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All Journal Jurnal Pendidikan Bahasa Inggris Language Circle : Journal of Language and Literature Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal Jurnal Ilmiah Peuradeun Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Pengabdian Hukum Indonesia (Indonesian Journal of Legal Community Engagement) JPHI Rainbow : Journal of Literature, Linguistics and Cultural Studies Acuity : Journal of English Language Pedagogy, Literature and Culture Scope: Journal of English Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) Journal of English Teaching and Learning Issues Journal of English Education Program (JEEP) Journal of English Language and Education JELLT (Journal of English Language and Literature Teaching) Eduvest - Journal of Universal Studies UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
W, Widhiyanto
Universitas Negeri Semarang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Social Sciences Other

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

 1 
How are media utilized for Productive Skills Instructions amidst online learning? Evidence from Indonesian EFL Lecturers Azizah Maulina Erzad; Rudi Hartono; Puji Astuti; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The teaching and learning process has changed from in-person instruction to online learning during the Covid 19 outbreak. EFL lecturers should utilize a variety of media for teaching English, particularly for instruction on productive skills. The paper aims to investigate the Indonesian EFL lecturers’ views on utilizing media for English productive skills instructions amidst online learning. This study emphasized the implementation of the media for teaching productive skills, how to assess students' productive skills, how students' motivation during online learning, and students' ability to use clause complexes in English productive skills. This research relied on a qualitative study. A structured questionnaire was employed to collect the data. Eight lecturers from several universities contributed the information as research data. The current study yielded a range of findings. First, various media were employed for synchronous and asynchronous learning in order to discuss the teaching materials, give quizzes, and submit students’ assignments. Second, assessments for speaking instruction were conducted through students’ performances utilizing video conferencing tools, but assessments for writing instruction were conducted through asynchronous learning using Google Classroom or the university's LMS. Third, during online learning, students have less motivation in productive skills classes and their ability to use clause complexes in productive skills is decreasing.
Web-Based Language Learning: Benefits for Enhancing EFL Learners’ Speaking Skill Iwan Fauzi; Rudi Hartono; Widhiyanto Widhiyanto; Hendi Pratama
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Computer-assisted language learning (CALL) achieves the outstanding position in the field of pedagogy of English as a Foreign Language (EFL). Its promising existence has encouraged foreign language learners to interact authentically in the computer-based English learning. Web-based language learning (WBLL) as the successor of CALL has emerged and is gaining its popularity as an online learning platform in the field of language education today. WBLL is able to improve the competence of learners and become a convincing interactive learning medium in confirming better quality of language input and output through the internet technology. Although not a few studies have discussed Web 2.0 technology, the majority of their findings may only review the students’ and teachers’ perceptions in using the technology; instead, not too many findings focus on how WBLL impacts learners’ language skills, more specifically EFL learners’ oral performance. This paper purports to review empirical studies using WBLL for enhancing EFL learners’ speaking skill in addition to its benefits for enhancing learners’ motivation and providing stimulus to alleviate their anxiety while speaking with highly interactive learning environment outside the classroom.
Promoting Critical Literacy in Academic Reading Class: EFL Learners’ Activity Exploration Hendi Hidayat; Issy Yuliasri; Dwi Rukmini; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstrak. The goal of this study was to investigate what EFL students did in academic reading class. The goal of the lesson is to prepare students to respond intelligently and critically to academic texts and to issues raised in written assignments. The idea behind this reading reaction has been influenced by Rosenblatt's research. She considers the act of reading to be a live event. The author believes that it would be useful to adapt this concept to academic reading even if it was often employed by literary majors. Qualitative information is provided to show how these pupils engage with text critically. In order to gather data for this study, the author observed, spoke with, and examined the written work of learners. The paper's recommendations for teachers to develop their own critical literacy approach to texts and modules are provided in the last section. In order to finish their output, the EFL students in this study employed a careful selection of texts, background knowledge activation, questions about the author's ideas, intertextuality for responding to the questions, and reflection.
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

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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.
Extensive Listening Challenges through the Lens of the East Indonesian EFL Learners Yosefina Rosdiana Su; Rudi Hartono; Issy Yuliasri; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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The benefits of extensive listening have been documented in several studies, particularly in English as a Foreign Language (EFL) listening. These studies constructed the theoretical and pedagogical frameworks for its implementation, including the typical materials students can utilize to organize extensive listening practices. In light of this, this paper presents a brief overview of the listening materials used by the students in this setting and the challenges they faced in utilizing them for extensive listening practices. This qualitative study was designed as a survey involving 79 students from a private university in East Nusa Tenggara, Indonesia. In collecting the data, the researchers administered an unstructured questionnaire combining close-ended and open-ended questions providing chances for the respondents to answer the questions in their own words. The result of this study confirmed that extensive listening is challenging to practice. In this case, students need knowledge about the pedagogy of extensive listening practices results in inappropriate material selections. This study recommends teachers' involvement in assisting the material selection that meets the student's pace to help students achieve more definite outcomes of the extensive listening practices.
The Design Of Online Cross Country Interactive Dialogue Between Pilipino and Indonesian Pre-Service Teacher in International Research Collaboration Alfu Nikmah; Rudi Hartono; Issy Yuliasri; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Communication is the important factor in conveying the ideas and arguments in cross country research collaboration. Speaking English is a tool communication in the international research collaboration. Therefore it needs a good concept in conducting the research regarding the communication. The purpose of this paper is to describe an online interactive dialogue design for supporting the international research collaboration. Specifically, it examines: (a) how an interactive dialogue design was used to support International Research Collaboration; (b) how activities were structured to promote the level and quality of communications among the students, as peers in the international reseach. The paper also provides information about the delivery process and describes what happened when this interactive model was fully implemented and used
Paragraph Development in Writing a Process Essay through LMS Forum-Based Collaborative Writing Siti Musarokah; Issy Yuliasri; Sri Wuli Fitriati; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study aims at investigating how the students develop the paragraphs in writing a process essay through LMS Forum-Based Collaborative Writing. This study also aims at describing the completeness of major and minor supporting sentences in the body paragraphs of the process essay developed. The design of the study is qualitative descriptive, the object of the study was the paragraphs written by the fourth semester students of the English Education Study Program of Universitas PGRI Semarang. Documentation was used to collect the data, that is in the form of paragraphs taken from LMS Forum submitted by the students in groups. The data was then analyzed by using qualitative data analysis consisting of data reduction, data display and drawing conclusion. The result of the study shows that in writing the process essay in the introduction, the students used two techniques, namely common problem and series of question; chronological order was mostly used to support the thesis statement in the body paragraphs; and in concluding paragraphs, the students conclude the essay by paraphrasing the thesis statements and summarizing the main points in the body paragraphs. Moreover, in developing the paragraphs, there are 7 paragraphs or 41,18% which reach completeness. Moreover, 8 or 47,06 % paragraphs are categorized half complete, and 2 or 11,76 paragraphs are categorized incomplete. It can be concluded that some of the students’ paragraph development do not reach completeness.
Co-Authors Agus Dwiyanto Ahmad Hilal Madjdi, Ahmad Hilal Akhmad Zamroni Aldha Williyan Alfat Prastowo Alfu Nikmah Andika, Jeffri Dian Anggrianing Tyas, Hermin Anisah Puspita Anitasari, Rahayu Fery Ardhi, Mega Aulia Arif Suryo Priyatmojo Atmojo, Fajar Nugroho Dwi Azhar Maulana Maghribi Sidiq Azizah Maulina Erzad Bintang Priyanto Putri Budiarti, Litani Ika Candradewi Wahyu Anggraeni Cindy Kurnia Octaviyanti, Cindy Kurnia Daffa, Hafidz Desi Surlitasari Dewi Dewayanti, Wanda Dewi Djoko Sutopo Dwi Rukmini Erydani, Vinsensia Anisa Citta Fadilla, Hilda Fatma Hetami Fauzi, Iwan Fauziah, Meli Fauziah, Meli Gema Gumika Damar Setyaning Djati Gisty Listiani, Gisty Hanum, Holy Latifah Hartono, Rudi Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendrawaty, Nurmala Intan Satriani Ira Mutiaraningrum Irawaty Irawaty Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Januarius Mujiyanto Januarius Mujiyanto, Januarius Katharina Rustipa Lia Indriyani Lilis Suryani Lilis Suryani Lorenna, May M. Rizki Giffary Manuhutu, Natalia Mar'atassolihah, Aftina Meiarista, Kiki Mochamad Rizqi Adhi Pratama Mohammad Ali Yafi Mufidah, Nur Mukminto, Eko Mursid Saleh Nanda Alifia Nikmah, Alfu Nugroho, Samuel Adi Nurkholidah, Endang Siti Nurkholidah, Endang Siti Nurmala Hendrawaty Puji Astuti Puteri, Siti Azizah Rahayu Puji Haryanti Rahmawati, Yusi Ratih Inayah, Ratih Rini Fidiyani Rudi Hartono Rudi Hartono Ruli, Ruli Saeful Bahri Sakhiyya , Zulfa Saputro, Isnaini Eddy Seful Bahri Sekar Meifi Andari Shofyatul Fuadiyah Simangunsong, Edward Michael Siti Musarokah Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Sri Wuli Fritrianti Sulastri Manurung, Sulastri Sulistiyaningsih, Eka Fanti Theresia Cicik Sophia Budiman Tyas, Ghita Aning Ulya, Himatul Wachidah, Wahyu Dyah Nur Anis Warsono Warsono Yosefina Rosdiana Su Yulita, Eva zulfa Sakhiyya