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All Journal Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture English Education Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Language Literacy: Journal of Linguistics, Literature, and Language Teaching Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Adabiyyat: Jurnal Bahasa dan Sastra Mimbar Ilmu Aptisi Transactions on Technopreneurship (ATT) Rainbow : Journal of Literature, Linguistics and Cultural Studies PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Acuity : Journal of English Language Pedagogy, Literature and Culture Tonil, Jurnal Kajian Sastra, Teater dan Sinema Abdimas Universal Jurnal Ilmiah Bina Bahasa Journal of Environmental Science and Sustainable Development TRANS-KATA: Journal of Language, Literature, Culture, and Education EPIGRAM (e-journal) Journal of Office Administration : Education and Practice Cendekia: Jurnal Kependidikan dan Kemasyarakatan Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Proceedings of English Linguistics and Literature Metathesis: Journal of English Language, Literature, and Teaching EduInovasi: Journal of Basic Educational Studies English Education Journal Journal of English Language Teaching and Literature (JELITA) Rainbow : Journal of Literature, Linguistics and Culture Studies Research Journal on Teacher Professional Development Journal of Computer Science and Technology Application English Review: Journal of English Education
Rahayu Puji Haryanti
Universitas Negeri Semarang
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Constructing Meaning in Podcast Discourse: Speaking Strategies and Interactional Listening Practices in On Purpose with Jay Shetty Rizky Anisah; Rahayu Puji Haryanti
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.33833

Abstract

Video podcasts have emerged as prominent platforms for authentic spoken interaction, yet the micro-level mechanisms through which meaning is collaboratively constructed remain underexplored. This study aims to analyze how speaking-oriented strategies and interactional listening practices operate synergistically to construct meaning in the interview-based podcast On Purpose with Jay Shetty. Employing a qualitative discourse analysis design, the research examined the first six minutes of three purposively selected episodes, focusing on host-guest conversational exchanges. The results indicate that 1) speaking-oriented discourse strategies, primarily questioning, responding, elaboration, explanation, and exemplification, function synergistically to initiate, sustain, and deepen topical trajectories; 2) interactional listening practices, including backchanneling, paraphrasing, clarification, and confirmation, manifest not as passive reception but as active, observable co-constructive mechanisms that validate and scaffold guest utterances; and 3) meaning is constructed through a recursive sequential pattern comprising four interactive phases: topic initiation, response-elaboration, validation-reformulation, and collaborative development. These findings reconceptualize podcast listening as an active discursive practice and provide a robust empirical foundation for integrating authentic digital discourse into EFL speaking and listening pedagogy.
Theme-Based Edupreneurship Model for Reading Achievement and Learner Autonomy Asti Veto Mortini; Sri Wuli Fitriati; Rahayu Puji Haryanti; Sri Wahyuni; Juan Carlos Rodriguez
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 3 (2026): November
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i3.717

Abstract

This study examines the effectiveness of a Theme-Based Learning Model within an edupreneurship framework to improve students’ reading achievement and learning independence. A mixed-method triangulation design was applied, combining quantitative data from pre- and post-tests and questionnaires with qualitative insights from student interviews. The participants were third-semester English education students categorized into four VARK learning styles: visual, auditory, reading/writing, and kinesthetic. Results indicate that all learning style groups experienced an improvement in reading achievement after the implementation of theme-based learning. Auditory and visual learners showed the most significant progress, while kinesthetic learners demonstrated moderate improvement. Questionnaire and interview findings further reveal that the model promotes learning independence, with visual learners exhibiting the highest level of autonomous learning behaviors. The integration of thematic content made learning more engaging and contextual, allowing students to connect reading activities with real-world scenarios, fostering critical thinking and creativity two essential competencies in edupreneurship. The study concludes that the Theme-Based Learning Model serves as an effective instructional approach that simultaneously enhances academic performance and cultivates independent learning. These findings provide valuable insights for educators and curriculum designers in integrating reading instruction with entrepreneurial oriented learning practices. The model is recommended for broader implementation across courses or institutions, as it aligns with 21st-century education goals by supporting student-centered learning, innovation, and lifelong learning.
Negotiation of Female Identity in Paris for One and Other Stories by Jojo Moyes Deffa Anggrea Faras; Rahayu Puji Haryanti
Proceedings of English Linguistics and Literature Vol. 5 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Female identity in contemporary women’s fiction is often examined through representation or final character outcomes, leaving the process that connects social construction, narrative disruption, and agency insufficiently explained. This study investigates how female identities are initially constructed, how they are negotiated, and what meanings emerge from those negotiations in Jojo Moyes’s Paris for One and Other Stories. Using a qualitative interpretive approach, the study combines close reading, purposive textual selection, within-story analysis, and cross-story comparison through Simone de Beauvoir’s existential feminism. The findings show that female identities are initially stabilized through relational labelling, self-silencing, domestic and caregiving responsibilities, material limitations, bodily judgment, and professional misrecognition. The characters negotiate these identities through spatial movement, refusal, verbal articulation, relational repositioning, self-fashioning, mediated performance, professional strategy, and improvisation. These processes do not produce uniform or complete liberation. Instead, the collection represents female identity as situated, relational, and unfinished becoming, in which agency may take the form of departure, reflective recommitment, self-assertion, or the reinterpretation of care. The study contributes a process-oriented Beauvoirian framework that links social sedimentation, disruption, negotiation, and situated freedom beyond binary readings of oppression and empowerment
The Death of Absolute Morality Depicted in Fyodor Dostoyevski’s “Crime and Punishment” Raka Nadhif Ibrahim; Rahayu Puji Haryanti
Proceedings of English Linguistics and Literature Vol. 5 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Moral absolutism, the belief that certain actions are inherently right or wrong regardless of context, has long been a contested framework in both philosophy and literature. While much of the existing scholarship on Fyodor Dostoyevsky's Crime and Punishment (1866) focuses on its psychological and religious dimensions, relatively few studies have systematically examined how the novel portrays the collapse of moral frameworks through the lens of postmodern theory. This study aims to analyze the ways in which Dostoyevsky depicts the death of absolute morality as manifested in the character of Rodion Raskolnikov, whose self-constructed moral ideology gradually disintegrates throughout the narrative. Employing postmodernism as the primary theoretical framework, particularly Jean-François Lyotard's concept of the collapse of grand narratives and Michel Foucault's notion of power-knowledge in defining moral norms. This study conducts qualitative descriptive research based on close reading of the novel's key scenes, dialogues, and character developments. The findings reveal not only Raskolnikov's ideological breakdown reflects Dostoyevsky's broader critique of enlightenment rationalism but also the dangerous consequences of moral self-sovereignty. Overall, this study contributes to the ongoing discourse on morality in world literature and demonstrates that Crime and Punishment remain a profoundly relevant text for understanding contemporary moral crisis.
Leveraging Questioning Techniques to Foster Students' Cognitive and Metacognitive Development Hermansyah Hermansyah; Rudi Hartono; Rahayu Puji Haryanti; Sri Wahyuni
Mimbar Ilmu Vol. 30 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.103672

Abstract

Cognitive and metacognitive skills are essential aspects of learning that determine students’ ability to think critically, regulate their learning processes, and develop a deeper understanding of content. However, classroom practices often remain limited to low-level questioning that focuses only on factual recall, thereby providing insufficient opportunities for higher-order thinking development. This study aims to systematically analyze the effectiveness of questioning strategies in fostering students’ cognitive and metacognitive skills. The research employed a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant scholarly articles. Data were collected through literature searches based on specific inclusion criteria and analyzed using thematic classification and descriptive synthesis. The findings reveal that questioning strategies particularly open-ended, probing, and reflective questions significantly contribute to enhancing students’ analytical, evaluative, and synthetic abilities, while simultaneously fostering metacognitive awareness through planning, monitoring, and self-evaluation activities. The results also emphasize that higher-order questions are more effective than lower-order ones in cultivating critical thinking and problem-solving skills. The study concludes that structured questioning strategies can create active learning environments, enhance learner autonomy, and prepare students to address complex challenges in both academic and real-life contexts. The implication highlights the necessity for teachers to design questions oriented toward higher-order thinking skills and to cultivate reflective practices within the learning process.
Revealing Ninth-Grade EFL Students’ Reading Engagement Through the Read-STOP-Write Strategy Dwi Arif Wibowo; Rudi Hartono; Rahayu Puji Haryanti; Intan Permata Hapsari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.13056

Abstract

Reading engagement is considered important for learning to read in a foreign language, yet little is known about how lower-secondary learners of English as a foreign language (EFL) engage across the stages of a demanding multistep reading and writing routine such as Read-STOP-Write. This explanatory sequential mixed-methods study examined ninth-grade students’ reading engagement during six Read-STOP-Write sessions in an Indonesian junior high school. Questionnaire data came from 64 students in an experimental and a control class (n = 32 each); qualitative data came from narrative observations of the six sessions, interviews with six students, and an interview with their teacher. Self-reported engagement rose in both classes (experimental: 54.28 to 59.84; control: 55.34 to 58.88), but after controlling for pretest scores the classes did not differ at posttest (adjusted difference = 1.84, 95% CI [−3.95, 7.63], p = .528), nor on any of the four engagement dimensions. Individual change was far more variable in the experimental class (gain SD = 15.01 vs. 7.09). Observations and interviews showed volunteering, presenting, rereading, dictionary use, and peer help alongside passivity, fatigue, copying, and confusion, with engagement stronger once students reached writing and presentation. The findings do not show that Read-STOP-Write increased engagement. They indicate that engagement was conditional on task complexity, language demands, scaffolding, time, fatigue, and peer interaction.
Co-Authors Abdurrachman Faridi Abdurrazzaq, Ilham Bagas Abimanto, Dhanan Aghitsni Maulaya Al Hakim, Abdul Malik Asti Veto Mortini Ayuni Falhi, Qory Azran Azmee Kafia Azriel Akbar Faizal Bintang Priyanto Putri Candradewi Wahyu Anggraeni Deffa Anggrea Faras Desri Maria Sumbayak Dewi Sukmawati Dewi, Isna Rafika Dila Charisma Dwi Arif Wibowo Dwi Rukmini Eko Widianto Ergi Wian Septiandiko Fahrur Rozi Faridi, Abdurrachman Fatma Hetami Fernandi, Angga Brian Frimadhona Syafri Ghefira Nur Fatimah Hanivah, Nurul Hapsari, Christianti Tri Hariyadi Hariyadi Hartono, Rudi Hendi Pratama Henrikus Joko Yulianto Hermansyah Hermansyah Hermansyah Intan Permata Hapsari Ira Mutiaraningrum Ismiyati Ismiyati Issy Yuliasri Jarot Tri Bowo Santoso Juan Carlos Rodriguez Lilis Suryani Marta Rodriguez Mar’atus Sholikah Michelle Arletta Miftahul Janah Mohammad Ali Yafi Muhammad Nasir Munazihah Munazihah Mutiara Safitri Nada Kamila Chairunisa Nur Azizah Dwi Safitri Nur Chayati Nur Chayati Nurlaely Hidayati Nuskhan Abid Oxa Ardyan Fathurozi Pradana Ajiasa, Mokhammad Pramana, Dennis Audria Purwaningtyas, Atika Puspitasari, Prima Rahmadany, Amanda Sekar Raka Nadhif Ibrahim Rengganis Siwi Amumpuni Rizky Anisah Rosyidi, Mohamad Ikhwan Rudi Hartono Ruly Indra Darmawan Sabrina Indah Kumala Salma, Sifa Sintia Ayu Ningsih Siti Marpuah Sri Wahyuni Sri Wuli Fitriati Susanto, Bambang Margo Syifa' Zhafirah Yumna Thohiriyah, Thohiriyah Tusyanah Tusyanah W, Widhiyanto Wahyuni, Sri Widhiyanto Wijang Sakitri Wijoyokusumo, Basworo Yuliati Yuni Dwi Susanti zakky yavani