The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

ENGLISH TEACHER AGENCY AND COMPETENCIES IN IMPLEMENTING KURIKULUM MERDEKA AT SENIOR HIGH SCHOOLS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA

Ana Theriana — 2025-10-16

study aims to examine teacher agency and its influence on teacher competence in the implementation of Merdeka Curriculum in Indonesia. The study involved English teachers at the secondary school level as research subjects, who were divided based on their response to curriculum change: proactive, reactive and passive. The results show that teachers with proactive teacher agency adapt more quickly and are able to develop their pedagogical, social and professional competencies better. They take advantage of the freedom offered by Merdeka Curriculum to innovate in teaching and integrate technology and interactive learning methods. In contrast, teachers with reactive responses require more support in the form of training, time and resources to adjust to the changes, while teachers with passive responses tend to maintain traditional teaching methods and show resistance to change, which hinders the development of their competencies. The implications of these findings suggest the importance of providing ongoing training, adequate resources and collaboration among teachers to support the successful implementation of Merdeka Curriculum. Structural support and better communication between schools and teachers are needed to ensure that all teachers, regardless of their level of teacher agency, can contribute effectively to the implementation of tThis he new curriculum

Exploring Speaking-Anxiety Triggers in Polytechnic ESP Course: An Inductive Thematic Analysis

Annisa Romadloni — 2025-10-16

This study investigates the specific moments and conditions that trigger speaking anxiety among engineering undergraduates in an English for Specific Purposes (ESP) course at a Politeknik Negeri Cilacap. Drawing on open‐ended responses from 101 students, the primary goal was to uncover the classroom scenarios—beyond general anxiety scales—that most disrupt learners’ oral performance. Narrative data were repeatedly reviewed following Braun and Clarke’s inductive thematic analysis procedures; provisional codes for anxiety‐provoking incidents (e.g., more comfortable in a small group, fear of being laughed at, nervous when unprepared) were generated and organized into coherent themes. It is anticipated that speaking anxiety will be found at a moderate level, with the greatest distress being associated with lexical retrieval under time pressure and unprepared, impromptu speaking tasks. Secondary triggers are expected to include concerns about grammatical accuracy and pronunciation, while social factors—such as instructor scrutiny or mixed‐gender audiences—will likely play a smaller role. These predicted patterns underscore the dual burden of technical content mastery and language production in ESP contexts. By pinpointing discipline‐specific anxiety triggers, this work aims to inform targeted pedagogical interventions—like scaffolded vocabulary drills, brief planning aids, and supportive feedback practices—to help ESP instructors foster more confident, resilient speakers.

RITUAL LANGUAGE AS SOCIAL ACTION: A CASE STUDY OF NIKA RO NEKU IN THE DIGITAL SPACE

Asyrafunnisa Asyrafunnisa — 2025-10-16

The traditional marriage ritual of Nika Ro Neku is one of the cultural heritages of the Bima community that is rich in symbolic, social, and spiritual meaning. In the digital age, this ritual has been documented and disseminated through online media, causing changes in its practice and linguistic structure. Social media, video recordings, and online communication have led to changes in the structure of speech, the roles of participants, and the social meanings contained within. This study aims to analyze the transformation of language and the roles of participants in the ritual using Alessandro Duranti's anthropological linguistic approach, particularly the concepts of indexicality, performance, and participation. The method used is a qualitative descriptive approach based on digital ethnography, with data consisting of speech excerpts from YouTube videos and online interviews. The results show that the performative dimension in ritual speech is the most dominant aspect, where speech not only conveys information but also shapes social realities such as blessings, acceptance, and collective identity. Digital transformation has led to the reinterpretation of social indices, a shift in performativity toward visual content, and the expansion of participants' roles from local communities to a global audience. This study demonstrates that digital documentation does not erase cultural meaning but rather reformulates it within a new media context.

Artificial Intelligence in English Language Education: Advancing SDG 4 and Institutional Excellence through Secondary Data Analysis

Deemimah Liliura — 2025-10-16

Artificial Intelligence (AI) has become a new feature of modern education, transforming the teaching and learning process worldwide. Although AI has grown in use in English language teaching via chatbots like ChatGPT, grammar assistants like Grammarly, and other intelligent tutoring systems, its relationship with the global education agenda, especially Sustainable Development Goal 4 (SDG 4), has not been studied extensively. Closing this gap, this paper examines how AI can be used in the development of English language education and how it can contribute to SDG 4 and institutional excellence. The study utilized a secondary data model, based on bibliometric and literature-based reviews of Scopus, Web of Science, and selected policy reports published between 2015 and 2025. Results indicate that following 2020, AI-related publications increased rapidly, which is a clear indication of the shift towards more pedagogical applications rather than technical applications, and the development of international collaboration between AI, language learning, and SDG 4. The literature review suggests that AI can positively impact EL learning, but also highlights significant concerns about cheating, discrimination, and privacy invasion. Such discussions enable this paper to present the argument that AI may become a transformative tool in learning the English language and institutional growth, subject to how AI can be influenced by ethically just and policy-based paradigms. These results demonstrate what policy-makers, institutions, and educators can do to facilitate the intended use of AI so as to be in a position to achieve inclusive, quality, and sustainable educational development.

Developing a corpus-based maritime English dictionary for enhancing engine room crew communication

Dhanan abimanto — 2025-10-16

This study addresses a critical gap in maritime communication within the Indonesian context, where engine room communication typically involves a hybrid of Bahasa Indonesia and unstandardized English technical terms. While international regulations like the Standard Marine Communication Phrases (SMCP) mandate English, they do not account for this prevalent code-mixing practice, creating significant risks of miscommunication linked to maritime incidents. To mitigate these risks, this research developed a specialized, corpus-based Maritime English dictionary for Indonesian Engine Room Crew (ERC). Adopting a qualitative, corpus-aided lexicographic design, the study compiled and analyzed a corpus of authentic Indonesian engine-room texts including logbooks and technical manuals, to identify high-frequency English technical terms and their contextual usage patterns. The findings confirm the existence of a core lexicon of English terms that are systematically embedded into formulaic Bahasa Indonesia phrases, representing the functional norm of technical discourse. The resulting thematically structured dictionary, validated by subject matter experts, serves as a practical tool to standardize this critical vocabulary. The study's novelty lies in its dedicated focus on this hybrid linguistic domain, aiming to enhance communication clarity, operational safety, and the effectiveness of Maritime English training for Indonesian marine engineering personnel.

AI IN EFL EDUCATION - PROMISE AND PERIL FOR RURAL INDONESIAN LEARNERS IN CENTRAL BORNEO

Dian Sari Marchia — 2025-10-16

The integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching offers significant benefits as well as challenges, particularly for learners in remote areas of Central Kalimantan, Indonesia. This conceptual article examines the potential of AI-based technologies, such as individualized learning, automated feedback systems, and language practice applications, to enhance learner autonomy and facilitate language acquisition. On the other hand, this article also addresses important issues such as limited internet access, inadequate technological infrastructure, socio-cultural barriers, and the digital literacy gap between teachers and students. This study develops a fair and contextually appropriate framework for remote areas in Central Kalimantan by combining current empirical research and expert perspectives. The findings indicate that the success of AI in this educational setting is only achievable if it is adjusted to the specific environment, teachers receive adequate training, and the policies implemented are contextual. Additionally, ethical concerns arise regarding data privacy, overreliance on technology, and the potential negative impact on students' creativity and social skills. Experts emphasize that AI should not replace the role of human teachers, especially in remote rural areas that already experience inequality. The article concludes with recommendations for policymakers, educators, and technology experts to ensure the responsible and culturally sensitive use of AI, thereby promoting educational inclusion without exacerbating existing inequalities.

ITBISA: A Novel and Sustainable Approach for Supporting EFL Learners’ English Proficiency and Digital Literacy

Didit Kurniadi — 2025-10-16

IT-Based Integrated Skills Approach (ITBISA) represents a pedagogical approach that combines Oxford’s (2001) Integrated Skills Approach (ISA) with digital literacy dimensions outlined by Son (2017), aiming to improve both English proficiency and digital literacy among EFL learners. Developed for TEFL (Teaching English as a Foreign Language) instruction, ITBISA integrates the four essential language skills through the purposeful use of digital tools and platforms. This study investigates the implementation of ITBISA in a university TEFL course by examining perspectives from students and the teacher. The current implementation builds upon previous applications of the approach by incorporating updates to the national curriculum and integrating AI-based technologies to address the evolving challenges of education in the AI era. Data collection involved classroom observations, teacher and student questionnaires, analyzed thematically to identify learning patterns, technological engagement, and pedagogical insights. The findings show that ITBISA creates a learning environment that promotes active participation, critical thinking, and increased digital awareness. Students reported better confidence in using English in academic and digital contexts, while the teacher noted enhanced classroom interaction and student autonomy. ITBISA is shown to be a sustainable and adaptable approach for EFL instruction, offering a forward-looking framework that addresses the dual demands of language mastery and digital competence in today’s AI era.

ANALYZING COHESION IN STUDENTS’ RECOUNTS TEXT: A DISCOURSE-BASED INVESTIGATION

Dody Wahyudi Purnama — 2025-10-16

This study aimed to investigate the use of grammatical cohesive devices in the recount writing of 10th-grade students at SMAN 1 Puasakanagara Subang Subang. Employing a qualitative descriptive method, the analysis focused on six recount texts to identify the frequency of references, conjunctions, ellipses, and substitution. The results revealed that conjunctions were the most frequently used cohesive technique, with counts of 20, 13, 16, 17, 19, and 20. Ellipses appeared less frequently, with counts of 8, 9, 10, 8, and 9, while substitution was absent in all texts. References were the dominant device, showing counts of 30, 23, 18, 20, 25, and 23, with the highest percentage of 52% in text 1. These findings indicate that students effectively utilized references and conjunctions, enhancing the coherence of their writing. The limited use of ellipses and the absence of substitution suggest a preference for clarity in academic contexts. The study recommends that students focus on the logical and consistent application of cohesive devices to further improve the quality of their writing.

The influence of english learning platform on the improvement of cadets’ speaking skill

Dwi Sulistyorini — 2025-10-16

This research seeks to evaluate the powerfulness of the website www.englishspeak.com in enhancing the speaking skills of fourth semester cadets in Marine Mechanical Engineering Technology (TRPK) Batch 59. The research employs an experimental design featuring a pre-test and post-test format implemented for both control and experimental groups. The subjects are fourth semester cadets from the TRPK Department at Politeknik Bumi Akpelni. The sample consists of class TRPK A acting as the experimental group and class TRPK B as the control group, with both classes containing 39 cadets. The process consists of an initial meeting: a pre-test given to both groups, the second and third meetings: the experimental group undergoes treatment using www.englishspeak.com, while the control group learns via conventional methods, and the last meeting: a post-test is executed for both groups. Cadets are required to engage in basic discussions to the topic being explored. The evaluation of their speaking abilities is based on five components: pronunciation, grammar, vocabulary, content, and fluency. The results of this research indicate the average pre-test scores: experimental group: 44.20; control group: 46.46 and the average post- test scores: experimental group: 61.03; control group: 50.26. The group that was tested demonstrated progress in all five areas of speaking after using www.englishspeak.com. A t-test was performed to evaluate the significance of the outcomes. The t-value was 2.78, surpassing the t-table value of 1.67. This shows a significant difference in the post-test outcomes between the experimental group and the control group. The website www.englishspeak.com greatly enhanced the speaking skills of the cadets regarding pronunciation, sentence formation, vocabulary, substance, and speaking speed. This research shows that using interactive online learning such as www.englishspeak.com can be powerful for teaching speaking.

INTEGRATING LOCAL CULTURE INTO WEB-BASED ELT FOR YOUNG LEARNERS: A SYSTEMATIC LITERATURE REVIEW OF RECENT TRENDS AND PRACTICES

Eko Heriyanto — 2025-10-16

This study aims to explore and analyze best practices for integrating local culture into web-based English language teaching for young learners through a systematic review of 10 articles published between 2013 and 2023. Using the PRISMA framework, the study found that incorporating local culture into the English language curriculum significantly boosts students’ motivation, engagement, and communication skills. Materials emphasizing local culture also encourage students to understand and appreciate their cultural identity while improving their language skills in a global context. Although challenges such as native-speakerism attitudes exist, information and communication technologies can support this integration by providing access to more diverse and relevant materials. The study recommends developing culturally responsive teaching materials and applying inclusive methodologies in teaching practices. These findings are expected to help educators and policymakers create more effective and relevant learning environments for students in an increasingly interconnected global era.

The Impact of SRSD-Based ChatGPT Use on EFL Students’ Writing Anxiet

Elsa Elsa — 2025-10-17

This study explores the effect of structured versus unstructured use of ChatGPT on writing anxiety among learners of English as a foreign language (EFL). Although AI tools like ChatGPT are becoming more prevalent in language classrooms, their ability to reduce learners’ anxiety remains unclear, particularly when implemented without instructional support. To address this gap, the study employed a quasi-experimental design involving 62 students from two intact EFL classes. One group used ChatGPT with guidance based on the Self-Regulated Strategy Development (SRSD) model, while the other used it without structured support. Writing anxiety was measured before and after the intervention, and analysis of covariance (ANCOVA) was used to compare post-test scores while controlling for pre-test levels. The results revealed a statistically significant difference between the two groups (p < .01, partial η2 = .144), indicating that the SRSD-based use of ChatGPT more effectively reduced students’ writing anxiety. These findings highlight the importance of embedding pedagogical frameworks into AI-assisted language learning to support students’ emotional and cognitive needs.

From Reluctance to Fluency: Exploring Speaking Confidence through Digital Storytelling in Low-Motivated EFL Learners

Endang Sulistianingsih — 2025-10-17

Speaking fluency and confidence remain a persistent challenge for Indonesian EFL learners, especially at low motivation and high language anxiety. Classroom strategies of the traditional type that pay attention to grammar accuracy can scarcely help students engage in genuine oral communication. This study investigated whether digital storytelling (DST) could be beneficial for low-motivated undergraduates in improving their speaking fluency and confidence. Defensible based on both Constructivist Learning Theory and Self-Determination Theory, the sample of the study was 19 participants of a private college in Central Java, Indonesia, who received a one-group pre-test–post-test. Across 6 weeks, students participated in DST processes such as script writing, voice recording, multimedia editing, and peer work. Data were obtained by speaking performance rubrics and a 5-point Likert scale on speaking confidence. It was found that the responses to both fluency (mean gain of 0.70) and confidence (mean gain of 1.06) were significantly improved with statistical significance (p < 0.001). The findings suggest that DST offers learners a safe, emotionally involving space to work on oral communication and to appropriate and internalize (subconsciously or reflexively) autonomy, emotional ownership, and motivational mechanisms. This research joins the rising volumes of work on digital pedagogy in EFL, focusing on the potential of DST for students who are hesitant to speak. Pedagogical implications for speaking, teaching, and technology use are then provided.

Developing a faith-based framework for ethical AI use in language classrooms: Teachers’ perceptions

Erina Andriani — 2025-10-17

The increasing use of artificial intelligence (AI) in education raises urgent ethical concerns, such as academic dishonesty, dependency on AI tools, and authenticity. Thus, the need for ethical guidance is growing, leading to AI ethical education. This phenomenon leads to the shift of teachers’ role as a guide in cultivating students’ ethical AI use. Religious values, such as Christian values, can offer a strong moral grounding to address such ethical challenges, especially in Indonesia, where the principle of divinity is strongly upheld through Pancasila and considered a key aspect of holistic learning. Christian values, such as honesty, responsibility, integrity, and stewardship, can be a moral compass for teachers in providing AI ethical education. However, few studies examined how faith-based values can inform practical classroom guidance on AI ethics. Therefore, this research aims to explore the teachers’ views on students’ ethical AI use and their strategies in guiding the students based on Christian values. Using a mixed-methods approach, data will be collected through surveys and interviews with language teachers using open-ended and closed-ended questionnaires and a semi-structured interview. The findings revealed the ethical concerns faced by teachers, their perceptions of the role as an ethical AI guide, and their faith-based framework in cultivating students’ ethical AI use. The significance of this study is to promote the use of religious values in fostering ethical awareness and to offer a clear, value-based framework in addressing AI ethics.

Dark romanticism in Chris Grey’s popular songs: from obsession to the new life process

Evi Irawanti Br Saragih — 2025-10-17

Dark Romanticism on literature is a subgenre of the Romantic movement that emerged in the early 19th century. This genre emphasizes the darker dimensions and negative aspects of the human condition. In this day, works within the Dark Romanticism genre are no longer confined to literary forms such as novels, short stories, or poetry, but also extended into the music industry particularly through songs that explore tragic love, toxic relationships, and emotional suffering. The growing interest in songs that embrace the themes of Dark Romanticism in music markets indicates a strong emotional resonance between such works and the internal experiences of their listeners. One artist who consistently engages with Dark Romantic themes in his music is Chris Grey, a Jamaican-descended musician. The lyrics in his songs frequently portray emotional dependency on a love object, despair following rejection, and a life consumed by illusions, often manifesting as obsession. According to Carl Gustav Jung, obsession is a manifestation of the unconscious shadow—the part of the self that contains repressed or hidden aspects deemed incompatible with one’s ideal self-image. Obsession arises when an individual fails to detach from the object at the centre of their emotional fixation. This study aims to examine the stages of obsession as represented in the lyrics of Chris Grey’s songs, and to trace the transition toward a renewed sense of hope following the Dark Romantic (obsessive) phase. It is hoped that this research contributes to interdisciplinary discourse particularly in understanding the emotional dynamics present in popular culture.

Exploring illers in EFL Classroom Interaction: A Case from an Indonesian English Course

Fatwadika Adinia Dakoranis — 2025-10-17

Fillers act as a crucial role in cognitive processing and discourse management, particularly in English as a Foreign Language. Most of the previous studies found that they highlighted the fillers in teacher-student interaction in formal education settings. They provide little insight into their role in informal, online EFL classes where interaction is more dynamic and semi-structured. Therefore, this study aims to explore the types of fillers and identify the most dominant fillers in an online English course. It also examines the functions of fillers in an informal classroom. This research used a qualitative approach and classroom discourse analysis (CDA) as the research design, supported by conversation analysis as the framework. The participants of this study are 18 students of the English Conversation Class. The data were gathered through classroom observation and a video recording from an online English course. Three instruments were used in this study: the observation sheet, the coding sheet, and the table analysis. The data were analyzed using the six steps of thematic analysis by Braun and Clarke (2006). Theory triangulation was used to validate the data. This study revealed that the combination of types of fillers, both lexicalized and unlexicalized, and the most common fillers that appeared in the teacher's speech were 88.81% lexicalized, while the students' 84.03% unlexicalized in an informal education setting. It also revealed that three functions of fillers were implemented in the classroom interaction, including cognitive function, social function, and discourse regulatory function.