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W, Widhiyanto

Universitas Negeri Semarang

Author-ID : 2506621

Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Public Health Social Sciences Other

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Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.

Structural and Functional Analysis of Four-Word Lexical Bundles in Academic Book Reviews Published in Q1-Indexed International Journals Nur Ifadloh; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Dwi Rukmini
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20011

Lexical bundles are an important feature of academic discourse, reflecting textual fluency, information density and rhetorical organization. While there is a massive frame of research on lexical bundles in academic genres, limited research has been done on lexical bundles in academic book reviews, especially in Q1-indexed international journals. The present corpus-based study explores the structural and functional distribution of four-word lexical bundles in academic book reviews published in Q1-indexed international journals. The corpus consists of twenty book reviews taken from ten Q1-indexed international journals. The analysis yielded 37 lexical bundles in this corpus. Structurally, fragments based on prepositional phrases and fragments based on noun phrases dominate the distribution, covering 78.38% of all lexical bundles. These patterns indicate a preference for compact packaging of information in terms of nominal and prepositional structures. In terms of function, the most frequently occurring category was referential bundles (56.75%), followed by discourse-organizing bundles (29.73%), and attitude bundles (13.51%). The prevalence of referential bundles reflects the focus of the genre on elaboration, description and academic evaluation of content, while the relatively low frequency of attitudinal bundles suggests adherence to academic objectivity. In general, the findings of the study reveal a close relationship between the structural patterns and the communicative functions of lexical bundles in the academic book reviews. The study demonstrates the benefits of corpus-based and genre-sensitive approaches for understanding academic discourse and has pedagogical implications for teaching academic writing, particularly in helping students to develop lexical patterns consistent with the standards of academic book reviews.

Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.237-256

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.

Improving the Image of Women in Social Media Based on Gender Justice for Teenagers Rini Fidiyani; Eko Mukminto; Irawaty Irawaty; Widhiyanto Widhiyanto; Rahayu Fery Anitasari; Edward Michael Simangunsong; Hafidz Daffa; Samuel Adi Nugroho
Jurnal Abdimas Vol. 28 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h1yezh96

The social media network has become one of the most favored digital technology platforms for information and entertainment among the public today. However, in social media practices, women often appear as objects that are sexualized or commodified commercially. According to a survey by wearesocial.com and Hootsuite, most internet users in Indonesia fall into the categories of teenagers and young adults. Building upon the results of this survey, community service focuses on the age group of 13 to 18 years old who are currently studying at a Senior High School (SMA). This community service initiative occurs at a Public Senior High School in Semarang City, Central Java. The activity involves the socialization and mentoring of 100 students (50 males and 50 females). This activity influences the perspectives and behaviors of teenagers towards the portrayal of women on social media, leading to an average score change from 39 (before socialization) to an increased average of 89 (after socialization and mentoring), which represents a significant increase.

Move-Tense Interactions in Undergraduate Thesis Abstracts: Pedagogical Insights for EFL Writers Erzad, Azizah Maulina; Hartono, Rudi; Astuti, Puji; Widhiyanto, Widhiyanto
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.35147

Writing effective thesis abstracts remains a significant challenge for many EFL undergraduates, particularly in organizing rhetorical moves and selecting appropriate verb tenses. This study investigates the interaction between rhetorical move structures and tense usage in undergraduate thesis abstracts in English Education Department, offering a combined genre- and language-focused perspective that remains underexplored in EFL genre research. Using a qualitative Genre-Based Discourse Analysis approach, 41 abstracts from an Indonesian Islamic university were analyzed, with questionnaire data from 7 alumni, to identify common writing difficulties. The analysis applied a five-move model adapted from Swales and Feak, Koopman, and Weissberg and Buker, as well as frameworks for tense distribution. The findings show that although most abstracts successfully include the Aim (92.68%), Method (100%), and Results (97.56%) moves, only 36.59% present a complete five-move structure due to the limited presence of the Conclusion move. Tense analysis reveals an overuse of the present tense across moves, including in the Method (73.2%) and Results (80%) sections, where the past tense is typically required. Questionnaire responses indicate persistent difficulties related to understanding move functions, selecting appropriate tenses, and applying academic writing conventions without explicit guidance. Overall, the study demonstrates partial adherence to conventional abstract-writing practices and highlights the importance of explicit instruction in rhetorical organization and tense selection in EFL academic writing courses to support students’ development as academic writers.

Fillers in Mark Zuckerberg’s Interview on Cleo Abram’s Podcast Aditya Diaz Ilyasa; Widhiyanto Widhiyanto
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 6, No 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v6i1.4106

This study analyzes a 48-minute podcast episode on Cleo Abram's YouTube channel featuring Mark Zuckerberg, aiming to reveal the types of fillers used and their functions in the context of informal digital communication featuring a technology industry figure discussing complex technological topics. A descriptive qualitative approach supported by simple quantification was employed, using Rose's (1998) and Stenström's (1994) frameworks for analysis. Repeated coding was conducted to ensure intra-rater reliability. "Um" is the dominant unlexicalized filler, while repetition of words or phrases is the most dominant lexicalized filler. The most dominant functions are hesitation and time- creating. The results indicate that fillers function to maintain speech fluency and help the speaker manage cognitive load when conveying complex ideas. It was also found that filler clusters, such as "I mean, um, you know", indicate the cognitive load borne by the speaker. The result indicate that fillers not only act as indicators of speech disruption but also fulfill a significant role in structuring discourse, sustaining interaction, and facilitating communication. From a theoretical perspective, this study enriches the field of pragmatics by broadening the comprehension of filler usage in informal digital communication settings involving figures from the technology industry; a context that has not been thoroughly explored in prior studies. From an educational standpoint, it is essential to recognize fillers as inherent elements of discourse that can assist learners in navigating uncertainties and enhancing their verbal fluency.Keywords: fillers, podcast, spoken communication

Constructing Motivational Meaning through Self-Mention Markers in Joshua Hong’s UNESCO Speeches Ratri Izzati Zharfa; Widhiyanto
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.4040

Motivational speeches by public figures play a critical role in inspiring audiences, fostering engagement, and promoting social responsibility. This study investigates how self-mention markers contribute to the construction of motivational meaning in Joshua Hong’s UNESCO speeches. Guided by Hyland’s (2005) interactional metadiscourse framework, a qualitative discourse analysis was conducted on two speeches delivered at the UNESCO Youth Forum (2023) and the Goodwill Ambassador for Youth Nomination Ceremony (2024). A total of 93 self-mention markers were identified, with we, our, and us being the most frequent. Four main functions were found: constructing collective identity, expressing commitment and responsibility, sharing personal experiences and authenticity, and highlighting perseverance and struggle. The findings indicate that motivational meaning is discursively constructed through these markers, fostering solidarity, credibility, collective responsibility, and resilience among audiences. Self-mention markers thus function as central interpersonal resources in motivational discourse, highlighting the role of strategic speaker positioning in shaping audience engagement and motivation.

Co-Authors Aditya Diaz Ilyasa Agus Dwiyanto Ahmad Hilal Madjdi, Ahmad Hilal Akhmad Zamroni Aldha Williyan Alfat Prastowo Alfu Nikmah Andika, Jeffri Dian Anggrianing Tyas, Hermin Anisah Puspita Ardhi Prabowo Arif Suryo Priyatmojo Atmojo, Fajar Nugroho Dwi Azhar Maulana Maghribi Sidiq Azizah Maulina Erzad Azizah Maulina Erzad Bintang Priyanto Putri Bridgita Berlian Budiani Budiarti, Litani Ika Candradewi Wahyu Anggraeni Christianti Tri Hapsari Cindy Kurnia Octaviyanti, Cindy Kurnia Desi Surlitasari Dewi Djoko Sutopo Dwi Rukmini Edward Michael Simangunsong Eko Mukminto Erydani, Vinsensia Anisa Citta Essie Setianingtyas Yuniardi Fadilla, Hilda Fatma Hetami Fauzi, Iwan Fauziah, Meli Fauziah, Meli Galuh Kirana Dwi Areni Gema Gumika Damar Setyaning Djati Gisty Listiani, Gisty Hafidz Daffa Hanum, Holy Latifah Hartono, Rudi Hasna Fitri Labibah Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendrawaty, Nurmala Intan Satriani Ira Mutiaraningrum Irawaty Irawaty Irawaty Irawaty Isnaini Eddy Saputro Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Izzatul Jannah Januarius Mujiyanto Januarius Mujiyanto, Januarius Katharina Rustipa Lia Indriyani Lilis Suryani Lilis Suryani Lorenna, May M. Rizki Giffary Mar'atassolihah, Aftina Mega Aulia Ardhi Meiarista, Kiki Mochamad Rizqi Adhi Pratama Mohammad Ali Yafi Muhimatul Ifadah Mukminto, Eko Mursid Saleh Nanda Alifia Natalia Manuhutu Nelly Khoirina Ngasbun Egar Nur Ifadloh Nur Mufidah Nurkholidah, Endang Siti Nurkholidah, Endang Siti Nurmala Hendrawaty Puji Astuti Puji Astuti Puspito Rizky Wahani Puteri, Siti Azizah Rahayu Fery Anitasari Rahayu Puji Haryanti Rahmawati, Yusi Ramadhani, Alfarozi Zidane Ratih Inayah, Ratih Ratri Izzati Zharfa Rini Fidiyani Rini Fidiyani Rudi Hartono Rudi Hartono Ruli, Ruli Saeful Bahri Samuel Adi Nugroho Seful Bahri Sekar Meifi Andari Setiyono, Wahyu Sherly Aisyia Anggraeni Shofyatul Fuadiyah Siti Musarokah Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Sri Wuli Fritrianti Sulastri Manurung Sulistiyaningsih, Eka Fanti Theresia Cicik Sophia Budiman Tyas, Ghita Aning Ulya, Himatul Wachidah, Wahyu Dyah Nur Anis Wahyuni, Sri Warsono Warsono Windi Azahra Yohannes Rikki F Situmeang Yosefina Rosdiana Su Yulita, Eva zulfa Sakhiyya

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