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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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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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Abstract

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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Abstract

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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Abstract

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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Abstract

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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Abstract

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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Abstract

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.
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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Abstract

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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Abstract

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.

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