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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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Padlet-Based Collaborative Writing and Digital Competence in EFL Academic Writing: Evidence from Indonesian Higher Education Siti Musarokah; Issy Yuliasri; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Ngasbun Egar
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2626

This study addresses a limitation in digital collaborative writing research by positioning digital competence as a moderating mechanism shaping students’ participation in Padlet-based collaborative academic writing, rather than treating it as a background learner characteristic. Previous studies have mainly examined learning outcomes or engagement when using collaborative platforms, with limited attention to how differences in digital competence influence collaborative interaction processes in technology-mediated writing environments. Using an explanatory sequential mixed-methods design, this study involved 30 undergraduate students in an Academic Writing course at a private Indonesian university. Data were collected through a digital competence questionnaire, pre- and post-writing tests, and semi-structured interviews. The findings show that Padlet supported improvements in idea organization, peer interaction, and higher-order writing performance, while digital competence shaped students’ interaction strategies and participation patterns. This study contributes by demonstrating that digital competence is a key mechanism influencing collaborative writing participation in higher education digital learning environments.

Beyond Mastery: Evaluating Students’ English Writing Achievement Based on Minimum Mastery Criteria in an Islamic Elementary School Nelly Khoirina; Widhiyanto Widhiyanto
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 17 No. 1 (2026): June | MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v17i1.15562

This study evaluates students’ English writing achievement based on Minimum Mastery Criteria (Kriteria Ketuntasan Minimal/KKM) in an Indonesian Islamic elementary school. The study addresses the need to critically examine whether students’ attainment of mastery criteria reflects actual writing competence among young learners. Employing a quantitative descriptive evaluation design, the study involved 22 second-grade students whose writing scores were collected through classroom-based assessment records. Data were analyzed using descriptive statistical techniques, including mean score calculation, score distribution analysis, and mastery percentage evaluation. The findings reveal that all students achieved the Minimum Mastery Criteria of 75, resulting in a 100% mastery rate with a mean score of 87.36. However, further analysis demonstrates variation in achievement levels, with students distributed across minimum, moderate, and high achievement categories. These findings indicate that although all students met the established mastery threshold, writing competence remained differentiated across learners. The study concludes that KKM-based evaluation is useful for measuring baseline achievement but should not be interpreted as a comprehensive indicator of writing proficiency. Therefore, teachers are encouraged to complement mastery-based assessment with broader evaluation approaches to capture more complex dimensions of students’ writing development.

ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Januarius Mujiyanto
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

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 Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Sri Wahyuni
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

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.

Pelatihan Guru SMA Dalam Menggunakan AI untuk Menyusun Materi, Menerapkan Strategi, dan Melaksanakan Asesmen Widhiyanto Widhiyanto; Ardhi Prabowo; Christianti Tri Hapsari; Ira Mutiaraningrum; Candradewi Wahyu Anggraeni; Muhimatul Ifadah; Mohammad Ali Yafi
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.178-189

Digital transformation in education requires teachers to adapt to technological advancements, including AI. The integration of AI in teaching and learning offers great potential for creating a more personalized, interactive, and relevant learning experience. However, research shows that the use of AI in secondary schools is still limited because of a lack of understanding and skills among teachers. This Community Service Program (PKM) focuses on enhancing the competencies of teachers at SMAN 12 Semarang by integrating artificial intelligence (AI) technology into teaching. Through training, this program aims to equip teachers with the knowledge and practical skills to utilize AI to develop instructional materials, implement innovative learning strategies, and conduct effective assessments. The methods used include lectures, discussions, demonstrations, and practical training. The methodology employed in this study is a case study. Thirty-three teachers from various subjects participated in this activity. The survey results were analyzed using the mean, standard deviation, and thematic analysis. The survey results indicated that teachers had a positive outlook on using AI to create instructional materials, questions, and assessments. Teachers created AI chatbot prompts that were clear, specific, contextually relevant to learning, and outcome-oriented. This activity has proven to enhance high school teachers' literacy and skills in utilizing AI to create more meaningful and effective learning experiences.

A Pragmatic Analysis of Interjections in the Wild Child Movie: Types and Functions Essie Setianingtyas Yuniardi; Widhiyanto
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.14079

Language plays an essential role in human communication. Human communication itself involves the exchange and negotiation of thoughts and information. In general, sometimes people encounter difficulties in expressing their feelings and emotions, and this is where interjections serve as essential linguistic tools. This study investigates the types and pragmatic functions of interjections in the Wild Child movie, using the framework from Ameka (1992) to identify how they are used in the movie. The film was selected due to its rich intentional use of colloquial language and reflects authentic teenage communication. Using a descriptive qualitative approach, this study analysed the movie script categorized as interjections by grouping them into two main types, primary and secondary, and then identifying their pragmatic functions, such as emotive, cognitive, conative, and phatic. This proposes that interjections in the movie function not only as tools to help express emotions but also to manage interaction, maintain social bonds, and convey mental states. The study confirms that interjections' function depends on the context, regardless of their form. These insights support a deeper understanding of pragmatic language use features and emphasize the educational value of interjections in improving learners’ communicative competence.

Newmark’s Translation Methods in Indonesian Translation of NIKI’s “La La Lost You” Windi Azahra; Widhiyanto
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.17488

Song lyric translation plays a crucial role in enabling audiences to access meaning and emotional expression across languages, particularly within digital platforms such as YouTube. Despite the extensive application of Newmark’s translation methods in translation studies, limited research has specifically examined their use in Indonesian song subtitles distributed through online lyric channels. This study aims to identify the Newmark translation methods employed in the Indonesian subtitles of NIKI’s song “La La Lost You” on the Indolirik YouTube channel and to analyze how these methods convey meaning and emotional nuance from English into Indonesian. Adopting a qualitative descriptive approach, the data were collected from the original English lyrics and their Indonesian subtitles and analyzed using Newmark’s translation method framework. The findings indicate that communicative translation is the most frequently applied method, followed by free translation, semantic translation, and faithful translation. Communicative translation is predominantly utilized to render emotional expressions, idiomatic language, and implicit meanings, while free translation emphasizes emotional states by reducing surface textual elements. Semantic and faithful translations appear in lines with relatively straightforward meanings that require minimal modification. These findings suggest that the translator prioritizes audience comprehension and emotional accessibility, reflecting the influence of YouTube as a digital consumption context and highlighting communicative translation as an effective strategy in digital song subtitling.

A Systematic Literature Review on Second Language Acquisition through the Lens of Complex Dynamic Systems Theory: Mapping Research Contexts, Methodological Trends, and Thematic Findings Puspito Rizky Wahani; Widhiyanto
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.17573

Abstract: Recent advances in second language acquisition research highlight contextual and interconnected developmental processes, but qualitative and process-oriented studies grounded in Complex Dynamic Systems Theory (CDST) remain limited and insufficiently synthesized. This study reviews qualitative CDST-informed SLA research published between 2015 and 2025 to map research context, methodological trends, and major thematic findings. A qualitative systematic literature review was conducted across various databases and utilized reference management software, following the PRISMA guidelines framework for Systematic Reviews and Meta-Analyses. Data were thoroughly analysed employing the inductive thematic synthesis and descriptive mapping. The findings indicate that CDST-informed research consistently conceptualizes L2 development as a nonlinear, variable, and context-sensitive process, with implications for process-oriented research and pedagogy.

IMPLEMENTING GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.266

This study qualitatively investigates the implementation of a Google Drive–based e-portfolio in a flipped English classroom, aiming to enhance nursing students’ English for Specific Purposes (ESP) speaking proficiency. The study examines the integration of flipped learning and digital portfolios into instructional practice, considering the communicative demands faced by nursing students in professional healthcare settings. It evaluates student engagement with the learning model and identifies the benefits and challenges that developed during the process. A qualitative research design was utilized, involving twenty sixth-semester nursing students participating in an English for Specific Purposes (ESP) speaking course at a private college of health sciences in Indonesia. Data were gathered from various sources, including recorded speaking samples from students, semi-structured interviews, classroom observations, and survey responses. Thematic analysis yielded four principal findings: noticeable enhancement in speaking performance, heightened engagement and participation in classroom activities, favorable perceptions of Google Drive–based e-portfolios as instruments for practice and reflection, and preliminary challenges concerning adaptation, technology, and time management. The results show that using e-portfolios in a flipped classroom is a structured and useful way to help nursing students improve their professional speaking skills. The study provides pedagogical insights into the practical application of technology-enhanced English for Specific Purposes (ESP) instruction within health sciences contexts.

Transforming ELT Undergraduate Research Approaches During and Beyond Covid-19: Lessons from an Islamic University in Indonesia Azizah Maulina Erzad; Rudi Hartono; Puji Astuti; Widhiyanto Widhiyanto
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9451

The COVID-19 pandemic transformed undergraduate ELT research practices in higher education. This study investigates shifts in research topics, methodologies, technology use, and ethical considerations in undergraduate ELT research at an Islamic university in Indonesia during and beyond the pandemic. This study employed a qualitative case study approach. Data were collected through open-ended online questionnaires involving seven student researchers and five lecturer supervisors, as well as document analysis of 41 undergraduate thesis abstracts selected purposively from 2020–2022, and were analyzed using thematic analysis following Braun and Clarke’s six-phase framework. Findings indicate a notable rise in discourse-based and technology-mediated research topics, with qualitative approaches dominating methodological choices. Digital tools, such as online questionnaires, virtual interviews, and electronic academic databases, played a central role in data collection. However, students also encountered challenges, including access constraints, ethical requirements, and technological and communication limitations. The study highlights how crisis-driven adaptations, particularly digital research literacy, flexible methodological decision-making, and strengthened ethical awareness, constitute valuable lessons for sustaining and improving undergraduate research supervision in post-pandemic contexts. Recommendations are offered for integrating blended research training, ethical digital research competencies, and culturally grounded supervision strategies within Islamic higher-education ELT programs.

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 Prabowo Ardhi, Mega Aulia Arif Suryo Priyatmojo Atmojo, Fajar Nugroho Dwi Azhar Maulana Maghribi Sidiq Azizah Maulina Erzad Bintang Priyanto Putri Bridgita Berlian Budiani Budiarti, Litani Ika Candradewi Wahyu Anggraeni Christianti Tri Hapsari Cindy Kurnia Octaviyanti, Cindy Kurnia Daffa, Hafidz Desi Surlitasari Dewi Dewayanti, Wanda Dewi Djoko Sutopo Dwi Rukmini Erydani, Vinsensia Anisa Citta Essie Setianingtyas Yuniardi Fadilla, Hilda Fatma Hetami Fauzi, Iwan Fauziah, Meli Fauziah, Meli Gema Gumika Damar Setyaning Djati Gisty Listiani, Gisty Hanum, Holy Latifah Hartono, Rudi Hasna Fitri Labibah 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 Muhimatul Ifadah Mukminto, Eko Mursid Saleh Nanda Alifia Nelly Khoirina Ngasbun Egar Nikmah, Alfu Nugroho, Samuel Adi Nur Mufidah Nurkholidah, Endang Siti Nurkholidah, Endang Siti Nurmala Hendrawaty Puji Astuti Puspito Rizky Wahani Puteri, Siti Azizah Rahayu Puji Haryanti Rahmawati, Yusi Ramadhani, Alfarozi Zidane Ratih Inayah, Ratih Rini Fidiyani Rudi Hartono Rudi Hartono Ruli, Ruli Saeful Bahri Sakhiyya , Zulfa Saputro, Isnaini Eddy Seful Bahri Sekar Meifi Andari Setiyono, Wahyu 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 Wahyuni, Sri Warsono Warsono Windi Azahra Yosefina Rosdiana Su Yulita, Eva zulfa Sakhiyya

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