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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Madani : Jurnal Pengabdian Kepada Masyarakat
Niswa Aghisty
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Social Sciences

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THE COMMUNITY EMPOWERMENT IN HOUSEHOLD WASTE MANAGEMENT THROUGH BIOPORE CONSTRUCTION IN SUSUKAN VILLAGE, SEMARANG REGENCY: Pemberdayaan Masyarakat dalam Pengelolaan Sampah Rumah Tangga melalui Pembuatan Biopori di Desa Susukan Kabupaten Semarang Diva Fajria Rahma; Niswa Aghisty; Erlangga Asmoro Djati; Rif'at Syauqi; Hana Laras Dwita; Siti Baitul Mukarromah
MADANI: Jurnal Pengabdian Kepada Masyarakat Vol 11 No 2 (2025): MADANI: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM UPN Veteran Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53834/mdn.v11i2.12820

Abstract

This community service activity aims to empower the residents of Susukan Village in Semarang Regency to manage household waste by utilizing biopori infiltration pit technology. The implementation method employs a participatory action research approach, which actively involves the community at every stage, from problem identification to planning, implementation, and sustainability reflection. The activity included counseling sessions and hands-on practice in creating biopori holes with the local PKK women's group. As a result, there was a noticeable increase in residents' knowledge and skills regarding organic waste management. Furthermore, the initiative led to the formation of the Biopori Berseri group, which is committed to the regular maintenance of biopori systems. In addition to establishing five active biopori holes, the program also promoted ecological awareness and encouraged waste management practices right from the household level. In conclusion, the implementation of biopori technology has proven to be an effective, straightforward, and sustainable solution for reducing organic waste, thereby contributing to a clean, healthy, and sustainable village environment.
EXPLORING UNIVERSITY STUDENTS’ COGNITIVE CHALLENGES AND SELF-REGULATORY STRATEGIES IN ORAL PRESENTATIONS THROUGH A CLIL-BASED COURSE Niswa Aghisty; Puji Astuti
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 2 (2026): JETALL VOL. 9 NO. 2, 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i2.25975

Abstract

Oral presentations in Content Language Integrated Learning (CLIL) environments often impose cognitive demands, as students are required to process subject content and express it in a foreign language. Although research on CLIL-based speaking activities is rapidly increasing, few studies have explored the cognitive challenges and self-regulatory strategies of research students during oral presentation tasks, especially through the lenses of Cognitive Load Theory and Self-Regulated Learning Theory at higher education levels. Therefore, this study aims to investigate university students’ cognitive challenges and self-regulatory strategies in conducting oral presentations through a CLIL-based course. The study employs a qualitative case study to gain a deeper understanding of students’ experiences. The study took place at an undergraduate English Education program at a state university in Semarang, Indonesia, focusing on the English Course Management course. Furthermore, a triangulation is used to reduce the risk of misinterpretation as it utilizes a questionnaire, semi-structured interviews, and document analysis to collect the data. Additionally, thematic analysis is used to identify recurring themes. The finding indicates three interrelated cognitive challenges: unfamiliarity with business and management vocabulary, the dual-processing burden of simultaneously managing language accuracy and content delivery, and psychological pressure as a downstream consequence of accumulated cognitive overload. Thus, three self-regulatory strategy clusters were identified across the SRL cycle: proactive forethought strategies, real-time performance strategies, and post-presentation self-reflection. Therefore, teachers are recommended to integrate pre-presentation vocabulary scaffolding activities to reduce students’ cognitive load, while incorporating self-regulatory strategies into the CLIL curriculum to support students' adaptive preparation. 
Co-Authors Diva Fajria Rahma Erlangga Asmoro Djati Hana Laras Dwita Puji Astuti Rif'at Syauqi Siti Baitul Mukarromah