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All Journal Dinamika Bahasa dan Budaya EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Jurnal Pengabdian Pada Masyarakat Indonesian EFL Journal E-Structural JELL (Journal of English Language Learning) ELT in Focus Jurnal CULTURE (Culture, Language, and Literature Review) Journal of English Education and Linguistics International Journal of Research in Education (IJRE) CrossOver:Journal of Adaptation Studies JELL (Journal of English Language Learning Journal of Language and Literature Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Pengabdian Masyarakat dan Riset Pendidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Theresia Cicik Sophia Budiman
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving English pronunciation skills using tongue twister technique through Twistify application in junior high school Shella Nabilla; Theresia Cicik Sophia Budiman; Maria Yosephin Widarti Lestari
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 10 No. 2 (2023): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v10i2.533

Abstract

The objective of this research was to find out the result of the pronunciation skills of students in Junior High School before and after being given treatment using the tongue twister technique through the Twistify application. The populations in this research were students of class VIII SMP Negeri 1 Tayu, Pati, Central Java, Indonesia. The sample consisted of 34 students from class VIII B. The researcher used pre-experimental and implemented one group pre-test and post-test design. Based on the results, there was an increase in students’ pronunciation skills from the pre-test with a mean score of 58.35 to the post-test with a mean score of 80 and an increase from the pre-test to the post-test by 37.10%. From the data calculation, the researcher found that the t-test result was 46.442, and the value of df (degree of freedom) was 33. The t-table value was obtained from df = 33 so that t-table = 2.035, so (t0 > tt), 46.442 > 2.035. The Alternative Hypothesis (Ha) was accepted, and the Null Hypothesis (H0) was rejected. Thus, there was a significant difference between students’ pronunciation skills before and after being given treatment using the tongue twister technique through the Twistify application.
The Implementation Of STEAM In Teaching English To Enhance Critical Thinking Using The Pancasila Student Profile Concept Bella Novita Sari; Ardini, Sukma Nur; Sophia Budiman, Theresia Cicik
Journal of English Language Learning Vol. 8 No. 2 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i2.12027

Abstract

This study aims to investigate the implementation of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning approach in English teaching to enhance critical thinking using the pancasila student profile. This study used a qualitative methodology involving 9th-grade students who participated in STEAM activities designed to enhance their critical thinking skills and the Pancasila student profile. The research uses Classroom Action Research (CAR), a qualitative approach to solve learning problems and improve outcomes. The process of implementing this research was carried out as planned, which consisted of two cycles. In the first cycle the strategy used was the delivery of learning in general, while the second cycle was a specific and specially designed learning strategy using the STEAM approach (Science, Technology, Engineering, Art, Math). Each cycle consists of four stages,planning, action or implementation, observation and reflection.The results show a significant improvement in critical thinking after participating in the STEAM activities, indicating that this teaching approach can enhancing communication and critical thinking abilities. These findings can be used to inform policies related to STEAM education in Indonesia and improve education quality through STEAM initiatives.
Persistent myths and misconceptions about second language acquisition: A study of English teachers in international schools in Semarang Sodiq, Jafar; Sophia Budiman, Theresia Cicik; Widarti Lestari, Maria Yosephin
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.321-338

Abstract

Myths and misconceptions about Second Language Acquisition (SLA) is vital for creating effective learning environments, particularly in bilingual education settings. Many bilingual schools and early childhood education in Semarang implement the English learning in their curriculum. This research aims to describe the myths and misconceptions about the acquisition of a second language among English teachers in bilingual or international school and provide recommendations on the implementation of second language learning. This research employs the descriptive qualitative method with 17 teachers as the participants from 7 international schools in Semarang City. This study adopts a descriptive qualitative research design, aiming to explore and describe the perceptions, beliefs, and misconceptions about second language acquisition (SLA) among English teachers. The data sources include questionnaires, semi-structured interviews, and unstructured observations involving 17 teachers from 7 international schools in Semarang City and surrounding areas. The methodological approach follows Sandelowski,’s (2000) model of qualitative description, which emphasizes providing a comprehensive, low-inference summary of events or experiences in everyday terms. For the data analysis, the study uses descriptive statistical analysis for the questionnaire data and Miles and Huberman’s interactive model for qualitative data, involving data reduction, data display, interpretation, and conclusion drawing. This results, based on questionnaire responses and semi-structured interviews with teachers, revealed that many believe second language acquisition should begin early, as grammar mastery and accurate pronunciation are more easily achieved at a young age. They also hold that an effective way to learn a second language is to plunge children directly into a second language environment. In the cognitive aspect, the mastery of the second language depends on the parents’ level of English mastery. The teachers also agree that grammar is not so important for a good command of English. Further researches are needed to study the misconceptions among bilingual school administrators.
Enhancing Narrative Text Comprehension Through Picture story Among Eighth Grade Students at Junior High Schools: Penelitian Elfa Febriana Sukma; Fitri Yulianti; Theresia Cicik Sophia Budiman
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.2495

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan buku cerita bergambar dalam meningkatkan kemampuan pemahaman naratif siswa kelas 8 SMP. Penelitian ini menggunakan metode kuantitatif dengan desain One-group Pretest–Posttest. Sampel dipilih menggunakan teknik purposive sampling. Sampel dalam penelitian ini terdiri dari 32 siswa dari kelas 8H SMP N 14 Semarang. Instrumen pengumpulan data berupa 25 soal pilihan ganda yang diberikan melalui pre-test dan post-test. Data yang diperoleh telah di pastikan normalitas dan homogenitasnya sebelum di uji menggunakan paired sample t-test. Hasil analisa yang di peroleh menunjukkan adanya signifikan (0.000<0,05) pada kemampuan pemahaman siswa. Hasil penelitian ini didukung oleh nilai rata-rata post-test sebesar 87,75 lebih tinggi dibandingkan nilai pre-test sebesar 68. Temuan ini menunjukkan bahwa buku cerita bergambar efektif digunakan dalam meningkatkan pemahaman naratif. Oleh karena itu, buku cerita bergambar layak direkomendasikan sebagai media pembelajaran alternatif yang efektif untuk mengajarkan teks naratif di tingkat sekolah menengah pertama.
Pemanfaatan Teknologi Digital dalam Pembelajaran Siswa SMP di Kota Semarang Lestari, Maria Yosephin Widarti; Budiman, Theresia Cicik Sophia; Sodiq, Jafar; Ristanto, Sigit
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 2 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i2.21653

Abstract

Era digital pada industri 4.0 telah membawa banyak perubahan dalam berbagai aspek kehidupan. Beberapa perubahan yang dimaksud meliputi cara berkomunikasi, akses ke informasi, dan penggunaan berbagai bentuk media dalam kegiatan sehari-hari. Perkembangan teknologi ini juga berdampak pada sistem pendidikan dan salah satu teknologi yang sangat memberi dampak adalah penggunaan digital learning. Sekolah Menengah Pertama Negeri (SMPN) 3 Semarang sebagai Mitra Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas PGRI Semarang menyadari pentingnya meningkatkan kemampuan para guru dalam menerapkan digital learning dalam proses pembelajaran di kelas.  Untuk membantu Mitra PKM UPGRIS dalam mencapai tujuan peningkatan SDM Pendidikan di sekolah tersebut, Tim Pengabdian kepada Masyarakat (PKM) ini perlu menyelenggarakan in-house training  Model Pembelajaran berbasis digital. Tujuan dari kegiatan PKM ini adalah untuk memberikan pelatihan atau pembelajaran kepada para guru di SMPN 3 Semarang.  Kegiatan diawali dengan diskusi tentang kondisi SDM pendidikan di SMPN 3 Semarang yang dilanjutkan dengan identifikasi kebutuhan dan jenis kegiatan yang diperlukan berupa pelatihan atau pembelajaran berbasis digital.  Bentuk kegiatan PKM ini adalah workshop berupa pemberian ceramah atau kuliah dan pendampingan perencanaan pembelajaran berbasis digital learning kepada para guru. Luaran yang diharapkan dari kegiatan PKM ini adalah perangkat pembelajaran kreatif berupa model pembelajaran dan media pembelajaran digital yang tepat yang dihasilkan para guru untuk diimplementasikan dalam proses kegiatan belajar mengajar di SMPN 3 Semarang.
EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS Nabila Muna Kusuma; Siti Nur'Aini; Theresia Cicik Sophia Budiman
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10570

Abstract

 Teaching practicum is a component of teacher education programs that provides pre-service teachers (PST) with practical classroom experience. This study investigated the teaching strategies and challenges of Indonesian student teachers during practicum in Thai schools. The study involved 27 participants from 4 universities in Central Java who participated in a one-month internship program. Using qualitative methods, data were collected through open-ended questionnaires and interviews. All 27 participants agreed to complete open-ended questionnaires regarding the challenges experienced during the teaching practicum. From the results of the questionnaire, only 4 participants agreed to be interviewed further regarding teaching strategies. The results obtained from filling out the questionnaire about the challenges showed that 89% experienced language barriers, 8% were constrained in learning media, and 4% had difficulty finding halal food. On the other hand, the results obtained from interviews show that PST apply teaching strategies using digital media, printed media, and ice-breaking. Based on these findings, it can be concluded that the use of strategies in teaching must be appropriate and can make students understand the material presented by PST due to the limited language and media.Keywords: pre-service teachers; teachers’ strategies; challenges; teaching practicum.                                    
Peningkatan Kompetensi Guru Bahasa Inggris SMP di Kota Semarang melalui Pelatihan Penyusunan Lembar Kerja Interaktif Berbasis Liveworksheet Sodiq, Jafar; Sophia Budiman, Theresia Cicik; Lestari, Maria Yosephin Widarti; Sutrisno, Sutrisno
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 4 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i4.25693

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan untuk meningkatkan kompetensi profesional guru Bahasa Inggris tingkat SMP di Kota Semarang melalui pelatihan penyusunan lembar kerja peserta didik (LKPD) interaktif berbasis Liveworksheet. Sebanyak 25 guru anggota MGMP Bahasa Inggris mengikuti pelatihan dengan pendekatan praktik langsung yang menekankan pengalaman aplikatif. Rangkaian kegiatan mencakup penyampaian materi teori, latihan teknis, serta sesi pendampingan dalam proses perancangan, konversi, dan penerapan LKPD digital interaktif. Hasil pelatihan menunjukkan adanya peningkatan yang signifikan pada literasi digital dan kreativitas pedagogis peserta. Penguasaan guru terhadap fitur-fitur Liveworksheet meningkat sebesar 66%, sedangkan kemampuan mereka dalam mengintegrasikan LKPD interaktif ke dalam pembelajaran naik sebesar 62%. Guru berhasil menghasilkan lembar kerja digital yang kemudian diterapkan dalam kelas, sehingga berkontribusi pada peningkatan motivasi dan keterlibatan siswa. Pembentukan English Teacher Digital Learning Community turut menjamin keberlanjutan program melalui penguatan kolaborasi dan pengembangan profesional berkelanjutan. Secara keseluruhan, kegiatan ini berhasil mengatasi kesenjangan kompetensi teknologi guru dan mendukung agenda nasional terkait pembelajaran mendalam berbasis digital.
ENGLISH TO INDONESIAN TRANSLATION TECHNIQUE IN CRUELLA MOVIE Zulita, Selma; Theresia Cicik Sophia Budiman; Ajeng Setyorini
CrossOver Vol. 5 No. 1: June, 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/crossover.v5i1.12902

Abstract

This study examines the translation techniques used in the Indonesian subtitles of Cruella (2021) by applying Molina and Albir’s (2002) framework and House’s (2015) Translation Quality Assessment (TQA). The objectives are to identify the techniques, determine the dominant one, and analyze its impact on meaning, tone, and character portrayal. Using a descriptive qualitative method, a total of 150 data were analyzed, revealing seven techniques: Literal Translation (46.67%), Modulation (36.00%), Transposition (7.33%), Reduction (7.33%), Adaptation (6.00%), Amplification (4.00%), and Equivalence (0.67%), with Literal Translation as the most dominant. The TQA results show that while literal translation successfully maintains ideational meaning, it often causes shifts in interpersonal function (tone and emotional nuance) and affects textual function, particularly humor and stylistic portrayal. These findings highlight both the strength and limitation of literal translation in balancing semantic accuracy with stylistic and cultural nuances in film subtitling.
Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Sophia Budiman, Theresia Cicik; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.237-256

Abstract

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.
ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Budiman, Theresia Cicik Sophia; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius
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

Abstract

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.
Co-Authors Ajeng Setyorini Ajeng Setyorini Bella Novita Sari Diana Fransisca Rompas Dwi Anggani Linggar Bharati Elfa Febriana Sukma Entika Fani Prastikawati Faiza Hawa Fatimah Dwi Pangestuti Fitri Yulianti Fitri Yulianti Jafar Sodiq Jafar Sodiq, Jafar Januarius Mujiyanto Januarius Mujiyanto, Januarius Lestari, Maria Yosephin Widarti Manggar Rizka Novitri Maria Yosephin Widarti Lestari Nabila Muna Kusuma Nur Hidayat Poppy Evita Diah Faradilla Putri, Atik Okta Setya Rini Maulidhawati Shella Nabilla Sigit Ristanto Siti Nur'Aini Sri Wuli Fitriati Sukma Nur Ardini Sutrisno Sutrisno W, Widhiyanto Widarti Lestari, Maria Yosephin Wiyaka Wiyaka Zulita, Selma