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ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27214532     DOI : https://doi.org/10.15294/elt
Core Subject : Education,
Other
Final decision of articles acceptance will be made by Editors according to reviewers comments. Publication of accepted articles including the sequence of published articles will be made by Editor in Chief by considering sequence of accepted date and geographical distribution of authors as well as thematic issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 78 Documents
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Self-efficacy in communication and employability skills of English language students Joerene Mae Layagan
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.1516

Abstract

The majority of the relevant studies have concentrated on identifying the potential employable abilities of Bachelor of Arts in English Language (BAEL) students in general rather than the employability skills of BA English Language graduates. Hence, it is important to know also what are the employable skills of the BAEL graduates in order to determine the areas of workplace they are to be employed in. This study aims to know the self-efficacy of BAEL students in oral, written, computer-mediated communication and the important employability skills of BAEL undergraduate students. The study is quantitative in nature, and a descriptive survey approach was employed to ascertain the respondents' employability skills in the various fields. The researcher used Google Forms for the survey questionnaire. The study revealed that the self-efficacy of the BA English Language fourth year undergraduate students had a positive opinion of their own skill efficacy. The English language students can handle themselves in company especially when interacting in small groups. They can carry out written communication tasks and also electronically assisted tasks. On the other hand, BAEL students have potentials to be employed in various industries. The researcher advised the students to be readily accepted in various fields in the workplace after graduation. Teachers and curriculum/policy makers were suggested to create learning interventions that can enhance the employability of the students in the various areas of English communication.
Explicit reading strategy instruction in an online reading classroom Anit Pranita Devi; Suroto Suroto
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.1639

Abstract

Difficulties in comprehending English academic texts encountered by many students lead to the need for improvement in teaching reading. Moreover, in online reading instructions, explicit reading strategies are required so that students can develop their comprehension more independently and become strategic readers. This study aims to find out how explicit reading strategy instructions in online reading classes are implemented and what advantages and challenges are faced during its implementation. This is a case study program evaluation that uses observation, field notes, and interviews. It involves second-year students in an English literature study program taking a reading comprehension course. Despite several limitations, the results reveal that employing explicit reading strategy instructions in the online context can help students enhance their reading skills through structured and systematic phases. This is very much related to the advantage which shows an increase in student motivation in reading that further can improve students' reading ability in general and in comprehending English academic texts. However, these advantages are restricted by technological limits in the online learning process and student motivation variables. To maximize the effectiveness of explicit instruction in the online reading classroom, it is critical to invest in improved technological resources, integrate engaging and interactive content to increase student motivation and provide ongoing professional development for educators. These steps will help to ensure that explicit reading strategy instruction results in the best results possible.
RETRACTED: The construction of Language Teacher Identity in Ghana: A case study Joyce Anku
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.1790

Abstract

The article titled "The construction of Language Teacher Identity in Ghana: A case study", by Joyce Anku, which was published in ELT Forum: Journal of English Language Teaching, Volume 13, Issue 2, pages 93-108, has been retracted by the publisher. This retraction is due to significant errors in the data analysis that invalidate the conclusions of the article. The authors have been notified of this retraction. The publisher takes this action to uphold the integrity of the scientific record.
ICTs in English language teaching: Positive teachers’ beliefs of ICT and their insufficient uses Mitiku Garedew Tessema
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.1955

Abstract

Information and Communication Technologies (ICTs) are playing an important role in the teaching learning processes in the Ethiopian higher learning institutions. The purpose of this study was to investigate University English as Foreign Language (EFL) teachers’ beliefs and usage of ICTs in English language teaching. The study participants were English language teachers from a university in Ethiopia. Concurrent mixed methods research design and was employed in the study. Participants of the study were 29.  They were selected using total population sampling. The data were collected using a questionnaire and semi-structured interviews tools. The interview was conducted with teachers who were selected using purposive sampling. Then an interview was conducted with the selected teachers. The quantitative data were analyzed using descriptive statistics, tables and verbal descriptions. Next up, the qualitative data obtained from the interview were analyzed. The analysis was made based on the themes obtained from the research questions. Finally the discussion of the data was made by mixing both the quantitative and qualitative data. The findings of the study indicated that teachers' beliefs about the use of ICTs in English language teaching were positive; however, their practice was not to as their stated beliefs. Finally, the study recommended that English teachers should improve their utilization of the ICTs for ELT according to their stated beliefs. The university should also fix the technical problems of the language labs and provide English teachers with consecutive and practical training on how to use the available ICTs to improve the current ELT practices.
Pedagogical scaffolding in L2 teaching:  An examination of an EFL summary writing lesson Xiaomei Sun
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.3338

Abstract

Underpinned by sociocultural theory, scaffolding is a long-standing term but remains an under-researched topic in L2 pedagogy studies. With the aim of investigating what pedagogical scaffolding an EFL teacher applied to a genre-based approach to L2 writing and the effect of the scaffolding, this study scrutinised a lesson plan as part of a school-based workbook and students’ response to the scaffolding reflected in their written works. Data were collected from teaching materials, students’ written works (N=42), and a semi-structured interview with the teacher participant. Results indicate that multi-layered and multi-dimensional scaffolding was manifested in the design and implementation of the writing lesson. Analysis of the story summaries reveals that the teacher’s scaffolding and guidance resulted in students’ general application of genre-specific features and focused grammatical structures in their writing. Meanwhile, different degrees of conformity and creativity were demonstrated in the written works: less competent L2 learners displayed greater conformity to the teacher’s instructions, while students of higher L2 proficiency displayed more creativity in their works. This study provides suggestions for adopting multi-layered and multi-dimensional scaffolding in EFL writing lessons.
The effects of blended learning on university students' reading comprehension Dagnachew Tsegaye; Girma Gezahegn Belihu
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.3432

Abstract

There is no one-size-fits-all method of teaching and learning, as blended learning instruction may demonstrate. The aim of this research was to examine the effects of blended learning (BL) on university students' reading comprehension. The study involved 45 first-year university students, with 23 in the experimental group and 22 in the control group, utilizing a quasi-experimental design with a quantitative approach. Data were gathered through pre-posttest reading comprehension exams adapted from the TOEFL (2023). Following the pretest, the experimental group received blended learning instruction via Moodle, engaging in 16 weeks of intervention over three hours per week. Reading passages and activities were adapted from Communicative English Skills I materials and integrated into the Moodle platform with e-learning elements. Data analysis employed mean calculations, independent samples t-tests, paired samples t-tests, and effect size measures. The pretest revealed no statistically significant differences in overall reading comprehension between the two groups (t =.797, p =.430). However, in the post-test, the experimental group achieved an average mean score of 87.2, whereas the control group averaged 77.6. Significant differences emerged between the groups (t = 3.904, p =.000). The study demonstrated that the experimental group showed statistically significant differences in reading comprehension across all categories compared to the control group. Future research could explore blended learning's influence on other English language skills and its effects across various grade levels, providing valuable insights for English language educators and curriculum developers seeking to integrate blended learning approaches into their programs.
EFL teacher educators’ writing assessment literacy: Knowledge, beliefs, and practices Yosieka Maharani; Dyah Sunggingwati; Effendi Limbong
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.5143

Abstract

In the Indonesia context, there have been merely a small number of studies exploring teacher educators’ writing assessment literacy. The study aimed to identify and address teacher educators’ writing assessment literacy, as assessments serve two primary objectives: evaluating what students have accomplished in writing and improving their writing learning processes. This study adopted Crusan et al., (2016) framework, which focuses on knowledge, beliefs and practices. Two teacher educators from a private university and an Islamic private university participated to provide the data of their writing assessment literacy which were gathered from questionnaire, interviews and documents. The findings revealed that teacher educators’ knowledge is shaped by their course writing activities, which focus on teaching academic writing, preparing students for IELTS, attending prior education programs, gaining teaching experience, and engaging in self-learning. Hwoever, their beliefs about writing assessment vary, influenced by challenges such as students’ poor organization of ideas, disorganized structures, grammatical errors, limited class time, and low vocabulary mastery. Additional factors such as heavy workloads, subjectivity in grading, and maintaining accurate assessment practices also shaped their beliefs. In practice, teacher educators commonly used IELTS Writing Tasks and self-assessment for student reflection, but only one utilized portfolio assessment. Scoring rubrics were mostly adapted from research papers and the IELTS Writing Band Descriptors. These findings highlight the need for targeted professional development to enhance teacher educators’ assessment literacy, particularly in diversifying assessment tools and addressing subjective and workload challenges. Supporting teacher educators in these areas could lead to more consistent and effective writing assessment practices.
The actualization of literacy skills in the Kampus Mengajar program Annafs Azzakiyyah; Alief Noor Farida
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.6302

Abstract

As an integral part of engagement in today's global culture, where almost all aspects of life are shifting to digital formats, 21st-century literacy skills have become essential for participation in education. This special edition highlights the role of tertiary students' literacy skills in achieving the goals of the Kampus Mengajar (KM) program. The actualization of literacy skills must be designed to meet students' needs in improving their literacy skills as the main goal of the KM program. Different pedagogical strategies are needed to effectively address students' literacy skills competencies at the junior high school level. This research aimed to present the experiences of pre-service English as a Foreign Language (EFL) teachers in utilizing their literacy skills while participating in the KM program. Three pre-service EFL teachers were engaged to provide information regarding their experiences as teacher assistants in the program. Using a thematic analysis design, data was collected through levelization, narrative framework, and interviews. The data obtained was analyzed descriptively to understand the contribution of supporting literacy skills and team collaboration in creating effective and enjoyable learning. The research results show that adequate support for literacy skills and good teamwork can help teachers create a fun and effective learning environment, which ultimately improves students' literacy skills. This research provides important insights into how well-designed and collaborative actualization can improve educational outcomes at the junior high school level.
The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum Agil Fitriya Hidayati; Yuliati Yuliati; Fonny Dameaty Hutagalung
ELT Forum: Journal of English Language Teaching Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i2.7731

Abstract

This qualitative study explores the importance of implementing Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) classes in Indonesian higher education under the Emancipated Curriculum framework. In this qualitative study, the Emancipated Curriculum framework is used to explore the importance and urgently needed need of introducing Culturally Responsive Teaching (CRT) into English Language Teaching (ELT) programs in Indonesian higher education. The study emphasizes the important role of learner-centered strategies in developing students' critical thinking abilities and promoting independence by implementing the advancement of social justice, critical thinking, and student empowerment. In order to improve cultural responsiveness in ELT, it emphasizes the critical necessity of coherence between instructional practices and policies. It also advocates for curriculum design and pedagogical approach adaptation in order to create inclusive and empowering learning environments that meet the diverse needs of students. The results highlight the need to implement culturally responsive teaching strategies into the curriculum to address current concerns about equity and inclusivity. This research provides insightful information for teachers and administrators who would like to encourage inclusive, hospitable ELT classrooms that value diversity. This study is a valuable resource for educators who want to build learning environments that empower and accept students from all cultural origins, thereby encouraging more equity and inclusivity in Indonesian education.
Exploring technologies and challenges in English writing classes in a rural area by millennial lecturers Rafita Tioria Sianipar; Mahmud Layan Hutasuhut
ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i3.8665

Abstract

Research on the use of technology in English writing instructions has indeed been extensively conducted. However, studies examining the utilization of technology in writing classes by millennial lecturers in rural areas are still scarce. Hence, this research addresses the underexplored domain of technology integration in writing classes by millennial lecturers in colleges within a rural area, focusing on the types of technology used and associated challenges. Conducted in North Tapanuli, North Sumatra, Indonesia, the study involves six participants chosen through purposive sampling based on specific criteria. Data collection utilizes semi-structured interviews and open-ended questionnaires, employing thematic analysis for interpretation. Findings reveal eight technology categories employed by millennial English lecturers in a rural area, including social media, video conferencing platforms, AI-powered software, language learning apps, word-processing software, online creative platforms, email, and web-based publication. Challenges faced are categorized into student, lecturer, and university constraints, covering economic limitations, technological unfamiliarity, grading difficulties, professional development needs, and resource constraints. Overall, the study provides relevant contributions for educators, institutions, and policymakers striving to enhance technology integration in rural college areas, emphasizing inclusivity and effective learning environments.

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