ELLTER Journal

The USE OF GOOGLE TRANSLATE IN ENHANCING EFL STUDENTS' WRITING SKILL

Fauzan Hasan Rizky — 2025-10-30

This study investigates the impact of Google Translate (GT), an AI-powered translation tool, on the writing skills of EFL (English as a Foreign Language) high school students in Jakarta, Indonesia. Employing a mixed-methods approach, the research includes quantitative data from 200 students via a Likert-scale questionnaire and qualitative data from semi-structured interviews with 10 students. The findings reveal that students generally perceive GT as helpful, especially for vocabulary acquisition and comprehension. However, there is a negative correlation between students’ writing performance and their reliance on GT. Overuse of GT may hinder critical thinking and reduce students’ independent writing skills. Furthermore, some students demonstrate strategies to reduce dependence on GT and engage in self-learning through traditional dictionaries, media exposure, and reading. Teachers also emphasize the need for guided use of GT. The study concludes that GT can support EFL learning if it is integrated carefully, complementing rather than replacing independent language practice.

EXPLORING THE USE OF TEACHER'S CODE-SWITCHING IN THE CONTEXT OF TEACHING ENGLISH IN SENIOR HIGH SCHOOL

Nisa'u Qurrota A'yun Musazsa — 2025-10-30

This study explored the use of teachers’ code-switching in the context of Indonesian EFL classrooms. This study was a descriptive case study research, conducted at one of the state senior high schools in Jember, Indonesia, involving one English teacher who taught four different classes. The data were collected by observing and recording the teaching-learning classrooms and conducting an interview with the English teacher. The recordings were transcribed and analyzed using the content analysis method proposed by Krippendorff (2004) to identify and describe the types and functions of code-switching used by the English teacher. The findings revealed that the three types of code-switching, namely inter-sentential switching, intra-sentential switching, and tag-switching, as defined by Poplack (1980), occurred during the teaching-learning process. It showed that Inter-sentential switching was the most frequently used type by the teacher. In addition, this study classified the teacher’s code-switching into seven functions proposed by Hoffmann (1991). The most used function was “Intention of clarifying the speech content for interlocutors” with a total number of 159 data, and the least used function was “Quoting somebody else” with a total number of 7 data. The results of the interview showed that the teacher’s code-switching occurs to meet students’ needs and may be helpful in teaching English classrooms, particularly in public schools in which students have different level of English proficiency.

EFL TEACHERS’ STRATEGIES FOR TEACHING WRITING IN DIGITAL LEARNING ENVIRONMENTS

Siswana — 2025-10-30

This study investigates the strategies employed by English as a Foreign Language (EFL) teachers in teaching writing through digital learning environments, with a specific focus on the use of Google Docs as an instructional tool. Adopting a qualitative descriptive approach, the research involved ten EFL teachers from various educational levels in the Greater Jakarta area. Data were collected through non-participant classroom observations and semi-structured interviews. The findings reveal that Google Docs plays a central role in supporting collaborative drafting, structured feedback, real-time revision, and student autonomy. Teachers utilized Google Docs to facilitate both synchronous and asynchronous writing instruction, integrating it with platforms such as Google Classroom and WhatsApp to build a cohesive digital learning ecosystem. Overall, the integration of Google Docs was perceived as effective in enhancing student engagement, improving writing quality, and streamlining the feedback process. The study concludes that digital platforms, when purposefully implemented, can significantly enrich EFL writing pedagogy in contemporary classrooms.

EXPLORING THE USE OF SPOTIFY ON ENHANCING EFL STUDENTS’ VOCABULARY

Amelia Putri Hidayah — 2025-10-30

Vocabulary acquisition is essential for EFL students to develop their language skills. However, traditional vocabulary learning methods often fail to engage students effectively. This study investigates the use of Spotify as a tool to enhance EFL students’ vocabulary mastery in a vocational high school context. A mixed-method approach was used, combining questionnaires and semi-structured interviews with two classes of students from hospitality department. The study explores how students use Spotify, particularly song lyrics, to learn vocabulary, their perceptions of its effectiveness, and the challenges they face. Findings show that students find Spotify engaging and helpful in learning new words, especially through repeated listening and contextual understanding. However, challenges include slang use and difficulty in understanding some lyrics. The study concludes that Spotify can serve as a valuable supplementary tool for vocabulary learning and offers practical insights for integrating music-based learning in EFL classrooms.

STUDENTS’ PERCEPTIONS OF SONGS IN DEVELOPING THEIR VOCABULARY ACHIEVEMENT

Khansa Anaura Izdihar — 2025-10-30

The aim of this study was to explore how students perceive the use of songs in developing their vocabulary achievement. Vocabulary was considered important for language acquisition, and songs were believed to provide contextualization, repetition, and fun learning. This quantitative study was conducted at Education Training Course in Depok, Indonesia, with 25 students who were already familiar with learning through songs. A Likert-scale questionnaire was used to obtain students’ perceptions, while a vocabulary test was used to assess their vocabulary achievement. The results showed positive perceptions, with a mean agreement of 84.32 out of 100. The results of the vocabulary test were also high, with 81% of questions answered correctly. A significant positive correlation was found between students’ positive perceptions and their vocabulary performance (ρ = 0.859, p < 0.01). These findings indicated that students held positive perceptions toward the use of the songs and that songs played a supportive role in developing their vocabulary achievement.