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All Journal Language Circle : Journal of Language and Literature Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran ELT Forum: Journal of English Language Teaching English Education Journal Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya International Journal of English Education and Linguistics (IJoEEL) Varia Humanika Journal of English Education Program (JEEP) Journal of English Language and Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Pustakaloka: Jurnal Kajian Informasi dan Perpustakaan UNNES International Conference on ELTLT Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Alief Noor Farida
Semarang State University
Humanities Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Peningkatan Kompetensi Mengajar Bahasa Inggris Guru-Guru PAUD Melalui Pelatihan Pembelajaran dan Sumber Belajar Interaktif Fitriati , Sri Wuli; Adisti, Aprilian Ria; Tri Hapsari, Christianti; Farida, Alief Noor
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 4 No. 1 (2023)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v4i1.31239

Abstract

Era globalisasi yang semakin pesat membawa dampak yang kompleks pada sistem pendidikan di Indonesia. Dalam rangka mencetak generasi yang cakap dan mampu berkompetisi secara global, maka membekali anak dengan keterampilan bahasa Inggris merupakan hal yang krusial. Oleh karenanya, pengajaran bahasa Inggris bagi anak atau Teaching English to Young Learners (TEYL) penting untuk dilakukan. Sebuah pre-survey diberikan kepada 50 responden guru PAUD di kota Salatiga. Hasil survey menunjukkan 100% responden mengenalkan bahasa Inggris dalam pembelajaran di sekolah. Sebanyak 40% responden menyatakan bahwa pengajaran bahasa Inggris masuk dalam kurikulum inti yang terintegrasi dengan tema pembelajaran di PAUD. Adapun sebanyak 60% responden menyatakan bahwa pengajaran bahasa Inggris hanya dilakukan sebagai kegiatan ekstrakurikuler yang terjadwal secara periodic. Berdasarkan hasil pre-survey ditemukan 2 akar permasalahan, yakni pertama, sebagian besar guru bahasa Inggris di PAUD bukanlah berkualifikasi dari English Department. Hanya 14% responden guru PAUD yang lulusan English Department. Kedua, seluruh responden menyatakan belum pernah mengikuti pelatihan teknik pembelajaran bahasa Inggris interaktif sehingga kompetensi mengajar bahasa Inggris mereka sangat perlu ditingkatkan. Meninjau permasalahan tersebut, tim pengabdian UNNES mengadakan pelatihan bagi guru PAUD bertajuk “Peningkatan Kompetensi Mengajar Bahasa Inggris Guru-guru PAUD Salatiga melalui Pelatihan Pembelajaran dan Sumber Belajar Interaktif”. Kegiatan PKM ini terbagi menjadi 3 sesi. Sesi pertama merupakan ceramah dan diskusi teori pembelajaran bahasa Inggris untuk Anak Usia Dini, integrasi 6 lingkup perkembangan anak, strategi mengajar interaktif dan penggunaan media yang kreatif dan inovatif dalam pembelajaran bahasa Inggris untuk Anak Usia Dini. Sesi kedua adalah praktik micro teaching bagi peserta pelatihan. Sesi ketiga adalah review dan feedback dari tim pengabdian.
Fillers in Finals of National School Debating Championships Rahmawati, Yuni; Farida, Alief Noor
Journal of English Language and Education Vol 10, No 1 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i1.603

Abstract

Fillers, such as “uh” and “uhm,” played a crucial role in spontaneous spoken communication. Despite their importance, research on fillers in debate competitions remained limited, with most studies focusing on classroom contexts. This study addressed this gap by examining the types and functions of fillers used in National School Debating Championships (NSDC) 2023 and 2024, highlighting their pedagogical implications. Using a descriptive qualitative case study approach, it analyzed utterances with fillers from debate finals. The findings revealed that lexicalized fillers, such as repetitive phrases, were used more frequently than unlexicalized fillers. Additionally, fillers served five functions: hesitation, mitigation, time-creating, empathizing, and editing-term devices. These insights underscored the importance of incorporating fillers into English teaching and learning to enhance fluency and confidence. By understanding how to use fillers strategically, students could improve their speaking skills, particularly in high-pressure environments like debates.
Sistem Similarity Checking Terpadu melalui Google Workspace for Education berbasis Digital One-Stop Integrated Service di UPT Perpustakaan Unnes Setyarini, Setyarini; Farida, Alief Noor; Abadi, Kholid Baror
Pustakaloka Vol. 16 No. 1 (2024)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/pustakaloka.v16i1.7662

Abstract

Universitas Negeri Semarang adalah salah satu universitas yang telah berlangganan aplikasi Turnitin untuk menguji tingkat kesamaan karya tulis ilmiah sivitas akademikanya. Layanan similarity checking karya tulis ilmiah dapat dimanfaatkan dalam berbagai bentuk mulai dari artikel, tugas akhir, skripsi, tesis, disertasi, buku dan monograf. Dalam implementasi sistem terdahulu terdapat beberapa masalah yaitu mengenai kecepatan, efektivitas dan efisiensi proses layanan, sehingga penulis merasa perlu melakukan inovasi pada sistem layanan similarity checking untuk membuat produk layanan tersebut lebih cepat, efektif dan efisien. Tujuan dari penelitian tersebut adalah mengembangkan sistem terpadu yang diharapakan mampu mengatasi persoalan dari para stakeholder yaitu para dosen, karyawan, pustakawan, serta mahasiswa yang akan menyelesaikan masa studinya sebagai upaya peningkatkan kualitas layanan perpustakaan yang dikonversi dari platform konvensional menjadi platform digital yang harapannya menjadi digital one-stop integrated service. Metode penelitian yang digunakan adalah metode penelitian pengembangan dengan menggunakan pendekatan RAD (Rapid Application Development). Data diambil dari kuesioner dengan objek analisis dosen, mahasiswa, pustakawan, ataupun tenaga kependidikan di lingkungan Universitas Negeri Semarang. Hasil penelitian menunjukkan bahwa terintegrasinya similarity checking dengan program layanan keanggotaan perpustakaan terutama ketika kelulusan mahasiswa memberikan kemudahan bagi sivitas akademika dan para stakeholder.
STEREOTYPES AS CHILDREN’S PERCEPTIVE JEALOUSY REPRESENTED IN A.A. MILNE’S POEM IN THE FASHION: A STUDY OF RIFFATERRE’S SEMIOTICS Rosyidi, Mohamad Ikhwan; Rodiyah, Rodiyah; Farida, Alief Noor
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 12 No. 1 (2025): Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v12n1.p39-62

Abstract

A study on the representation of stereotypes in A.A. Mille's poem In the Fashion explores Riffaterre's semiotic theory. It exposes explanation of the way stereotype operating in children’s perspective on having jealousy or envy. This poem mostly explores the stereotype of having attractive particular part of body creating opposition, questions, contradiction, and marginalization. This study using qualitative data analysis applied Riffaterre's semiotic theory on poetry (Riffaterre, 1978). The stages of reading, heuristic and hermeneutic readings, would be the steps to do this analysis. The study resulted Milne recently emphasized the tail as part of animal body which has its particular fine quality that the quality of the tail heuristically is exposed and pointed at. The exposure of its quality is done by relating all lines in the poem with the existence and concern of the tail itself. And, Milne exposed, as the hypogram, those as means of learning children about mirroring activities as an effect of stereotyping which is perceived as the representation of what most children have recently seen from the oppositions, contradiction, similarity, and marginalisation.
Peningkatan Keterampilan Literasi Lisan Bahasa Inggris Guru-Guru Multilingual Melalui Pelatihan Daily English Conversation in Real Life Fitriati, Sri Wuli; Farida, Alief Noor; Hapsari, Christianti Tri; Chairunnisa, Nadya Zulfa; Wijayatiningsih, Testiana Deni; Putra, Angga Pratama Armaddi; Setyo Jati, Kukuh
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 4, No 1: February 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v4i1.31206

Abstract

English language skills in bilingual schools are critical. Teachers must teach students and help them communicate orally and in writing. This phenomenon is also seen in SD Tahfizhul Quran As-Sukarti Salatiga. Teachers must have good English communication skills since the school cooperates with NGOs from abroad. Currently, the number of human resources proficient in English is limited because only two teachers are proficient, and the others are not. The ability of teachers who can speak English varies, with most non-English teachers wanting to learn but lacking the confidence to speak. Although the school holds English courses every day, the lack of teachers' ability to communicate actively is still an issue. Two main problems were found from observations and interviews: the communication skills needed to support the bilingual classroom program and the lack of communication training for teachers. To overcome the problems at SD Tahfizul Quran As-Sukarti Salatiga, the service team created a program to improve real-life daily English communication skills for teachers at the school. The methods used in this training are lecture and discussion, practice, and role-play. Based on observations and questionnaires distributed after the training activities, teachers gave positive responses. They said this English training activity is essential for teachers to improve their competence and confidence. They also hoped there would be a sustainable program such as training that focuses on adding listening, speaking, and vocabulary skills.
Memes as Political Discourse: A Semiotic Analysis of Palestine-Israeli Conflict Alam, Sandi Nur; Farida, Alief Noor
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1015

Abstract

This study aims to explore how Instagram memes related to the Palestine-Israeli conflict convey political narratives through both denotative and connotative meanings. Using Roland Barthes’ semiotic framework, a descriptive qualitative method was employed to analyse 60 memes tagged with #Palestinememes and #Israelmemes. The analysis focused on the interaction between visual and textual elements and their role in constructing meaning. The findings reveal nine dominant themes, including state delegitimisation, opponent dehumanisation, and media propaganda. Denotation provides literal anchors, while connotation embeds ideological stances, such as the keffiyeh symbolising Palestinian identity or the Star of David representing Israeli statehood. The results indicate that memes serve as condensed political texts, allowing users to share emotionally impactful messages that shape public perceptions. The study highlights the role of memes in digital agenda-setting and emphasises the necessity of critical media literacy when engaging with political content on multimodal platforms.
The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review Venna Asyifa Ramadhanti; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29169

Abstract

This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.
Integrating Wayground in teaching short functional texts: Impacts on students’ motivation Destriana, Melisa; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29183

Abstract

In digital era, everything generated with internet and apps which has crucial role in daily activity. Not only in a daily basis, but also in education area needs to change due to the circumstance. Especially when it comes to learn, the teacher needs to follow the trend to maintain the students’ motivations to learn, so that it will help them to understand the problem in English class and creating good grade. This could happen if the teacher tries to be understood the students need and start using digital learning method than the conventional. This study aims to evaluate the use of Wayground as a digital learning medium in teaching short functional texts and to explore its impact on the learning motivation of eighth-grade students at one public junior high school in Cepu, a city in Central Java, Indonesia. A qualitative descriptive approach was applied, with data collected through observation, teacher interviews, and student questionnaires. The results show that integrating Wayground into English lessons significantly enhances student interest and engagement, particularly in writing skills. Most students responded positively to the interactive format, stating that learning became more enjoyable and motivating. These findings suggest that digital tools like Wayground can be effective in creating a more dynamic and student-centered learning environment.
The use of Toy Story 4 on recount speaking improvement El Afif, Ahmed Falih; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29694

Abstract

This paper investigates the impact of the animated film Toy Story 4 in EFL (English as a Foreign Language) education with emphasis on enhancing speaking recounting ability. With the significance of digital media in education today, films such as Toy Story 4 provide a valuable opportunity for immersive language learning. Using a proposed teaching model, teachers can transform students' watching of the film into their use of language with a recount narrative genre focus. Using the film's interesting plot, characterizations and emotional depth, the model is intended to help students construct cohesive spoken recount. By working with content, which interests students, motivation to learn and engagement is likely increased. The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability. The proposed educational model contributes to theoretical understanding of multimedia learning and provides a practical approach for teachers wanting to enhance their pedagogical practices as educators of EFL.
Logical fallacies in EFL students' undergraduate argumentative writing Malihah, Nasywa Ayu; Farida, Alief Noor
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29778

Abstract

Argumentative essays were an important part of learning English as a foreign language (EFL) because this genre of writing not only developed language skills but also engaged students in critical thinking. Although grammar and structure was usually the main focus, students often overlooked the sense of logic in their arguments, especially the fallacies or reasoning errors. To address this gap, the researcher used qualitative research to identify the types of logical errors made by EFL students in their argumentative essays at a public university in Semarang and the underlying causes of those fallacies that occurred. A systematic content analysis method based on Mayfield's taxonomy was used to identify types of logical fallacies that categorized into four board categories, manipulation through language, emotion, distraction, and inductive fallacy. Students' argumentative writing was analyzed, and semi-structured interviews were conducted to understand the patterns that implied the causes of logical fallacies. The findings demonstrated that most of the EFL students’ arguments in argumentative writing were influenced by the limitations in their thinking abilities, emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. Students also showed a tendency to simplify complex issues, which was evident from the consistent usage of hasty generalizations and false dilemmas in their essays. Based on these findings, it is essential to introduce the knowledge of logical reasoning and assess the credibility and reliability of reasons and evidences that are incorporated in English argumentative writing courses, which would significantly enhance students' critical thinking skills in learning about argumentation. As a result, these findings should be taken into account by educators who aim to equip EFL students with the critical thinking skills that are necessary for constructing a well-structured argument.
Co-Authors Abadi, Kholid Baror Ahmad Sofwan Aji, Rudi Wibowo Aji, Rudi Wibowo Alam, Sandi Nur Aprilian Ria Adisti, Aprilian Ria Arifin, Ilham Setiawan Chairunnisa, Nadya Zulfa Destriana, Melisa El Afif, Ahmed Falih Febriyana, Anggie Febriyana, Anggie Fitriari, Sri Wuli Girindra Putri Dewi Saraswati, Girindra Putri Dewi Hapsari, Christianti Tri Irmawati, Monica Ratna Issy Yuliasri Kholisoh, Anik Kholisoh, Anik Maemun, Akhmad Maemun, Akhmad Malihah, Nasywa Ayu Pasca Kalisa Prayudias Margawati Putra, Angga Pratama Armaddi Rahmawati, Yusi Rodiyah - Rosyidi, Mohamad Ikhwan Safira, Azzahra Fatimah Syafa Sari, Woro Apriliana Setyarini, Setyarini Setyo Jati, Kukuh Sri Suprapti Sri Wuli Fitriati Syukrillah, Jazah Testiana Deni Wijayatiningsih Tri Hapsari, Christianti Ulfiyati, Sofwa Maharina Venna Asyifa Ramadhanti Yuni Rahmawati zulfa Sakhiyya