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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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Code Mixing as an Indicator for Culinary Expertise and Identity Construction in MasterChef Indonesia Safira, Azzahra Fatimah Syafa; 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.v10i4.1273

Abstract

A lot of research has been done on code mixing, which frequently happens in multilingual communities, especially on its variations, causes, and goals. Research on code mixing techniques in professional mass media and their connection to identity formation is still lacking, though. By analyzing code mixing in the television program MasterChef Indonesia and concentrating on how it denotes culinary proficiency and shape’s identity, this study closes that gap. 20 utterances from several video during seasons 10–12 MasterChef Indonesia are examined in this study. Using a descriptive qualitative methodology and analyzed through analytical approach by using several theories from Muysken (2000), Hoffman (1991), and Bucholtz Hall (2005). According to the study's findings, insertion is the most prevalent kind of code mixing and is employed to express ideas, feelings, and culinary phrases. It also aids in the development of identities, such as those of experts, mentors, or students.
Leveraging video presentations to improve students’ presentation skills using TED Talks video Syukrillah, Jazah; 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.29197

Abstract

This study explores the use of TED Talks as a tool for enhancing students' presentation skills. By analyzing TED speakers' use of key techniques such as structure, visuals, vocal delivery, and credibility, this research examines how these elements contribute to effective communication and audience engagement. The study identifies the core presentation skills emphasized by TED speakers and investigates how students can apply these strategies to improve their own presentations. The research also explores the role of structure and visuals in engaging and informing an audience, as well as the impact of vocal delivery on presentation effectiveness. Additionally, the study looks at how TED speakers establish credibility and how students can incorporate these techniques to enhance their presentations. The issue addressed in this study is the challenge of improving students' presentation skills in educational settings, where traditional teaching methods often fall short in preparing students for effective public speaking. The suggestions include integrating TED Talks into curricula to provide students with practical examples of high-quality presentations and to help them adopt best practices in their own presentations. The findings provide valuable pedagogical insights into how TED Talks can be integrated into educational settings to improve presentation skills and foster more engaging, confident public speaking among students.
Empowering Future Leaders through Literacy: A Comprehensive Workshop for Elementary School Educators Farida, Alief Noor; Sakhiyya, Zulfa; Kalisa, Pasca; Saraswati, Girindra Putri Dewi; Yuliasri, Issy
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/h2w0nr73

Abstract

Building students’ literacy skills needs to be done as early as possible. Elementary school students are at the perfect age of getting much exposure to literacy. Therefore, teachers need to be able to do some activities in the classrooms that build literacy skills. However, not all teachers know and apply the teaching techniques proposed by the Ministry of Education and Culture in school literacy movement. This community service aimed to address the needs of elementary school teachers, members of Bawana Alit group, in Tembalang, Semarang, on literacy teaching techniques. The goal was to empower these members with practical skills in implementing literacy teaching techniques in their classroom, depending on their students’ literacy levels. This workshop involved some stages, including preparation and implementation. The participants now have more effective literacy teaching strategies to be applied in their classrooms.
From theme to quality: Investigating thematic progression in IELTS writing Farida, Alief Noor
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Coherence is one of the indicators of good writing, especially in high-stakes proficiency tests, like IELTS. Very few studies have been conducted on the thematic progression of IELTS writing, especially to compare the quality of the essays across different bands. This study aims to explore the thematic progressions employed in IELTS Writing band 2 essays, from bands 4 – 9. By doing quantitative and qualitative text analysis on 30 argumentative essays, which responded to the same prompt, the thematic progressions and thematic breaks were analyzed. The study revealed that all types of thematic progressions are employed by the essays from different bands, with different portions, while breaks mostly occur at low-band essays. This confirms the importance of incorporating thematic progressions in writing instructions, so student learn that they need to plan their writing structure to make is more persuasive.
Students’ Challenges and Self-Efficacy in Academic Writing and Research in ELT: A Descriptive Survey Ulfiyati, Sofwa Maharina; Farida, Alief Noor
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.13339

Abstract

Academic writing and research proficiency are important for undergraduates in English Language Teaching (ELT), as they reflect the ability to express academic arguments and conduct evidence-based inquiry. Though indispensable, a great number of students still face problems while trying to master these skills, especially with the linguistic accuracy that is necessary, argument structure, anxiety related to writing, and proper use of research methodologies. There have been studies that focused on the difficulties experienced in writing, researches on skills, or self-efficacy separately, but only a few have analyzed the intersection of these areas in the ELT setting thus far. This research scrutinizes the hurdles that students encounter in academic writing and research along with their self-efficacy regarding such tasks. A quantitative descriptive survey design was adopted with a sample consisting of forty English Education students from Universitas Negeri Semarang who had already taken the courses Academic Writing and Research in ELT. A structured 51-item questionnaire was used to gather data, which was meant to assess students' difficulties in academic writing and research, The students' self-efficacy in these tasks was also evaluated. The data were analyzed using descriptive statistics and thematic analysis. The results of the analysis showed that the students performed at a moderate level of difficulty in writing (M = 3.17) and research (M = 3.20) with the greatest difficulty being about time management, writing anxiety, and data handling. Yet, the participants showed moderate to high self-efficacy in writing (M = 3.79) and research (M = 3.81), indicating strong confidence in conceptual understanding but limited assurance in analytical tasks. These findings suggest that, although students are sufficiently motivated and confident, they require further instructional assistance in research methodology, analytical processes, and academic writing conventions. The study suggests that including systematic instruction, scaffolded practice and formative feedback into ELT curricula can enhance both students’ technical competence and academic confidence, eventually developing independent reflective, and research-oriented English language educators.
EFL LEARNERS’ SELF-REGULATION SKILLS IN TECHNOLOGY-ENHANCED FACTUAL AND CRITICAL WRITING Fitriati, Sri Wuli; Wijayatiningsih, Testiana Deni; Farida, Alief Noor; Hapsari, Christianti Tri
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102756

Abstract

This study aimed to examine how EFL learners' self-regulation skills manifest during technology-enhanced factual and critical writing. This study combined platforms such as WhatsApp, Zoom meetings, and e-learning to explore students' metacognition, self-concept, self-monitoring, motivation, and strategy formation in writing factual and critical texts. Employing a descriptive approach, this study used a five-point Likert-scale questionnaire to investigate 35 EFL students' self-regulation during writing. A genre-based approach was implemented in class to improve students' self-regulation skills in four stages: creating and activating prior information, talking, modelling, memorizing, supporting, and independent performance. This study found that students' self-regulation of factual and critical writing showed metacognition through preparation, goal setting, and reducing disruptions. Second, critical thinking and learning styles revealed the students' self-concept. Self-monitoring was observed based on students' awareness, activities, and self-management. Students were motivated in terms of driving, willingness, and self-confidence in writing skills. Finally, students' strategy formation involves topic knowledge, student needs analysis, searchability evaluation, feedback, idea generation, writing initiation, outlining, drafting, revision before submission, and proofreading. Self-regulation in factual and critical writing was achieved through staged activities: material activation, interaction, modelling, memorization, support, and independent performance, leading students to cognitive and affective mastery in critical writing. In conclusion, this study confirms that students' success in factual and critical writing is closely linked to their self-regulation. These findings imply that writing instruction should explicitly scaffold self-regulation through sequential activities, as presented in this study.
Pengenalan Bahasa Inggris pada Anak Usia Dini di Sekolah Gratis Raudlatul Athfal Ben Pinter Semarang Fitriari, Sri Wuli; Farida, Alief Noor; Hapsari, Christianti Tri; Sari, Woro Apriliana; Rahmawati, Yusi; Chairunnisa, Nadya Zulfa
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 5, No 1: February 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v5i1.34734

Abstract

Raudhatul Athfal Ben Pinter was established to provide accessible early childhood education for underprivileged families in Dukuh Jamalsari, Mijen District, Semarang City. Since its establishment, the school has never offered English lessons, although the head of the madrasah and teachers hoped that children in their Golden Age could access free English learning. Limited teacher competence in English became a major obstacle. This community service program was carried out to introduce English to students in a fun and engaging way through modeling, drilling, singing, games, and real-life communication supported by attractive learning media. The basic materials taught included family, colors, greetings, body parts, and simple conversations using technology-assisted communicative language teaching. Teachers were also involved throughout the activities to strengthen their teaching capacity. The implementation of this program generated positive outcomes, increasing students’ familiarity with basic English vocabulary and supporting teachers’ readiness to continue similar activities. Overall, the English introduction initiative provided meaningful benefits for students, teachers, and the school community.
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