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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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Increasing Understanding of the Urgency of Trade Secrets for Business to Gen Z at SMAN 1 Semarang Irawaty, Irawaty; Fidiyani, Rini; Mukminto, Eko; Widhiyanto, Widhiyanto; Hanum, Holy Latifah
Jurnal Pengabdian Hukum Indonesia (Indonesian Journal of Legal Community Engagement) Vol 6 No 2 (2023): Indonesian Journal of Legal Community Engagement, November 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jphi.v6i2.75083

Abstract

Trade secrets are one of Intellectual Property forms that is considered most valuable in business. However, result of research shows that trade secrets are not as famous as patents, copyrights, and trademarks. In Indonesia, trade secrets Act has been established by the government since 2000. Following the fact that trade secrets are still not commonly understood by societies, thus it is important to educate societies about trade secrets. This community service selected to educate gen Z in SMAN 1 Semarang since knowledge to trade secrets should be understood as early as possible. Nevertheless, it is worth to note that there are some reasons to conduct the community service in the school, two of them are SMAN 1 Semarang is one of the best high schools in the city and some students have achieved some prestigious awards in research. The methods in carrying the community service were by delivering important points on trade secrets, discussion session, and post-test. Based on the post-test answers, almost all students understood the urgency of trade secrets for business and stated that the event was useful.
Improving the Image of Women in Social Media Based on Gender Justice for Teenagers Fidiyani, Rini; Mukminto, Eko; Irawaty, Irawaty; Widhiyanto, Widhiyanto; Anitasari, Rahayu Fery; Simangunsong, Edward Michael; Daffa, Hafidz; Nugroho, Samuel Adi
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

Abstract

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.
Bridging Theory and Practice Through Real-World Language Assessment Design Dewi, Desi Surlitasari; Manurung, Sulastri; Manuhutu, Natalia; Saputro, Isnaini Eddy; Widhiyanto, Widhiyanto; Wahyuni, Sri; Ardhi, Mega Aulia
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

Abstract

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.
Negotiating identity, originality, and agency in AI-assisted dissertation proposal writing among English education students Widhiyanto, Widhiyanto; Haryanti, Rahayu Puji; Mutiaraningrum, Ira; Anggraeni, Candradewi Wahyu; Suryani, Lilis; Yafi, Mohammad Ali
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 4 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i4.1460

Abstract

This study examined the diverse approaches doctoral students take to developing an academic voice when utilizing AI. It examines the manifestation of academic integrity and agency, as well as the interplay among these constructs, through a case study. Thematic analysis, as a data analysis tool, from the responses of six doctoral students enrolled in the Proposal Dissertation Course, sheds light on the critical acceptance of AI. The results of the focus-group discussion and students’ reflective journals reveal that AI is recognized as applicable but does not replace human critical thinking in the manual investigation process. Research shows that students build academic identity through strategies such as making AI a discussion partner to maintain the author’s voice. They also maintain academic integrity by verifying AI sources, avoiding unreal citations, and manually paraphrasing the text. Students leverage AI for technical tasks and time management yet remain non-reliant and edit AI output to ensure it remains original work.
Exploring English Education Students’ Challenges in Writing an Introduction for a Journal Article Mar'atassolihah, Aftina; Widhiyanto, Widhiyanto
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2077

Abstract

Developing academic writing competence is essential for English education students. This competence is crucial particularly for producing research articles for publication. The introduction section is often perceived as the most challenging part to write. It requires student-writers to establish a research context, engage with previous studies, and clearly state research purposes. In the EFL contexts, these demands are further complicated by some factors as linguistics, rhetorical development, and affective factors. This study examines the challenges encountered by undergraduate English education students in Indonesia when writing research article introductions, focusing on rhetorical organization based on Swales’ (1990) CARS Model. A qualitative research design was employed, involving semi-structured interviews with five seventh-semester students at Universitas Negeri Semarang. The findings reveal varied difficulties across the three rhetorical moves, including limited confidence in establishing research territory, problems synthesizing prior studies and identifying research gaps, and reliance on restricted strategies when presenting research purposes. These findings emphasize the importance of pedagogical support through explicit instruction, scaffolding, and peer feedback to improve students’ academic writing development.
Genre of Students’ Descriptive Text: A Case of Texts Developed by Tenth Grade Students of SMA Teuku Umar Semarang Ulya, Himatul; Widhiyanto, Widhiyanto
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2044

Abstract

This study investigates the genre analysis of descriptive texts written by tenth-grade students at SMA Teuku Umar Semarang. It examines students’ mastery of generic structures and linguistic features, focusing on identification, description, present tense, adjectives, and relational verbs also it strengths and weaknesses. Using a qualitative descriptive design, data were collected from 25 students and analyzed through the genre framework of Tardy and Swales (2021). Findings show that most students applied the generic structures correctly, though the level of descriptive detail varied from minimal to fairly elaborate. Linguistic features were generally appropriate, but limited vocabulary and frequent mechanical errors persisted, reducing accuracy and coherence. The study concludes that while structural mastery has been achieved, linguistic sophistication remains a challenge, highlighting the need for pedagogical strategies that integrate genre-based scaffolding with explicit language development.
Exploring Student-Teachers’ Reflection on Microteaching: A Method for Achieving Continuous Professional Development Nikmah, Alfu; Hartono, Rudi; Yuliasri, Issy; Widhiyanto, Widhiyanto
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33773

Abstract

This paper's primary goal is to investigate perceptions of the implementation of a microteaching course using reflective teaching practice. Microteaching is a course that prepares student-teachers to become professional instructors. Reflective teaching techniques include self-reflection and reflections from teachers and peers, which lead to effective and complete evaluation. This study explores how Indonesian student-teachers perceive the implementation of microteaching and how they discover the reflection in the microteaching course. Using a qualitative approach, semi-structured interviews and focus group discussions were conducted with seven participants to gather in-depth insights into their experiences and perceptions regarding reelection in the microteaching course. The results showed that student-teachers were concerned about preparing before conducting microteaching, including searching for materials to construct a lesson plan, conducting teaching performance and evaluation, and perceiving positive arguments in the reflections given by the teacher and peers. Having strengths and weaknesses from the comments made student-teachers tend to improve their performance in the next practice. The results of this investigation have significant practical relevance for evaluating student-teachers’ teaching performance through reflection practice and for helping future teachers fulfil their requirement to be professional teachers.
Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Sophia Budiman, Theresia Cicik; Fitriati, Sri Wuli; 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

Abstract

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.
ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Budiman, Theresia Cicik Sophia; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9570

Abstract

Vocabulary mastery plays a crucial role in successful language acquisition, and blended learning approaches have increasingly been adopted to enhance lexical development in higher education. However, existing studies have predominantly focused on general blended learning designs without fully exploring the specific contribution of the Enriched Virtual Model (EVM) in strengthening different dimensions of lexical competence. Moreover, limited research has examined how diverse learning preferences, such as those identified through the VARK framework, influence students’ engagement and vocabulary development within EVM-based instruction. Addressing these gaps, this study investigates the effectiveness of EVM in improving students’ lexical competence and examines how different learning styles contribute to learners’ engagement and vocabulary growth. Employing a mixed-methods design, the research integrates quantitative data from pre- and post-tests with qualitative insights obtained from reflections, observations, and open-ended responses. Participants were undergraduate students enrolled in a Lexical Studies course, who engaged in a combination of multimodal online modules and targeted face-to-face sessions throughout the intervention. Quantitative findings revealed substantial gains across all dimensions of lexical competence—vocabulary breadth, depth, collocational knowledge, and contextual use—with contextual vocabulary demonstrating the highest improvement. Differences were also observed across learning-style groups, with Visual and Read/Write learners showing the greatest lexical gains, while Auditory and Kinesthetic learners benefited most from modality-congruent strategies. Qualitative findings further indicated that EVM supported learner autonomy, enhanced multimodal engagement, and strengthened vocabulary retention through structured online learning and collaborative face-to-face consolidation. Overall, the results demonstrate that EVM provides an effective, flexible, and learner-responsive framework for vocabulary instruction in blended learning environments.
INTEGRATING E-PORTFOLIOS IN FLIPPED ENGLISH CLASSES: IMPACTS ON NURSING ESP SPEAKING Budiani, Bridgita Berlian; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Wahyuni, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10775

Abstract

This study examines the effectiveness of integrating e-portfolios into a flipped English classroom to enhance English for Specific Purposes (ESP) speaking performance and speaking self-efficacy among nursing students. Grounded in ESP pedagogy, communicative language teaching, and self-efficacy theory, the study addresses the persistent gap between students’ linguistic knowledge and their ability to perform professional oral communication in healthcare contexts. A quasi-experimental one-group pre-test-post-test design was implemented with 40 second-year nursing students at a private health sciences college in Central Java. The instructional intervention combined pre-class input, in-class communicative practice, and iterative speaking development through e-portfolio-based recording, feedback, and reflection over one academic semester. Speaking performance was assessed through task-based ESP speaking tests, while self-efficacy was measured using a Likert-scale questionnaire. The findings revealed statistically significant improvements in both speaking performance and speaking self-efficacy, with large effect sizes indicating substantial educational impact. The results suggest that integrating e-portfolios within a flipped classroom expands opportunities for structured practice, fosters reflective learning, and strengthens learners’ confidence, thereby supporting both linguistic and psychological dimensions of professional communication. The study underscores the pedagogical value of technology-supported, contextually grounded speaking instruction in health sciences education and recommends the combined use of flipped learning and e-portfolio-based formative assessment to promote sustainable ESP speaking development.
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 Budiani, Bridgita Berlian 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