ELT Forum: Journal of English Language Teaching
type: channel
description: ELT Forum: Journal of English Language Teaching starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/elt MIGRATION OFFICIAL STATEMENT HERE ELT Forum (p-ISSN 2252-6706 / e-ISSN 2721-4532) encourages research that puts in theory and method from English language teaching in various contexts of second and foreign language. This journal is a specific forum that particularly takes up Innovative English instructions in Tertiary Level and among preservice teachers or teacher trainees. Abstracting & Indexing: DIMENSION, DOAJ, SINTA, Garuda and others as shown below.
publisher: Universitas Negeri Semarang
language: en
publication name: ELT Forum: Journal of English Language Teaching
issn: 2252-6706
items: Do ESP teachers need to be subject specialists? A critical examination
items: Unlocking ESP students' views on outcome-based education in marketing skills development: A survey study
items: Pre-service teachers’ perspectives on the use of Wordwall in vocabulary teaching
items: Analysis of students challenges and solutions in translating Indonesian text into English
items: Narrative inquiry study: Teacher’s and students’ experiences on using vocabulary self-collection strategy
items: Analyzing pronunciation content and teaching techniques in grade 5 English textbook
items: Integrating storytelling into speaking assessment for public primary level learners
items: Language and emotion: Content analysis of private digital writing in English
items: The use of reading aloud activity to improve pronunciation by using narrative text
items: Analyzing VOA’s YouTube videos for effective idiom learning in ELT: A content-based approach
items: Figurative Language in the English Voice Line of Zhongli from Genshin Impact
items: Effective strategies for teaching listening comprehension in EFL contexts: A systematic review
items: Exploring the influence of English subtitles in English movies on EFL learner’s listening skills
items: Directed reading thinking activity to improve students, reading comprehension skill
items: Cooperative learning for the implementation of deep learning to enhance students’ reading skills
items: EFL students’ anxiety and reading comprehension
items: Investigating students' perspectives on the utilization of mobile-assisted language learning and mobile games for developing speaking proficiencies
items: Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension
items: Analysis of students’ difficulties in speaking skills in studying English
items: Logical fallacies in EFL students' undergraduate argumentative writing
items: Investigating formulaic expressions in an informal YouTube broadcast interview video
items: The use of Toy Story 4 on recount speaking improvement
items: Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives
items: Exploring intercultural communicative competence in online discussion on Quora: A descriptive qualitative study
items: How internet memes develop vocabulary proficiency among EFL university students
items: The euphemism translation technique used in English-Indonesian translation of RPG video game (A case study of Hoyoverse's Honkai Star Rail)
items: The influence of English-speaking environment on young learners: The rationale
items: Teacher’s strategies to enhance students’ speaking engagement in ESP classroom at vocational school
items: The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review
items: The use of "Kartun Anak" YouTube channel in supporting students' speaking skill

Do ESP teachers need to be subject specialists? A critical examination
type: item
description: This study examines the necessity of subject-matter expertise for effective English for Specific Purposes (ESP) instruction within higher education. Using a qualitative document analysis approach, twenty theoretical and empirical studies published between 1977 and 2025 were synthesised through thematic analysis. Three dominant themes emerged: (1) collaboration and interdisciplinary insight, (2) teacher attitudes toward subject knowledge, and (3) teacher training and professional development. The findings indicate that effective ESP instruction in universities does not depend primarily on teachers becoming subject specialists. Rather, authenticity and disciplinary relevance are most successfully achieved through structured collaboration with field experts, instead of individual mastery of specialised content. Teacher disposition, particularly openness, adaptability, and respect for learners’ disciplinary expertise was found to strongly mediate instructional success in tertiary classrooms. In addition, corpus-based pedagogy, discourse and genre awareness, digital literacy, and intercultural communication emerged as core areas of professional preparation for ESP teachers. The study concludes that ESP teacher competence in higher education is best characterised by collaborative engagement, pedagogical flexibility, and reflective professionalism rather than disciplinary expertise alone underscoring the need for universities to establish sustainable collaboration frameworks and continuous professional development systems to support the academic and professional demands of ESP in higher education.
subject: Articles
  topic: section
subject: English for specific purposes (ESP)
  topic: keywords
subject: teacher competence
  topic: keywords
subject: collaboration
  topic: keywords
subject: subject specialist
  topic: keywords
subject: teacher training
  topic: keywords
subject: teacher attitudes
  topic: keywords
creator: Girindra Putri Ardana Reswari
creator: Aditya Nur Patria
creator: Fitri Alfarisy
rights: Copyright (c) 2025 Girindra Putri Ardana Reswari, Aditya Nur Patria, Fitri Alfarisy (Author)
date: 2025-11-30
publication date: 2025-11-30
starting page: 662
ending page: 672
doi: 10.15294/elt.v14i3.36643

Unlocking ESP students' views on outcome-based education in marketing skills development: A survey study
type: item
description: Acquiring professional skills in the ESP class is key to a successful future career. Unfortunately, many students find difficulties in balancing the need for theoretical and practical skills, including the marketing skills for management students. OBE is trusted to provide solutions to balance the students’ intake and practical activities, including marketing skills. This present research aims to shed light on the students’ perceptions of OBE-based ESP courses implemented for marketing skills. A survey method was employed, involving 68 students from the management study program at one private university in Garut, West Java. The results indicated students’ positive perception regarding lecturer support and interaction, active participation in learning, social and critical skills development, assessment and transparency, effectiveness of methods and clarity of learning objectives, planning and motivation for self-study, and learning facilities and resources. However, some areas need to be improved, including discussions or interaction with lecturers, student internal motivation, and accommodating facilities. It is recommended that lecturers and university management work together on these matters to boost students’ potential by developing strategic instructional plans, adequate facilities, an interactive learning environment, and accommodating students’ need for self-study.
subject: Articles
  topic: section
subject: English for specific purposes (ESP)
  topic: keywords
subject: marketing skills
  topic: keywords
subject: outcome-based evaluation (OBE)
  topic: keywords
creator: Sri Yunita
creator: Riadi Darwis
creator: Susilawati
rights: Copyright (c) 2025 Sri Yunita, Riadi Darwis , Susilawati (Author)
date: 2025-11-30
publication date: 2025-11-30
starting page: 637
ending page: 649
doi: 10.15294/elt.v14i3.35246

Pre-service teachers’ perspectives on the use of Wordwall in vocabulary teaching
type: item
description: 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.
subject: Articles
  topic: section
subject: Wordwall; vocabulary learning; pre-service teacher; digital tools, teacher professional development.
  topic: keywords
creator: Icha Setiya Annisa
creator: Pasca Kalisa
rights: Copyright (c) 2025 Icha Setiya Annisa, Pasca Kalisa (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 408
ending page: 419
doi: 10.15294/elt.v14iSpecial Issue.30690

Analysis of students challenges and solutions in translating Indonesian text into English
type: item
description: 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.
subject: Articles
  topic: section
subject: English-Indonesian Translation
  topic: keywords
subject: text
  topic: keywords
subject: non-equivalence problem and solution
  topic: keywords
subject: English Education students
  topic: keywords
creator: Shabrina Matilda
creator: ummi nur laila sulistyani
rights: Copyright (c) 2025 Shabrina Matilda, Ummi Nur Laila Sulistyani (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 532
ending page: 547
doi: 10.15294/elt.v14iSpecial Issue.30679

Narrative inquiry study: Teacher’s and students’ experiences on using vocabulary self-collection strategy
type: item
description: The vocabulary self-collection strategy, considered effective in enriching students' vocabulary and motivating them to continue learning, is a topic worthy of research. Most previous research findings on the effectiveness of this strategy were obtained through pre-tests and post-tests administered by researchers to respondents. The primary focus of the current research was on the experiences of the teacher and students regarding the use of the Vocabulary Self-Collection Strategy, which is considered a practical approach for improving students' vocabulary and motivation. This also creates a research gap between this study and several other studies. Narrative inquiry is the approach used by the researchers in this study to obtain more in-depth information from respondents. Interviews conducted by the researchers with an English teacher and several fourth-grade students at an elementary school in Ungaran Timur, as well as narratives written by respondents, served as the two main instruments in this study. Both instruments presented experiences in the form of positive impacts and obstacles experienced by students in using this strategy. Thus, the implementation of this strategy not only has a positive effect but also gives rise to several obstacles encountered by teachers and students.
subject: Articles
  topic: section
subject: Vocabulary
  topic: keywords
subject: Self-collection Strategy
  topic: keywords
subject: Vocabulary Mastery
  topic: keywords
subject: Teaching Vocabulary
  topic: keywords
subject: Teaching and Learning English
  topic: keywords
subject: Teaching Strategy
  topic: keywords
creator: Miftha Nugi Barata
creator: Christianti Tri Hapsari
rights: Copyright (c) 2025 Miftha Nugi Barata, Christianti Tri Hapsari (Author)
date: 2025-12-04
publication date: 2025-12-04
starting page: 548
ending page: 558
doi: 10.15294/elt.v14iSpecial Issue.30670

Analyzing pronunciation content and teaching techniques in grade 5 English textbook
type: item
description: 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.
subject: Articles
  topic: section
subject: English textbook analysis
  topic: keywords
subject: segmental and suprasegmental
  topic: keywords
subject: elementary EFL
  topic: keywords
creator: Alya Navi Hanunna
creator: Pasca Kalisa
rights: Copyright (c) 2025 Alya Navi Hanunna, Pasca Kalisa (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 454
ending page: 464
doi: 10.15294/elt.v14iSpecial Issue.30644

Integrating storytelling into speaking assessment for public primary level learners
type: item
description: 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.
subject: Articles
  topic: section
subject: Storytelling, Speaking Assessment, Primary Education
  topic: keywords
creator: Valerina Emma Hasian Gultom
creator: Novia Trisanti
rights: Copyright (c) 2025 Valerina Emma Hasian Gultom, Novia Trisanti (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 498
ending page: 510
doi: 10.15294/elt.v14iSpecial Issue.30605

Language and emotion: Content analysis of private digital writing in English
type: item
description: 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. I…
subject: Articles
  topic: section
subject: Multilingual
  topic: keywords
subject: Emotion
  topic: keywords
subject: EFL
  topic: keywords
subject: Private Blog
  topic: keywords
subject: Negative Feelings
  topic: keywords
creator: Yasmin Deviana Edby
creator: Izzati Gemi Seinsiani
rights: Copyright (c) 2025 Yasmin Deviana Edby, Izzati Gemi Seinsiani (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 511
ending page: 519
doi: 10.15294/elt.v14iSpecial Issue.30461

The use of reading aloud activity to improve pronunciation by using narrative text
type: item
description: 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.
subject: Articles
  topic: section
subject: Reading aloud, pronunciation improvement, elementary school
  topic: keywords
creator: Dita Maryani
creator: Izzati Gemi Seinsiani
rights: Copyright (c) 2025 Dita Maryani, Izzati Gemi Seinsiani (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 432
ending page: 442
doi: 10.15294/elt.v14iSpecial Issue.30437

Analyzing VOA’s YouTube videos for effective idiom learning in ELT: A content-based approach
type: item
description: 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.
subject: Articles
  topic: section
subject: Idiom mastery; EFL learners; multimodal learning; digital platforms; semantic transparency
  topic: keywords
creator: Avril Lavinia Putri
creator: Izzati Gemi Seinsiani
rights: Copyright (c) 2025 Avril Lavinia Putri, Izzati Gemi Seinsiani (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 395
ending page: 407
doi: 10.15294/elt.v14iSpecial Issue.30425

Figurative Language in the English Voice Line of Zhongli from Genshin Impact
type: item
description: Narrative immersion in games is thrilling and full of metaphorical language, with the goal of clarifying character characterization in order to leave an impact on players. This study looks at the usage of figurative language in the English voice dialogue of Zhongli, one of the Archons in Genshin Impact, to identify major categories and explain their rhetorical purposes. A qualitative content analysis technique was used to examine and categorize 35 voice dialogues based on Harris' (2018) taxonomy of figurative language, which included metaphor, metonymy, simile, personification, and allusion. The results show that metaphor is the most frequently used method, stressing themes of order, permanence, and memory. In addition, the study emphasizes how additional rhetorical strategies, like comparison and symbolism, promote Zhongli's philosophical character and expertise while also reinforcing the game's world-building. By comparing the research findings to previous studies conducted by Azzahra (2024) and Lie & Tedjaatmadja (2024), this study demonstrates that Zhongli's figurative expressions are specifically tailored to his character identity, presenting deeper interpretive value beyond structural categorization.
subject: Articles
  topic: section
subject: Figurative Languange, Genshin Impact, MMORPG, Sociolinguistics
  topic: keywords
creator: Putri Delima
rights: Copyright (c) 2025 Putri Delima, Putri Delima (Author)
date: 2025-12-19
publication date: 2025-12-19
doi: 10.15294/elt.v14iSpecial Issue.30334

Effective strategies for teaching listening comprehension in EFL contexts: A systematic review
type: item
description: 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.
subject: Articles
  topic: section
subject: EFL; listening comprehension; Task-Based Learning; metacognitive strategies; multimedia integration
  topic: keywords
creator: Gamas Rahma Angkasa
creator: Alief Noor Farida
rights: Copyright (c) 2025 Gamas Rahma Angkasa, Alief Noor Farida (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 420
ending page: 431
doi: 10.15294/elt.v14iSpecial Issue.30285

Exploring the influence of English subtitles in English movies on EFL learner’s listening skills
type: item
description: 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.
subject: Articles
  topic: section
subject: English subtitles, Listening comprehension, EFL learners, Qualitative study
  topic: keywords
creator: Nahdia Sabrina Sukma
creator: Christianti Tri Hapsari
rights: Copyright (c) 2025 Nahdia Sabrina Sukma, Christianti Tri Hapsari (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 487
ending page: 497
doi: 10.15294/elt.v14iSpecial Issue.30231

Directed reading thinking activity to improve students, reading comprehension skill
type: item
description: Direct reading and thinking strategy or DRTA (Directed Reading Thinking Activity) is a strategy to train students to concentrate and think hard to understand the contents of the reading seriously. This strategy focuses on students' engagement with the text because students predict and prove it when they read. Using a qualitative descriptive design, this study was conducted through direct observation of the learning process and in-depth interviews with teachers. Strategy Direct this Reading Thinking Activity (DRTA) was implemented in several stages of learning pre-reading stage, reading stage, and post-reading stage. The strategy is designed to ask students to predict reading content and paragraph content based on the knowledge and experience students already have, think about predictions while reading and test/revise related readings. In addition, students responded positively to the implementation of DRTA. Many students feel more engaged, motivated, and able to deepen reading comprehension compared to conventional teaching methods. The conclusion, the DRTA strategy is very effective in being used qualitatively to improve students' reading comprehension and hone critical and reflective thinking skills. In order to obtain optimal results, intensive guidance from the teacher is needed to encourage student involvement at every stage. The results of this study provide guidance for teachers to integrate critical thinking approaches in English language teaching.
subject: Articles
  topic: section
creator: Fajar Mahdi
rights: Copyright (c) 2025 Fajar Mahdi (Author)
date: 2025-12-19
publication date: 2025-12-19
doi: 10.15294/elt.v14iSpecial Issue.29490

Cooperative learning for the implementation of deep learning to enhance students’ reading skills
type: item
description: 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.
subject: Articles
  topic: section
subject: cooperative learning
  topic: keywords
subject: deep learning
  topic: keywords
subject: reading
  topic: keywords
creator: Ananda Poetri Luthfiansyah
creator: Puji Astuti
rights: Copyright (c) 2025 Ananda Poetri Luthfiansyah, Puji Astuti (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 227
ending page: 238
doi: 10.15294/elt.v14iSpecial Issue.29280

EFL students’ anxiety and reading comprehension
type: item
description: 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.
subject: Articles
  topic: section
subject: reading comprehension, reading anxiety, EFL learners
  topic: keywords
creator: Lulut Riana
creator: Yusnita Sylvia Ningrum
rights: Copyright (c) 2025 Lulut Riana, Yusnita Sylvia Ningrum (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 203
ending page: 213
doi: 10.15294/elt.v14iSpecial Issue.30088

Investigating students' perspectives on the utilization of mobile-assisted language learning and mobile games for developing speaking proficiencies
type: item
description: 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.
subject: Articles
  topic: section
subject: MALL; mobile games; EFL learners; speaking proficiency; learner perception
  topic: keywords
creator: Apta Rahadi Aditya
creator: Pasca Kalisa
rights: Copyright (c) 2025 Apta Rahadi Aditya, Pasca Kalisa (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 01
ending page: 08
doi: 10.15294/elt.v14iSpecial Issue.30037

Gamifying report text reading: Implementing Wayground to improve vocational students’ comprehension
type: item
description: 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.
subject: Articles
  topic: section
subject: Quizizz
  topic: keywords
subject: Report Text
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Vocational Education
  topic: keywords
subject: Interactive Learning
  topic: keywords
creator: Nasha Shafira
creator: Ummi Nur Laila Sulistyani
rights: Copyright (c) 2025 Nasha Shafira, Ummi Nur Laila Sulistyani (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 289
ending page: 297
doi: 10.15294/elt.v14iSpecial Issue.30034

Analysis of students’ difficulties in speaking skills in studying English
type: item
description: 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.
subject: Articles
  topic: section
subject: Speaking skills, Students challenges, EFL (English as a Foreign Language)
  topic: keywords
creator: Safirah Tristasari
creator: Yuliati
rights: Copyright (c) 2025 Safirah Tristasari, Yuliati (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 369
ending page: 381
doi: 10.15294/elt.v14iSpecial Issue.29953

Logical fallacies in EFL students' undergraduate argumentative writing
type: item
description: 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.
subject: Articles
  topic: section
subject: logical fallacies
  topic: keywords
subject: EFL students
  topic: keywords
subject: argumentative writing
  topic: keywords
creator: Nasywa Ayu Malihah
creator: Alief Noor Farida
rights: Copyright (c) 2025 Nasywa Ayu Malihah, Alief Noor Farida S.Pd., M.Pd. (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 117
ending page: 130
doi: 10.15294/elt.v14iSpecial Issue.29778

Investigating formulaic expressions in an informal YouTube broadcast interview video
type: item
description: 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.
subject: Articles
  topic: section
subject: Discourse analysis, formulaic expressions, YouTube, podcast, spoken discourse
  topic: keywords
creator: Talitha Anindya Tsani
creator: Galuh Kirana Dwi Areni
rights: Copyright (c) 2025 Talitha Anindya Tsani, Galuh Kirana Dwi Areni (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 09
ending page: 17
doi: 10.15294/elt.v14iSpecial Issue.29635

The use of Toy Story 4 on recount speaking improvement
type: item
description: 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.
subject: Articles
  topic: section
subject: Toy Story 4, Recount, Speaking Improvement
  topic: keywords
creator: Ahmed Falih El Afif
creator: Alief Noor Farida
rights: Copyright (c) 2025 Ahmed Falih El Afif, Alief Noor Farida (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 18
ending page: 30
doi: 10.15294/elt.v14iSpecial Issue.29694

Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives
type: item
description: In a blended writing course, synchronous and asynchronous sessions can be utilized by instructors to support students’ writing activities. Although several studies have discussed the context of blended learning (BL) in EFL or ESL context, few have specifically explored students’ perceptions of the combination of synchronous and asynchronous sessions in writing instruction. Guided by Self-Determination Theory (SDT), this study was conducted using a qualitative approach through semi-structured interviews with five students, complemented by digital record observation to enhance data triangulation, with thematic analysis undertaken to identify key findings. The results revealed that combining synchronous and asynchronous sessions in writing assignments can increase student engagement. These two types of sessions complement each other; for example, synchronous sessions allow immediate feedback that asynchronous sessions cannot provide. The recommendations from this study provide implications for developing learning strategies that integrate synchronous and asynchronous sessions in the context of writing instruction in higher education.
subject: Articles
  topic: section
subject: asynchronous learning, blended learning, blended writing, perceptions, synchronous learning
  topic: keywords
creator: Ahmad Ridho Rojabi
creator: Al Ryanne Gabonada Gatcho
creator: Sebastian Francis Croft
rights: Copyright (c) 2025 Ahmad Ridho Rojabi, Al Ryanne Gabonada Gatcho, Sebastian Francis Croft (Author)
date: 2025-11-30
publication date: 2025-11-30
starting page: 589
ending page: 600
doi: 10.15294/elt.v14i3.20610

Exploring intercultural communicative competence in online discussion on Quora: A descriptive qualitative study
type: item
description: 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.
subject: Articles
  topic: section
subject: Intercultural Communicative Competence
  topic: keywords
subject: Online Duscussion
  topic: keywords
subject: Quora
  topic: keywords
subject: English Language
  topic: keywords
creator: Wahyu Fitriati
creator: Yuliati
rights: Copyright (c) 2025 Wahyu Fitriati, Yuliati (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 477
ending page: 486
doi: 10.15294/elt.v14iSpecial Issue.29566

How internet memes develop vocabulary proficiency among EFL university students
type: item
description: 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.
subject: Articles
  topic: section
subject: Internet memes, Vocabulary acquisition, Language learning
  topic: keywords
creator: Danar Suryawijaya
creator: Arif Suryo Priyatmojo
rights: Copyright (c) 2025 Danar Suryawijaya, Arif Suryo Priyatmojo (Author)
date: 2025-10-23
publication date: 2025-10-23
starting page: 382
ending page: 394
doi: 10.15294/elt.v14iSpecial Issue.29536

The euphemism translation technique used in English-Indonesian translation of RPG video game (A case study of Hoyoverse's Honkai Star Rail)
type: item
description: 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.
subject: Articles
  topic: section
subject: Euphemism Translation
  topic: keywords
subject: Video Game Localization
  topic: keywords
subject: Understatement
  topic: keywords
subject: Overstatement
  topic: keywords
subject: English-Indonesian Translation
  topic: keywords
creator: Naufal Arik Mustofa
creator: Ummi Nur Laila Sulistyani
rights: Copyright (c) 2025 Naufal Arik Mustofa, Ummi Nur Laila Sulistyani (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 67
ending page: 79
doi: 10.15294/elt.v14iSpecial Issue.29452

The influence of English-speaking environment on young learners: The rationale
type: item
description: 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.
subject: Articles
  topic: section
subject: English-Speaking Environment, Bilingual Education, Young Learner Students, Speaking Skills
  topic: keywords
creator: Thoriq Aulia
creator: Girindra Putri Dewi Saraswati
rights: Copyright (c) 2025 Thoriq Aulia, Girindra Putri Dewi Saraswati (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 320
ending page: 333
doi: 10.15294/elt.v14iSpecial Issue.29306

Teacher’s strategies to enhance students’ speaking engagement in ESP classroom at vocational school
type: item
description: 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.
subject: Articles
  topic: section
subject: Vocational highschool
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: English for specific purposes
  topic: keywords
subject: Teaching strategy
  topic: keywords
creator: Nadela Devanika Putri
creator: Izzati Gemi Seinsiani
rights: Copyright (c) 2025 Nadela Devanika Putri, Izzati Gemi Seinsiani (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 214
ending page: 226
doi: 10.15294/elt.v14iSpecial Issue.29299

The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review
type: item
description: This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.
subject: Articles
  topic: section
subject: Vocabulary Acquisition; English Songs; Incidental Learning; Music-Based Learning; EFL Learners
  topic: keywords
creator: Venna Asyifa Ramadhanti
creator: Alief Noor Farida
rights: Copyright (c) 2025 Venna Asyifa Ramadhanti, Alief Noor Farida (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 298
ending page: 309
doi: 10.15294/elt.v14iSpecial Issue.29169

The use of "Kartun Anak" YouTube channel in supporting students' speaking skill
type: item
description: 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.
subject: Articles
  topic: section
subject: audio visual
  topic: keywords
subject: language teaching
  topic: keywords
subject: speaking skill
  topic: keywords
subject: YouTube
  topic: keywords
creator: Zahratunnisa' Aulia
creator: Yuliati
rights: Copyright (c) 2025 Zahratunnisa' Aulia, Yuliati (Author)
date: 2025-08-17
publication date: 2025-08-17
starting page: 131
ending page: 142
doi: 10.15294/elt.v14iSpecial Issue.29213