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ELTIN Journal: Journal of English Language Teaching in Indonesia
Published by STKIP Siliwangi Bandung
ISSN : 23391561     EISSN : 25807684     DOI : -
Core Subject : Education,
Education
ELTIN, Journal of English Language Teaching in Indonesia is published twice a year by STKIP Siliwangi, Indonesia. This journal represents the field of English Language Teaching in its widest sense. This journal addresses (applied) linguistics, literary appreciation, language education, and so forth.
Arjuna Subject : -
Articles 214 Documents
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UNCOVERING THE EXPERIENCES AND CHALLENGES OF EFL LEARNERS IN MBKM PROGRAM Alfian, Alfian; Trimadona, Eliza; Noprival, Noprival; Berliana, Idea
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

Despite existing research on the implementation of the Independent learning- independent campus (MBKM) program, limited attention has been given to the experiences of EFL learners participating in the student exchange and entrepreneurship programs. To fill this gap, this study aims to explore the perceptions and experiences of EFL learners participating in the MBKM program. Utilizing a case study design, data were gathered from four EFL learners at a university in Indonesia. Interviews were conducted, and the data were analyzed using thematic analysis aided by computer-assisted qualitative data analysis software (CAQDAS), MAXQDA. The findings reveal that the EFL learners exhibited a highly positive attitude toward the program. The findings also indicated that the EFL learners perceive the MBKM program favorably due to its diverse benefits, including opportunities to study at other universities and entrepreneurship skill development. Challenges identified include issues related to fund distribution from the government, as well as culture shock and homesickness. This study informs policy and practice to enhance support for MBKM participation and maximize its benefits.
STRATEGIES AND CHALLENGES OF ENGLISH EDUCATION STUDENTS IN VOCABULARY MASTERY Laoli, Adieli; Giawa, Nurul Hikmah; Zebua, Dwi Putri Juwita; Namo, Elnardus Fransiskus Jafrinus
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

This study explores the perceptions and experiences of English education students regarding vocabulary mastery, with a focus on the strategies they employ, the challenges they encounter as well as how they overcome those challenges. Utilizing a qualitative descriptive design, the research captures detailed and nuanced insights into participants’ perceptions and experiences. Ten undergraduate students majoring in English Education were purposefully selected as participants to provide in-depth perspectives. Data were gathered through semi-structured interviews, which encouraged open discussions while addressing themes closely aligned with the research objectives. This study reveals that students face challenges in memorization, contextual usage, retention, and motivation. To overcome these challenges, they employ strategies such as repetition, using vocabulary in meaningful contexts, and incorporating multimedia resources. Additionally, students reported using fun and interactive methods, like songs and movies, to stay motivated and engaged. The findings highlight the importance of regular practice, contextual learning, and engaging methods to improve vocabulary mastery.
EXPLORING PRE-SERVICE TEACHERS' EXPERIENCES WITH DIGITAL MULTIMODAL COMPOSING IN NARRATIVE STORYTELLING: MENGEKSPLORASI PENGALAMAN CALON GURU DENGAN PENYUSUNAN MULTIMODAL DIGITAL DALAM PENCERITAAN NARATIF Sadikin, Irma Savitri; Santosa, Imam; Fadli, Muhammad Rijal; Fatonah, Khusnul; Ulum, Muhamad Bahrul
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

In the 21st century, digital competency is a fundamental requirement for language instruction, necessitating the integration of technology into teacher training programs. This study investigates four pre-service teachers’ experiences in designing digital narrative videos using the Digital Multimodal Composing (DMC) framework. Adopting a narrative inquiry approach, data were gathered through reflective diaries and semi-structured interviews to explore how participants engaged with the critical, creative, and technical domains of multimodal composition. Findings indicate that pre-service teachers initially faced challenges in conceptualizing multimodal elements but gradually developed confidence in integrating text, visuals, and audio to enhance their instructional materials. They critically analyzed multimodal texts, structured their narrative-based lessons for greater engagement, and refined their technical proficiency with digital tools. Peer discussions and online tutorials played a significant role in helping them navigate the complexities of multimodal composing, fostering collaborative learning and iterative refinement. This study emphasizes the role of DMC in preparing pre-service teachers for technology-enhanced instruction through structured support, hands-on practice, and digital literacy training. By merging creativity with pedagogy, it highlights the importance of integrating multimodal composing into teacher education programs in EFL instruction.
PERSEPSI SISWA MENGGUNAAN APLIKASI "LEARN & SPEAK ENGLISH PRAKTIKA" SEBAGAI MEDIA DALAM MENINGKATKAN KEMAMPUAN BERBICARA: PERSEPSI SISWA MENGGUNAAN APLIKASI "LEARN & SPEAK ENGLISH PRAKTIKA" SEBAGAI MEDIA DALAM MENINGKATKAN KEMAMPUAN BERBICARA Sitorus, Najwa Al Zuhda; Rahman Hz, , Benni Ichsanda
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

This study aims to analyze students' perceptions towards the use of the Learn & Speak English Praktika application in improving English speaking skills. The main focus of this study is how this application helps students improve their pronunciation, motivation, confidence, and vocabulary. This study uses a qualitative method with data collection through questionnaires and interviews with grade XI students in Medan. The results showed that the majority of students gave a positive response to this application. They felt that the real-time feedback feature helped improve pronunciation, AI-based interactions increased confidence, and the variety of conversation topics encouraged motivation and enriched their vocabulary. The implications of this study indicate that AI-based technology can be an effective alternative in language learning, especially in improving speaking skills. This application can be utilized by educators as an additional learning media that increases student engagement and independence in learning English. However, this study has several limitations, such as the limited duration of the study and the sample coverage which only included one school. Therefore, further research is recommended to examine the long-term impact of this application and compare it with conventional learning methods in a broader context.

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