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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 81 Documents
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The teachers’ perception: The use of Wayground in EFL learning Alfian Khabibi; Priyatmojo, Arif Suryo
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.29199

Abstract

This chapter examines the role of Wayground (formerly Quizizz) in improving English as Foreign Language (EFL) skills through a case study perspective examining teachers’ perceptions. The aim is to discuss teachers’ positive and negative perceptions regarding the advantages, challenges, and practical steps for optimization in an EFL context. The focus of the discussion is derived from qualitative insights gained from previous research paired with empirical research highlighting key issues such as lack of student engagement, rote data-based assessment without learning, and test anxiety. Teachers largely have a positive view of Wayground due to its interactive features and real-time feedback mechanisms that actively engage and motivate learners. However, challenges related to quiz design, technological infrastructure, and the need for ongoing professional development are also important to further explore. This chapter outlines teachers’ perceptions of Wayground, its challenges, and specific educator-centered strategies aimed at increasing participatory engagement while addressing data-related instructional and technological barriers all framed in maximizing the benefits offered by Wayground. Ultimately, this chapter contributes to the understanding of how powerful technological tools like Wayground can revolutionize EFL pedagogy towards a more engaging, effective, and inclusive educational paradigm.
The use of "Kartun Anak" YouTube channel in supporting students' speaking skill Zahratunnisa' Aulia; 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.29213

Abstract

YouTube is a platform that provides audiovisual media that can be used for teaching and learning activities. Audiovisual can be used for teaching language skills, including speaking skills. In this research, the author discussed the use of YouTube videos in the class, focusing on students’ English speaking skills. Observations and interviews were conducted to gain data regarding the use of YouTube in supporting students’ speaking skills. Two teachers and ten students were interviewed to gain deeper information. The author discovered that the teachers chose the videos based on the chapter and materials that were going to be taught, and the YouTube channel provides suitable materials. The students were way more enthusiastic during the class using audiovisual media compared to any class without audiovisual media. When asked about the media, the students stated that the animations were appealing and they gain new vocabulary through the use of the media, which made them gain interests in learning new vocabulary and how to pronounce words correctly. According to the teachers, changes in students’ speaking skill appeared during the class. Students often struggled with pronunciation and they showed improvements when this media was used in the class. They stated that the clear pronunciations from the videos helped the students to learn the accurate pronunciations.  
Cooperative learning for the implementation of deep learning to enhance students’ reading skills Luthfiansyah, Ananda Poetri; Astuti, Puji
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.29280

Abstract

Reading is one of the important skills in learning English because it is a window to knowledge and a foundation for developing other language skills. However, students' reading skills in Indonesia remain low due to various factors, coupled with reading learning that still tends to be shallow and focused on memorization. Therefore, a learning strategy is needed that focuses not only on the final result but also on the thinking process and deep understanding. Although both Deep Learning and Cooperative Learning have proven effective in enhancing reading skills, there has been no research examining how Cooperative Learning can be used as a method for implementing the Deep Learning approach. Therefore, this article aims to explore how Cooperative Learning can be used as a method for implementing the Deep Learning approach to enhance reading skills. This article uses a library research method with a focus on the Jigsaw type as a representation of Cooperative Learning that implements Deep Learning. Jigsaw implements the principles of mindful learning through conscious and attentive student involvement, meaningful learning through linking information from the text to personal experiences, and joyful learning through a collaborative and enjoyable learning atmosphere. In conclusion, Cooperative Learning can serve as a method for implementing Deep Learning to enhance students' reading skills. The implications of this article can serve as a reference for teachers in optimizing teaching reading and can also be the basis for empirical research in the future.
Teacher’s strategies to enhance students’ speaking engagement in ESP classroom at vocational school Putri, Nadela Devanika; 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.29299

Abstract

Speaking proficiency plays a vital role in English language education, especially in vocational settings where learners are expected to use English in professional environments. While English for Specific Purposes (ESP) is gaining more recognition, there are still not enough studies exploring how focused teaching strategies influence student engagement in speaking tasks in vocational ESP contexts. This project investigates the teaching strategies used by an English teacher to promote student engagement in speaking, the challenges encountered during implementation, and the reported impacts of those strategies in an ESP setting for Mechatronics students in a vocational high school. A qualitative case study approach is used, with data collected through class observations, teacher interviews, and document analysis. Findings indicated that the teacher applied a series of speaking strategies and practice, such as project-based learning (PjBL), role-play, group discussions, and drilling practices, and these all responded to different dimensions of student participation; specifically, behavioral, emotional, and cognitive participation. Challenges included, distractions of mobile phones, poor instructional time and large class sizes, yet the methods seemed to foster students' participation. Learners with the highest levels of proficiency reported the highest levels of confidence; while learners that participated with lower levels of proficiency reported that they benefited from more direct guided instruction. The study suggests that the use of a range of speaking strategies in an ESP context can be effective in engaging and involving students in learning contexts. The implications of this study include the necessity of improving the practices of teachers, educational entities, and policymakers', providing vocational students for communication requirements in the workplace.
The influence of English-speaking environment on young learners: The rationale Thoriq Aulia; 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.29306

Abstract

The significance of English-speaking settings in aiding young learners oral language growth has received worldwide recognition, particularly in bilingual education situations. Even with the increasing interest, there is still a shortage of thorough research that combines theoretical frameworks and up-to-date empirical studies on the subject, especially within the Indonesian context. This research intends to examine the impact of English-speaking settings on the speaking skills of young learners using a library research method. In accordance with Creswell’s (2014) principles for qualitative research, this study methodically examines and integrates academic literature, emphasizing peer-reviewed publications from 2020 to 2025. The results highlight five main areas influenced by English-speaking settings: heightened motivation and confidence, decreased speaking anxiety, enhancement of social interactions, advancement in language skills (pronunciation, fluency, grammar), and the use of relevant, context-oriented learning techniques. These findings are consistent with Krashen’s Input and Affective Filter Hypotheses, Vygotsky’s Sociocultural Theory, and Long’s Interaction Hypothesis. The research finds that engaging and nurturing English-speaking settings are crucial for promoting successful language growth in early childhood. It also emphasizes educational implications, including the necessity for emotionally supportive learning environments, collaborative learning among peers, and contextually relevant teaching. This study establishes a theoretical basis for educators and policymakers to create improved bilingual education programs and suggests guidance for upcoming empirical investigations.
The euphemism translation technique used in English-Indonesian translation of RPG video game (A case study of Hoyoverse's Honkai Star Rail) Mustofa, Naufal Arik; 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.29452

Abstract

Euphemisms serve as essential linguistic tools for navigating social norms and cultural sensitivities. Nonetheless, their use in the realm of video game localization is still a largely unexplored topic, especially regarding the English-Indonesian context. This research examines the translation techniques used for euphemistic phrases in HoYoverse’s Honkai Star Rail, emphasizing both understatement and overstatement euphemisms. A qualitative descriptive method was utilized to gather corresponding English-Indonesian text pairs from the dialogues in the Penacony Trailblaze Mission of the game. These pairs were subsequently examined using the framework of the translation technique proposed by Molina and Hurtado Albir. The examination produced 19 euphemistic phrases, comprising 16 understatements and 3 overstatements. Three translation techniques were identified in total: literal translation (84.2%), amplification (10.5%), and modulation (5.3%). The common use of literal translation indicates that euphemistic techniques used in English and Indonesian in the realm of fantasy RPGs show cross-cultural alignment. The strategic use of modulation, illustrated by translating “crime scene” to “TKP” (Tempat Kejadian Perkara), shows a refined cultural adjustment. The results suggest that significant cultural adaptation might not be essential for successful euphemism translation in gaming situations when the source and target cultures have comparable norms for indirect communication. This study substantially enhances video game localization theory by offering a framework for examining euphemistic elements in interactive narratives. Moreover, it provides useful advice for localization experts dealing with English-Indonesian language pairs.
Investigating formulaic expressions in an informal YouTube broadcast interview video Tsani, Talitha Anindya; Galuh Kirana Dwi Areni
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.29635

Abstract

This study investigates the use of formulaic expressions in spontaneous informal communication found in a YouTube video titled 50 Cents: 50 Minutes You Can’t Afford to Ignore in a podcast interview format. The focus of this study is to analyze the types, frequencies, and pragmatic functions and meanings of the use of formulaic expressions in conversational contexts based on Celce-Murcia’s Communicative Competence theory (2007) and discourse analysis approach. The identified expressions are then categorized based on four types such as routines, collocations, idioms, and lexical frames. The findings show that collocations are the most frequent expressions in the video followed by lexical frames, routines, and idioms. These results indicate that formulaic expressions, especially collocations and lexical frames, play an important role in maintaining the flow of interaction so that it runs smoothly, naturally, and effectively in the context of informal interaction. This study also highlights how the implications of using formulaic expressions to convey ideas or messages in an easy-to-understand, effective, clear, and interesting way can strengthen the emotional bond between the speaker and the interlocutor or audience. The findings are also in line with several previous studies that have examined the dominance of the use of formulaic expressions in different contexts. This study contributes to a deeper understanding of the use of verbal language through digital platforms, provides insight into the use of formulaic expressions in real-life spontaneous interactions, and can be used as a reference for future linguistic research with a focus on digital communication or discourse.
The use of Toy Story 4 on recount speaking improvement El Afif, Ahmed Falih; 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.29694

Abstract

This paper investigates the impact of the animated film Toy Story 4 in EFL (English as a Foreign Language) education with emphasis on enhancing speaking recounting ability. With the significance of digital media in education today, films such as Toy Story 4 provide a valuable opportunity for immersive language learning. Using a proposed teaching model, teachers can transform students' watching of the film into their use of language with a recount narrative genre focus. Using the film's interesting plot, characterizations and emotional depth, the model is intended to help students construct cohesive spoken recount. By working with content, which interests students, motivation to learn and engagement is likely increased. The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability. The proposed educational model contributes to theoretical understanding of multimedia learning and provides a practical approach for teachers wanting to enhance their pedagogical practices as educators of EFL.
Logical fallacies in EFL students' undergraduate argumentative writing Malihah, Nasywa Ayu; 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.29778

Abstract

Argumentative essays were an important part of learning English as a foreign language (EFL) because this genre of writing not only developed language skills but also engaged students in critical thinking. Although grammar and structure was usually the main focus, students often overlooked the sense of logic in their arguments, especially the fallacies or reasoning errors. To address this gap, the researcher used qualitative research to identify the types of logical errors made by EFL students in their argumentative essays at a public university in Semarang and the underlying causes of those fallacies that occurred. A systematic content analysis method based on Mayfield's taxonomy was used to identify types of logical fallacies that categorized into four board categories, manipulation through language, emotion, distraction, and inductive fallacy. Students' argumentative writing was analyzed, and semi-structured interviews were conducted to understand the patterns that implied the causes of logical fallacies. The findings demonstrated that most of the EFL students’ arguments in argumentative writing were influenced by the limitations in their thinking abilities, emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. Students also showed a tendency to simplify complex issues, which was evident from the consistent usage of hasty generalizations and false dilemmas in their essays. Based on these findings, it is essential to introduce the knowledge of logical reasoning and assess the credibility and reliability of reasons and evidences that are incorporated in English argumentative writing courses, which would significantly enhance students' critical thinking skills in learning about argumentation. As a result, these findings should be taken into account by educators who aim to equip EFL students with the critical thinking skills that are necessary for constructing a well-structured argument.
Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension Shafira, Nasha; 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.30034

Abstract

This article explores the integration of Wayground, a game-based digital learning platform, as a tool to enhance vocational high school students' comprehension of report texts in English language classrooms. The primary objective of this study is to analyze the pedagogical potential of Wayground in improving students’ reading comprehension, motivation, and active engagement through interactive and student-centered instruction. This research employs a qualitative theoretical approach grounded in literature review, synthesizing findings from recent scholarly sources related to gamification, reading instruction, and the Emancipated Curriculum in Indonesia. Reading report texts presents challenges for vocational students due to their factual, formal, and structured nature, often resulting in disengagement and low comprehension. Wayground offers a practical solution through gamified features—such as instant feedback, time limits, and competitive elements—that stimulate learners’ motivation and cognitive engagement. Furthermore, Wayground facilitates formative assessment and differentiation, supporting individualized learning pathways in line with constructivist principles and curriculum flexibility. The practical implications of this study suggest that integrating Wayground into English reading instruction can revitalize classroom dynamics and improve literacy outcomes in vocational settings. However, considerations such as digital infrastructure and teacher readiness must be addressed to ensure effective implementation. The findings of this study serve as a pedagogical guide for teachers seeking to leverage technology to promote deeper learning and engagement, particularly in reading-intensive lessons.      

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