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Optimalisasi Directory System sebagai Upaya Peningkatan Manajemen Data Kerja Sama Fakultas Bahasa dan Seni, Universitas Negeri Semarang Seinsiani, Izzati Gemi; Widagdo, Sungging; Pratama, Alif Putra
Edu Komputika Journal Vol 7 No 2 (2020): Edu Komputika Journal
Publisher : Jurusan Teknik Elektro Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukomputika.v7i2.42406

Dalam suatu organisasi, pengelolaan data merupakan hal yang harus dipersiapkan dengan baik dalam upaya meningkatkan efektifitas kinerja di organisasi tersebut. Gugus Kerja Sama Fakultas Bahasa dan Seni, Universitas Negeri Semarang memiliki tugas untuk mengarsipkan dokumenâ€“dokumen terkait pelaksanaan kerjasama di lingkungan Fakultas Bahasa dan Seni (FBS), Universitas Negeri Semarang (UNNES) dari setiap program studi. Penelitian ini bertujuan untuk mengoptimalkan directory system untuk mengelola data kerja sama di FBS UNNES. Dalam penelitian ini, langkah â€“ langkah yang akan dilakukan adalah mengamati cara penyimpanan data kerja sama yang dilakukan oleh pengelola program studi di setiap jurusan, melakukan wawacara dengan pengelola jurusan, menggunakan pertanyaan yang sama pada kuesioner, Focus Group Discussion, serta mengumpulkan dokumen dari setiap jurusan yang ada di Fakultas Bahasa dan Seni. Selanjutnya dokumen tersebut akan diarsipkan dalam bentuk digital yang akan bisa diakses oleh semua pihak yang membutuhkan. Sistem penyimpanan digital yang akan digunakan adalah dengan mengoptimalkan layanan public cloud yang tersedia.

Comparative Analysis of Verbal Communication Vocabulary between Indonesian-Afrikaans for Foreign Language Teaching Istanti, Wati; Seinsiani, Izzati Gemi; Visser, Johannes Gerhardus; Lazuardi, Ahlul Izza Destian
International Journal of Language Education Vol. 4, No. 3, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i3.15106

Every nation has its own language with distinctive features and historical background that differentiate between one another. Indonesian language and Afrikaans language is regarded to possess several historical resemblances. Indonesia was once colonized by the Dutch for 350 years, and therefore, some of the words or language structure in Indonesian language are influenced by Dutch language. In the meantime, South African people in the northern part of the country are very familiar with Dutch language. The study found out several similar words between Indonesian and Afrikaans language. The unique variations discovered in this study comprised: 1) similar spelling and pronunciation, 2) different spelling but similar pronunciation, 3) similar spelling but different pronunciation, and 4) almost similar spelling and pronunciation, but with similar meaning. Therefore, both languages are comparable in terms of identifying similarities and differences between both languagesâ€™ sound and spelling. The study intended to provide a reference for the Indonesian Language for Foreign Learners (Bahasa Indonesia bagi Penutur Asing, or henceforth, BIPA) teachers that conduct language teaching to the BIPA learners from South Africa. Vice versa, the BIPA learners will be able to comprehend Indonesian words following the dissemination of language kinship between Indonesian and Afrikaans language. Following that, the BIPA learning process will be more effective.Keywords: comparative analysis, conversation vocabulary, verbal language, Indonesian Language, Afrikaans

Optimalisasi Directory System sebagai Upaya Peningkatan Manajemen Data Kerja Sama Fakultas Bahasa dan Seni, Universitas Negeri Semarang Seinsiani, Izzati Gemi; Widagdo, Sungging; Pratama, Alif Putra
Edu Komputika Journal Vol 7 No 2 (2020): Edu Komputika Journal
Publisher : Jurusan Teknik Elektro Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukomputika.v7i2.42406

Dalam suatu organisasi, pengelolaan data merupakan hal yang harus dipersiapkan dengan baik dalam upaya meningkatkan efektifitas kinerja di organisasi tersebut. Gugus Kerja Sama Fakultas Bahasa dan Seni, Universitas Negeri Semarang memiliki tugas untuk mengarsipkan dokumenâ€“dokumen terkait pelaksanaan kerjasama di lingkungan Fakultas Bahasa dan Seni (FBS), Universitas Negeri Semarang (UNNES) dari setiap program studi. Penelitian ini bertujuan untuk mengoptimalkan directory system untuk mengelola data kerja sama di FBS UNNES. Dalam penelitian ini, langkah â€“ langkah yang akan dilakukan adalah mengamati cara penyimpanan data kerja sama yang dilakukan oleh pengelola program studi di setiap jurusan, melakukan wawacara dengan pengelola jurusan, menggunakan pertanyaan yang sama pada kuesioner, Focus Group Discussion, serta mengumpulkan dokumen dari setiap jurusan yang ada di Fakultas Bahasa dan Seni. Selanjutnya dokumen tersebut akan diarsipkan dalam bentuk digital yang akan bisa diakses oleh semua pihak yang membutuhkan. Sistem penyimpanan digital yang akan digunakan adalah dengan mengoptimalkan layanan public cloud yang tersedia.

First language interference on EFL learners’ speaking ability at the higher education level Panjaitan, Rosinta; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28766

This research examines the influence of first language (L1) interference on the speaking ability of Indonesian EFL learners at the higher education level, focusing on English Education students. Using a mixed method approach, data were gathered through questionnaires (closed-ended and open-ended) and semi-structured interviews with intermediate-level learners in English. The findings identify two dominant forms of L1 interference: grammatical and phonological. Grammatical interference involves the transfer of Indonesian sentence structures and tense usage into English, while phonological interference appears in the mispronunciation of unfamiliar English sounds. Four key factors contribute to this interference: linguistic background, proficiency level, psychological barriers, and learning strategies. The interference significantly hinders both accuracy and fluency, often due to mental translation habits, lack of confidence, and overreliance on grammar-based instruction. The study concludes that L1 interference is a complex issue requiring communicative, confidence-oriented teaching methods and greater exposure to authentic English use. This insight offers practical implications such as the implementation of short lessons that give EFL students space to study or practice without pressure so that they can improve their English as a foreign language skill.

Teacher’s strategies to enhance students’ speaking engagement in ESP classroom at vocational school Putri, Nadela Devanika; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29299

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.

Effectiveness of Think-Pair-Share Technique towards Speaking Skills in Giving and Asking Opinions Istiadi , Nabila Yumna; Yuliati, Yuliati; Hutagalung, Fonny Dameaty; Seinsiani, Izzati Gemi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

Effective speaking skills are crucial for academic success and future professional opportunities, making their development a key focus in educational settings. This research investigates the Think-Pair-Share (TPS) technique effectiveness in improving students’ speaking skills in giving and asking for opinions, addressing a significant need for practical cooperative learning strategies. This study used quantitative approach with quasi-experimental designs involving 68 eleventh-grade students in total at SMA Negeri 15 Semarang in the second semester of the 2023/2024 academic year, divided into two groups: an experimental group (n=35) and a control group (n=33). Both groups were given a pre-test, followed by treatments with three meetings in each. After the treatments, a post-test was administered to determine the effectiveness. Based on the data, the control group’s, taught using the group discussion achieved an average score of 72.36 and the experimental group, taught using the TPS techniqe, scored 86.17. The experimental group’s N-Gain score was 62.29, which is classified as "effective enough". The Sig. (2-tailed) on the Independent Sample T-test value of 0.000 <0.05 shows the TPS technique has improved the students’ speaking ability, particularly in giving and asking opinions at a high level. These findings confirm that the TPS technique can substantially enhance students’ speaking skills, particularly in giving and asking for opinions, fostering a more interactive and encouraging active participation in the EFL classroom.

Students’ perceptions and challenges in using YouTube to improve speaking in learning English Nafi Ghifary, Yazid; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28875

Continued improvements in globalization and modern-day developments have also led to an increase in technology use within education. The Internet offers an array of information and resources which can be accessed effortlessly. With the emergence of video sharing platforms like YouTube, there is now an unprecedented and innovative method of learning. Both teachers and students are now able to enhance their English speaking skills through interesting and authentic multimedia which greatly improves comprehension. The aim of this study is to explore the issues that come with YouTube integration in education and examine the students’ and teachers’ attitudes concerning its use for learning activities geared towards fluency and pronunciation, as well as the enhancement of their skills. This research employs qualitative descriptive methods. Open-ended questionnaires were given to students in an Indonesian university to collect in-depth information about language learning and the use of YouTube in classes. In addition, the interviews were conducted to gain in-depth insights and experiences concerning the subject matter. The study concluded that although there were some YouTube technical issues, students maintained a positive attitude towards the use of YouTube, and speaking advanced fluency and pronunciation skills greatly improved. Furthermore, this research recommends that YouTube be used as an instructional medium supervised by the teacher, to enhance the learning process to be more interesting, enjoyable, and productive.

Analyzing VOA’s YouTube videos for effective idiom learning in ELT: A content-based approach Lavinia Putri, Avril; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30425

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.

The use of reading aloud activity to improve pronunciation by using narrative text Maryani, Dita; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30437

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.

Language and emotion: Content analysis of private digital writing in English Edby, Yasmin Deviana; Seinsiani, Izzati Gemi
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30461

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. It underscores how that very particular language, even when not applied to public discourse, can become for multilinguals an individual affective strategy enabling them to write out their distress with more emotional strength.

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