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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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First language interference on EFL learners’ speaking ability at the higher education level Panjaitan, Rosinta; Seinsiani, Izzati Gemi
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.28766

Abstract

This research examines the influence of first language (L1) interference on the speaking ability of Indonesian EFL learners at the higher education level, focusing on English Education students. Using a mixed method approach, data were gathered through questionnaires (closed-ended and open-ended) and semi-structured interviews with intermediate-level learners in English. The findings identify two dominant forms of L1 interference: grammatical and phonological. Grammatical interference involves the transfer of Indonesian sentence structures and tense usage into English, while phonological interference appears in the mispronunciation of unfamiliar English sounds. Four key factors contribute to this interference: linguistic background, proficiency level, psychological barriers, and learning strategies. The interference significantly hinders both accuracy and fluency, often due to mental translation habits, lack of confidence, and overreliance on grammar-based instruction. The study concludes that L1 interference is a complex issue requiring communicative, confidence-oriented teaching methods and greater exposure to authentic English use. This insight offers practical implications such as the implementation of short lessons that give EFL students space to study or practice without pressure so that they can improve their English as a foreign language skill.
The implementation of role play in supporting speaking class Anjani, Elisa Putri; Yuliati, Yuliati
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.28817

Abstract

In the context of 21st-century education and the growing importance of communicative competence, oral instruction in English as a foreign language (EFL) classrooms faces increasing expectations and ongoing challenges. The current Indonesian high school classroom, marked by the “Kurikulum Merdeka”, requires instructional strategies that promote student engagement, collaboration, and meaningful oral communication. This paper discusses how role play can be integrated into English teaching at the senior high school level in Indonesia to strengthen students’ oral communication skills. Based on the principles of communicative language teaching, sociocultural theory, and cooperative learning, role-play is viewed not only as a teaching activity but also as a strategic framework for language development. This article synthesizes relevant theoretical and empirical literature highlights the transformative potential of role-play, and proposes a practical framework for its implementation in Indonesian classrooms. Considering challenges such as teacher preparation, class size, and assessment focus, and then propose strategic considerations to address these challenges. By repositioning role-play as a reflective, student-centered process rather than a performance-oriented task, this article advocates for its inclusion as a core component of oral instruction. Role-play not only promotes language development but also enables EFL learners to build confidence, empathy, and autonomy, which are essential for developing 21st-century communication competence.
The role of movies in motivating students' speaking skills: An investigation toward English Education students Sofiana, Nala Izza; Saraswati, Girindra Putri Dewi
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.28819

Abstract

This study explores the role of movies as a medium for learning English among English Education students. It highlights the significance of English as a global language and the challenges faced by learners, particularly in developing speaking skills. This study employed a qualitative approach to investigate students’ perceptions of how movies contribute to language acquisition, motivation, and cultural understanding. Data were collected through closed-ended questionnaires and semi-structured interviews, focusing on students’ experiences with English movies. Findings indicate that students prefer using movies over traditional methods as they provide an engaging context for learning vocabulary, pronunciation, and conversational skills. Additionally, movies foster intrinsic motivation by creating enjoyable learning experiences and reducing anxiety associated with speaking. The study highlights the potential of film to enhance language proficiency and motivate learners, suggesting that integrating movies into English language education can improve both linguistic and socio-cultural competencies.
Implementation of QR-based treasure hunt game to improve young students’ English vocabulary mastery Alamanda Mutia Safitri; Trisanti, Novia
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.28893

Abstract

This study explores the effectiveness of a QR-based Treasure Hunt game in enhancing English vocabulary mastery among 7th grade students at a public junior high school located in Ungaran, a district in Semarang Regency, Central Java, Indonesia. Despite the growing interest in gamification and mobile-assisted learning, the use of QR codes specifically for vocabulary acquisition in EFL classrooms has received little scholarly attention—underscoring the need for targeted investigation in this area. Using a quasi-experimental design, students were divided into control and experimental groups, with vocabulary mastery assessed through pre-test and post-test evaluations. The control group, which followed traditional teaching methods, showed minimal vocabulary improvement, whereas the experimental group demonstrated significant gains after engaging with the QR-based gamified approach. The interactive nature of QR codes encouraged active participation, allowing students to scan, solve, and engage with challenges in a structured format. The findings confirm that gamified learning fosters engagement, reinforcing Cognitive Load Theory by breaking vocabulary learning into manageable, interactive components. While most students responded positively, observations revealed that some required additional guidance, highlighting the need for structured instructional support when implementing gamification. This study contributes to the field of educational technology, demonstrating the potential of gamification in language acquisition and student motivation. By integrating QR-based activities into EFL instruction, schools can modernize teaching practices, improving both learning outcomes and engagement. Future research should explore long-term retention, learner diversity, and expanded gamification models to further refine technology-enhanced vocabulary instruction.
Implementing the online game Mobile Legends: Bang Bang to support students’ English vocabulary learning Asih Dayanti, Asih Dayanti; Yuliati
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.28931

Abstract

This study explores the integration of Mobile Legend Bang-Bang (MLBB) to support vocabulary learning, applying Notion’s (2001) framework of noticing, retrieval, and generation. Most studies focus on how MLBB functions to promote vocabulary outcomes; however; there is a gap in exploring the cognitive processes behind vocabulary acquisition hero quotes from the game. This research seeks to fill that gap by clarifying how hero quotes assist in vocabulary learning. With a qualitative case study design at at a vocational high school in Indonesia, data collected included classroom observations and interviews with thirty-three students and one English teacher. The results indicated that MLBB helps foster vocabulary noticing, remembering, and using words. Furthermore, students were more digitally interested as well as more imaginatively engaged cognitively with the material. Teachers reported improved student participation along with more creative lesson planning, greater digital engagement, and instructional flexibility tailored to learners’ levels. The study concludes that controlled usage of MLBB leads to purposeful vocabulary learning, indicating that game-centered media have positive impacts on language teaching and learning in classrooms designed for digital natives. Practical implementation may include quote-based noticing tasks, retrieval games, expressive production activities, and structured teacher mediation to optimize learning outcomes.
Textbook grammar in focus: A study of sentence structures and patterns alignment Laela Nur Muktasida; Yuliati
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.29156

Abstract

Understanding the grammatical structures of sentences is fundamental for English learners. It concerns not only the forms, but also the meaning and usage. This comprehensive approach helps to transmit grammatical concepts effectively; thus, learners are directly influenced to communicate competently. This study aims to analyze the sentence structures and patterns, and the alignment of sentences in the texts with the targeted language features. The research employed a qualitative approach, especially textual analysis. Data were collected from five representative texts across five units of the textbook. This study differs from previous research by examining the alignment of sentence from the texts in a currently used curriculum-based textbook with targeted language features, and utilizing labeled bracketing to depict the structures more precisely. The findings reveal that the textbook uses a wide range of sentence structures to support different genres and text functions. From the five texts, the sentences show a wide range of pattern variations. There are complex declarative with complement or relative clauses, SVC patterns with prepositional elaborations, and verb-initial passive imperative complemented by temporal adjuncts, and so on. The most dominant phrase is complex noun phrase. Representative texts in Units 2, 3, and 4 fully align with the grammar and vocabulary outlined in the scope and sequence, while those in Units 1 and 5 show only partial alignment. This study contributes to the evaluation of EFL textbooks by examining the variation of sentence structures and patterns, and investigating their alignment with the targeted language features for supporting effective language acquisition.
Using Edpuzzle interactive video to enhance listening skills Nurwilis Elsa Zahara, Nurwilis Elsa Zahara; Yuliati
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.29160

Abstract

Listening comprehension is one of the most essential yet challenging skills in learning English as a Foreign Language (EFL). Despite its importance as a foundation for developing other language skills, listening often receives less instructional emphasis than grammar or vocabulary. Traditional listening instruction tends to be passive and lacks real-time feedback or learner control. This study reviews and explores the potential of Edpuzzle, an interactive video platform, to address these issues by offering pedagogical features aligned with multimedia learning principles. Grounded in Mayer's (2009) Cognitive Theory of Multimedia Learning, this study employs an integrative literature review method to synthesize relevant research published between 2015 and 2025. Findings from previous studies show that Edpuzzle enhances students' engagement, listening comprehension, and learning autonomy through features like embedded quizzes, self-paced playback, and immediate feedback. However, challenges remain, including limited infrastructure, teacher readiness, and familiarity with digital tools. The study concludes that Edpuzzle holds significant promise for transforming conventional listening instruction into a more interactive, reflective, and learner-centered process. This article contributes theoretically by reviewing and exploring how Edpuzzle aligns with current educational paradigms and suggests future empirical research and classroom application directions.
The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review Venna Asyifa Ramadhanti; Farida, Alief Noor
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.29169

Abstract

This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.
Spotify’s effectiveness in improving 7th grade students’ pronunciation Lucky Puput Hidayah; Yuliati
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.29173

Abstract

The ability to pronounce words correctly is a crucial component of learning a language for those seeking to acquire proficiency in the language. Proper pronunciation is essential for ensuring your message is clear and comprehensible to listeners. Many Indonesian students have problems pronouncing English words. It was found that the words are pronounced as they are written in the text. This is because Indonesian and English have different pronunciation systems. The objective of this study is the investigation of the effectiveness of using Spotify for the improvement of students’ pronunciation by means of the teaching of receptive skills. The use of Spotify, with its features to support receptive skills, was implemented by the researchers. The features include sound for listening and lyrics for reading. The approach of this research is an experimental study, which means that it is a research study that uses an experimental design and is typically done in a laboratory setting.  An experimental study is a method used to investigate the effects of treatments under controlled conditions. The mean score of the pretest was 60.81, and the mean score of the posttest rose to 78.12 after using the Spotify application. The results show a marked improvement in pronunciation.
Integrating Wayground in teaching short functional texts: Impacts on students’ motivation Destriana, Melisa; Farida, Alief Noor
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.29183

Abstract

In digital era, everything generated with internet and apps which has crucial role in daily activity. Not only in a daily basis, but also in education area needs to change due to the circumstance. Especially when it comes to learn, the teacher needs to follow the trend to maintain the students’ motivations to learn, so that it will help them to understand the problem in English class and creating good grade. This could happen if the teacher tries to be understood the students need and start using digital learning method than the conventional. This study aims to evaluate the use of Wayground as a digital learning medium in teaching short functional texts and to explore its impact on the learning motivation of eighth-grade students at one public junior high school in Cepu, a city in Central Java, Indonesia. A qualitative descriptive approach was applied, with data collected through observation, teacher interviews, and student questionnaires. The results show that integrating Wayground into English lessons significantly enhances student interest and engagement, particularly in writing skills. Most students responded positively to the interactive format, stating that learning became more enjoyable and motivating. These findings suggest that digital tools like Wayground can be effective in creating a more dynamic and student-centered learning environment.

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