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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 141 Documents
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Exploring challenges and learning preferences in academic writing among ELT students Sofiana, Nina; Fitriati, Sri Wuli; 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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Abstract

Academic writing is a critical skill in English Language Teaching (ELT), yet the challenges students face and their learning preferences remain underexplored. While previous studies have examined writing difficulties or learning strategies separately, few have addressed both dimensions in an integrated manner. In response to this gap, the present study investigates the academic writing experiences of ELT students, focusing on their challenges and preferences. Employing a mixed-method design, data were collected from 96 undergraduate students through questionnaires and open-ended responses. The findings reveal that 58.3% had experience writing research proposals, whereas only 49.0% had written theses or journal articles. Key challenges included organizing research data (67.7%), writing the discussion section (71.8%), and connecting results with theoretical frameworks (68.7%). Students also reported low motivation, often relying on deadlines or peer support to complete tasks. In terms of preferences, they emphasized the need for clear instructions, constructive feedback, and level-appropriate materials, while valuing the support of lecturers and peers. These results suggest that academic writing instruction should be structured, differentiated, and project-based, aligned with deep learning principles to enhance engagement, address individual needs, and promote critical thinking and sustainable learning outcomes.
Needs Analysis for the Development of Content and Language Integrated Learning-Based Learning Modules in Civil Engineering Programs Aflahatun, Nur; Januarius, Januarius; Fitriati, Sri Wuli; 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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Abstract

Focusing on oral communication skills, this paper investigates the requirement of creating a CLIL-based English teaching module for Civil Engineering students at Universitas Pancasakti Tegal. Including English for Specific Purposes (ESP) into the curriculum becomes crucial as globalization expects engineering graduates to be competent in both technical expertise and English communication. By means of needs analysis, this study investigates important facets like learning objectives, language difficulties, curriculum integration, instructional module structure, and successful learning methodologies. Results show that although teachers deal with issues in resource availability and student involvement, students struggle with technical vocabulary, fluency, and structured oral communication. Still, chances present themselves through interactive learning techniques that improve students' competency including technical talks, project-based learning, and multimedia tools. To guarantee that students acquire the required oral communication skills for academic and professional success, the study suggests a CLIL-based teaching module combining engineering knowledge with communicative language exercises.
English Student Teachers’ Preparedness to Utilize Quizizz as a Learning Evaluation Tool in Differentiated Instruction Context Syafa’ah, Nur
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 preparedness of English student teachers employing Quizizz as a digital assessment tool within the context of differentiated instruction. In a technology-driven educational environment, Quizizz provides a flexible platform for both formative and summative assessments, addressing diverse student needs and learning styles. This study collected the data through questionnaires, interviews, and classroom observations focused on student teachers’ experiences, perceptions, and challenges in integrating Quizizz into differentiated learning environments. The study's findings revealed a wide range of student teachers’ preparedness, with varying confidence levels of participants on how to use Quizizz influenced by their own knowledge, pedagogical background, and understanding of differentiated instruction principles. From the study, specific training program for incorporating technology into classroom in differentiated learning context is suggested to foster teaching quality and students’ performance.
Enhancing English Language Learning through ICT Integration: Innovations, Challenges, and Pedagogical Implications Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; 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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Abstract

ICT in English Language Teaching (ELT) has revolutionized language learning by allowing the students to become more active, interact frequently and assume more responsibility in their learning process. This study investigates the research question: How do EFL teachers demonstrate and integrate Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) in ICT-supported English language instruction? Focusing on EFL instructors at a public university, the study employed a quantitative research design supported by a survey instrument that measured teachers’ self-reported TPK and PCK levels. Supplementary data were gathered through lesson plan evaluations and structured classroom observations to triangulate findings. Descriptive statistical analysis has been conducted and provided in the form of mean scores and standard deviations in order to outline the centralities and ranges in the knowledge domains of teachers. Preliminary results show that teachers have reported to be above average when voicing their Pedagogical Content Knowledge (PCK) (M = 4.1, SD = 0.6), although their Technological Pedagogical Knowledge (TPK) (M = 3.4, SD = 0.9) scores have displayed more variance than the latter, which may show the necessity to provide more support to integrate the use of technology. There was a greater chance that a teacher having higher TPK would employ interactive and student-based ICT activities. In contrast, those with lower TPK relied more on traditional, lecture-based methods despite having access to digital tools. In order to promote balanced teacher professional knowledge (TPK) and pedagogical content knowledge (PCK) in EFL instructors, the results support the significance of focusing on professional development. This presentation provides evidence-based recommendations for teacher educators and policymakers to support the effective integration of ICT in tertiary-level English Language Teaching (ELT) settings.
Representation of Religious Tolerance in the Origin Story of Kelenteng Jamblang Cirebon Widianti, Nurhannah; Nuryatin, Agus; Supriyanto, Teguh; Pristiwati , Rahayu
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

Religious tolerance is a cornerstone of social harmony in Indonesia’s multicultural society, yet its consistent practice remains a challenge amid ongoing cases of religious discrimination and intolerance. While Indonesia is often praised globally for its interfaith harmony, there is still a significant gap between the ideal values of tolerance and their implementation in daily life. This study aims to examine how the values of religious tolerance are represented in the local folklore Kelenteng Jamblang from Cirebon, West Java, which narrates the harmonious interaction between Chinese and Muslim communities in the past. Using a descriptive qualitative approach with content analysis, the research analyzes narrative elements, character actions, and symbolic representations within the folklore text. The findings reveal that inclusive leadership, mutual respect across religious boundaries, and collective action such as gotong royong are core reflections of religious moderation within the story. The character of Njo Kie Tjit, who embodies dual cultural and religious identities, serves as a central figure showing that tolerance is practiced through concrete social actions. The conclusion highlights that traditional folklore can serve as a valuable medium for transmitting interfaith values, strengthening the spirit of pluralism and religious moderation. This study implies that incorporating local narratives into education and interfaith dialogue can reinforce inclusive values and contribute to social cohesion in contemporary multicultural societies.
Enhancing EFL students’ vocabulary learning through Quizizz-based formative asssessments Hendrawaty, Nurmala; Sakhiyya, Zulfa; Wahyuni, Sri; Yuliati, Yuliati
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

Mastering vocabulary is fundamental to learning English as a Foreign Language (EFL); however, students often struggle with various vocabulary components. This study aims to: (1) identify which vocabulary components show the most significant improvement in students' learning outcomes through Quizizz-based formative assessments, and (2) explore individual differences in EFL students' vocabulary performance across these assessments. This descriptive quantitative study involved 30 students from an EFL vocabulary class at a private university in Jakarta. Students completed nine Quizizz-based formative assessments covering various vocabulary topics, including word classes, word formations, synonyms, antonyms, idioms, collocations, phrasal verbs, and context-specific terms related to education and social media. The data were analysed using descriptive statistics consisting of the minimum and maximum scores, the mean, the standard deviation, and the variance. The results showed that social media and synonyms were the easiest vocabulary units because they had the highest average scores. In contrast, the units on phrasal verbs and word formations were the most challenging, as indicated by the lowest average scores. Most students demonstrated improvement across the assessments. Nevertheless, a small number of students revealed inconsistent performance across the various assessments, as evidenced by individual variability in performance. These findings suggest that Quizizz-based formative assessments can enhance students' vocabulary learning outcomes and help teacher educators design responsive instructional strategies to meet the diverse needs of EFL students.
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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Abstract

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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Abstract

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.

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