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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
Assessment in the Crosshairs: How Contextual Factors Shape English Teachers' Conceptions of Assessment Prastikawati , Entika Fani; Curle, Samantha; Vivekanantharasa, Raveenthiran
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 explores English teachers’ conceptions of assessment and the influence of contextual factors operating at the classroom levels within the Indonesian secondary education system. A representative survey was conducted among 236 English teachers from public and private secondary schools across Central Java, Indonesia. The findings reveal that teachers predominantly endorse assessment for purposes of student improvement, student accountability, and school accountability, while comparatively fewer teachers view assessment as irrelevant. Although many respondents express confidence in their assessment knowledge and perceived competence, concerns persist regarding the degree of professional trust they receive particularly in relation to assessment decision-making at both school and policy levels. To further explore underlying patterns, a latent class analysis (LCA) was conducted based on English teachers' responses to the “assessment as irrelevant” dimension. The analysis identified distinct groups of teachers, with those expressing higher levels of assessment irrelevance found across all schools and subject areas. These teachers tended to report lower confidence in assessment preparation, perceived less support from their institutions, and placed reduced value on academic achievement within societal contexts. The results underscore the complexity of teacher belief systems and the interplay of contextual forces shaping conceptions of assessment in Indonesia. Implications are discussed for assessment policy, school leadership, and professional development aimed at strengthening assessment literacy among English language teachers.
From theme to quality: Investigating thematic progression in IELTS writing Farida, Alief Noor
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

Coherence is one of the indicators of good writing, especially in high-stakes proficiency tests, like IELTS. Very few studies have been conducted on the thematic progression of IELTS writing, especially to compare the quality of the essays across different bands. This study aims to explore the thematic progressions employed in IELTS Writing band 2 essays, from bands 4 – 9. By doing quantitative and qualitative text analysis on 30 argumentative essays, which responded to the same prompt, the thematic progressions and thematic breaks were analyzed. The study revealed that all types of thematic progressions are employed by the essays from different bands, with different portions, while breaks mostly occur at low-band essays. This confirms the importance of incorporating thematic progressions in writing instructions, so student learn that they need to plan their writing structure to make is more persuasive.
NEUTRALITY OR NUANCE? MAPPING JUDGMENT AND ENGAGEMENT IN JOURNALISTIC DISCOURSE ON TEENAGE PREGNANCY Da Costa, Fransiscus Joseph Izhak; Cahyono, Setyo Prasiyanto
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 examines the extent to which journalistic objectivity is maintained or nuanced in Polly Toynbee’s article on teenage pregnancy, published by The Guardian (https://www.theguardian.com, accessed July 2025). Employing Martin and White’s (2005) Appraisal Framework, the analysis focuses on two key subsystems: Judgment (evaluations of people’s behavior, ethics, and capacity) and Engagement (how other perspectives are acknowledged or suppressed). The study adopts a qualitative content analysis approach with manual coding of appraisal instances, supported by frequency counts to quantify evaluative patterns. The findings revealed that the discourse surrounding teenage pregnancy is far from neutral. A total of 29 Judgement Attitude instances were identified. Of these findings, 64.29% (18 instances) were negative propriety judgments, often directed at the Conservative Party, portraying them as morally neglectful, indifferent, or even hostile to the needs of socially disadvantaged communities. On the other hand, positive judgment (17%) was associated with the New Labour government, and acknowledging the eagerness of a head of social unit. These are linguistically framed as responsible, evidence-based, and socially just, reinforcing a moral contrast between political ideologies. In terms of Engagement, 99 instances were noted. A significant 62.62% (62 instances) were monoglossic or contractive, indicating that Toynbee frequently limits alternative perspectives. The remaining 37.37% (37 instances) of dialogic expansion appear mainly in rhetorical constructions or hypothetical examples, such as imagining how disadvantaged girls perceive their futures. This heavy reliance on negative judgment and contracted engagement suggests that Toynbee uses journalistic discourse not merely to report on teenage pregnancy, but to frame it as a socio-political issue rooted in inequality, institutional failure, and class-based neglect. Overall, the findings show that Toynbee’s discourse, while seemingly objective, is deeply infused with evaluative meaning. This reveals how journalistic texts, particularly those addressing complex social issues like teenage pregnancy, function as sites of ideological negotiation, shaping public attitudes through both explicit judgment and subtle engagement.
Exploring Students’ Challenges and Strategies on Collaborative Academic Writing Anggraeni, Candradewi Wahyu; Riadil, Ikrar Genidal; Yuntiawati, Meykke Alvia
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

Collaborative academic writing plays a vital role in helping students enhance their academic writing skills. However, the students face challenges in utilizing collaborative academic writing. This study aims to explore the students’ challenges and strategies on collaborative academic writing. Grounded in a qualitative case study, this study took five months for the investigation in an academic writing class. Data was collected through learning artifacts and semi-structured interviews. The data were analyzed using a thematic analysis. The findings reveal that students have cognitive, social, logistical and organizational, and linguistic and proficiency-specific challenges. In addition, the study underscores key strategies to cope with the challenges, for instance, having clear roles in writing, optimizing practical communication tools, using structured timelines for writing, leveraging digital writing tools ethically, and conducting peer review processes. The findings provide valuable insights for educators and students to improve collaborative writing experiences, enhance writing performance, and foster better teamwork. This study contributes to developing the body of knowledge in collaborative writing and academic writing pedagogy.

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