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All Journal Indonesian Journal of Applied Linguistics (IJAL) Lingua Cultura IJEE (Indonesian Journal of English Education) OKARA: Jurnal Bahasa dan Sastra JEES (Journal of English Educators Society) Language Literacy: Journal of Linguistics, Literature, and Language Teaching E-Structural JET (Journal of English Teaching) Adi Buana JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Profesi Guru Ethical Lingua: Journal of Language Teaching and Literature Jounal of Education and Teaching (JET) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Pragmatics and Discourse Research International Review of Humanities Studies NOBEL : Journal of Literature and Language Teaching
Sisilia Setiawati Halimi
Linguistics Department, Universitas Indonesia, Depok, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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THE USE OF TASK BASED LANGUAGE TEACHING (TBLT) AS TO IMPROVE DESCRIPTIVE WRITING SKILLS Inayanti, Inayanti; Halimi, Sisilia Setiawati, Dr.
International Review of Humanities Studies Vol. 4, No. 2
Publisher : UI Scholars Hub

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Abstract

Writing skills are one of the skills that must be mastered by language learners. As an effort to improve writing skills, the researcher uses the Task Based Language Teaching (TBLT) approach. The TBLT approach is carried out on 19 level 1 students of the English Literature study program in learning descriptive writing skills in English. The type of research conducted is Classroom Action Research (CAR) in collaboration with lecturers of Writing 1 class. The research is supported by qualitative and quantitative data to determine the students’ improvement in the process of learning descriptive writing using TBLT. The results show a significant increase in the results of descriptive writing tests conducted in the first and second cycles. In addition, the use of TBLT can motivate students in the learning process. The results of this study were obtained based on the grades of the descriptive writing tests, observations and questionnaires. The results of the post-test indicate an increase in the average student score to 85.6 from the average pre-test score of 62.2. Finally, the results of the questionnaire also show that almost all students agreed to use TBLT as a guide in Descriptive writing, and it has proven to be able to improve the students’ writing skills.
USING PORTFOLIO AS A SOURCE OF INFORMATION ABOUT LEARNING PROCESS Andhini, Rifa; Halimi, Sisilia Setiawati, Dr.
International Review of Humanities Studies Vol. 6, No. 3
Publisher : UI Scholars Hub

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Abstract

Alternative assessments are said to be suitable for young language learners, but are rarely used by language teachers from all educational levels. One of the causes is teachers’ lack of knowledge regarding the best ways to utilize alternative assessments. This research explores how an English teacher for young learners can use portfolio, an alternative assessment, as a source of information about learning process. Data from journal entries and stimulated recall sessions that focus on the participant’s lesson plans were collected every week to reveal how portfolio was used, while initial and final interviews were done to reveal the participant’s perception about portfolio. The results indicate that portfolio could help the participant identify learners’ weaknesses, strengths and needs as she started exploring a topic; determine the teaching focus, suitable teaching materials and appropriate teaching strategies; monitor learners’ development; and decide whether the topic needs to be explored further. The participant also has a positive perception about using portfolio. Some issues about portfolio, such as its use alongside other forms of assessment, are also revealed. The results provide new, more specific information about how teachers can use portfolio.
An Analysis of English Classroom Interactions: Teacher Talk, Students’ Responses, and Students’ Opinions Azizi, Meirita Rahmi; sisilia Setiawati Halimi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 2 (2024): Volume 11 No 2 October 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.764

Abstract

Teacher talk significantly influences classroom interactions since it holds dominance within a classroom. How teachers construct the classroom interaction will affect how well students receive and produce a language. Teacher talk can either offer positive or negative impacts depending on how it is applied. For this reason, it is critical to evaluate teachers as a reflection to improve the quality of learning. In this case, it is also necessary to delve into students’ responses and opinions during the classroom interaction. Therefore, this study aimed to examine modes and interactional features of a teacher talk based on the SETT framework and students’ responses and opinions to the teacher talk. The study employed a qualitative approach that combines qualitative descriptive research and discourse analysis. The findings showed three classroom modes and eight interactional features in the teacher talk. Another finding revealed that the most students responded to the teacher talk in specific and open-ended responses. Further finding showed that the students acknowledged the difficulties in comprehending the teacher talk and speaking in the English classroom. The factors contributing to these difficulties are linguistic and psychological factors. Thus, adjusting teachers’ language based on student language ability and establishing a convenient classroom environment should be considered
Translating William Wordsworth's Poetry into Indonesian: Strategies Employed by English Literature Students Halimi, Sisilia Setiawati; Fardiansyah, Muhammad Farrel
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.203-226

Abstract

Poetry is a literary art that can be difficult to translate, considering its interpretations and the gap between languages. Previous related studies have yet to provide a deeper investigation into problems of poems and translation from students’ points of view. Filling in the gap, this study uses a qualitative method to examine the dominantly utilized translation method, the difficulties encountered, and how such difficulties were tackled. Twelve English Literature students were involved in translating a poem and answering interview questions. The data were analyzed using the poetry translation methods by André Lefevere (1975) and complemented by a written interview to further discuss the students’ perspectives. The results revealed that literal translation is the dominant method used. Problems related to diction in the target text were their main difficulty. Analyzed from their interview responses, the strategies utilized include consulting dictionaries, using descriptive equivalents, finding alternative terms online, and so on. This study concludes that the translation difficulties encountered leaned more toward language production skills and that poem translators should have a strong familiarity with both languages and an interest or expertise in poems. Translation studies should provide more exposure to Indonesian poems to increase familiarity with Indonesian literary diction.
REINFORCING AGENCY FROM ENTERTAINMENT INDUSTRY IMPRESSION MANAGEMENT: SEMIOTIC ANALYSIS OF DOJA CAT'S "ATTENTION" MUSIC VIDEO Liora, Jeu Lael; Halimi, Sisilia Setiawati
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i2.9706

Abstract

Celebrities in the entertainment industry frequently engage in impression management, a practice driven by the commodification of their personas. This study explores Doja Cat’s music video Attention, examining how she balances impression management with expressions of personal agency as a celebrity. Employing Roland Barthes’ semiotic analysis and Erving Goffman’s impression management theory, the study analyzes the visual signs embedded in the music video. The findings reveal that Doja Cat strategically performs impression management to align with stakeholder expectations, ensuring her continued marketability and perceived value within the entertainment industry. However, she also challenges these expectations by introducing symbols of agency, asserting her individuality and creative autonomy. This dual approach reflects the complexities of navigating societal pressures and personal expression in celebrity culture. Future studies could extend this analysis by examining Attention through a gender studies lens, focusing on themes such as female objectification and exploitation within the broader context of celebrity culture and the entertainment industry.
INTERSECTIONALITY AND MEDIA BIAS: GENDER AND IDENTITY FRAMING IN JOURNALISM OF FEMALE POLITICIANS IN AMERICAN NEWS OUTLETS Ikhwan, Azzadina N; Halimi, Sisilia Setiawati
Journal of Pragmatics and Discourse Research Vol 5, No 1 (2025)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v5i1.974

Abstract

Despite the number reaching an all-time high in the most recent election, female participation in U.S. politics has its drawbacks. One longstanding issue that continues to occur today is media bias, which often manifests in news coverage. Media bias plays a crucial role in shaping public perceptions of female politicians, intertwining aspects of gender, socio-economic status, and political ideology. This study critically examines the media coverage of Alexandria Ocasio-Cortez by American left-leaning and right-leaning outlets through the lens of intersectionality. Employing critical discourse analysis, it reveals how semantic choices and thematic patterns perpetuate identity-driven biases. Right-wing outlets often emphasized stereotypical traits, portraying Ocasio-Cortez as overly emotional or inexperienced, reinforcing traditional gender roles. In contrast, left-leaning outlets framed her actions as calculated and strategic, albeit selectively omitting details that might provoke backlash. These biases, though subtle, significantly shape narratives, impacting public trust and female political representation. As few studies explore how identity aspects intersect to drive media bias toward female politicians, this study calls attention to the compounding effect on bias created by the connection between various identity aspects such as gender, age, socioeconomic class, and political ideology. The research highlights the pervasive nature of identity-based discrimination in political journalism by dissecting linguistic markers and framing tactics. The study also underscores the necessity for balanced reporting practices to reduce biased portrayals and calls for more critical media consumption to avoid echo chambers that perpetuate stereotypes. The findings contribute to the broader understanding of how intersectionality influences media narratives, offering global insights into fostering equitable journalism. This analysis further sheds light on the intersection of identity and power in media discourses, particularly during electoral periods when public perceptions are most malleable.
Students’ Attitude towards Translingual Practices in a Public Junior High School EFL Class in Brebes District Savitri, Ayu Ida; Halimi, Sisilia Setiawati; Kartikaningsih, Harni
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 01 (2025): June 2025
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v8i01.12584

Abstract

Teaching EFL to public junior high school students in a district where the local people speak a regional language with a dialect different from the regional language taught at school is challenging for teachers who apply translingual practice. This study aims to reveal the students' attitudes toward their translingual practice and their teacher’s translingual practice in EFL learning. This qualitative study involved 30 students in Grade 7 of a public junior high school in Brebes District. The data were collected by using questionnaires and interviews. The result shows that the students express a positive attitude towards the teacher’s and their peers’ use of the national language since it is considered polite and proper to be used as the school subject’s delivery language. However, the students show a negative attitude towards the teacher’s use of the regional language with the local dialect as it is considered impolite or improper to be used in a class, and they show a negative attitude towards their peer’s use of full English during the lesson because they felt that they had not mastered English yet.  The teacher should carefully select the languages involved in a translingual practice to build the students’ positive attitudes. How they used their preferred languages during English lessons should be further observed to see how it helped them to learn EFL.
Paradigm Shift of Online English Language Platform as an Assessment Standard System Saputra, Karin Sari; Halimi, Sisilia Setiawati; Anjarningsih, Harwintha Yuhria
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1849

Abstract

Monitoring mechanisms are critical to the success of online English language learning programs, particularly where self - directed learning poses challenges to maintaining quality outcomes. This conceptual article introduces a paradigm shift in online language learning by proposing a standardized assessment framework to monitor learners’ progress. Through a theoretical analysis of existing online learning models, the article integrates insights from both humanistic technology and linguistic performance metrics to develop a new monitoring system. The proposed framework ensures consistent evaluation of learners’ knowledge, skills, and behaviors, tailored to the specific demands of online environments. The implications of this approach suggest that by incorporating standardized monitoring can significantly enhance learner engagement, accountability, and proficiency in online English platforms, thereby improving the overall quality of distance learning experiences. HIGHLIGHTS: Introduction of a standardized assessment framework: The study proposes a paradigmshift by integrating a standardized online assessment system to enhance the quality assuranceof English language learning platforms. Humanistic technology in language learning: The research highlights how digital platformsdriven by humanistic technology can effectively address the challenges of distance foreignlanguage learning. Improved student performance through monitoring mechanisms: Findings demonstratethat integrating pedagogical monitoring practices leads to measurable improvements inlearners’ language skills and engagement.
Standardized Monitoring in Online English Learning: Integrating Context, Pedagogical Pillars, and Monitoring Phases Karin Sari Saputra; Sisilia Setiawati Halimi; Harwintha Yuhria Anjarningsih
Journal of Education and Teaching (JET) Vol 7 No 1 (2026): Januari 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i1.729

Abstract

Monitoring in online English education remains inconsistently defined and often treated as an administrative routine rather than a pedagogical process. This paper addresses that gap by proposing the Standardized Monitoring Framework (SMF)—a theoretically grounded model that integrates monitoring with instruction to enhance quality and engagement. Built through a conceptual synthesis of Learning-Oriented Assessment (LoLA), formative feedback, and digital engagement theories, the SMF establishes five pedagogical pillars: Targeted Content Delivery, Diverse Assessment Strategies, Personalized Formative Feedback, Engagement Optimization, and Comprehensive Learning Evaluation. These pillars operate across four monitoring phases—Preparation, Exploration, Adjustment, and Mastery—supported by three contextual domains of learning foundations, human-centered dynamics, and the instructional monitoring cycle. Drawing illustrative insights from the Elingway platform, the study demonstrates how SMF bridges theory and practice to promote responsive, autonomous, and sustained learning in non-metropolitan digital contexts. The paper concludes by highlighting the framework’s theoretical novelty and its potential for empirical validation in future studies.
PREPARING ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) LECTURERS: THE REQUIRED COMPETENCES AND RATIONALES Yamin, Harumi Manik Ayu; Halimi, Sisilia Setiawati; Kartika, Harni Kartika
International Review of Humanities Studies Vol. 11, No. 1
Publisher : UI Scholars Hub

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Abstract

Despite the increasing trend of English as a Medium of Instruction (EMI) in higher education in Indonesia, studies focusing on professional development for EMI lecturers remains scarce. Given the pivotal role lecturers have in the success of EMI programs, it is essential that these lecturers are provided with the necessary training and support to effectively deliver their courses in English and make well-informed pedagogical choices. This paper aims to investigate necessary sets of skills and competences required by EMI lecturers and rationales for incorporating them in EMI teacher training programs. This study employed a qualitative approach. It involved a critical review of studies to examine EMI professional development programs in various countries. The findings suggest that EMI lecturers should have various competences that include but are not limited to linguistic competence and pedagogical competence due to the complex nature of EMI programs. Suggestions to select and incorporate them in lecturer training programs are also provided in this paper.
Co-Authors Andhini, Rifa Aslamiyah, Sarah Ayu Ida Savitri, Ayu Ida Azizi, Meirita Rahmi Daud Yusuf Denda Rinjaya Eva Rosita Fardiansyah, Muhammad Farrel Fitria Azifah Dewi Harbon, Lesley Harwintha Yuhria Anjarningsih Harwintha Yuhria Anjarningsih Ikhwan, Azzadina N Inayanti Inayanti Inayanti, Inayanti Ivo Novita S br Silalahi Kaluge, Teresa Angelina Karin Sari Saputra Kartika, Harni Kartika Kartikaningsih, Harni Lavinia DW Araminta, Lavinia DW Liora, Jeu Lael Rahmah , Ismi Putri Rifa Andhini Salsadika, Ralista Saputra, Karin Sari Silalahi, Ivo Novita S br Winasti Rahma Diani Yamin, Harumi Manik Ayu