Article Per Year (5 Year)
p-Index From 2021 - 2026
10.743
P-Index
This Author published in this journals
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

Published : 90 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 90 Documents
Search

 5   6   7   8   9 
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

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

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

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

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

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

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

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

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

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

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.
Views of Global English by English and non-English Students in Indonesia Ahmad Tauchid; Mursid Saleh; Rudi Hartono; Januarius Mujiyanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Abstrak. This study focuses on English and non-English students' perspectives on their experiences with global English, along with their perceptions of the current status of English (CSE), varieties of English (VE), strategies for multilingual/multicultural communication (SMC), and English speakers' identities (ESI). There were a total of 75 participants in this survey. We used IBM SPSS Statistics 22 to perform an EFA on the collected data. Varimax rotations and principal components analysis (PCA) were used to extract data. We examined three factors: eigenvalues more than 1, factor loadings less than 0.5, and communality less than 0.5. Cronbach's alpha and composite reliability might be used to determine the sample's reliability with a value of 0.7. (CR). Cronbach's alpha values for each structure varied between 0.71 and 1.00, whereas CR values ranged between 0.79 and 0.99. Using the average variance extracted (AVE), we determined that the convergent validity varied from 0.57 to 0.97 with a 0.50 threshold. Each construct used 3 CSE items, 4 VE items, 4 SMC items, and 3 ESI items. The pooled mean and standard deviation were used to calculate descriptive statistics for the four constructs. We conducted a t-test on separate samples to see if English and non-English students' perspectives on global English varied substantially. The results suggested that neither group saw differences in their perception of the current status of English, varieties of English, strategies for multilingual/multicultural communication, and English speakers' identity. The implications of using worldwide English teaching materials and approaches are underlined.
Pre-Service Teachers’ Opinion about Using Digital Storytelling as a Tool to Learn Speaking Skills Endang Sulistianingsih; Januarius Mujiyanto; Abdurrachman Faridi; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Abstract. Many studies have discussed effective instructions for teaching speaking skills, but very few studies that explored students' preferences regarding the appropriate instruction for improving their speaking skills. This paper tries to fill the research gap by finding out the student's opinions on the use of digital storytelling for their speaking skills instruction. This study recruited 28 pre-service teachers to be participants. A qualitative approach was employed to answer the problems in this study. The findings were derived from analyzing the pre-service teacher’s opinions through observations and interviews. The findings revealed that most pre-service teachers feel satisfied with using digital storytelling to learn speaking skills. Moreover, those pre-service teachers presume that speaking was no longer boring activity, it became both fun and challenging and develop their digital literacy. The study suggests that the activities during creating a digital storytelling project should be well prepared.
Implementing Multimodal Paralanguage by the ELT Students in Presentational Activity Rezza Fatwassani; Januarius Mujiyanto; Rudi Hartono; Puji Astuti
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Abstrak. Multimodal paralanguage is related to multi resources of nonphonemic properties in communication activities. As part of the non-verbal aspect, paralanguage is considered a crucial technique for the success of the presentational activity. In this case, a group of ELT students at a certain university had concerns about transferring information that caused their presentation performance. Therefore, this study aims to reveal the implementation of paralanguage components by entailing multimodal features in conveying effective meaning. The subject of this study is a representative group of ELT students at a certain university. Qualitative research is used with observation and recording as the data collection method. The steps in analyzing the data are adopted from Miles, Huberman, and Saldana (2014), including data collection, data reduction, data display, and conclusion (drawing or verifying). The findings revealed distinctive components of paralanguage used by the students during the presentation. The implemented components include voice qualities, vocal characteristics, and vocal segregation. Multimodal features are implemented as a strategy for improvisation in communication. Furthermore, this study can be advantageous as a reference for each person who will act as a presenter or speaker to enhance their presentational skill.
Assessing Standard English in 4.0 Era: Teacher’s Perceptions on the Effectiveness of Kahoot! and Quizizz in English Classroom Shella Gherina Saptiany; Januarius Mujiyanto; Rudi Hartono; Katharina Rustipa
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Abstrak. Standard English is the variant of English that is commonly used as a world language, with some minor regional and national variances. Kahoot! and Quizziz are the application of game-based that is used in assessing students’ learning. The purpose of this study is to identify teacher’s perceptions on the effectiveness and obstacle in using Kahoot! and Quizziz in assessing Standard English in the classroom. This research involved an English teacher who had 15 years of teaching experience in English Foreign Language (EFL) teaching. The present study conducted an in-depth semi-structured interview for the data collection. The results indicate that there are advantages and an obstacle in using the apps. The first result is that Kahoot! and Quizziz can increase students’ motivation as they become more active in the class after the teacher gave those game-based applications to assess reading skill in Standard English. The second result is both Kahoot! and Quizziz encourages students’ participation in the class. Furthermore, Kahoot! and Quizziz ease the teachers’ work in making the questions and correcting the students’ answers. Additionally, the willingness of the students to learn English increases since teacher use digital games. Moreover, the teacher can manage the time when using Kahoot! and Quizziz, so it will be more flexible to use. The last result is the obstacle of using both Kahoot! and Quizziz that difficult to get a permit to use the mobile phone at the school.
The Virtues of Self-Regulated Learning Strategy in Writing: A Scoping Review Candradewi Wahyu Anggraeni; Januarius Mujiyanto; Katharina Rustipa; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Self-Regulated Learning (SRL) strategy is an autonomous learning strategy in which students have an essential role in regulating their learning. Self- Regulated Learning (SRL) strategy consists of three essential phases (forethought phase, performance phase, and self-reflection phase). This study aims to summarize and disseminate research findings on the virtues of Self- Regulated Learning (SRL) strategy in writing. This article presents a scoping review of 10 (ten) articles from 2018 to 2022 focused on Self- Regulated Learning (SRL) strategy in writing. A scoping review is one of the literature review methods that aims to give in-depth resources that depend on review purposes. Dealing with the steps of a scoping review, Arksey and O'Malley (2005) highlight five important stages in conducting a scoping review; identifying the research question, identifying relevant studies; study selection; charting the data; and collating, summarizing, and reporting. A noteworthy finding of this scoping review deals with the advantages of Self- Regulated Learning (SRL) in writing which cover SRL enhances academic accomplishment, fosters writing abilities, plays an important role in the writing process, and assists students in writing better.
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 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