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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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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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Abstract

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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Abstract

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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Abstract

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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Abstract

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.
Comparing the Senior and Vocational High School Students’ Speeches through Thematic Progression Utama, Afrian Restu
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Public speaking is vital in the 20th century. Mastering public speaking can benefits in either work and education setting. Speech is an example of public speaking that commonly used as in an English competition. A good speech can be seen from its cohesion and coherence. This study aims to analyze the students’ ability in maintaining the cohesion and coherence in their speeches in an English speech competition. The data of this study was taken from two YouTube videos from Erlangga Inspirasi channel. Four speeches from each video were taken randomly. The speeches were transcribed into written form and analyzed using the theory of thematic progression. The results of the analysis were validated by an expert in SFL field. The result showed that all thematic progression are realized in all speeches. The constant patterns are rarely found in both senior and vocational high school students’ speeches. This finding is different with the previous studies regarding the thematic progression. The multiple patterns are mostly found in senior high school students’ speeches. This indicates that they have a good ability to develop a cohesive and coherent text. Meanwhile, the linear patterns are mostly found in vocational high school students’ speeches. This indicates that they can maintain a good cohesion although it is not as good as the senior high school. Several challenges are also found. Few clauses were failed to develop which led the text become less cohesive and coherent. This highlight the importance of applying thematic progression in English language teaching activity.
Resilience in Facing Ecological Challenges; Strategies for Integrating Environmental Education to Build Sustainable Behavior Maghfiroh, Ana; Harmanto, Bambang; Simpol, Wanida; Devi, Putriana; Tarmusi, Riska Anisa
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Ecological education in the form of green schools is a breakthrough program of UNESCO in order to. The purpose of this study are to 1) find out the implementation of the green school concept from two countries, namely indonesia and thailand. 2) to describe the impact of green schools to support sustainable behavior. In this study used descriptive quantitative research design. The subject in this study were the teacher of SMPN 2 Balong, Ponorogo, Indonesia and Ban-Ellert School Loei,Thailand, the school that have implemented the concept of green schools in both countries. The Researcher using focus group discussions as data collection. techniques,the data were analyzed used critical analysis.The results indicated of this study indicated that the implementation of the green school concept in both focused on environmental education and community involvement. The green school programmes has showed significant impacts on students’ ecological awareness and sustainable development.With green school program The students’ enjoyed the school environment and boosted their learning motivation. The active involvement of all parties, including teachers, students, parents, and the school community, are essential to succed this programme, efforts to integrate environmental values into the curriculum and day-to-day activities in schools also need to be enhanced to make the positive impact more visible.
The Implementation of Project Based Learning to Improve the Students’ Thinking Skills Jaya, Aswadi; Hartono, Rudi; Wahyuni, Sri; Yulianto, Henrikus Joko
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Using the Project-based learning (PjBL) paradigm, this study describes the learning of English subjects using descriptive qualitative research, which include asking fundamental questions, organizing and scheduling, monitoring, product assessment, and evaluation, and applying it to English instruction Low Semester Students. As result, the PjBL can a be used to implement HOTS-based learning. The first stage to the fourth stage is the application of level C4, namely analyzing. The fifth to seventh stages are the application of level C5, namely evaluating. All of these stages are a series in order to reach level C6, namely creating. Thus, it can be concluded that project-based learning is the right learning model to achieve 21st century learning criteria on shaping the students’ demanding skills.
Analysis of Teacher Strategies for Teaching Writing Skills on Report Text Abdurrahman, Abdurrahman; Aprianti, Fitri; Sugesti, Ikariya
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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This study aims to find out how English language teachers use strategies in teaching writing skills and how to apply such strategies to class nine at SMPN 1 Sumber. This research uses a qualitative descriptive design. The population and sample in this study is English teachers at SMPN 1 Sumber. English teacher in this research has four meetings observed by the researcher. The instrument in this study uses classroom observations and questionnaires. The instrument is used to find out the strategies used and how English teachers apply strategies in teaching the report text. The results were analyzed and divided into three stages, including Data Reduction, Data Analysis, and Presentation Data. Based on observations conducted during four meetings, the results showed that teachers used several teacing and learning strategies in teaching the report text. The teaching and learning methods there are: Brainstorming, Developing Topic, Drafting and Revising. The learning strategies is Mind Mapping Strategy, PLEASE Strategy, Guided Writing Strategy, Creative Writing Strategy, and Collaborative Writing Strategy. This strategy can make it easier for teachers to motivate students to create report texts, facilitate teachers in the teaching and learning process, as well as the application of appropriate learning methods. Besides, the activities in reporting skills consist of opening activities, core activities, and closing activities.
EVALUATING CONTENTS VALUES OF PANCASILA STUDENT PROFILE IN THE TEXTBOOK OF ENGLISH “MY NEXT WORDS” OF SIXTH GRADE TO PRIMARY SCHOOL Anggraeni , Dian Puspita; Wahyuni, Sri; Fitriati, Sri Wuli
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Education aims to develop students' potential in line with Indonesia's vision of sovereignty, independence, and personality by fostering Pancasila values. The government has mandated the integration of the Pancasila Students’ profile into textbooks to prepare future leaders who embody these values and lead more effectively. This study’s objective is to evaluate English textbook in Primary School for Sixth Grade whether integrated with Pancasila Students Profile Students, know what the Pancasila Students’ profile values are in the textbook, and evaluate the quality of the textbooks according to BSKAP criteria with the 2024 Learning Outcomes. The research method is descriptive qualitative. The findings of this research are 1) the textbooks of Englis “My English Next Words” for sixth grade of Elementary school integrated Pancasila Profile Values in the form of text, image, and activity. Although, the integration mostly in the form of image, 2) there are sixth dimension of Pancasila Profile Students Values which presented both text and pictures; 1) devotion to and faith in God Almighty, 2) diversity of the world, 3) collaboration, 4) creativity, 5) critical thinking, and 6) independence, 3) the quality of English textbooks “My English Next Words” of sixth grade of Primary school is good. The textbook's incorporation of Pancasila values is evident and predominantly presented through images rather than text. This implies that there are opportunities to enhance the textual representation of these values to ensure a more balanced approach in conveying the Pancasila profile.

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