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All Journal Abdimas Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching International Journal of Language Teaching and Education Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Rainbow : Journal of Literature, Linguistics and Cultural Studies Language and Education Journal UNNES International Conference on ELTLT Jurnal Bina Desa
Seful Bahri
Semarang State University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENDAMPINGAN TELEKONFERENSI DALAM PEMBELAJARAN DI KELAS BERSAMA JARINGAN 1000 GURU Triyoga Dharma Utami; Seful Bahri
Jurnal Abdimas Vol 15, No 1 (2011): June 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/abdimas.v15i1.2874

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan memberdayakan potensi sumber daya SMAN 12 Semarang dengan memanfaatkan fasilitas jaringan internet untuk menunjang proses pembelajaran di kelas. Sebagai satu-satunya SMA negeri di Kecamatan Gunungpati, SMAN 12 Semarang dapat menjadi contoh sekolah dengan kategori berlokasi di daerah pinggiran, yang relatif masih terkendala oleh akses. Perkembangan teknologi sekiranya mampu menjadi solusi untuk meminimalisir kendala tersebut untuk meningkatkan mutu proses pembelajaran di kelas. Dalam upaya memanfaatkan fasilitas internet untuk kegiatan pembelajaran, gerakan nirlaba Jaringan 1000 Guru mencoba untuk menyiasati pemanfaatan internet melalui jejaringan sekolah di tanah air. 1000 Guru terdiri dari putra-putri bangsa yang tengah melanjutkan pendidikan dan bekerja sebagai peneliti di negara-negara maju yang siap berperan sebagai guru relawan/wati melalui telekonferensi. Cara yang ditempuh dalam kegiatan Pengabdian ini adalah mengkoordinasi pihak SMAN 12 (Kepala Sekolah, guru bidang TIK dan guru-guru pengampu bidang studi) dengan pihak 1000 Guru. Prosedur teknis telekonferensi memanfaatkan fasilitas video-conference yang tersedia di internet, yakni Yahoo Messenger, Skype dan Teamviewer, serta projektor LCD dan pelantang suara. Dalam lima bulan masa pengabdian, tiga telekonferensi berhasil diselenggarakan. Sebagai sebuah kegiatan berjejaring dan nirlaba, diharapkan kegiatan telekonferensi antara SMAN 12 dan 1000 Guru tetap berlanjut. Antusiasme siswa dan siswi dalam mengikuti kegiatan telekonferensi ini sangat positif.
POTENTIAL RISKS OF CHATGPT-ASSISTED ESSAY WRITING ON KNOWLEDGE RETENTION AMONG EFL LEARNERS IN INDONESIA Hendi Pratama; Stephanie Priyanto Putri; Seful Bahri
Language and Education Journal Vol. 10 No. 1 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/1j0f2165

Abstract

This study investigates the impact of ChatGPT-assisted essay writing on knowledge retention among English as a Foreign Language (EFL) learners, comparing it with traditional Google-based research and a hybrid approach that combines both tools. A total of 150 undergraduate students from an Indonesian university participated in the study and were divided into three groups: ChatGPT-only, Google-only, and hybrid. To measure knowledge retention, a 20-item multiple-choice post-test was administered one week after the essay-writing activity. For the qualitative phase, open-ended online surveys were used to explore students’ perceptions of the tools, learning experiences, and challenges encountered. Using a mixed-methods approach, quantitative data were analyzed through descriptive statistics and ANOVA, revealing that the Google-only group achieved the highest mean score, followed by the hybrid group, while the ChatGPT-only group had the lowest performance. Thematic analysis of qualitative data identified four key themes: efficiency, depth of understanding, challenges, and learning outcomes. Results suggest that when ChatGPT supports efficiency in writing, it often limits critical engagement and deep learning. In contrast, Google encourages active information processing, enhancing content comprehension and long-term retention. The hybrid approach offers a balanced strategy by combining the strengths of both tools. These findings contribute to the growing discourse on AI in education by emphasizing the need to evaluate not only usability and writing quality but also cognitive outcomes such as retention and understanding. The study highlights the pedagogical importance of integrating AI tools thoughtfully, rather than relying on them as stand-alone solutions for academic tasks
Exploring Candidates’ Response Strategies to Oral Questioning in the EFL Thesis Defenses: A Celce-Murcia’s Framework Approach Kamlasi, Imanuel; Pratama, Hendi; Wahyuni, Sri; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The thesis defense examination (TDE) is a high-stakes academic interaction in which candidates must communicate effectively and persuasively to demonstrate their understanding of the subject matter. Understanding response strategies is vital to establishing effective communication within a thesis defense. This study analyzed candidates’ response strategies in the EFL thesis defenses using Celce-Murcia’s framework. The data collection involved observing eight thesis defenses and recording oral interactions, which were then transcribed for analysis. To ensure the credibility of the data analysis, an inter-coder agreement was calculated, resulting in a Cohen’s kappa value of κ = 0.82, indicating a high level of agreement between coders. The findings showed that candidates frequently employed expansion strategies when answering examiners’ questions. Confirmation strategies also appeared with relatively high frequency. Repetition and reduction and repair strategies were used with moderate frequency, whereas rephrasing and rejection were rarely employed. This study reveals that EFL candidates often add more information to their responses and confirm their answers during interaction in the thesis defenses.
Gamification to Transform English Language Learning: A Conceptual Review Fitriani, Rani Ligar; Hartono, Rudi; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The use of gamification in English Language Teaching (ELT) has been found to employ more effective methods to improve learner participation, drive, and educational results. This review examines the impact of gamification in ELT by reviewing and consolidating major theories and their relevant evidence. The application of Self-Determination Theory, Flow Theory, the Multiliteracies Framework, Transformative Learning Theory, and Bloom’s Digital Taxonomy provide insight on the impact of gamified features, including, but not limited to points, badges, narratives, and feedback, on the ELT learner’s engagement with the subject. A comprehensive review of 25 selected articles published from 2014 to 2024 has shown that gamification has a desirable impact on learner’s motivation, autonomy, and participation within varying degrees of language skills. Furthermore, gamified approaches to instruction enhance the development of vocabulary and speaking skills, and learner perseverance. However, the review also identifies some issues, including the lack of effective implementation frameworks, inadequate professional development opportunities, and an excessive focus on badge and points systems that reward learners for competing with each other rather than collaborating. The results indicate that a well-designed gamified ELT course based on sound pedagogical theories increases learner engagement and active participation in learning. This study has considerable value for language educators and curriculum developers, in addition to stressing the need for more studies aimed at the effective use of gamification in language learning.
RELIGIOUS LITERACY AND CULTURAL MATERIALISM IN ELT TEXTBOOK MY NEXT WORDS: A CRITICAL DISCOURSE ANALYSIS IN THE LIGHT OF PROFIL PELAJAR PANCASILA Sofiana, Nina; Bahri, Seful; Yulianto, Henrikus Joko
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 12, No 1 (2025)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v12i1.8608

Abstract

This study investigates how religious literacy and cultural materialism are represented in My Next Words, a government-issued English textbook series for elementary schools in Indonesia, and examines their alignment with the values of Profil Pelajar Pancasila. As English language learning is expected to promote not only communicative competence but also character education, this research explores the ideological content embedded in the textbook series for Grades 1, 2, 4, and 5. Using Critical Discourse Analysis as the methodological framework, the study analyzes how texts and illustrations convey messages related to religious values, material culture, and national character dimensions. The findings reveal that while the textbooks implicitly promote politeness and individual responsibility, they lack substantive religious or cultural representation. Cultural materialism is present through the portrayal of modern, middle-class lifestyles and material possessions. Although the textbooks support aspects of independence and moral behavior, they fall short in promoting diversity, collaboration, and critical thinking. This research highlights the need for more inclusive and reflective English learning materials that align with Indonesia’s educational goals and diverse cultural realities.
Students' Difficulties in Writing Literature Review Section of Postgraduate Students of Two State Universities in West Java Satriani, Intan; Sakhiyya, Zulfa; Widhiyanto, Widhiyanto; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

It takes a lot of work to write an effective thesis in an academic context in order to graduate. Writing a thesis is a unique genre with its own rules, guidelines, and conventions. In the case of graduate and master degree students, they are not only have to meet the requirements of this genre, but also the language used which different with their first language, in this case is English. Therefore, this study aimed at analyzing difficulties in writing literature review sections of English major master’s thesis written by Indonesian EFL learners. This study applied qualitative descriptive as research method with six interviewees. The results of this study found that there were five difficulties. The difficulties were deciding subtopic of literature review section, finding relevant and reputable journal that support the research, synthesizing skill in completing literature review, formulating pattern or move in writing literature review section, and constructing argument and knowing the function of literature review. Addressing these difficulties requires following actions. They are enhancing training in research methods, better access to academic resources, and providing a guidance book especially in writing literature review.
Developing a Model of Reading Materials Based on the 10-Muwashafat and Pancasila Student Profile Bahri, Seful; Hartono, Rudi; Ningrum, Yusnita Sylvia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study addresses the critical need for character-based English reading materials tailored to the unique educational context of Integrated Islamic Junior High Schools (SMPIT). SMPIT's distinct curriculum incorporates the 10-Muwashafat character foundation, which aligns with broader national values encapsulated in the Pancasila student profile. Despite the importance of these character values, existing English reading materials often fail to adequately integrate them, posing a challenge for effective character education. This research employs a mixed-methods approach, combining Research and Development (R&D) methodology to develop a model of reading materials that integrates the 10 Muwashafat characters and the Pancasila student profile, aimed at supporting character formation in English language learning at SMPIT. Additionally, an experimental method is utilized to assess the model's effectiveness. Through the mixed-methods design, the study conducted an in-depth analysis of current learning materials to identify gaps in the integration of character values. Data were collected using interviews, observations, tests, and questionnaires, involving teachers, students, and education experts. Based on these findings, a new model of reading materials was designed, integrating both 10 Muwashafat and Pancasila values. The model underwent expert validation and field testing at SMPIT, followed by revisions to enhance its effectiveness based on the results. The results demonstrate that the developed reading materials significantly improve the integration of character education in English learning, aligning with the school's values and supporting students' holistic development. This study contributes to the field of educational material development by providing a framework for incorporating character education into language learning, addressing both religious and national educational goals.
Edukasi Peran Pemuda Desa Beji dalam Meningkatkan Moral Politik untuk Pemilu 2024 Bahri, Seful; Suprianto, Sekar Pramudya Wardani; Faadhillah, Farah
Jurnal Bina Desa Vol. 7 No. 1 (2025): Vol 7 No 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jurnalbinadesa.v7i1.714

Abstract

Education shapes the mentality and quality traits that are instilled in society. Through a comprehensive education, individuals understand the importance of a vote-based system, citizen freedom and commitment, and morals on legislative issues. The education system must provide satisfactory information and foster a positive perspective regarding political obligations. Youth play an important role in maintaining stability and momentum as we enter the political year. As many as 70% of generation z or millennials who are starting to turn 17 say they will vote but still don't know how to start, and how to participate in elections. Departing from this problem is the beginning of the formation of a habit of passive political participation in society. Therefore, this educational program aims to expand and strengthen the role of the youth of Beji Village in raising awareness regarding political education and new voters to provide output for a better and more democratic Indonesia, by collaborating with village officials, the supervisory committee, and the youth of Beji Village, Tulung District, opening the first step in building a village for Indonesia in terms of democracy.
Understanding Student Engagement and Writing Skills through Interactive Game Based Activities among Young Learners in EFL Classrooms Dama Yanti, Ade; Bahri, Seful
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.57072

Abstract

This study explores the relationship between student engagement and writing skills through interactive game-based activities in an elementary EFL classroom. Elementary students often display varying levels of participation and experience difficulties expressing their ideas in English, both orally and in writing. While previous studies have primarily emphasized learning outcomes, this research focuses on students’ engagement during interactive activities and their responses to writing tasks in a game-based learning environment. A qualitative case study design was employed involving 11 sixth-grade students from a public elementary school in Simalungun Regency. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed interpretively to examine students’ behavioral, emotional, and cognitive engagement in writing activities and their learning experiences. The findings are expected to demonstrate how interactive games enhance classroom engagement and support students’ writing development. Game-based activities are anticipated to create a more enjoyable and relaxed learning environment, encouraging active participation with peers, teachers, and learning materials. The study is also expected to show that interactive games help students with limited verbal abilities express their ideas more effectively in written English. Overall, this research provides insights into the role of game-based learning in fostering student engagement and improving writing skills in EFL classrooms. It also offers practical guidance for teachers seeking to implement interactive, meaningful, and student-centered English instruction for young learners.
Co-Authors Ayusasmita, Via Bambang Purwanto Dama Yanti, Ade Faadhillah, Farah Fatma Hetami Fitriani, Rani Ligar Galuh Kirana Dwi Areni Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Imanuel Kamlasi Intan Satriani Kharismawaty, Inggil Nina Sofiana Rudi Hartono Safitri, Irfina Safitri, Irfina Saparena, Ayun Bekti Saparena, Ayun Bekti Sri Wahyuni Stephanie Priyanto Putri Suprianto, Sekar Pramudya Wardani Triyoga Dharma Utami W, Widhiyanto Yusnita Sylvia Ningrum zulfa Sakhiyya