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All Journal Diglossia English Teaching Journal : A Journal of English Literature, Language, and Education Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Journal of English Teaching, Literature, and Applied Linguistics Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini J-REaLL Pena : Jurnal Ilmu Pengetahuan dan Teknologi Borneo Educational Journal (Borju) International Journal of Research in Education (IJRE) Journal Of Human And Education (JAHE) Datokarama English Education Journal (deejournal) LINGUAMEDIA Journal Lingua Franca Jurnal Ilmiah Pendidikan Holistik (JIPH) Journal of Language and Literature Studies Jurnal Yudistira Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Lead Journal Indonesian Journal of Education and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal Abdimas Mahakam
Arso Setyaji
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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An Exploration of Praktika Application as Self-Learning Speaking for English Teachers Chatarina Novita Setyorini; Senowarsito Senowarsito; Arso Setyaji
Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa Vol. 3 No. 2 (2025): Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/yudistira.v3i2.1771

Abstract

This study aims to explore the features of Praktika application for teachers’ speaking skills and teachers’ perceptions of the feature of Praktika application. This research was conducted in September 2024. The research used descriptive qualitative method with observation, interview, and questionnaire as the instruments. The respondents English teachers. Data were gathered by observation, interview, and questionnaire. The researcher conducted the study in several stages, starting with selecting qualified participants and observing their prior knowledge of the application. Participants then practiced speaking English using the application, while data was collected through participants perceiving learning to speak English in the Pratika application as self-learning. Finally, the researcher analyzed the gathered data using existing methods. Findings indicate that the Praktika application effectively supports English teachers in improving their pronunciation, sentence structures, and confidence in speaking. Additionally, teachers expressed positive perceptions of the application, highlighting its role in increasing motivation, engagement, and technical usability. The results suggest that Praktika can be a valuable self-learning tool for teachers and a recommended resource for students.
An analysis of directive speech acts in the text of Jumanji: the next level movie directed by Jake Kasdan Putri Zuliana Zal Zabella; Dias Andris Susanto; Arso Setyaji
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.183

Abstract

Directive speech acts are crucial in effective communication, particularly in educational and cinematic contexts, where language functions are dynamically expressed. However, limited research still explores directive speech acts in movie scripts as authentic materials for language learning. This study aims to analyze directive speech acts in the movie Jumanji: The Next Level by identifying their types, describing how they are actualized, and explaining the meanings behind their use. Searle’s theory of speech acts served as the theoretical foundation. This research employed a descriptive qualitative method. The data were collected through documentation techniques, carried out in the following steps: (1) downloading the movie, (2) watching and understanding it carefully, (3) focusing on the characters’ dialogues, (4) reading and selecting relevant utterances while numbering them, and (5) identifying and classifying the selected dialogues based on the types of directive speech acts. The results show that there are five types of directive speech acts in the movie. From a total of 506 utterances, the researcher identified the following distribution: 247 questioning utterances (48.8%), 192 commanding utterances (38.0%), 35 forbidding utterances (6.9%), 24 requesting utterances (4.7%), and 8 permitting utterances (1.6%). Among these, questioning is the most dominant type. Moreover, the meaning of directive speech acts in Jumanji: The Next Level is strongly influenced by the situational context. The presence of numerous missions to be completed plays a significant role in the frequent use of questioning speech acts, as these situations require information to be obtained. Throughout the dialogues, characters rely on questioning to guide conversations and solve the problems that arise.
Zero Bullying Dengan Peningkatan Kapasitas Guru Untuk Menciptakan Sekolah Ramah Anak Susanto, Dias Andris; Setyaji, Arso; Sukmaningrum, Rahmawati; Hawa, Faiza
Journal Of Human And Education (JAHE) Vol. 4 No. 2 (2024): Journal Of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v4i2.813

Abstract

Bullying merupakan tindakan kekerasan terhadap fisik maupun mental yang dilakukan dengan menyalahgunakan kekuatan dari yang lebih kuat ke yang lemah. Bullying membawa dampak besar terhadap korban yang menyebabkan si korban mengalami trauma, stress, melukai diri sendiri dan tak jarang si korban pada akhirnya bunuh diri karena merasa malu dan dikucilkan oleh lingkungan. Bentuk-bentuk bullying berupa kekerasan fisik maupun verbal, dan cyber bullying yang kerap kali terjadi. Secara tak sadar, sering kita lihat dan dengar physical bullying dan verbal bullying yang dilakukan oleh siswa disekolah dasar. Memukul, menendang, mencakar, menggigit dan aktifitas menyakiti fisik lainnya merupakan bentuk dari perundungan fisik yang dilakukan anak sekolah dasar. Sedangkan untuk verbal bullying, acap kali anak-anak mengolok-olok temannya dengan memanggil nama anak tersebut maupun nama orang tuanya, mencela, berkata kasar merupakan sebagian contoh dari verbal bullying. Sayangnya, kejadian seperti contoh diatas dianggap wajar sebagai kenakalan anak-anak. Berangkat dari fenomena ini, tim pengabdian masyarakat memberikan solusi dengan mengadakan pelatihan untuk meningkatkan kompetensi guru dalam menghadapi dan mengatasi bullying yang terjadi disekolah dengan strategi yang tepat. Solusi dilakukan dengan menggunakan 2 cara, yakni meningkatkan peran guru sebagai komunikator yang baik dengan siswa, sebagai pemberi nasehat, dan pembimbing dalam bersikap dan bertingkah laku bagi siswa. Yang kedua adalah dengan melaksanakan strategi dengan melakukan pembiasaan baik dikelas yang bersifat relijius, membentuk karakter dan kepribadian siswa, dan memberikan art therapy bagi siswa sebagai upaya untuk mengatasi trauma bullying. Dengan pelatihan ini, guru menjadi lebih ‘dewasa’ dan bijak dalam menyikapi bullying, mampu menerapkan solusi dan strategi yang tepat dalam menghadapi bullying dan meminimalisir dampaknya terhadap korban bully
The Analysis of Attitude in Emma Watson’s Feminism Speeches Sheilla Oktaviani; Rahmawati Sukmaningrum; Arso Setyaji
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 4 (2025): Juli: Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i4.1869

Abstract

English has become an international language in the world. It becomes tool of communication for many people freely around the world either in spoken or written context, or direct or indirect interaction. One of the reason this phenomenon caused by the development of technology which has been spreading widely around the world. Therefore, it is important for people to learn, especially for English learner to learn deeper about language in both contexts. Data collection of this research used documentary and visual data or document analysis which is suitable to apply since it refers to describe the attitude through English speech which also related to transcript. This research used the ATLAS software. ti 24, this software is useful in assisting the data analysis process of qualitative grounded theory research. And discourse analysis is one of appropriate study often used to analyse language use both in written and spoken context. The study of attitude also take part in analysing the language because language is also related to improve learner’s interpersonal relationship. In this study will shows the relation of language use in society along with the emotional study based on the language use.
The Use of Technology for Collaborative Writing: Using Google Drive and WhatsApp Sabrawi, Sabrawi; Senowarsito, Senowarsito; Setyaji, Arso
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 16, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v16i2.21132

Abstract

The rapid development of technology has significantly impacted the way educators collaborate, providing numerous digital platforms that facilitate sharing ideas, developing plans, and evaluating outcomes. In Indonesia, however, the implementation of collaborative writing (CW) among teachers has received limited attention. This study aims to explore how Google Drive and WhatsApp can be effectively utilized to support collaborative writing among teachers. Google Drive was employed for planning, editing, writing, and revising collaborative papers, while WhatsApp served as a communication tool for interaction, negotiation, confirmation, and decision-making. The paper presents the findings of this collaborative process, focusing on the strategies and outcomes of using these applications in an educational context. The results demonstrate the potential of digital tools to enhance collaborative efforts among teachers, offering a model for improving collaboration in professional learning communities. This paper contributes to the understanding of technology-supported collaborative writing practices, particularly in the context of Indonesian education.
The use of Finding Nemo Movie to Improve Vocabulary Mastery of the Seventh Grade Students of SMPN 17 Semarang in Academic Year 2023/2024 Siti Nur Zulaihah; Jafar Sodiq; Arso Setyaji
Jurnal Ilmiah Pendidikan Holistik (JIPH) Vol. 3 No. 3 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jiph.v3i3.10766

Abstract

This study examines the effectiveness of using the "Finding Nemo" movie to improve the vocabulary skills of seventh-grade students of SMPN 17 Semarang. Using a quantitative and pre-experimental method, the study aims to evaluate vocabulary improvement before and after using the movie and determine any significant differences between the two. The sample consists of 30 students. Results show that the average pre-test score was 62.00, while the post-test score was 78.00. At a 0.05% significance level, the t-score was less than the t-table, leading to the acceptance of the alternative hypothesis and the rejection of the null hypothesis. In conclusion, there is a significant difference in students' vocabulary skills after using the "Finding Nemo” movie."
The Use of Youtube Media in Improving Students' Narrative Text Writing Ability in High Schools Diniyanti, Khaerul Lisna; Setyaji, Arso; Yosepin, Maria
Lingua Franca Vol. 1 No. 2 (2022): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v1i2.1778

Abstract

The aims of this study were (1) to determine the students' ability in writing narrative texts through youtube audio videos at SMAN 2 Pemalang, (2) to determine students' abilities in writing narrative texts without youtube audio videos at SMAN 2 Pemalang, (3) to determine the difference in the ability to write narrative text thinking with and without youtube video audio. This type of research is quantitative. The research design used by the author is a quasi-experimental. The population in this study were students of class X SMAN 2 Pemalang totaling 330 students. The number of samples is 72 students which are divided into two classes. For class X2 as the control group and class X1 as the experimental group. The instrument data used in the form of tests consisting of pre-test and post-test. The results showed that (1) the students' ability in writing narrative texts without using youtube videos was adequate, this could be seen from the average test score of 76.33; (2) students' ability to write narrative texts using YouTube videos is good. It can be seen through the average test score is 82.63; (3) there is a significant difference in students' abilities in writing narrative texts without using youtube videos and using youtube videos. This can be seen from the t-test value which is higher than the t-table (3.23 > 1.67). Thus, Ha shows that there is a significant difference in students' abilities in writing narrative texts taught using youtube videos is accepted and Ho which states that there is no significant difference in students' abilities in writing narrative texts taught using youtube videos is rejected. Then it is recommended for English teachers to use youtube media in the teaching and learning process to make it more interesting, so that students will be motivated to practice writingThe aims of this study were (1) to determine the students' ability in writing narrative texts through youtube audio videos at SMAN 2 Pemalang, (2) to determine students' abilities in writing narrative texts without youtube audio videos at SMAN 2 Pemalang, (3) to determine the difference in the ability to write narrative text thinking with and without youtube video audio. This type of research is quantitative. The research design used by the author is a quasi-experimental. The population in this study were students of class X SMAN 2 Pemalang totaling 330 students. The number of samples is 72 students which are divided into two classes. For class X2 as the control group and class X1 as the experimental group. The instrument data used in the form of tests consisting of pre-test and post-test. The results showed that (1) the students' ability in writing narrative texts without using youtube videos was adequate, this could be seen from the average test score of 76.33; (2) students' ability to write narrative texts using YouTube videos is good. It can be seen through the average test score is 82.63; (3) there is a significant difference in students' abilities in writing narrative texts without using youtube videos and using youtube videos. This can be seen from the t-test value which is higher than the t-table (3.23 > 1.67). Thus, Ha shows that there is a significant difference in students' abilities in writing narrative texts taught using youtube videos is accepted and Ho which states that there is no significant difference in students' abilities in writing narrative texts taught using youtube videos is rejected. Then it is recommended for English teachers to use youtube media in the teaching and learning process to make it more interesting, so that students will be motivated to practice writing
Phrasal Verb Vocabulary Teaching in the Album Niki’s Moonchild Using Quizizz Utami, Vica Amifa; Setyaji, Arso; Affini, Laily Nur
Lingua Franca Vol. 1 No. 1 (2022): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v1i1.1858

Abstract

The first goal of this study is to determine whether using Quizizz to teach vocabulary influences the teacher's preparation for lessons. 2. Describe the several categories of lesson plans utilized in implantation instruction. 3. choose the answer with the fewest phrasal verbs and the one that is the most accurate. In this study, the researcher employed descriptive qualitative research methods. This study focuses on students in class XI SMA N 2 Rembang, which the researcher may have employed in this preliminary study. Phrasal verbs can be used in the song lyrics from the albums Quizizz and Niki's Moonchild to gauge students' proficiency on phrasal verb tests. According to the experts, the CD features ten tracks and some additional phrasal verbs. The study's findings are as follows: arrangements made by researchers to use songs from Niki Moonchild's album as a teaching tool for phrasal verb vocabulary in the eleventh grade at SMA N 2 Rembang. Teachers will be using Quizizz to ask students questions. The teacher prepares active speakers to listen to songs, students listen to music for the purpose of listening to music, and preparation takes the form of employing song media as a teaching instrument. Since the lecture material will be shown on the LCD in the classroom, a laptop used for learning media must have working speakers. Additionally, the teacher creates handouts for the class that incorporate song lyrics with the phrasal verbs they will study. To make it simpler for students and teachers, this study also uses Quizizz's learning resources; the researcher needed two days in the classroom to implement the lesson plan for the students in the eleventh grade. Phrasal verbs were introduced on the first day of class and were then taught using songs from Niki Moonchild's limited album. Phrasal verb instruction continued the following day by having students listen to songs and search the words for phrasal verbs; students complete a quiz on Quizizz about the phrasal verbs found in the song lyrics, from which it can be determined which phrasal verbs they are already familiar with and which ones they are unfamiliar with. The result, which is well-known, is a warm-up exercise for vocabulary they are unfamiliar with, namely, look at.
MANUAL AND DIGITAL MAKE A MATCH: AN EXPERIMENTAL STUDY ON VOCABULARY AND MOTIVATION Ni'amah, Lailin; Nur'aini, Siti; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25146

Abstract

Vocabulary mastery is a crucial element of language acquisition, and students' success is significantly influenced by their motivation and the teaching methods used. Traditional approaches often struggle to keep students engaged, which has led to a growing interest in game-based learning strategies. One effective method is "Make a Match," an interactive technique that combines play with educational goals. However, there has been limited research comparing the effectiveness of its manual and digital versions in enhancing vocabulary mastery and learning motivation. This study utilized an experimental design involving two groups of seventh-grade junior high school students. One group received vocabulary instruction through the manual version of Make a Match, while the other group used the digital version. Both groups completed pretests and posttests to assess vocabulary proficiency and filled out a motivation questionnaire. The data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both versions of Make a Match significantly improved students' vocabulary acquisition and motivation. The manual version demonstrated slightly higher gains in vocabulary mastery, emphasizing the value of direct peer interaction and face-to-face communication. Meanwhile, the digital version was appreciated for its accessibility and innovative features, despite encountering some minor technical challenges. These results highlight the importance of integrating both traditional and digital approaches in language teaching and provide practical insights for educators seeking to enhance vocabulary learning outcomes.
FROM COHESION TO COHERENCE: HOW DO THEY ATTAIN TEXT TEXTURE? Hawa, Faiza; Sukmaningrum, Rahmawati; Senowarsito, Senowarsito; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25052

Abstract

Having good writing competence is essential for both students and professionals for writing reports, completing academic assignments, and expressing ideas. However, to be able to write well, writers often face various challenges related to text structure, logical flow, and interference from the native language structure especially when writing in a foreign language. The logical flow in writing can be effectively realized through cohesion and coherence in the text. The objective of this research is to know the realization of both grammatical and lexical cohesion, and coherence strategies employed by students in their writing to perform text texture. This research adopts a qualitative descriptive design using a content analysis (document review) approach. The data were obtained from documents in the form of narrative paragraphs written by English department students. The data were analyzed using the cohesion theory of Halliday and Hasan (1976). The results of the analysis show that the students applied grammatical cohesion in the form of references (55.93%), substitution (0%), conjunctions (33.05%), and ellipsis (11.01%), as well as lexical cohesion in the form of reiteration (56.04%) and collocation (43.96%) in their writing. As for coherence, the students employed strategies such as the repetition of key words (35.07%), the use of pronouns (2.65%), the use of transitions (30.89%), and logical order (8.59%). These results reflect the quality of students’ writing and demonstrate how their flow of ideas are organized coherently and cohesively, resulting in messages to be well-delivered, clear, and unambiguous.
Co-Authors Alfi Setyo Wati Ali Abdullah Ahmad Albayyan Alifvia Putri Azharra Aljalis, Anis Ambarini, Ririn Amnnah Abdulwahhab Asropah Asropah Asropah Chatarina Novita Setyorini Dewi, Fitriana Dias Andris Susanto Dias Andris Susanto Diniyanti, Khaerul Lisna Dyah Nugrahani Dyah Nugrahani Ellya Rakhmawati Faiza Hawa Faiza Hawa Ghani, Irfan Indri Kustantinah Istiqomah, Wasiatul Fajar Jafar Shodiq Jafar Sodiq Jafar Sodiq, Jafar Kresnu Ahda Yudyantama Laily Nur Affini Listyaning S Nabila, Mafaza Ni'amah, Lailin Nur'Aini, Siti Nurul Khoiriyah Putri Zuliana Zal Zabella Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rifda, Izzatur Rina Martiana Fitri Ririn Ambarini Sabrawi, Sabrawi Setyani Tri Wahyu Briliyanti Sheilla Oktaviani Siti Nur Zulaihah Siti Nur'aini Sri Wahyuni Suwarno Widodo Tarcisia Sri Suwarti, Tarcisia Sri Utami, Vica Amifa Wardana, M Yusuf Setia Wardana, M Yusuf Setia Widia Listianingsih Wiyaka Wiyaka Yasinta Anwar Yosepin, Maria