cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agung Ginanjar Anjaniputra
Contact Email
anjaniputragi@mail.unnes.ac.id
Phone
+6285722334415
Journal Mail Official
eltforum@mail.unnes.ac.id
Editorial Address
Kampus Sekaran, Gedung B8 Jurusan Bahasa dan Sastra Inggris, FBS Universitas Negeri Semarang
Location
Kota semarang,
Jawa tengah
INDONESIA
ELT Forum: Journal of English Language Teaching
Published by Universitas Negeri Semarang
ISSN : 22526706     EISSN : 27214532     DOI : https://doi.org/10.15294
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging inquiries into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; discourse analysis; translation; clinical linguistics; literature and teaching; and. forensic linguistics.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 364 Documents
 33   34   35   36   37 
Implementing AI Replika in higher education speaking classes: Benefits and challenges Girindra Putri Dewi Saraswati; Alief Noor Farida; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.76525

Abstract

The demand from students for native English speakers as interlocutors justifies the importance of this research. Because of the nation's location and financial constraints, speaking course participants are said to lack experience speaking with native speakers. Gaining a tangible understanding of how AI Replika can be used to replace native speakers’ role in becoming students’ source of native speaker is the anticipated outcome of this project. This study investigates the benefits and difficulties of using AI Replika in speaking classes. With the help of AI Replika, students may practice speaking English in real time or directly with the use of artificial intelligence. The features used by students can be either chatbot or speaking robot. This study used a descriptive qualitative methodology. A case study methodology is applied. Interviewing and participant observation were employed as data collection methods. Three basic types of triangulations are used in data validity techniques: theoretical, methodological, and source data triangulation. Based on the results, it shows that AI replica can be used as the alternative on the absence of native speaker in practicing speaking. However, the role of teachers in the classroom still cannot be replaced by the AI. Students feel that although AI Replika brings benefit for them to practice speaking before class, however, they still need teachers to explain the context of the speaking content. Students also feel that the AI Replika brings more literal meaning of an idea rather than able to understand the cultural meaning behind the talk. In the end, AI technology can improve language acquisition with a well-balanced approach, but real native speaker presence for more humanist approach is still needed.
Parity of learning tasks in New Total English coursebooks David Geba Abi Anandi; Fransiskus Xaverius Mukarto
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.77174

Abstract

Coursebooks have an essential function in language instruction since they function as not only the guidance for both educators and learners in conducting learning programs but also the primary source of learning materials and learning tasks. Nevertheless, language learning program provides an imbalanced opportunity to develop students’ language skills equally. This study sought to analyze the balance of the learning tasks in New Total English Coursebooks in terms of the four strands. The research question in this study was “From the perspective of the Four Strands, what is the frequency distribution of learning tasks in New Total English Coursebooks?” In order to answer the research question in this study, the researchers used content analysis. The total of 637 learning tasks were analyzed in this study from three coursebooks. In selecting the samples of learning tasks, the researchers applied stratified random sampling. The findings showed that the highest frequency of strand found was meaning-focused input with 28.08%. The fluency development strand occupies 25.79% and language-focused learning occupies 23.57% of the whole learning tasks. Lastly, the meaning-focused output had the lowest frequency with 22.54%. In conclusion, the coursebooks are proven to provide balanced distributions of the four strands. The findings of this study suggest that English instructors use the coursebooks in classrooms as they provide equal balance of the four strands.
Literature-based instruction and language learner autonomy: A case study of a tertiary EFL reading course Xiaomei Sun; Wuwei Ye; Xinyi Li
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.78370

Abstract

This qualitative case study aims to investigate pedagogical strategies for developing language learner autonomy through scrutinising a literature-based EFL reading course carried out in a tertiary institution in China. To achieve triangulation, data were collected from multiple sources, including two diagnostic surveys, post-course feedback interviews, student artefacts, teacher’s reflective journal, and related teaching materials. In data analysis, triangulation was accomplished by involving and integrating multiple investigators’ perspectives – three researchers collaborated in analysing data collected from student feedback interviews. Findings of this study could be classified into three categories. Regarding second language acquisition (SLA), results from the surveys and interviews indicate a comprehensive improvement in learners’ L2 competence, in addition to their cognitive and motivational enhancement. With regard to literature-based instruction, evidence from this study contributes to a deepened and enriched understanding of the comprehensive approach to L2 literature and scaffolded extensive reading. For developing language learner autonomy, this study provides a three-dimensional modal with pedagogical implications for literature-based instruction, from the perspectives of teaching content, methodological approaches, and ideological orientation.
Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers Tifani Yuris Signori; Nur Arifah Drajati; Kristian Adi Putra
ELT Forum: Journal of English Language Teaching Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v13i1.78755

Abstract

In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.

Page 37 of 37 | Total Record : 364

 33   34   35   36   37 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13 No 1 (2024): ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching Vol 12 No 2 (2023): ELT Forum: Journal of English Language Teaching Vol 12 No 1 (2023): ELT Forum: Journal of English Language Teaching Vol 11 No 3 (2022): ELT Forum: Journal of English Language Teaching Vol 11 No 2 (2022): ELT Forum: Journal of English Language Teaching Vol 11 No 1 (2022): ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching Vol 8 No 2 (2019): ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching Vol 5 No 2 (2016) Vol 5 No 2 (2016) Vol 5 No 1 (2016) Vol 5 No 1 (2016) Vol 4 No 1 (2015) Vol 4 No 1 (2015) Vol 3 No 1 (2014) Vol 3 No 1 (2014) Vol 2 No 2 (2013) Vol 2 No 2 (2013) Vol 2 No 1 (2013) Vol 2 No 1 (2013) Vol 1 No 1 (2012) More Issue