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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Education Journal KREDO : Jurnal Ilmiah Bahasa dan Sastra English Language and Literature International Conference (ELLiC) Proceedings Dinasti International Journal of Education Management and Social Science JELLT (Journal of English Language and Literature Teaching) Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Januarius Mujiyanto
English Department, Universitas Negeri Semarang, Indonesia
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Proceeding of International Conference on Science, Education, and Technology

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Students' Attitudes toward the Implementation of Imaginative Re-creation in Responding to Literary Works in Learning English in EFL Context Muhammad Rifqi; Januarius Mujiyanto; Rudi Hartono; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Teachers usually use literary texts in their English classes. They use such materials to teach reading comprehension but rarely combine them with writing. It is a big challenge for teachers to integrate reading and writing activities in the English classroom. Such action is demanding on the one hand, but it is challenging on the other hand. It is appealing because the teachers will burden much checking the students' reading comprehension and their response writing. It is challenging for teachers and students since it integrates reading and writing. This research was done in the context of English as a foreign language, where one hundred and twenty students of the "Literary Appreciation" course at the English Department of a private university in Semarang in 2020. In this research, we examined the students' attitudes toward applying imaginative re-creation in teaching English using short stories. Having done reading comprehension activities, the students wrote texts based on the short story they were assigned to read. The activity is called imaginative re-creation. At the end of the semester, a hundred and twenty students were involved in this research. Only forty-five students responded to the questionnaires. The questionnaires provided ten questions concerning the attitude toward applying imaginative re-creation. The results showed that the index is 3.7 indicating a strong attitude toward applying imaginative re-creation. From the findings, it can be concluded that most students had strong attitudes toward using literary text in English teaching, even though teachers should be aware of the problem that might arise during the implementation of the task.
The Analysis of Speech Acts in “English for Nusantara“ Textbook Andrian Nuriza Johan; Januarius Mujiyanto; Sri Wuli Fitriati; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

In cross-cultural communication, pragmatic skill is extremely important. In pragmatics, speech acts are considered "one of the most convincing conceptions." It is strongly recommended that the textbook's materials include sufficient pragmatic components to enable learners to be pragmatically competent. The purpose of this study was to look at the speech acts in the textbook English for Nusantara . Qualitative research is used to collect data, analyze the data, and form a conclusion based on the analysis' findings. Content analysis is the type of qualitative study used. In an English text book titled English for Nusantara, data were speech acts in every utterance covered in each conversation. The finding was out of 191 data (utterances), there were 108 assertive/representative data, 49 directive data, 2 commissive data, 32 expressive data, and no declaration datum related to the categories of speech acts in the conversations in the textbook "English for Nusantara". The researcher found that these four types of speech act with their own functions were all existed in a hundred-eight utterances used by the speaker of each conversation in the textbook entitled English for Nusantara. For the functions of speech ach named assertive or representatives contained in the conversations of the textbook chosen by the researcher, there were stating, informing, and agreeing. Meanwhile, the function of speech act commissive that could be found were offering and promising. In the speech act type of directive , there could be found questioning and requesting. Last but not least, the functions of type of speech act expressive were thanking, complimenting, and expressing like.
Exploring English Professional Teacher Identity in An Islamic School Nadiah Ma’mun; Januarius Mujiyanto; Rudi Hartono; Hendi Pratama
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Many elements, including the teacher professional identity, have an impact on the educational quality, especially in the language teaching and learning process. A teacher's professional identity has a part in building how successfully they fulfil their position as a teacher. Students who will be guided toward having good knowledge and value will affect their success. Since teaching is a socially oriented profession, teacher professional identity affects not just instructors' expectations of what they should do to become good/professional teachers but also their students' identities. Teachers' preferences and expectations for the future growth of their students are influenced by their professional identities. This study attempts to explore how the teachers construct their professional identity in An Islamic School. A narrative case study methodology is employed in this investigation. The data are gathered from two participants of English teachers from one of Islamic Junior High School in Ngaliyan district, Semarang. The study showcases how the English teachers at Islamic School construct and negotiate their professional identity as a moral and character gate keepers.
Artificial Intelligence-Based Application Cake as the Alternative for Learning Speaking: Opportunities and Challenges Suciati Suciati; Abdurrahman Faridi; Januarius Mujiyanto; Yudhi Arifani
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Technology in education develops so fast. Learning language also needs media that can support the students to develop their speaking skill. This article aims to analyze the opportunities and challenges of students in using artificial intelligence-based application Cake as the alternative for learning speaking. In this qualitative research, the writer used observation, interview and documentation. It was conducted on the second semester students of Tadris Bahasa Inggris study program, Tarbiyah Faculty of Institut Agama Islam Negeri Kudus. The results showed that Cake application is so helpful and contributive to the students’ learning process because this application is easy to access, serves various topics in every level and category, the examples of conversation, chance for practicing to speak, evaluations of pronunciation, score of pronunciation/speaking and repetition. The challenges for the students in using this application are the materials unavailability, internet connection, gadget capacity and finding appropriate place for accessing and learning it. This application records and test the students’ speaking so it needs a quiet place.
In-service English Teachers' Barriers in Integrating Technology in EFL Classes: A Case Study at English Teachers' Forum of Majalengka Eka Nurhidayat; Januarius Mujiyanto; Issy Yuliasri; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

During the post-pandemic period triggered by COVID-19, integrating technology into English as a foreign language (EFL) classes significantly impacted the teaching and learning process. As a result, many English teachers struggle to integrate technology into their classrooms. This study examined the difficulties encountered by in-service English teachers when integrating technology into class. The participants were ten English teachers currently employed at the English teachers’ forum in Majalengka. In-service English teachers' experiences integrating technology into EFL Classes are covered via the descriptive qualitative method. Questionnaires and interviews are the primary methods utilized in the data collection process. This study will overview in-service teachers' obstacles in EFL classes.
ICT Literacy and Self-Directed Learning through E-Module Dewi Surani; Januarius Mujiyanto; Rudi Hartono; Zulfa Sakhiya
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Information and communication technology (ICT) literacy is crucial for students in order to better prepare them for the digital learning era. It facilitates the development of self-directed learning (SDL). The goal of this study is to describe the implementation of law students’ ICT literacy and self-directed learning (SDL) abilities through E-Module in learning process. A qualitative approach and a descriptive method are used in the study. This study’s primary data were results of the ICT literacy assessment questionnaires, and secondary data were terms of ICT literacy and self-directed learning, and several interviews with law students. The data were collected through open questionnaires that were distributed online via a google form and analyzed through the process of data reduction, data presentation, data collection, and verification. The results of the study note that, the student's knowledge of information and communication technology (ICT) allows them to learn independently using an e-module. Students gain access to the E-Module in order to complete lecture assignments using their knowledge of information and communication technology (ICT). The fact that they are accessing an electronic module reflects their level of self-directed learning (SDL), as well as their literacy and self-directed learning support achievement.
Teacher’s Perception on Implementation of Content and Language Integrated Learning (CLIL) in the Primary School Nur Aflahatun; Januarius Mujiyanto; Sri Wuli Fitrianti
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Content and Language Integrated Learning (CLIL) as one of approach that create an educational environment in English that promotes “internationalization at home” in schools has inspired many multilingual learnings. This much-appreciated stimulation is expected to lead to the achievement of an additional bilingual classroom with increased use of English at some points during the instructional process. This study aimed to investigate teachers' perceptions of implementing Content and Language Integrated Learning (CLIL) in primary schools. This study used a case study as the design of the research involving 25 primary school teachers from Global Inbyra School Tegal. Teachers’ interviews and observations were utilized as the instruments of the study. Research has shown that many teachers have implemented CLIL in the classroom and are fully aware of the importance of English and the integration of content and language, but lack knowledge of CLIL and lack the ability to implement a CLIL approach in the classroom. Observed not to use but yield to take a different approach. The results of this study demonstrate that CLIL teacher education programs need to implement this approach to increase teacher understanding and ensure better student learning outcomes in the classroom.
Dynamic Assessment Approach to Enhance the University EFL Students’ Ability on Listening to Learn Nur Ekaningsih; Januarius Mujiyanto; Rudi Hartono; Issy Yuliasri
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The University students’ problems in learning listening give an impact on students’ learning and achievement. This research objective is to scrutinize the role of Dynamic Assessment (DA) approach in enhancing the University students’ ability in listening to learn. Previous researchers argue that DA Approach motivates students’ critical thinking and activate students’ prior knowledge in listening comprehension class. By using a quasi-experimental design, an author wants to find out whether DA is effective or not in enhancing the students’ competence in listening class. The experimental and control class was designed to apply the treatment activities in listening to learn class. 40 participants of EFL students at private University in Semarang were divided into 20 in the experimental class and 20 for the control class. The data for investigation was taken from pre-test and posttest for both classes. DA Approach was applied in experimental and traditional approach was in control class. The SPSS used to analyze the data to see the descriptive analysis that is significance or not. Then, the result displayed based on SPSS tabulation that DA Approach was significant for EFL students in listening to learn ability.
The Effect of Electronic Storybook and Print Storybook on Students’ Reading Comprehension Skill Based on Their Learning Styles Yayu Sri Rahayu; Januarius Mujiyanto; Suwandi Suwandi; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The change from printed to electronic content has an impact on students’ reading comprehension and reading style. This article presents experiments designed to assess the influence of electronic text on the reading comprehension of the second semester students of English Language Education Study Program. This study aims to ascertain whether there is a substantial difference in basic reading comprehension achievement between students with visual, auditory, and kinesthetic learning styles. In this article presents two experiments designed to assess the effect of electronic text on the basic reading comprehension of second-semester students. In the first trial, 72 students read either electronic or printed storybooks in learning basic reading comprehension course. This study found no statistically significant difference between open-ended questions and a test for measuring basic reading comprehension. There was, however, substantial statistical difference in reading comprehension between students with different learning styles, for the group who read the electronic versions of the stories, as determined by e-storybook. As measured by test of basic reading comprehension, their comprehension of the e-book stories was significantly greater. Thus the result of this research shows there are no there are no notable distinctions between the auditory, visual, and kinesthetic styles of learning derived from the basic reading comprehension learning outcomes of students who were taught using an electronic storybook or a print storybook.
Engagement on Student’s Academic Presentation Aisyah Ririn Perwikasih Utari; Januarius Mujiyanto; Suwandi Suwandi; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The basic aim of academic presentations is generally for turning the written ideas into the spoken ones. Most of the ideas presented are in academic or scientific matters. In the university level, the activities of prsentations become ordinary ways to share ideas and discussions, mostly done as the output of course assignments. This is why the skill of presentation is important for students, especially in English. Academic presentation for non-native English speakers will be a little bit hard to do, for some students in English Department as well. They will easily share ideas in Bahasa Indonesia or if it is in English, it is easier to have casual conversation rather than having a presentation in English. Students need this kind of experience. The experience that brings them to engage with audience when they do an academic presentation, even it is inside or outside the classroom, for example an international forum or conference. Choosing the mode that they choose for the presentation is also important to build the audience engagement. It becomes harder when they consider that speaking English during the presentation makes them facing more complicated problems dealing with how to communicate with the audience, both in presentation and question and answer sessions. Forey and Feng (2016) state that engagement is analyzed through four features of engagement in academic presentations: 1) speech signs; 2) involvement; 3) social distance; 4) affect. The features support relevant analysis of engagement visually on the verbal and nonverbal act during the students’ presentation. It practically opens the students’ mind and knowledge about how to achieve the audince’s engagement within their session.
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Abdurrahman Faridi Aflahatun, Nur Ahmad Tauchid Aisyah Ririn Perwikasih Utari Akmala Ashlikhatina Alifia Junita Cendraa Sari Andrian Nuriza Johan Anis 'Azzah Anni Niswah Ulul Azmi Anni Niswah Ulul Azmi Aprilia Riyana Putri Benedikta Andriela Yuni Seran Candradewi Wahyu Anggraeni Dewi Sofiyanatiz Zahro Dewi Surani Dian aprianti Diyana Sulistyani Djoko Sutopo Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Rukmini Eka Nurhidayat Emilia Ninik Aydawati Endang Sulistianingsih Entika Fani Prastikawati Episiasi Episiasi Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferry Hadriyan Frimadhona Syafri Frimadhona Syafri Ganda Herdiansyah Hartono, Rudi Haryani Haryani Hendi Pratama Hendi Pratama Hendi Pratama Hendi Pratama Hendra Putra Hendra Putra Henrikus Joko Yulianto Issy Yuliasri Joko Nurkamto Kadek Sonia Piscayanti Katharina Rustipa Katharina Rustipa Katharina Rustipa Katharina Rustipa Lita Liviani Taopan Luluk Khoiriyah Masitoh Oktavia Mazulfah Mazulfah Melania Wiannastiti Muchamad Saepudin Muh Syafei Muhammad Khumaedi Muhammad Rifqi Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nadiah Ma’mun nastiti ardita sari Nia Pujiawati Nopa Yusnilita Novia Uswatun Hasanah Nur Antoni Eko Tanuso Nur Ekaningsih Nurtilek Kadyrov Puji Astuti Puji Astuti Puspita Mahardika Prasetyaningtyas R. Bunga Febriani Radeni Sukma Indra Dewi Ratih Laily Nurjanah Refi Ranto Rozak Rezza Fatwassani Rika Setyawati Riyan Dwi Cahyaningsih Rudi Hartono Rudi Hartono Rudi Hartono Rukminingsih Rukminingsih, Rukminingsih Seftika Seftika Seftika Seftika Shella Gherina Saptiany Shella Gherina Saptiany sola gratia wiyana Sri i Wuli Fitriat Sri Wuli Fitrianti Sri Wuli Fitriati Suciati Suciati Suciati Suciati Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Theresia Cicik Sophia Budiman Titis Sulistyowati W, Widhiyanto Wendi Kusriandi Yatimul Chotimah Yayu Sri Rahayu Yentri Anggeraini Yudhi Arifani Yuliana Maula Yulianawati, Ida Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yusi Rahmawati Zulfa Sakhiya Zulfa Sakhiya zulfa Sakhiyya