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All Journal Jurnal Bahasa dan Sastra Jurnal English Education: Jurnal Tadris Bahasa Inggris ELT Forum: Journal of English Language Teaching Linguistic, English Education and Art (LEEA) Journal Tonil, Jurnal Kajian Sastra, Teater dan Sinema PROJECT (Professional Journal of English Education) Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Journal of Social Research Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching Journal of English Language Teaching and Literature (JELITA)
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Distance learning in the time of Covid-19: Exploring students’ anxiety Hapsari, Christianti Tri
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i1.45756

Abstract

Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.
Distance learning in the time of Covid-19: Exploring students’ anxiety Hapsari, Christianti Tri
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i1.45756

Abstract

Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.
KONTEN KREATIF BERBASIS STORI LINGKUNGAN UNTUK MEDIA IKLAN PRODUK BERBAHAN DASAR ECENG GONDOK SEBAGAI UPAYA PENYELAMATAN LINGKUNGAN DAN PEMBERDAYAAN MASYARAKAT Thohiriyah Thohiriyah; Christianti Tri Hapsari; Rahayu Puji Haryanti
TONIL: Jurnal Kajian Sastra, Teater dan Sinema Vol 18, No 1: Maret, 2021
Publisher : Institut Seni Indonesia Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24821/tnl.v18i1.4603

Abstract

Lebih dari tujuh puluh persen (70%) populasi eceng gondok menutupi permukaan Danau Rawa yang berdampak buruk untuk sisi lingkungan dan ekonomi. Eceng gondok menurunkan populasi biota seperti ikan dan nilai pariwisata. Solusi nyata dibutuhkan untuk menghadapi permasalahan ini. Kelompok masyarakat pegiat usaha UMKM berbasis pemberdayaan masyarakat dan potensi sumber daya alam lokal, Bengok Craft, di Desa Kesongo, Kecamatan Tuntang, Kabupaten Semarang dalam hal ini telah mengambil peran untuk menjadi bagian dari solusi atas permasalahan tersebut yakni dengan memproduksi kerajinan eceng gondok mulai dari tas eceng gondok, buku, hingga sandal serta aksesoris lainnya. Banyaknya produksi kerajinan ini kemudian diproses lebih lanjut oleh UMKM Bengok Craft seperti proses finishing dan juga didistribusikan di pasar. Akan tetapi, permasalahan lain muncul yakni pemasaran produk. Produk kerajinan eceng gondok dipasarkan di pasar lokal dengan memanfaatkan media pemasaran daring seperti media sosial dan juga website dengan memanfaatkan media gambar atau foto produk. Konten pada media pemasaran masih belum cukup persuasif dan menarik minat pasar global.Merespon permasalahan ini, tim pengabdi sebagai akademisi memberikan solusiberupa pelatihan penulisan konten kreatif berbasis stori untuk media iklan produk kerajinan Bengok Craft yang melibatkan pengelola UMKM Bengok Craft dan warga desa yang menjadi tim iklan. Hasil dari kegiatan ini adalah peserta pelatihan menghasilkan konten iklan untuk media daring.
PKM Penguatan Implementasi Pembelajaran Berdiferensiasi bagi Guru Bahasa Inggris SMP di Kabupaten Demak Wahyuni, Sri; Hapsari, Christianti Tri; Rozi, Fahrur; Kurniadi, Didit; Aryani, Oktianti Dwi; Saqifanty, Awanda Bramantika; Mahanani, Dwi Herwindha; Alfiqri, Fahmi; Kholid, Kholid
Jurnal Peduli Masyarakat Vol 6 No 3 (2024): Jurnal Peduli Masyarakat: September 2024
Publisher : Global Health Science Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37287/jpm.v6i3.4296

Abstract

Peningkatan kompetensi pedagogik menjadi penting bagi pendidik untuk menanggapi perubahan dunia pendidikan. Hal tersebut dapat direalisasikan melalui penerapan pembelajaran berdiferensiasi yang merupakan salah satu wujud nyata aplikasi kurikulum Merdeka. Pendekatan ini akrab bagi sebagian besar guru bahasa Inggris di Kabupaten Demak, namun mereka masih menghadapi banyak tantangan dalam proses pelaksanaannya. Merespon dan menindaklanjuti permasalahan yang ada, tim pengabdian masyarakat UNNES menawarkan sebuah solusi yaitu penerapan pendekatan pembelajaran inovatif dalam rangka penguatan kompetensi guru dengan berbasis pada permasalahan pembelajaran Bahasa Inggris di SMP Kabupaten Demak. Pengabdian dengan judul "Penguatan Kompetensi Pedagogik Guru Melalui Penerapan Model Pembelajaran Berdiferensiasi dalam Pembelajaran Bahasa Inggris di SMP Kabupaten Demak" tidak hanya mencerminkan kebutuhan mendesak untuk meningkatkan kualitas pembelajaran, tetapi juga berkontribusi positif terhadap implementasi model pembelajaran yang lebih adaptif dan inklusif. Kegiatan pengabdian masyarakat ini dirancang untuk dilaksanakan dalam dua tahap. Pertama adalah kegiatan penyampaian materi melalui ceramah dan diskusi terkait teori, prinsip, elemen, manfaat dan tantangan pembelajaran berdiferensiasi. Tahap kedua adalah praktik penerapan materi dan pengetahuan yang telah diberikan pada sesi pertama. Survei kebermanfaatan pada mitra dilakukan dengan hasil positif di atas 90%. Evaluasi yang dilakukan berdasarkan umpan balik dari peserta menunjukkan respons positif dari mitra. Program ini diharapkan dapat diimplementasikan oleh peserta dalam pembelajaran di sekolah mereka masing-masing sehingga prestasi bahasa Inggris SMP Kabupaten Demak akan meningkat sesuai dengan standar, memenuhi berbagai kebutuhan belajar siswa, dan menciptakan lingkungan belajar yang dinamis. Kegiatan lanjutan dari program pengabdian ini akan terus berlangsung dan diawasi oleh tim serta mitra.
Peningkatan Keterampilan Literasi Lisan Bahasa Inggris Guru-Guru Multilingual Melalui Pelatihan Daily English Conversation in Real Life Fitriati, Sri Wuli; Farida, Alief Noor; Hapsari, Christianti Tri; Chairunnisa, Nadya Zulfa; Wijayatiningsih, Testiana Deni; Putra, Angga Pratama Armaddi; Setyo Jati, Kukuh
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 4, No 1: February 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v4i1.31206

Abstract

English language skills in bilingual schools are critical. Teachers must teach students and help them communicate orally and in writing. This phenomenon is also seen in SD Tahfizhul Quran As-Sukarti Salatiga. Teachers must have good English communication skills since the school cooperates with NGOs from abroad. Currently, the number of human resources proficient in English is limited because only two teachers are proficient, and the others are not. The ability of teachers who can speak English varies, with most non-English teachers wanting to learn but lacking the confidence to speak. Although the school holds English courses every day, the lack of teachers' ability to communicate actively is still an issue. Two main problems were found from observations and interviews: the communication skills needed to support the bilingual classroom program and the lack of communication training for teachers. To overcome the problems at SD Tahfizul Quran As-Sukarti Salatiga, the service team created a program to improve real-life daily English communication skills for teachers at the school. The methods used in this training are lecture and discussion, practice, and role-play. Based on observations and questionnaires distributed after the training activities, teachers gave positive responses. They said this English training activity is essential for teachers to improve their competence and confidence. They also hoped there would be a sustainable program such as training that focuses on adding listening, speaking, and vocabulary skills.
Navigating Challenges in EFL Writing: A Case Study on Technology Integration in Online Classrooms Hapsari, Christianti Tri; Anjaniputra, Agung Ginanjar
Jurnal Bahasa dan Sastra Vol 13, No 3 (2025)
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v13i3.132691

Abstract

Teachers and educators have prioritized technological integration. Despite its necessity, it can cause many context-specific concerns for teachers and students, which differ from those caused by the rapid development of the Internet of Things. Additionally, few studies exist on writing skills. This study aims to portray emerging problems in integrating digital media into the classroom, particularly in EFL writing. The data were collected by involving an English teacher under the umbrella of qualitative research with a case study design. The research instruments comprise a semi-structured interview, a questionnaire, and classroom observation, all of which are then triangulated. The findings showed that the teacher’s barriers concerning certain aspects of incorporating technology were related to Relative Advantage, Compatibility, Complexity, Observability, and Faultability. The unique focus of this study is faultability, that is, the way technical limitations in the use of technology impact teacher performance. Thus, the integration of online media in teaching writing must consider automatic saving, history, and demonstration. It is suggested that stakeholders facilitate teachers’ concerns regarding the use of technology in the classrooms and that teachers utilize technology not only to replace non-digital media but also to optimally enhance students’ writing skills. The contribution of this study lies in how the specific challenges faced by teachers in using online media for writing can offer practical insights for teachers and policymakers to improve the effectiveness of technology-supported pedagogy.
EFL LEARNERS’ SELF-REGULATION SKILLS IN TECHNOLOGY-ENHANCED FACTUAL AND CRITICAL WRITING Fitriati, Sri Wuli; Wijayatiningsih, Testiana Deni; Farida, Alief Noor; Hapsari, Christianti Tri
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102756

Abstract

This study aimed to examine how EFL learners' self-regulation skills manifest during technology-enhanced factual and critical writing. This study combined platforms such as WhatsApp, Zoom meetings, and e-learning to explore students' metacognition, self-concept, self-monitoring, motivation, and strategy formation in writing factual and critical texts. Employing a descriptive approach, this study used a five-point Likert-scale questionnaire to investigate 35 EFL students' self-regulation during writing. A genre-based approach was implemented in class to improve students' self-regulation skills in four stages: creating and activating prior information, talking, modelling, memorizing, supporting, and independent performance. This study found that students' self-regulation of factual and critical writing showed metacognition through preparation, goal setting, and reducing disruptions. Second, critical thinking and learning styles revealed the students' self-concept. Self-monitoring was observed based on students' awareness, activities, and self-management. Students were motivated in terms of driving, willingness, and self-confidence in writing skills. Finally, students' strategy formation involves topic knowledge, student needs analysis, searchability evaluation, feedback, idea generation, writing initiation, outlining, drafting, revision before submission, and proofreading. Self-regulation in factual and critical writing was achieved through staged activities: material activation, interaction, modelling, memorization, support, and independent performance, leading students to cognitive and affective mastery in critical writing. In conclusion, this study confirms that students' success in factual and critical writing is closely linked to their self-regulation. These findings imply that writing instruction should explicitly scaffold self-regulation through sequential activities, as presented in this study.
Students’ Perception of Instagram Reels as a Medium for Vocabulary Learning Ivada, Ega Nurdianis; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2041

Abstract

Learning English vocabulary is a very important foundation because it can strengthen English skills such as reading, writing, listening, and speaking. This study aims to determine how students perceive the use of Instagram Reels as a medium for learning vocabulary and what strategies students often use in learning vocabulary through Instagram Reels. This study uses a qualitative method containing Likert scale questionnaires and interviews with three participants. The data were collected from 15 students of the English Education Study Program. The results shows that students perceive Instagram Reels as interesting and easily accessible. The strategies commonly used are guessing the meaning of words and then translating them using a dictionary or digital translator and they frequently repeat the words and apply them in conversations or sentences. However, students rarely ask others about the meanings of unfamiliar words and plan and evaluate their vocabulary learning process.
The Role of Peer Feedback in Improving Speaking Skills During Classroom Presentations Isnani, Shinta; Hapsari, Christianti Tri
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2125

Abstract

Speaking skills remain a challenging aspect of English as a Foreign Language (EFL) learning, particularly in classroom presentations. Due to limited time for individualized teacher feedback, peer feedback has been adopted as an alternative strategy. This qualitative descriptive study investigates EFL students’ perceptions of peer feedback in improving speaking skills and identifies challenges in its implementation. Data were collected through an open-ended questionnaire administered to 27 third-semester undergraduate EFL students at an Indonesian university and analyzed thematically based on Naeem et al. (2023) and Topping’s (2009) peer assessment theory. The findings reveal that peer feedback supports cognitive development, social interaction, and improvements in fluency, pronunciation, vocabulary, and grammatical awareness, while also enhancing teachers’ time efficiency. However, challenges related to feedback accuracy, students’ confidence, and social discomfort persist. Overall, peer feedback is effective when supported by clear guidelines and teacher supervision.
English Education Teaching Practice Program: Classroom Interaction and Classroom Language Analysis Nuroida Ainun Azizah; Christianti Tri Hapsari
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/hgeccr22

Abstract

This paper aimed to fill this gap by analyzing the forms of interaction during classroom learning among English Education students while they were conducting teaching practice in junior high schools for a period of two months. The researchers used a quantitative descriptive approach to analyze seven teaching videos ranging from fifty minutes to one hour in length using Flanders Interaction Analysis Categories (FIAC, 1970) and Salaberri's (1995) eight classroom language categories. Data were coded using Microsoft Excel and were analyzed using SPSS to find the frequency, mean, and proportion of occurrence. The key findings show that interactions were dominated by teacher-dominated or direct influence, with an average of (68.83%, SD=13.61) and indirect influence, with an average of (31.17%), with only one video focusing on student-centred interaction (I/D ratio=1.11%). Between Salaberri's (1995) categories, the spontaneous situation category was dominant (48.78%), followed by social interaction (18.36%) and basic instruction (13.09%), whereas error handling was not found at all or was non-existent (0%). These findings indicate that prospective teachers are overly reliant on direct instructional use of language, which limits opportunities for communication. The conclusions of this study can be used to inform teacher training programs to improve indirect influence strategies and error correction skills for a more effective EFL classroom interaction. Keywords: Classroom Language, Classroom Interaction, EFL Indonesia, Teaching Practice, Preservice Teachers
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Anggi Cahyani Pramudita Ardanna, Satrio Febrian Aryani, Oktianti Dwi Chairunnisa, Nadya Zulfa Dewanti Mira Ardani Didit Kurniadi Fahrur Rozi Hindriana, Aprilia Devi Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Layla Shofiana, Khelin Mahanani, Dwi Herwindha Nuroida Ainun Azizah Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Risma Putri Cahyani Rusydina Khumaida Saqifanty, Awanda Bramantika Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah