cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
eltforum@mail.unnes.ac.id
Phone
-
Journal Mail Official
eltforum@mail.unnes.ac.id
Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 1   2   3   4   5 
Needs analysis of speaking skills for Mathematics Education students in academic contexts Alim, Aprilia Helmiyati; Deliza, Annisa; Tiana, Melly; Pratiwi, Dwiyani; Sukarno
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.24284

Abstract

This study explores the English language requirements of Mathematics Education students in academic settings using a qualitative descriptive methodology. The urgency of this study lies in the growing academic demand for non-English major students—particularly those in mathematics and science disciplines—to actively participate in English-medium academic practices such as thesis presentations, seminar discussions, and international collaboration. However, English speaking skills are often overlooked in ESP programs for these learners, resulting in a gap between what is taught and what is needed in the field. Data were gathered through interviews and document analysis involving ten third-semester Mathematics Education students at an Indonesian university. The findings revealed that students require speaking skills primarily for academic presentations, journal article discussions, and seminar participation. Key challenges include lack of confidence, grammatical inaccuracy, limited fluency, and difficulty in pronunciation—particularly of mathematical terminology. Students expressed interest in using digital and authentic academic sources such as YouTube videos, podcasts, and subject-related materials, and they preferred interactive learning environments involving group work and practical speaking tasks such as discussions, presentations, and role-plays. These findings highlight the need for a more contextualized English for Specific Purposes (ESP) program that integrates academic content relevant to students’ disciplines and leverages digital media for increased engagement. The implications for both English for Specific Purposes (ESP) and English as a Foreign Language (EFL) contexts indicate that particularly, a need for specific content-based speaking instruction that meets the academic requirements for students in non-English majors who require English language instruction from a discipline-specific context.
Rethinking competency gap of prospective English teachers in Indonesia Kurniadiansyah, Meytha Dwi; Agustina, Eliasanti; Setiawan, Rahmat
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.25975

Abstract

The teacher education system in Indonesia faces significant challenges in producing professional and competent educators. Despite a structured curriculum and professional development programs, a gap persists between graduates’ competencies and job market expectations. This study aims to assess English Education students’ readiness to meet teaching standards and examines disparities between institutional goals and graduates’ actual capabilities. Using a mixed-method sequential explanatory design, data were collected via a Likert-scale survey of 66 final-year students and in-depth interviews with principals, senior teachers, and students. The findings reveal that only 39.4% of students feel confident in speaking English, and 50% consider themselves capable of managing classrooms, although 81.9% demonstrated strong competencies in using technology. These competency gaps highlight the need for improved practical experiences, such as higher-quality and longer internship programs. Furthermore, the curriculum should prioritize speaking skills, cross-cultural understanding, and innovative pedagogical strategies to prepare teachers who are creative, adaptable, and ready to face the challenges of modern education. This study underscores the importance of strengthening collaboration between universities and educational institutions to shape professional educators capable of advancing national education quality.
Students’ perceptions and motivation in learning second language acquisition for future English teachers Novinda, Kushardiyanti; Novinda, Daud Jiwandono; Novinda, Khairiyah Eka Januaristi
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.28857

Abstract

This article explores students’ perceptions and motivations of English education students in learning Second Language Acquisition (SLA) material, particularly in the context of their future roles as English teachers. This study investigates how students’ motivation and perception evolve when taking a Second Language Acquisition (SLA) course, often undertaken without a clear understanding of its content. Key factors influencing students' engagement with SLA material are identified. It examines the relationship between motivation and perceived relevance of the content in the material and highlights the implications for teacher education programs. Drawing from students’ voices in teacher education programs in Indonesia, the research follows their journey from initial confusion to newfound understanding and appreciation for SLA content. Significant correlations are revealed between students’ motivation level and their perception of the material’s applicability to their future teaching career. Using a qualitative approach based on interviews and thematic analysis, this study reveals how self-efficacy, aspirations to become teachers, and instructor support play pivotal roles in shaping students’ evolving views. The findings reveal significant correlations between students' motivation levels and their perceptions of SLA material's applicability to their future teaching careers. Practical suggestions for enhancing SLA curriculum delivery in teacher education programs are provided. This study addresses a critical gap in the literature concerning the specific motivations and perceptions of future English teachers in the SLA context.
Conversational repair, gender, and interactional competence in an Indonesian EFL classroom: Insights and implications Utami, Almira
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.29027

Abstract

This article provides a qualitative examination of conversational repair in an Indonesian EFL (English as a Foreign Language) classroom, focusing on how gender differences in initiating repair strategies are indicative of the EFL learners’ interactional competence (IC). Based on data from a case study approach involving ten adult students, five male and five female students, in an English course class, the article contributes to an in-depth insight into how male and female students handle communication problems. The results show that there are patterns: female students tend to utilize “weaker” or less specific repair initiators, suggesting a pragmatic orientation to politeness, as well as a collaborative approach to the identification of problems. In contrast, male students mainly employ "stronger" and more direct techniques, including a higher frequency of direct "correction”, hinting at a more assertive interactional style focusing on a prompt resolution of the detected issue. According to the findings, gendered preferences of repair initiations have some direct implications for various aspects of interactional competence, both of learning the language itself and of dealing with the pragmatic dimensions of talk. The findings have important implications for EFL pedagogy regarding the groundwork of explicit instruction on different types of repair strategies and gendered communicative styles to promote more equitable and effective classroom interactions and greater interactional competence in general.
Native-speakerism in English teacher recruitment in Indonesian schools Voorsmit, Stanley Chris; Sakhiyya, Zulfa
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.25645

Abstract

Despite growing recognition of the limitations of native-speakerism in English language education, Indonesian schools continue to grapple with it. This study investigates Indonesian schools’ perspectives on recruiting English teachers, specifically examining attitudes toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs). Using a survey administered to 73 Indonesian school administrators, the research explored perceptions of teaching abilities, the capacity to address student learning difficulties, and departmental preferences regarding NESTs versus NNESTs. Respondents rated their agreement with Likert-scale statements concerning native and non-native speaker teaching abilities and recruitment preferences. The findings revealed that while NESTs were sometimes preferred, there was no consistent pattern of prioritizing them over qualified NNEST candidates, particularly within schools with an international curriculum. These findings contribute to ongoing discussions surrounding the phenomenon of native-speakerism within Indonesian English as a Foreign Language context. They highlight the complexities inherent in teacher recruitment practices and suggest that professional qualifications, rather than native-speaker status, should be the primary basis for teacher recruitment decisions, ultimately benefiting students through access to highly qualified educators regardless of their linguistic background.
Translanguaging practice in teaching internship among pre-service teachers: An analysis study of translanguaging in Indonesian EFL classrooms Ricky Fajar Adiputra; Alief Noor Farida; Vionita Iken Restiana
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.27886

Abstract

This study addresses the limited research on translanguaging practices among pre-service teachers within the Indonesian English as a Foreign Language (EFL) context, especially among pre-service teachers. It aims to analyze how these novice teachers employ translanguaging as a pedagogical tool during their teaching internships, focusing specifically on its resources, methods, and purposes. Utilizing a qualitative descriptive approach, this research examines five publicly available YouTube videos of pre-service teachers' practicums, guided by the analytical framework of Jeon et al. (2025). The findings reveal that pre-service teachers fluidly integrate linguistic resources with a range of non-linguistic aids such as gestures and visual media. They demonstrated methodological agility, moving beyond simple translation ('translative' methods) to more complex 'interwoven' practices that seamlessly combine multiple resources in a single instructional flow. Furthermore, translanguaging was found to serve four key pedagogical purposes: material (clarifying academic content), managerial (organizing classroom activities), skill-building (scaffolding language acquisition), and expressive (fostering student participation and confidence). The study concludes and provides empirical evidence that these pre-service teachers effectively implement translanguaging strategies, challenging the notion of a significant theory-practice gap. Their performance suggests that their professional training is successfully equipping them to leverage students' full linguistic repertoires to create dynamic, inclusive, and effective learning environments.
Social interaction in second language acquisition: A case study at a Semarang kindergarten Chodhori, Mutiara; Hapsari, Christianti Tri
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28310

Abstract

Social interaction plays a critical and foundational role in Second Language Acquisition (SLA), particularly during early childhood when language learning occurs naturally through daily engagement. In multilingual environments such as Indonesia, where children are exposed to more than one language from a young age, the dynamics of social interaction become especially relevant. Despite extensive literature supporting the value of interaction in SLA, limited studies have focused on learners in hybrid, lab school models that combine formal instruction with informal, play-based learning. This study addresses that gap by exploring how social interaction facilitates English language development among children aged 3 to 6 at one kindergarten in the city of Semarang. A qualitative case study approach was adopted, utilizing classroom observations and teacher interviews to gather rich, contextual data. The findings reveal that peer conversations, structured group tasks, and incidental interactions with teachers and visiting foreigners provide essential opportunities for language input, output, and feedback. Teachers’ scaffolding strategies, aligned with Vygotsky’s Zone of Proximal Development, helped students transition from guided participation to independent language use. Nevertheless, challenges such as differing proficiency levels, passive learners, and limited time hindered optimal implementation. The study concludes that fostering interaction-rich environments is essential in early SLA and that effective instructional strategies must be adaptive and inclusive. These insights have important implications for educators, curriculum designers, and policy makers seeking to enhance language development in diverse early education settings, particularly within multilingual and hybrid learning environments.
Student's perception of integrating TED Talks to promote speaking fluency: A case study Anugrah Kirana, Sandra; Laila Sulistyani, Ummi Nur
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28385

Abstract

This article explores how an English Department student perceives using TED Talks to develop speaking fluency in English in English as a Foreign Language (EFL) contexts. Although speaking fluency is one of the most essential and visible aspects of communicative competence, it remains one of the most challenging skills to master due to limited exposure to authentic input and low confidence among learners. TED Talks offer authentic, multimodal resources with engaging and culturally diverse styles of fluent English speech. Drawing on theories of perception, multimedia learning, and speaking pedagogy, this article categorizes the discussion into one main objective: how student's perception about TED Talks as a tool to enhance speaking fluency. The findings from this research and the reviewed previous studies suggest that students generally perceive TED Talks positively. The participant admires the fluency, organization, and delivery style of various TED Talks speakers and feels inspired to emulate them. Repeated exposure to TED Talks contributed to vocabulary enrichment, greater pronunciation, and increased motivation in learning. In conclusion, TED Talks might not be a one-size-fits-all solution, but they hold a promising source that can be thoughtfully integrated into a speaking learning activity.          
Students’ perception of the use of “Rebus Game Puzzle” to improve speaking skills of eighth-grade students Pramesti, Magdalena Ayu Sri; Sulistyani, Ummi Nur Laila
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28557

Abstract

The study aimed to determine what students think about the Rebus Game Puzzle as a medium for learning English, particularly in improving speaking skills. Common problems include students lacking confidence, having a limited vocabulary, and rarely speaking actively in class. Therefore, learning media such as Rebus Puzzle are used to help overcome these problems. This study used interviews with eighth-grade students and English teachers at a private junior high school in Central Java. The results showed that the Rebus Puzzle helps students remember vocabulary more easily and practice their pronunciation. The pictures and instructions in the puzzle make students more interested and less likely to be bored. In addition, the learning atmosphere becomes more engaging, allowing students to be more active, confident, and brave in speaking in front of the class. Therefore, it is recommended that teachers utilize game media, such as Rebus Puzzle, in the learning process, especially when teaching vocabulary and speaking. This media can make students more enthusiastic and make learning more meaningful. whether media such as Rebus Puzzle could increase students' enthusiasm, activity, and confidence while learning English.
The analysis of code switching and code mixing in the ‘Historytelling’ YouTube segment by Nessie Judge Ajeng Anditya Putri Nugroho; Izzati Gemi Seinsiani
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28569

Abstract

In recent years, the growth of digital platforms has significantly affected the linguistic practices of the youth, especially in multilingual societies. An important linguistic phenomenon that has emerged in this context is the frequent use of code-switching and code-mixing, especially by online content creators. While many studies have examined these phenomena in everyday conversation and educational contexts, limited focus has been given to their application in educational and entertainment content on YouTube. This study aims to fill the gap by analyzing the types, functions, and factors influencing code-switching and code-mixing in ten selected episodes of the ‘Historytelling’ segment by Nessie Judge, a well-known Indonesian YouTuber. A descriptive qualitative method was employed, using Poplack's (1980) and Muysken's (2000) typologies to classify linguistic features, while communicative functions and motivational factors were interpreted using Marasigan's (1983) and Hoffman's (1991) frameworks. The results showed that inter-sentential switching and insertion mixing are the most frequently used types, which serve certain communicative purposes such as message qualification, addressee specification, and facility of expression. The analysis also showed that the most important influencing factor was talking about particular topic, especially when English terms are preferred due to historical accuracy. Nessie's language choices appear consciously and audience-oriented, reflecting digital youth culture and the pedagogical potential of bilingual content. This research concludes that Nessie Judge's strategic bilingualism increases the accessibility, engagement, and educational value of content. The implications suggest that code-switching and code-mixing, when used purposefully, can be powerful tools in digital pedagogy and sociolinguistic engagement, especially for Gen Z audiences that navigate multilingual realities in online spaces.

Page 3 of 8 | Total Record : 78

 1   2   3   4   5 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching Vol. 13 No. 3 (2024): Special Issue Vol. 13 No. 2 (2024): Reguler Issue