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All Journal ENCOUNTER Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ETERNAL: English Teaching Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Community Empowerment Jurnal Pendidikan COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Jurnal Nasional Holistic Science Edusia: Jurnal Ilmiah Pendidikan Asia NUSRA: Jurnal Penelitian dan Ilmu Pendidikan New Language Dimensions Journal Of Human And Education (JAHE) LINGUAMEDIA Journal ALLURE JOURNAL Journal of Language and Literature Studies Innovative: Journal Of Social Science Research Applied Research in English Education GSE-journal JGEN : Jurnal Pengabdian Kepada Masyarakat PRIMER: Jurnal Ilmiah Multidisiplin ETERNAL: English Teaching Journal
Dias Andris Susanto
IKIP PGRI SEMARANG
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Exploring Bamboozle as Games-Based Learning Media to Support Students’ Vocabulary: Its application in the classroom Wulandari, Wahyu; Susanto, Dias Andris; Hawa, Faiza
Innovative: Journal Of Social Science Research Vol. 4 No. 2 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i2.10105

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana permainan bamboozle diterapkan dalam pengajaran kosakata bagi siswa kelas sembilan sekolah menengah pertama. Penelitian ini menggunakan deskriptif kualitatif. Data penelitian diperoleh dari observasi di SMPN 1 Penawangan dan kuesioner yang diberikan kepada siswa. Kuesioner digunakan untuk memberikan pertanyaan tertutup untuk penelitian. Hasil observasi dan kuesioner menunjukkan tiga puluh siswa menyatakan bahwa kegiatan pembelajaran dengan menggunakan bamboozle membuat mereka lebih antusias karena menyenangkan, bervariasi, dan interaktif. Dapat disimpulkan, media bamboozle dapat diterapkan oleh guru untuk mengajarkan kosa kata di kelas.
Author's Chair in Promoting Young Learners' Speaking Skills Jumilati, Siti; Susanto, Dias Andris; Senowarsito, Senowarsito
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 16, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v16i2.21133

Abstract

The Author’s Chair, a key component of the writer’s workshop model, provides students with the opportunity to present their written work orally, thus promoting both speaking and writing skills This activity is widely recognized for its potential to build students' confidence and enhance their speaking abilities. The theoretical framework underlying the Author's Chair is socio-constructivism, which views learning as a social process where knowledge is co-constructed through interactions with others. Socio-constructivism emphasizes the importance of social interactions in learning, where thought evolves from societal exchanges to individual understanding. This study aimed to investigate the implementation of the Author’s Chair in a kindergarten setting and to explore how this method contributes to improving young learners' speaking skills. The participants were K-2 (TK-8) students at a preschool in South Jakarta. The research employed three observation sessions, including video recordings, to examine the impact of the Author’s Chair on the students' speaking abilities. Additionally, interviews were conducted with teachers to gather their feedback on the implementation and effectiveness of the Author’s Chair in the classroom. The findings indicate that the Author’s Chair is an effective instructional tool for enhancing young learners' English-speaking skills, as it provides a platform for students to express themselves and engage in peer interactions. However, it is also evident that successful implementation requires a significant investment of time and effort from educators. In conclusion, the study suggests that the Author’s Chair can be a valuable approach in English language teaching, fostering improved speaking skills in young learners when used consistently and effectively.
Developing Students’ Character and English Proficiency through News Item Text Learning Akromah, Mufidatul; Susanto, Dias Andris; Sukmaningrum, Rahmawati
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 16, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v16i2.21137

Abstract

Success in teaching and learning English is closely tied to the development of positive student character. Strong character traits help students harness their talents and build the resilience and self-confidence needed to face challenges and compete beyond the school environment. This study focused on the tenth-grade students of SMAN 1 Pemalang whose English proficiency was initially below the Minimum Competency Standard of 75. Pre-test results showed that 9 students (28.12%) did not meet the standard. After implementing character-based learning strategies, post-test results indicated significant improvement, with only 2 students (6.25%) falling short of the standard. The average score increased by 10.66 points, from 75.97 to 86.63. The integration of character-building activities fostered positive traits such as helpfulness, cooperation, care, confidence, sportsmanship, mutual respect, and high motivation. Feedback from questionnaires and interviews revealed that students felt more comfortable and happier in class, viewing it as a supportive and inclusive community. They learned in a relaxed environment, developed positive attitudes, and engaged in healthy, respectful competition. Ultimately, the cultivation of good character contributed significantly to their academic success.
Bridging The Gap: Tackling Students Challenges in Applying Politeness Strategy in English Daily Conversation Wijayanti, Tri Dwi; Sukmaningrum, Rahmawati; Susanto, Dias Andris
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1246

Abstract

The study examines the difficulties BBC Tlogosari English Course students face when using politeness strategies in daily conversation. Communication is crucial in today's interconnected world, especially for EFL students. The qualitative research study used document analysis and questionnaires to gather information and questions from other students to analyze their experiences. According to the data, students have many challenges that make it hard for them to be polite. Language barriers, especially English, and emotional and cultural issues are among these challenges. The study showed that students used negative politeness strategies to avoid overgeneralization and cultural misunderstandings. These studies emphasize the need for differentiated instructional approaches that address these concerns, adding to current knowledge. This study shows that English politeness education can improve esteem escalation communication and culture. In the long term, this will improve student communication and cultural awareness. This research emphasizes the importance of politeness strategies and EFL contexts and representatives for more research into effective teaching practices that can improve learners. Communicating in English. Thus, by addressing these issues, teachers improve communication skills to the extent that they have cultural competence.
Pembelajaran Strategi Sosial dengan Mengintegrasikan Teknik Two Stay Two Stray dalam Penguasaan Keterampilan Berbicara Sahalluddin, Muhammad; Susanto, Dias Andris; Sukmaningrum, Rahmawati
JURNAL PENDIDIKAN Vol 32 No 2 (2023): July
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v32i2.3862

Abstract

Untuk memperoleh pemahaman dan demi tercapainya tujuan dari suatu pembelajaran maka diperlukan pemilihan strategi pembelajaran yang tepat. Begitu pula dengan empelajari Bahasa Inggris, perlu digunakannya strategi pembelajaran yang efektif dan efisien. Para ahli mengemukakan beberapa strategi pembelajaran (Language Learning Strategy) khususnya dalam menguasai kemampuan berbicara, strategi tersebut antara lain : strategi kognitif, strategi afektif dan strategi sosial. Dari ketiga strategi tersebut strategi sosial lebih dominan untuk digunakan dalam mengasah kemampuan berbicara (speaking). Strategi sosial lebih mengutamakan pada kemampuan sosial pembelajar, oleh sebab itu model pembelajaran kooperatif dengan model two stay two stray digunakan pada penelitian ini guna melihat dan mengamati dengan jelas seberapa jauh strategi sosial ini digunakan oleh peserta didik. Terdapat tiga kategori peserta didik yaitu rendah (low level student), sedang (middle level student) dan tingi (high level student) dalam pembelajaran Bahasa Inggris peminatan di kelas XI IPA 6 SMA Negeri 6 Semarang. Metode penelitian yang digunakan pada penelitian ini yaitu kualitatif deskriptif yang berisi tentang penjelasan detil mengenai data yang dipaparkan dan dirancang tidak menggunakan data statistic. Adapaun teknik pengumpulan data yaitu melalui observasi dan juga wawancara.Hasil penelitian menunjukkan bahwa LLS tidak menggunakan strategi sosial dalam proses pembelajaran, sedangkan MLS menggunakan strategi sosial namun belum terlalu optimal dan HLS menggunakan strategi sosial dalam proses pembelajaran dengan sangat baik. Kata-kata Kunci:  Strategi sosial, Keterampilan Berbicara (speaking), Two Stay Two Stray 
Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting" Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/sg7tt032

Abstract

This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further research.
Integrating deep learning and digital literacy into reading instruction to achieve SDG 4: A study in a high school EFL education context in Central Java Setyoningsih, Setyoningsih; Susanto, Dias Andris; Aldizeeri , Maram Miftah; Adeoye, Moses Adeleke
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.43679

Abstract

This study investigates integrating deep learning approaches and digital literacy into reading instruction to support the achievement of Sustainable Development Goal 4 (Quality Education) among high school EFL students in Central Java, Indonesia. The study objectives were to evaluate the efficacy of deep learning-based reading strategies in improving students' comprehension, assess their digital literacy levels, and evaluate teachers' perceptions of integrating deep learning and digital literacy in EFL reading classrooms. One hundred seventy-eight tenth-grade students from three public high schools in Central Java participated in this study, which employed a mixed-methods sequential explanatory design.  A digital literacy questionnaire and reading comprehension pre- and post-tests were used to gather quantitative data.  Semi-structured interviews, teacher focus groups, and classroom observations were used to gather qualitative data.  After using immersive learning methodologies backed by digital media resources, pupils' reading comprehension scores significantly improved, according to quantitative studies. There was also a high correlation between students' reading competence and their digital literacy levels. The qualitative data showed greater student participation and high comprehension of the text as observed by teachers accompanied by enhanced engagement, critical thinking, and autonomy of students in reading activities. These results substantiate the integration of deep learning and digital literacy into reading lessons. It raises both cognitive and affective dimensions in EFL contexts. The significant study about pedagogical innovation emphasizes the SDGs, teacher training, and curriculum support that sustain tech-enhanced learning environments in Indonesian secondary schools.
A Discourse Viewpoint on Visual Semiotics and Ideological Messages in English Textbooks for Secondary Schools Susanto, Dias Andris
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p153-163

Abstract

English books have a big influence on students’ linguistic ability and way of thinking. Beyond verbal information, visual components included in textbooks act as semiotic tools for expressing political and cultural ideas. This investigation looks into how visual semiotics create and communicate political ideas in Indonesian secondary school English literature. Using a qualitative descriptive approach, this study examines Kress and van Leeuwen’s (2006) Visual Grammar framework from a discourse-analytic angle. Intententionally chosen were two often used national curriculum textbooks. Backed by contextual interpretation and sociopragmatic reflection, the study examined representational, interactive, and compositional metafunctions of photographs. Visual cues sometimes stand for Western cultural hegemony, gender stereotyping, and urban-oriented lifestyles, according to research results. Although some visuals encourage inclusiveness and multiculturalism, others subtly strengthen the unequal power dynamics between regional and world identities. Color, gaze, spatial positioning, and symbol choice reveal subtle ideological leanings favoring globalization and modernity discourses. These graphic decisions imply that English books function not only as linguistic objects but also as ideological tools influencing pupils’ views of culture and identity. Pedagogically, knowing semiotic meanings helps instructors to direct their classroom discussions and critical material analysis.
PKM PENDAMPINGAN PEMANDU WISATA DALAM MENGINTEGRASIKAN TOURISM DISCOURSE, STORYTELLING, DAN ISTILAH PARIWISATA BERBAHASA INGGRIS Setyorini, Ajeng; Susanto, Dias Andris; Priyolistiyanto, Andi; Sholihah, Nurul Fatimatus
COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/community.v6i1.8194

Abstract

ABSTRACT The ability of tour guides to use contextual, communicative, and discourse-based English remains limited, resulting in information delivery that has not yet been able to create meaningful tourism experiences for international tourists in a professional, adaptive manner oriented toward the needs of today’s global travelers. This program aims to enhance tour guides’ competencies in integrating tourism discourse, storytelling, and English tourism terminology as effective communication strategies in the global tourism era. The PKM employed interactive training, guiding simulations, field practice at tourist sites, and continuous mentoring as its main methods. The implementation stages included needs analysis, training on tourism discourse and storytelling concepts, practice in using English tourism terminology, and evaluation and reflection. The results indicate significant improvements in tour guides’ confidence, communicative competence, and narrative skills in conveying cultural, historical, and local uniqueness information in a more coherent and engaging manner. The main conclusion is that a discourse-based teaching approach is effective in strengthening tour guides’ communicative competence and contributes to enhancing the image of community-based tourist destinations in a sustainable way. ABSTRAK Masih terbatasnya kemampuan pemandu wisata dalam menggunakan bahasa Inggris yang kontekstual, komunikatif, dan berbasis wacana, sehingga penyampaian informasi belum mampu membangun pengalaman wisata yang bermakna bagi wisatawan mancanegara secara profesional, adaptif, dan berorientasi pada kebutuhan wisatawan global masa kini. Program ini bertujuan untuk meningkatkan kompetensi pemandu wisata dalam mengintegrasikan tourism discourse, storytelling, dan istilah pariwisata berbahasa Inggris sebagai strategi komunikasi yang efektif di era pariwisata global. Metode pelaksanaan PKM meliputi pelatihan interaktif, simulasi pemanduan, praktik lapangan di objek wisata, serta pendampingan berkelanjutan. Tahapan kegiatan mencakup analisis kebutuhan, pelatihan konsep tourism discourse dan storytelling, praktik penggunaan istilah pariwisata berbahasa Inggris, serta evaluasi dan refleksi. Hasil kegiatan menunjukkan peningkatan kepercayaan diri, kemampuan komunikasi, serta keterampilan naratif pemandu wisata dalam menyampaikan informasi budaya, sejarah, dan keunikan lokal secara lebih koheren dan komunikatif. Simpulan utama dari kegiatan ini adalah bahwa pendekatan discourse-based teaching efektif dalam memperkuat kompetensi komunikatif pemandu wisata dan berkontribusi pada penguatan citra destinasi wisata berbasis masyarakat secara berkelanjutan.
The Effectiveness of Wayground Application in Enhancing Grammar Mastery of Students with Different Motivation Azizah, Siti Nor; Setiaji, Arso; Susanto, Dias Andris
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 19, No 2 (2025)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v19i2.26100

Abstract

Grammar mastery is one of the most essential components in English language proficiency. However, However, many EFL students often deal with tenacious learning difficulties. They take place due to monotonous learning instructions and students’ different learning motivation. The academic research examines the effectiveness of Wayground (formerly Quizizz) in increasing students’ grammar mastery across varying levels of learning motivation. By using a quasi-experimental mixed-method design, the research involved 70 eleventh-grade students at SMA Negeri 1 Pecangaan, Jepara. They were assigned to an experimental group receiving instruction through Wayground and a control group receiving conventional methods. The research data were gathered through assessments of grammar mastery administered as pre-test and post-test, a questionnaire of learning motivation adapted from Gardner’s Attitude/Motivation Test Battery, and a questionnaire of student perception. Quantitative data were analysed using paired-sample t-tests, independent-sample t-tests, and two-way ANOVA. Qualitative data served to enrich and support the interpretation of the findings. The results indicate that both instructional approaches led to significant improvements in students’ grammar mastery. The experimental class achieved a higher mean gain score than the control class but the difference was not statistically significant. Furthermore, learning motivation and the interaction between instructional method and motivation did not have significant effect on grammar mastery improvement. Nonetheless, students reported positive perceptions of Wayground, principally regarding increased engagement, enjoyment, and the provision of immediate feedback. These findings suggest that Wayground represents a pedagogically beneficial supplementary tool for grammar instruction, especially for boosting active and enjoyable learning experiences in EFL classrooms.
Co-Authors A.B. Prabowo K.A. Adeoye, Moses Adeleke Adi, A. B. Prabowo Kusuma Aini, Esti Nurul Ajeng Setyorini Akromah, Mufidatul Aldizeeri , Maram Miftah Aljalis, Anis Andi Priyolistiyanto Arso Setyaji Azizah, Siti Nor Budiono, Agustinus Dheny Djoko Sri Bimo Faiza Hawa Fitra Pinandhita, Fitra Fitri Yulianti Ika Menarianti, Ika Istiyaningsih, Rumiyatun Jafar Sodiq, Jafar Jumilati, Siti K.A, A.B. Prabowo Khalifasati, Aulinadia Listyaning Sumardiyani Maemunah, Rizki Muniroh Munawar NUR CHOLIFAH Rahayu, Dwi Budi Rahmawati Sukmaningrum Riswalastika, Erva Sahalluddin, Muhammad Sakdidah, Siti Septiana, Avin Nuzula Setiaji, Arso Setyaningrum, Tutut Setyoningrum, Tri Yuli Setyoningsih Setyoningsih Sholihah, Nurul Fatimatus Suwarti, T. Sri Syukron, Ahmad Adi Tonapa, Yeftha Desma Wahyu Wulandari Wardhani, Ryda Kusuma Wijayanti, Tri Dwi Winanta, Alin Anastasya Wiyaka