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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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Analysis of students’ difficulties in speaking skills in studying English Tristasari, Safirah; 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.29953

Abstract

The aim of this study is to examine the challenges that students have when studying English as a Foreign Language in order to improve their speaking abilities. Speaking is an essential part of language proficiency, but many students struggle with a variety of issues that make it difficult for them to speak clearly. This study used an integrative literature review method and to collect data using previous studies. The results show that during speaking practices, students most commonly struggle with pronunciation, vocabulary constraints, anxiousness, and lack of confidence. Their challenges are also significantly heightened by a lack of practice chance and fear of making mistakes. The study also highlights outside variables as impediments to speaking ability improvement, such as insufficient classroom engagement and little exposure to native speakers. In light of these findings, the study recommends that teachers use more engaging and encouraging teaching strategies, such as role-plays, group discussions, and pronunciation exercises, to improve their students’ speaking skills. Additionally, fostering an environment that is supportive and upbeat might help students feel less anxious and more confident. For educators and curriculum developers, improving students’ English-speaking skills is essential to help them succeed in global communication.
Exploring the influence of English subtitles in English movies on EFL learner’s listening skills Sukma, Nahdia Sabrina; 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.30231

Abstract

Many learners face difficulties in improving their listening comprehension due to various factors; unfamiliar pronunciation, fast speaking speed, such as when involving authentic materials like movies. One way to get better listening experience is to provide a written form of the spoken language (i.e., subtitles), which can aid comprehension and support vocabulary acquisition. This study aims to describes EFL learners’ experiences and perceptions regarding the influence of English subtitles in English movies on their listening skills. By focusing on learners' experiences and perceptions, this study attempts to provide insight into how movie-based learning can enhance the development of listening comprehension. This descriptive qualitative study involved 24 EFL learners, who are currently studying at undergraduate degree level. Data were collected through an open-ended questionnaire and analyzed thematically. The results showed that English captions had a positive impact on learners' listening comprehension, vocabulary acquisition and self-confidence. The study also found some challenges faced by EFL learners such as distraction, cognitive overload and over-reliance on subtitles. These results suggest that although subtitles are a useful tool to support listening development, their use needs to be aware of their use and gradually build independence in listening without textual assistance. Learners should be encouraged to gradually reduce reliance on subtitles in order to strengthen independent listening skills. This study furthers the making of effective language teaching methods, notably the listening comprehension area. Multimedia tools, for example, movies, may improve learning outcomes and can motivate students through much more interactive and entertaining learning experiences.
Effective strategies for teaching listening comprehension in EFL contexts: A systematic review Angkasa, Gamas Rahma; Noor Farida, Alief
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.30285

Abstract

This article examines evidence-based techniques designed to boost listening abilities in learners of English as a foreign language. Although listening underpins most real-world exchanges, many students freeze when speecharkoful is rapid, regional accents appear, or background noise intrudes, slowing their grasp of meaning. Building on current research, the authors single out four classroom techniques--Task-Based Learning, metacognitive training, multimedia input, and peer collaboration--as key to consistent language gains. Moving to technology, they note that podcasts, interactive quizzes, and speech-recognition drills deliver on-demand practice that teachers can quickly adjust to each student's proficiency. The discussion balances cognitive advantages—explaining new processing strategies—with motivational gains, detailing step-by-step ways teachers can blend traditional and digital tools. When these older and newer ideas work together, students have a clearer path past common obstacles and build the listening confidence needed in real-world English. The review ends by offering practical recommendations, helping instructors adopt evidence-based techniques that deepen listening ability and keep learners actively engaged.
Analyzing VOA’s YouTube videos for effective idiom learning in ELT: A content-based approach Lavinia Putri, Avril; 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.30425

Abstract

Idiom mastery is a crucial component of English language learning, particularly for enhancing communicative competence and cross-cultural understanding among EFL learners. Despite its importance, idiom learning often faces challenges due to the nonliteral and culturally embedded nature of idioms, as well as insufficient exposure and pedagogical focus in traditional classrooms. This study addresses these gaps by analyzing the types of idioms and their multimodal presentation in VOA's English in a Minute video series, a digital platform designed to teach idioms through short, engaging videos. Employing a qualitative content analysis approach, the study examined ten videos to classify idioms based on Abel's (2003) transparency typology (transparent, semi-transparent, opaque) and to evaluate the multimodal strategies used to support comprehension. The findings revealed that semi-transparent idioms dominated the series (50%), followed by opaque (30%) and transparent idioms (20%), indicating a strategic balance between cognitive challenge and accessibility. The videos consistently employed literal visuals, contextual dialogues, explicit narration, and textual reinforcement to clarify idiomatic meanings, aligning with Dual Coding Theory (Paivio, 1986) and principles of content-based instruction (Brinton et al., 2003). While the series effectively aids comprehension through its structured and engaging format, its brevity and limited cultural depth suggest the need for supplementary instructional support. The study highlights the potential of multimodal digital tools in idiom learning and recommends their integration into broader pedagogical frameworks to enhance both receptive and productive language skills.
The use of reading aloud activity to improve pronunciation by using narrative text Maryani, Dita; 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.30437

Abstract

This study aimed to investigate the implementation of reading aloud activities using narrative texts to improve students’ pronunciation at a public elementary school in Semarang. Many elementary students faced challenges in pronouncing English accurately, largely due to a lack of awareness of phonetic elements, a limited vocabulary, and anxiety about making errors. Addressing these issues early was considered essential to avoid long-term communication problems and loss of self-confidence. This study employed a qualitative method to examine how reading aloud activities were implemented and to explore students’ perspectives on their role in improving pronunciation. Data were gathered through classroom observations, interviews with both students and the English teacher, and an analysis of reading sessions. The results indicated that incorporating narrative texts into reading aloud activities significantly improved students’ pronunciation by enhancing their awareness of phonetic features. Additionally, students expressed that these activities boosted their confidence, motivation to speak English, and active class participation. Nonetheless, obstacles such as limited vocabulary and the fear of making mistakes remained challenges that required further attention. The study concluded that reading aloud using narrative texts was a valuable strategy in teaching pronunciation, and it recommended integrating explicit phonetic instruction and vocabulary teaching to optimize learning outcomes. This research contributed to the improvement of English language teaching practices in elementary schools by emphasizing interactive and contextually relevant oral activities, such as reading aloud narrative texts, which can significantly improve students’ pronunciation and foster speaking confidence.
Language and emotion: Content analysis of private digital writing in English Edby, Yasmin Deviana; 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.30461

Abstract

This study discusses the role of English as a foreign language in emotional regulation by an Indonesian multilingual writer in her private digital writing. Whereas most works on multilingual emotional expression focus on translanguaging, identity performance, or public discourse, this study analyzes a blog post written entirely in English but never published. In such cases, language choice cannot be explained with reference to audience expectations or self presentation. Drawing upon Pavlenko's (2006) notion of emotional distancing and supported by related research in affect labeling and expressive writing, this paper will try to analyze how the writer uses the English language to work out their intense emotional experiences, especially related to negative feelings, and the reasons they choose English, which is a foreign language, to express her negative feelings. The data comes from an unpublished blog post called Medium, combined with a semi structured interview with its author, who is a 22 year old university student. Thematic analysis was applied in mapping patterns of emotional reasoning and language beliefs. Results indicate that the writer severely expresses so much self criticism, loss, and bitter acceptance using strong negative words. This study also finds that English gives the writer psychological distance and cognitive control over emotions and is therefore perceived as less saturated with emotion compared to Indonesian. Thus, this writer can express vulnerable thoughts in English without getting too consumed by emotions, though English is still a foreign language to her compared to Bahasa Indonesia. The choice of English by this writer is driven inwardly by an internal need for emotional buffering and clarity rather than any consideration of public visibility or identity construction. This study offers a contribution to emotional sociolinguistics by bringing into focus the less focused function of monolingual foreign language usage in private writing. It underscores how that very particular language, even when not applied to public discourse, can become for multilinguals an individual affective strategy enabling them to write out their distress with more emotional strength.
Integrating storytelling into speaking assessment for public primary level learners Gultom, Valerina Emma Hasian; 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.30605

Abstract

This study reveals the integration of storytelling into the learning and speaking assessment process for students in public elementary schools, aiming to seek advantages and address the challenges of speaking assessments. Speaking skills are important for young learners, yet many face difficulties due to limited opportunities for practice and teacher-centered approaches. While storytelling has been known as an effective method to enhance language skills, its role as a formal speaking assessment tool remains underexplored in Indonesian schools. The research aims to investigate how to improve speaking skills and assess students' speaking abilities using storytelling. This study uses a qualitative and conceptual approach, reviewing relevant literature to gather insights on storytelling's effectiveness in language development and its potential as an assessment tool. The study found that storytelling significantly improves students' fluency, vocabulary, and pronunciation while creating a more relaxed and engaging environment for assessment. However, this study identifies challenges such as varying language abilities and student anxiety. The findings suggest that storytelling can offer a more authentic and dynamic method for assessing speaking skills, providing a valuable alternative to traditional assessments. The findings show that storytelling effectively, improves speaking skills and provides a more engaging and less intimidating method for assessing students' abilities.
Analyzing pronunciation content and teaching techniques in grade 5 English textbook Alya Navi Hanunna; 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.30644

Abstract

Pronunciation is an often neglected but also an important aspect of teaching English to young learners, especially in contexts where English is a foreign language. Although textbooks serve as the primary source in Indonesian elementary schools, their support for pronunciation instruction has not been adequately researched. This study investigated the representation of pronunciation instruction in the English textbook My Next Words Grade 5 published by the Indonesian Ministry of Education and Culture. Using a mixed embedded design, qualitative content analysis was conducted on ten content units within the book, complemented by descriptive quantitative analysis and semi-structured interviews with two experienced elementary school English teachers who used the related textbook. The results revealed a predominant use of mechanical techniques—primarily repetition and choral modeling—that primarily focus on segmental features. Suprasegmental features such as stress and intonation were minimally represented. Classroom implementation was largely teacher-led, with limited use of pair or group work. Interviews with experienced elementary school teachers confirmed that while textbooks offer some basic pronunciation support, significant gaps remain in terms of scaffolding, instructional clarity, and the use of interactive strategies. This study concludes that pronunciation instruction in textbooks still needs further development and recommends improvements such as the need for a textbook design that cover both segmental and suprasegmental features, provides phonetic transcriptions for the targeted vocabulary, and equips it with ready-to-use multimodal resources such as direct links to audio/video resources for effective delivery, and more diverse communicative pronunciation activities.
Analysis of students challenges and solutions in translating Indonesian text into English Matilda, Shabrina; ummi nur laila sulistyani
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.30679

Abstract

Translating Indonesian text into English is a big deal for Indonesian students, especially with English education students. Previous studies show that general problems among students are idioms, failing to comprehend the text, a lack of vocabulary, and subject-verb agreement. However, it is rare to find their primary concern in non-equivalence problems, and what solutions fit with students based on their experience. In this case, researchers use a qualitative method. To obtain this data, researchers conducted a deep interview using thematic analysis. This method shows that 8th-semester UNNES English Education students also have their biggest concerns and solutions. The problems that students face are grammar, vocabulary, coherence, and cultural issues. Their solutions are also varied; using DeepL and Grammarly for grammar, studying for grammar mastery, using Google and an online dictionary for cultural terms, and using AI to assist in building coherent sentences. It can be seen that most of students used technology for encounter their problem. This discovery can lead to curriculum review to solve students’ translation difficulty and also regulate the digital and AI tools utilization. To enrich the data, future researchers can use another method, or focusing on one type of non-equivalence problem in a kind of text, like news, narrative, procedure, etc.
Pre-service teachers’ perspectives on the use of Wordwall in vocabulary teaching Annisa, Icha Setiya; 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.30690

Abstract

This study examines prospective English teacher students' perspectives on the use of Wordwall in vocabulary learning.  The selection of Wordwall was based on its ability to provide interactive and varied features that are effective in increasing student engagement. The focus on vocabulary learning reflects its vital role in developing overall language proficiency. The research participants were prospective teachers who were in the transition phase between learning and teaching practice, enabling them to share informed reflections on the use of digital media. Using a descriptive qualitative approach, data were collected through semi-structured interviews with final-year students who had experience using or observing the use of Wordwall during teaching practice. The results of the study indicate that Wordwall is perceived as an engaging, interactive, and easy-to-use learning platform that can increase student participation and encourage teacher creativity. The findings also show that Wordwall facilitates the design of more diverse and enjoyable learning activities while strengthening pedagogical skills relevant to the demands of 21st-century education. Wordwall also contributes to the professional development of prospective teachers by providing opportunities to explore digital media and reflect on their teaching practices. These findings contribute significantly to the development of teacher education curricula, particularly in the integration of digital media for effective vocabulary teaching.

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