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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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Investigating students' perspectives on the utilization of mobile-assisted language learning and mobile games for developing speaking proficiencies Aditya, Apta Rahadi; Kalisa, Pasca
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.30037

Abstract

For English as a Foreign Language (EFL) learners, speaking is a skill that poses significant challenges, primarily due to insufficient practice, low self-esteem, and limited conversational opportunities. Mobile-Assisted Language Learning (MALL) and mobile gaming offer creative and engaging ways to enhance speaking abilities in the current digital learning environment. This qualitative study examines how students perceive the impact of mobile games on enhancing their English-speaking skills. Ten undergraduate EFL students, ages 20 to 23, who had studied English for six to ten years and frequently played mobile games, participated in semi-structured interviews to gather data. According to a thematic study, mobile games increased learners’ motivation, improved pronunciation, helped them acquire new vocabulary, and gave them more confidence when speaking. Participants observed that the interactive elements of games reduced speaking anxiety and promoted real-world conversational practice. However, difficulties remained, such as comprehending rapid-fire discourse and navigating new colloquialisms. The study shows that the deliberate integration of mobile apps can augment conventional classroom techniques and promote organic spoken language development.
EFL students’ anxiety and reading comprehension Riana, Lulut; Ningrum, Yusnita Sylvia
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.30088

Abstract

Reading comprehension is a very important basic skill in learning English as a Foreign Language (EFL), as it strongly supports students' overall academic success. However, many EFL learners struggle to understand reading texts due to emotional barriers, especially anxiety. This article presents a narrative literature review examining the relationship between EFL srudents’ reading anxiety and their reading comprehension. It synthesizes findings from national and international studies published between 2017 to 2025. The review is based on in two theoretical framworks:  Krashen’s Affective Filter Hypothesis, which highlights the role of emotional factors, such as anxiety, motivation, and self-confidence in second language acquisition; and Constructivist Learning Theory, which emphasizes the importance of learners actively constructing knowledge through cognitive factors in language learning. The review identifies several common causes of reading anxiety, such as unfamiliar vocabulary, complex sentence structures, low self-confidence, and negative prior experiences. Anxiety not only disrupts reading comprehension but also affects students’ motivation, self-esteem, and willingness to read. The findings highlight the importance of addressing students’ emotional need during reading instruction. Teachers are encouraged to adopt supportive strategies, such as simplifying reading materials, providing encouragement, and fostering a safe environment. This article concludes with a call for further empirical research to explore effective teaching practice that can reduce reading anxiety and enhance comprehension in EFL contexts.
Identifying students’ challenges and strategies to produce English-speaking utterances Qonita, Qonita; 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.28778

Abstract

Previous research has examined English-speaking challenges, but rarely has it linked them to specific strategies based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL). This study addresses that gap by identifying students’ challenges and strategies to produce English-speaking utterances, especially among English education students in Universitas Negeri Semarang, where speaking is still a common yet underdeveloped skill. The researcher employed qualitative research, and the participants of this study were 22 students in the sixth semester of the English education study program at Universitas Negeri Semarang. The data were gathered through questionnaires and interviews, then analyzed using qualitative methods. The findings revealed that although over 80% of the students reported frequently using English in interaction on campus, many still encountered significant challenges. The most prevalent challenges faced by students in speaking include anxiety, fear of making mistakes, lack of confidence, lack of vocabulary, and lack of grammar, which significantly affected students’ fluency and accuracy. The finding shows that, memory, cognitive, and compensation strategies were commonly used to address vocabulary and lack of grammar. Metacognitive and affective strategies helped manage anxiety and hesitation, while social strategies supported speaking development. The findings imply that promoting specific strategic awareness can improve speaking proficiency and confidence. Teachers are encouraged to integrate explicit strategy training into speaking instruction, create low-anxiety environments, and encourage collaborative learning. Future research should explore how individual learner differences affect the effectiveness of these strategies in various contexts and over longer periods of language learning.
How story-based videogame develops English vocabulary of EFL college students Priasmoro, Baruna; 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.28798

Abstract

This article aims to analyze how the role of video games on English vocabulary language learning among English as Foreign Language college students at university. It explains because the nature of story-based videogames, story-based videogames use scene and dialogues, are often interesting for player who like story, and are part of modern culture, there are lots and lots way to remember and learn words that are used in daily communications. This conceptual article explains a simple concept or a plan pointing how to use story-based videogames can help college students improve and comprehend vocabulary better, memorize them, and applying or using them more effectively and practically. The concept shows how important that is to use the resources from digital device to make learning more exciting, efficient and engaging. In the end of discussion there is suggestion how to develop vocabulary or language skill, we don’t have to stick on traditional ways; we can also use media or use online learning or even both of them. And one of many ways to develop vocabulary or language skill is by using story-based videogames. However, it is important to remember that we cannot rely on videogames alone; It is better to use story-based videogames as complementary tools.
Students’ perceptions and challenges in using YouTube to improve speaking in learning English Nafi Ghifary, Yazid; 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.28875

Abstract

Continued improvements in globalization and modern-day developments have also led to an increase in technology use within education. The Internet offers an array of information and resources which can be accessed effortlessly. With the emergence of video sharing platforms like YouTube, there is now an unprecedented and innovative method of learning. Both teachers and students are now able to enhance their English speaking skills through interesting and authentic multimedia which greatly improves comprehension. The aim of this study is to explore the issues that come with YouTube integration in education and examine the students’ and teachers’ attitudes concerning its use for learning activities geared towards fluency and pronunciation, as well as the enhancement of their skills. This research employs qualitative descriptive methods. Open-ended questionnaires were given to students in an Indonesian university to collect in-depth information about language learning and the use of YouTube in classes. In addition, the interviews were conducted to gain in-depth insights and experiences concerning the subject matter. The study concluded that although there were some YouTube technical issues, students maintained a positive attitude towards the use of YouTube, and speaking advanced fluency and pronunciation skills greatly improved. Furthermore, this research recommends that YouTube be used as an instructional medium supervised by the teacher, to enhance the learning process to be more interesting, enjoyable, and productive.
Conformity between learning objectives, learning activities, and assessment in Indonesian genre-text-based approach textbook Khoirussulfa, Sajjida; Dewi Saraswati , Girindra Putri
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.28923

Abstract

The study aims to assess conformity between learning objectives. learning activities, and assessments in English for Nusantara Kelas VIII Textbook published by the Ministry of Education, Culture, Research, and Technology in 2022 as part of Kurikulum Merdeka. The ground theory used in the analysis of the textbook are constructive alignment by Biggs and Bloom’s taxonomy. This study uses a qualitative content analysis. This study investigates the learning objectives of reading skill in the textbook, connected with the learning activities, and how well the assessment measures it. The findings reveal that most of the reading activities showed strong alignment with the stated learning objectives and assessment tasks. The learning activities are well-designed and aligned with the alignment elements, Bloom’s action verbs, and the curriculum’s genre-based competences. However, the misalignment was noted, such as that the instructions of learning activities with the learning objectives stated. This study highlights the importance of the proper textbook design, curriculum literacy, and teacher instruction to guarantee more effective language instruction. This study supports the use of Constructive Alignment theory and action verbs of Bloom’s taxonomy in English Language Education. This study contributes to expanding the literature of research that supports outcome-based learning. This study shows the developments in aligning English textbook material in Indonesia.
The suitability of folktales as a culturally responsive learning media in ELT classroom Prasetya, Muhammad Wahyu; 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.29048

Abstract

Despite the abundance of studies and articles regarding the subject of culturally responsive teaching, there is a noticeable scarcity of research that discuss the subject of learning media in the implementation of CRT specifically in English Language Teaching (ELT) classrooms. By analyzing much further about the subject of learning media in the scope of CRT, the findings would resulted in an enriched and increased learning resources to be utilized by the educator. In this article, the author would attempt to do so by analyzing the suitability of folk tales as a culturally responsive learning media, specifically the Indonesian folktales. To assess the suitability of the folk tales, this qualitative study employed a qualitative content analysis based on the key principles of culturally responsive pedagogy and ELT materials evaluation. Some of the most well known Indonesian folktales were chosen as the subject analysis. The findings indicated that folktales would be a suitable learning media both in terms of cultural and pedagogical. All of the subject of the research exhibit inherent cultural value that can resonate with the learners and educational value that can be utilized in various occasion. These findings provide valuable pedagogical insight on how folktales can be implemented as effective learning media in culturally responsive classroom.
Leveraging video presentations to improve students’ presentation skills using TED Talks video Syukrillah, Jazah; 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.29197

Abstract

This study explores the use of TED Talks as a tool for enhancing students' presentation skills. By analyzing TED speakers' use of key techniques such as structure, visuals, vocal delivery, and credibility, this research examines how these elements contribute to effective communication and audience engagement. The study identifies the core presentation skills emphasized by TED speakers and investigates how students can apply these strategies to improve their own presentations. The research also explores the role of structure and visuals in engaging and informing an audience, as well as the impact of vocal delivery on presentation effectiveness. Additionally, the study looks at how TED speakers establish credibility and how students can incorporate these techniques to enhance their presentations. The issue addressed in this study is the challenge of improving students' presentation skills in educational settings, where traditional teaching methods often fall short in preparing students for effective public speaking. The suggestions include integrating TED Talks into curricula to provide students with practical examples of high-quality presentations and to help them adopt best practices in their own presentations. The findings provide valuable pedagogical insights into how TED Talks can be integrated into educational settings to improve presentation skills and foster more engaging, confident public speaking among students.
How internet memes develop vocabulary proficiency among EFL university students Suryawijaya, Danar; 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.29536

Abstract

This article explores how internet memes aid university students learning English as a Foreign Language (EFL) in getting better at vocabulary acquisition. It argues that because of the nature of internet memes, memes use words and pictures, are often funny, and are part of popular culture, they are a new and unique way to learn and remember words used in daily communication. The article explains a simple plan showing how using memes can help students understand words better, remember them, and use them more actively and effectively. It shows how important it is to use resources from the digital world to make learning English more interesting, engaging, and useful. And the discussion ended with the suggestion that to improve language skills, we don't need to stick to traditional techniques; we can also get media and learning methods online, or even use both. One of the ways to improve language skills is by using internet memes because memes are equipped with several characteristics that make learning fun. However, it is important to note that we cannot rely on internet memes alone; it is better to use internet memes as supplementary tools.
Exploring intercultural communicative competence in online discussion on Quora: A descriptive qualitative study Wahyu Fitriati; 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.29566

Abstract

In an era of increasing global interconnection, developing Intercultural Communicative Competence (ICC) has become essential, and online platforms have emerged as key spaces for intercultural interaction. While much of the research on ICC has focused on controlled, educational environments, fewer studies have investigated its natural expression in informal, large-scale online forums that are not designed specifically for language learning. This study aims to explore how ICC is represented in discussions on Quora and assess the platform's potential as a tool for intercultural learning. Utilizing a descriptive qualitative approach, the study analyzes five purposefully selected discussion threads from Quora. A thematic content analysis was conducted based on Byram's (1997) five-dimensional model of ICC. The results show that all five dimensions of ICC are represented, with Knowledge and Attitudes being the most prominent. Noteworthy instances of Critical Cultural Awareness emerged, where users critically examined cultural stereotypes and practices. The findings suggest that Quora functions as a dynamic space for the co-construction of cultural understanding, with users actively negotiating and performing cultural competence. The study concludes that such informal, "in-the-wild" online interactions offer valuable opportunities for enhancing intercultural competence and can be integrated into English Language Teaching (ELT) to promote authentic intercultural engagement.

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