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Adaninggar Septi Subekti

Universitas Kristen Duta Wacana

Author-ID : 1204647

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PEMBELAJARAN BAHASA INGGRIS DAN NILAI KASIH UNTUK SISWA SMA MELALUI KEGIATAN ENGLISH CLUB Andreas Winardi; Adaninggar Septi Subekti; Arida Susyetina
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 2 (2023): martabe : jurnal pengabdian kepada masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i2.698-708

Tujuan kegiatan pengabdian kepada masyarakat ini adalah memfasilitasi para siswa Sekolah Menengah Atas (SMA) untuk belajar Bahasa Inggris dan nilai-nilai kasih. Bentuk kegiatan adalah ekstrakurikuler Bahasa Inggris bertajuk English Club selama tujuh pertemuan yang difasilitasi oleh tiga dosen Program Studi Pendidikan Bahasa Inggris, Universitas Kristen Duta Wacana dengan beberapa mahasiswa sebagai pendamping. Mitra kegiatan adalah SMA Immanuel Kalasan, Sleman, Daerah Istimewa Yogyakarta. Kegiatan PkM berfokus pada peningkatan keterampilan wicara (speaking). Pelatihan dikuti oleh 15 peserta dan dilaksanakan secara tatap muka dan daring dengan metode kolaborasi antar-peserta. Diharapkan melalui kegiatan ini, para siswa tidak saja dapat meningkatkan kompetensi kebahasaan mereka namun juga semakin menghayati nilai-nilai kasih yang menjadi materi utama kegiatan. Disimpulkan bahwa kegiatan secara umum berlangsung cukup sukses dengan partisipasi aktif dari para peserta, baik dilihat dari indikator kehadiran maupun keaktifan mereka dalam mengumpulkan tugas di tiap pertemuan.

From Challenges to Success: Supporting an Autism Spectrum Disorder Student's Final Project Journey in English Language Education Wati, Mega; Subekti, Adaninggar Septi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18249

The study intends to explore the dynamics of a student with autism spectrum disorder in completing his product-based final project to graduate from an English education department and to identify the strategies that effectively facilitated this student to do so. It was conducted due to the scarcity of research studies reporting the step-by-step sucess journey of students with ASD in completing their degrees. It employed teacher action research using the final project advisor’s observation of the participant during all consultation sessions, her journal detailing her reflections on the participant's step-by-step progress and the participant's consultation log. The study was conducted from February 15 to February 2, 2024. Regarding the participant's dynamic in completing his final project, this study found that seventeen consultation meetings in one semester were needed to create the instructional video, while it took twenty consultation meetings in the next semester to guide him to write his final project report. The study found six strategies to help the participant complete his final project. These were allowing him to do one thing at a time, focusing on tasks within his competence, using repetition techniques for his comprehension, using oral feedback and tutorials instead of written ones, giving onsite consultation instead of online, and accompanying him in challenging tasks. Educators in other contexts may implement or adapt these strategies to facilitate the learning of students with ASD, taking into account both the similarities to and differences from the participant in the present study.

Challenges and strategies in feeding AI-powered translation machine with religious texts: English department students’ experiences Adaninggar Septi Subekti; Kurniawati, Lemmuela Alvita; Wati, Mega
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7187

Religious texts contain unique linguistic, cultural, and interpretive challenges, such as sacred terms, figurative language, context-bound meanings, and doctrinal sensitivity. It delves explicitly into the participants’ challenges and strategies to navigate the process. The present study aims to explore Indonesian English department students’ experiences in feeding an Artificial Intelligence (AI)-powered translation platform with the English translation of Indonesian religious texts. The study employed qualitative secondary document analysis of the reflections of six students, who consented to their reflections being used for this study. Thematic Analysis was employed to fulfill the research objectives. This study found that students had difficulty capturing subtle meanings, implied messages, and contextual interpretations in the texts when translating the texts due to their lack of knowledge about the cultural aspects of the translated texts. This study further revealed that to navigate the process of feeding the platform, the students employed three strategies. They consulted with the peer translators and the teachers, used other AI tools to improve the quality of the translation, and self-regulated themselves in response to the demanded quality of the translation. Accordingly, this study provides insights into the complex behind-the-scenes dynamics of AI-powered translation feeding and how these dynamics can support students’ translation learning.

“I Believe I Can Speak”: English-Speaking Self-Efficacy and Its Sources among Indonesian High School Students Christina Helen Indarto; Adaninggar Septi Subekti
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.31552

English-speaking self-efficacy (E-SSE) plays a crucial role in EFL learning because students’ willingness to speak is shaped not only by linguistic knowledge but also by their belief in their ability to communicate successfully. This study examined Indonesian senior high school students’ level of E-SSE and identified the factors contributing to its development. Using a mixed-methods design, data were collected from 160 students at a private senior high school in Java, Indonesia, through a paper-based E-SSE questionnaire and semi-structured interviews. Six students were purposively selected for interviews based on their self-efficacy levels, representing low, moderate, and high categories. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings showed that students generally reported a moderate level of English-speaking self-efficacy, indicating that their confidence in speaking English was present but not yet stable across speaking situations. Students felt relatively more capable of speaking with emotion and using appropriate language, but less confident when speaking fluently, speaking under nervous conditions, or responding to unfamiliar topics. Three contributing factors emerged from the qualitative data. Encouragement from family and friends strengthened students’ confidence; observing others’ success was both inspiring and intimidating; and positive self-talk helped students manage self-doubt and sustain belief in their speaking ability. These findings suggest that E-SSE is shaped by social support, interpretation of peer models, and learners’ internal regulation. Pedagogically, teachers should provide low-anxiety speaking tasks, constructive peer encouragement, guided reflection, and positive self-talk activities to strengthen students’ speaking confidence.

Indonesian senior high school students’ fear of negative evaluation: Relationship with L2 speaking self-efficacy Adaninggar Septi Subekti; Christina Helen Indarto
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar

Research examining the relationship between Fear of Negative Evaluation (FNE)-a well-documented anxiety construct originating in social psychology-and second/foreign language (L2) speaking self-efficacy (SSE) remains limited, particularly within the Indonesian educational context, and especially among secondary school populations. To address this empirical gap, the present study was designed with two primary aims: first, to investigate the levels of FNE experienced by Indonesian high school students in English language classrooms, and second, to determine the extent to which FNE statistically predicts their L2 SSE. A paper-based survey was administered to a sample of 160 students enrolled at a private high school in Yogyakarta, Indonesia. Descriptive statistical analyses indicated that participants’ FNE levels ranged from moderate to high. Notably, FNE associated with peers was generally more pronounced than FNE specifically tied to classroom activities or English performance, suggesting that social evaluative concerns are particularly salient among this population. The results further revealed that students' L2 SSE fell within the low-to-moderate range, indicating limited confidence in their English-speaking abilities. Bivariate regression analysis demonstrated that FNE accounted for 18.4% of the total variance in L2 SSE, a statistically meaningful proportion, while the remaining 81.6% was attributable to factors external to the model, such as prior language achievement, teacher feedback, and individual differences. These findings carry several pedagogical implications, including the importance of cultivating a supportive classroom climate, fostering peer encouragement, and promoting positive group dynamics to mitigate students’ FNE and enhance their L2 speaking self-efficacy.

Co-Authors Adiatma, Putri Sanda Aftiana, Amelia Putri Alvinio, Arka Jedidian Andreas Winardi Anesti Budi Ermerawati Angelina, Anastasia Graciella Aprilia Kristiana Tri Wahyuni Arida Susyetina Aulita, Janice Basikin Basikin Christina Helen Indarto Christina Helen Indarto Chriswiyati, Eunike Putri Damaryanan, Rama Elrianto Devta, Kenny Jessica Aurora Clara Dewi, Lusiana Puspita Dwiyanto Djoko Pranowo Elsha Septia Anaria Wate Endarto, Ignatius Tri Ermerawati, Anesti Budi Erna Andriyanti Fernando, Wendy Fransisca Endang Lestariningsih Franssisca, Ruth Eliana Ignatius Tri Endarto Ignatius Tri Endarto Jeane Theresia Limeranto Judith Ratu Tandiarrang Kawengian, Grisel Englin Kezia Marcellova Glory Kezia Marcellova Glory Kriswandi, Queen Alfa Milka Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati Lemmuela Alvita Kurniawati, Lemmuela Alvita Lestariningsih, Fransisca Endang Lia Erisca Debbyanti Limeranto, Jeane Theresia Maria Raras Rumanti Markus Deli Girik Allo Masela, Maximeliana Maximeliana Masela Mega Wati Mega Wati Mega wati, Mega Novianti, Maria Niayu Risma Octavian, Rian Raihan Pertiwi, Wayan Gian Nita Pratama, Andika Rizky Premono, Katharina Winahyu Rafjanza, Richard Alvin Rajagukguk, Erison Saoloan Reni Andriani Rita Rita, Rita Roni La’biran Ruth Eliana Franssisca Saragih, Tiofani Yasimawarni Selvie Gaman Goram Siaga Adi Satoto Sinaga, Yohanes Septian Sry Mora Yuni Siahaan Sujanto, Matthew Alexander Sulis Triyono Sushy Teko Patanduk Susyetina, Arida Sutanto, Velline Gisella Thesalonika Dwi Wardhani Puspita Baruti Usodo, Immanuel Winardi, Andreas Yuliana Putri Susanti

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