian Pre-service English Teachers Sutarno, Sutarno; Fitriati, Sri Wuli; 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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Previous research has examined EFL learners' perceptions of diverse accents. However, research focusing on the perspectives of Indonesian English teacher candidates is still rare, particularly in the context of speaking classrooms, where identities associated with accents are most prominent.This qualitative case study investigates the impact of a pluricentric teaching approach on the attitudes and speaking confidence of Indonesian pre-service English teachers. Within Indonesia's vast ELT context, where monocentric, native-speaker ideologies often prevail, pre-service teachers frequently experience significant anxiety and linguistic insecurity regarding their own accents and comprehension of diverse English varieties. This study explores how implementing a pluricentric framework which validates diverse English accents and prioritizes intelligibility over native-like pronunciation in an academic speaking course influences these perceptions. Data was collected through semi-structured interviews with five purposively selected pre-service teachers. Thematic analysis revealed three pivotal findings. First, the pluricentric method catalyzed a profound shift in attitudes, moving participants from frustration and anxiety towards an appreciation and normalization of accent diversity. Second, a strong, symbiotic relationship was identified between increased accent acceptance and growth in speaking confidence, facilitated by the mitigation of "accent anxiety" and the reframing of communication as a collaborative effort. Third, participants' experiences fundamentally reshaped their perception of "accuracy," redefining it from phonological perfection to mutual intelligibility, which solidified their identity as legitimate global English users. The study concludes that pluricentric pedagogy is crucial for preparing Indonesian English teachers for the realities of global communication. It recommends the integration of World Englishes and ELF principles into teacher education curricula, a reform of assessment practices to prioritize intelligibility, and the fostering of critical self-reflection among pre-service teachers to break the cycle of native-speaker ideology and build sustainable, authentic confidence.
Learners’ views on the use of Case-Based Learning and ICT in business English speaking Ria, Tiara Nove; Hartono, Rudi; Wahyuni , Sri
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 explore students' perceptions of the integration of Case-Based Learning (CBL) and information and communication technology (ICT) in teaching speaking skills in the English for Business course. Using a qualitative approach, the study was conducted at STIE Semarang involving 25 undergraduate students taking the course. Data were collected through semi-structured interviews and reflective journals to understand how students experience, interpret and evaluate the use of real business cases supported by digital technology in their speaking activities. The results showed that the majority of students perceived the ICT-based CBL approach as an interesting, contextualized method that helped improve their confidence and communicative skills. In addition, the use of ICT was considered to facilitate collaboration, provide authentic materials, and enable more flexible learning. However, challenges were also found, such as limited digital literacy and unequal participation in group work. The study concludes that the integration of CBL and ICT can create a dynamic and contextualized ESP learning environment that supports language development and critical thinking skills.
Teachers’ Perspectives on Using Interactive Digital Storytelling for EFL Instruction in Rural Indonesia Pujiani, Tri
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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Although digital storytelling is greatly promoted for language acquisition, little is known about teachers' perceptions towards its practical application, especially in rural EFL settings. This qualitative study examines how EFL teachers teaching in rural kindergarten of Banyumas Regency perceive the use of interactive digital storytelling to assist young learners' acquisition of language. Through semi-structured interviews, this research identifies perceived benefits in the form of enhanced interaction, recall of vocabulary, and contextual knowledge, and salient obstacles in the form of limited infrastructure, digital competence, and insufficiencies in mapping content to national curriculum levels. The study underscores teacher professional development and localized content alignment needs. This study contributes to the discourse on equitable language learning resources and supports SDG Goal 4 through proposing education innovation that is attentive to education disparities.
Quo Vadis English Language Learning System in Pesantren? Umar, Umar; Yuliasri , Issy; Rukmini , Dwi; 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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The integration of English language education into pesantren presents a growing pedagogical challenge in Indonesia, where traditional religious instruction often dominates curriculum design and classroom culture. Despite increasing awareness of English as a global communication tool, its implementation in pesantren remains fragmented and culturally misaligned. This study addresses a critical gap in understanding how pesantren leadership, educational substance, and institutional culture influence English instruction. Focusing on Darussalam Buntet pesantren—a semi-modern pesantren that integrates kitab kuning with formal education—this research uses a qualitative descriptive method grounded in Lawrence Friedman’s legal system theory, encompassing structure, substance, and culture. Data were gathered through interviews and observations. Findings reveal that the structure of pesantren is fully governed by the kiai, who morally supports English instruction but has not issued binding policies to institutionalize it. Substantively, the pesantren shows openness to modern knowledge, yet English remains peripheral in its vision and curriculum. Culturally, the use of English in students' daily interactions is minimal, limited primarily to extracurricular programs such as English Day and English Club. In response, this study proposes a hybrid pedagogical model that combines Communicative Language Teaching (CLT) with Content-Based Instruction (CBI), incorporating Islamic themes—such as thaharah and prayer—to make English both linguistically effective and religiously relevant. This approach aligns with pesantren values and students’ cognitive frameworks, thereby enhancing motivation and legitimacy. The study recommends integrated curriculum reform, strengthened teacher capacity, and leader-driven policies that respect pesantren traditions while preparing students for global engagement through English proficiency.
The Relationship Between Locus of Control and Students Performance: Systematic Literature Review (SLR) Trimastuti, Wahyu; Fitriani, Sri Wuli; 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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The teacher plays an important role in the world of education; it is preparing students to become individual who have skills in cognitive engagement and academic performance to face life's challenges in the future. For anticipating that issue in the globalization era, students should be prepared with the competence related to their department which is supported by their competence. In carrying out their duties as teachers, it is appropriate for teachers to understand student needs to increase their capability. The term locus of control refers to how individuals tend to explain their successes and failures. Providing appropriate treatment in teaching is expected to be able to support the performance of students in their success. This research was conducted to examine the effect of locus of control on students’ performance particularly in English Language Teaching (ELT) which was carried out using the SLR (Systematic Literature Review) method, namely by identifying, reviewing, evaluating, and interpreting all previous studies that were closely related to teacher compensation and performance. Using the PRISMA protocol, this study conducted three stages of rigorous and systematic searching: identification, screening, and eligibility. As a result of the search, this study identified 6 relevant articles from Scopus, Web of Science, and ScienceDirect as the leading databases and Google Scholar and Dimension. ai as supporting databases. This study provides an insight for integrating psychological concept in ELT. The review concluded that locus of control has impact for students’ performance in ELT. Students who have internal locus of control more responsible in their performance to get good performance than students who have external locus of control.
Turn-Taking Patterns in Online English Lessons for Young Learners: An IRF-Based Discourse Analysis Pramudanti, Yolinda; Wasiatiningsih, Endrat
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 investigates the application of the Initiation–Response–Feedback (IRF) model and turn-taking strategies in synchronous online English classes for young learners at an English course in Indonesia. Although widely used to analyze classroom discourse, IRF’s role in online teaching, especially for young learners, remains underexplored. This study addresses that gap through a descriptive qualitative design and discourse analysis of a 50-minute Zoom session with one teacher and ten fifth-grade students. Data were transcribed and analyzed using the IRF framework to identify dominant interaction patterns and teacher strategies. Findings revealed that while IRF remained central, many exchanges occurred in fragmented forms (e.g., Initiation–Response or Initiation–Feedback), mainly due to technical issues, time limits, and lack of non-verbal cues. Response (R) moves were most frequent (44%, 74 occurrences), indicating dominant student participation. Initiation (I) accounted for 25% (43 occurrences), reflecting the teacher’s prompting role. Feedback (F) was 15% (25 occurrences), suggesting occasional teacher follow-up. Interestingly, Initiation + Feedback (I + F) comprised 16% (27 occurrences), possibly due to time or technical constraints where teacher initiation and feedback merged. Teachers managed turn-taking using name-calling, verbal cues, chat functions, and fair distribution of speaking turns. These helped sustain interaction and engagement despite platform limitations. The study underscores the need to adapt traditional interaction models for online learning and calls for more context-sensitive strategies in virtual EFL classrooms for young learners.
Innovative Pathways in English Curriculum Development Yuniarti, Yuti
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 development of English language curricula is crucial for enhancing language proficiency and communication skills in an increasingly globalized world. However, despite advancements in educational theories, there remains a significant gap between the expected and actual practices in English language classrooms, particularly in the integration of innovative teaching methods. This study investigates innovative pathways in English curriculum development, focusing on bridging this gap by evaluating the effectiveness of contemporary approaches such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the integration of digital tools. A mixed-methods approach was employed, involving questionnaires, surveys, and interviews with English teachers and students, alongside a review of curriculum documents. The findings revealed that while CLT and TBLT were perceived positively and had a significant impact on student engagement and speaking skills, methods like blended learning and flipped classrooms faced barriers such as a lack of resources and teacher readiness. The study concludes that integrating innovative methodologies into English curricula can enhance learning outcomes but requires systemic changes, including curriculum flexibility, teacher training, and better resource allocation. The implications suggest that educational institutions should prioritize professional development and infrastructure to support the effective integration of these innovative approaches into English language teaching.
EXPLORING ISLAMIC UNIVERSITY STUDENTS’ ACCEPTANCE OF AI INTEGRATION IN ENGLISH SPEAKING PRACTICE: A TAM-BASED STUDY Yavani, Zakky; Hartono, Rudi; Haryanti, Rahayu Puji; Fitriati, Sri Wuli
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 integration of artificial intelligence (AI) into language education has created new opportunities for English as a Foreign Language (EFL) learners, especially in speaking practice, where traditional classrooms often provide limited opportunities, delayed feedback, and high-anxiety conditions. Yet, few studies have examined AI acceptance within Muslim-majority higher education contexts where cultural and institutional factors may influence adoption. Guided by the Technology Acceptance Model (TAM), this study investigated English Language Teaching (ELT) students’ perceptions of usefulness (PU), ease of use (PEOU), attitude (ATT), and intention to use (ITU) AI tools for speaking practice at an Islamic university in Indonesia. A quantitative descriptive survey design was employed with 110 third-semester students, using a TAM-based questionnaire, analyzed through descriptive statistics . Findings indicated consistently high PU, particularly in enhancing confidence, fluency, vocabulary, and grammar, as well as high PEOU, reflecting the intuitive nature of AI tools. Attitudes were uniformly favorable, while ITU, though high, was slightly lower and more varied, suggesting that external factors such as affordability, infrastructure, and cultural concerns may limit adoption. The study affirms TAM’s explanatory power while underscoring its limits in fully capturing contextual influences. Its novelty lies in applying TAM within an Islamic higher education setting, contributing theoretical, pedagogical, and policy insights. Limitations include the single-site scope, reliance on self-reported data, and cross-sectional design, indicating the need for multi-institutional, longitudinal, and extended-TAM research.
Ritual Language as Social Action: A Case Study of Nika Ro Neku in The Digital Space Asyrafunnisa, Asyrafunnisa; Arafah, Burhanuddin; Abbas, Herawaty
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 traditional marriage ritual of Nika Ro Neku is one of the cultural heritages of the Bima community that is rich in symbolic, social, and spiritual meaning. In the digital age, this ritual has been documented and disseminated through online media, causing changes in its practice and linguistic structure. Social media, video recordings, and online communication have led to changes in the structure of speech, the roles of participants, and the social meanings contained within. This study aims to analyze the transformation of language and the roles of participants in the ritual using Alessandro Duranti's anthropological linguistic approach, particularly the concepts of indexicality, performance, and participation. The method used is a qualitative descriptive approach based on digital ethnography, with data consisting of speech excerpts from YouTube videos and online interviews. The results show that the performative dimension in ritual speech is the most dominant aspect, where speech not only conveys information but also shapes social realities such as blessings, acceptance, and collective identity. Digital transformation has led to the reinterpretation of social indices, a shift in performativity toward visual content, and the expansion of participants' roles from local communities to a global audience. This study demonstrates that digital documentation does not erase cultural meaning but rather reformulates it within a new media context.

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