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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya PROSIDING SEMINAR NASIONAL LITE: Jurnal Bahasa, Sastra, dan Budaya Abdimas Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal Jurnal Ilmiah Lingua Idea E-Structural IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Jurnal Surya Masyarakat DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) JALL (Journal of Applied Linguistics and Literacy) English Focus: Journal of English Language Education Madaniya Jurnal Surya Masyarakat Journal of English Education Program (JEEP) Journal of English Education and Linguistics Proceedings Series on Social Sciences & Humanities JURNAL INOVASI DAN PENGABDIAN MASYARAKAT INDONESIA Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi JELL (Journal of English Language Learning J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education Surakarta English and Literature Journal Prosiding Seminar Nasional Pascasarjana JR-ELT (Journal of Research in English Language Teaching) Community Empowerment Journal Dinamika: Jurnal Pengabdian Masyarakat Journal of Lesson Study in Teacher Education SEAQIL Journal of Language Education Interaksi : Jurnal Pengabdian Kepada Masyarakat International Journal of Language, Education, and Literature (IJLEL) ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature Scientific English Journal of Lesson Study and Teacher Education
Testiana Deni Wijayatiningsih
Universitas Muhammadiyah Semarang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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TRANSITIVITY AND MOOD ANALYSIS ON ENGLISH EDUCATION UNDERGRADUATE STUDENTS' RECOUNT TEXTS AT UNIVERSITAS MUHAMMADIYAH SEMARANG Fakhrurozi, Muhammad; Budiastuti, Riana Eka; Wijayatiningsih, Testiana Deni
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.24277

Abstract

Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan penggunaan fitur kebahasaan dalam menulis teks cerita ulang yang ditulis oleh mahasiswa pendidikan bahasa inggris di universitas muhammadiyah semarang. Hal tersebut dapat direalisasikan dengan melakukan analisis transitivitas dan mood terhadap teks. Peneliti menggunakan metode deskriptif kualitatif dalam mengeksplorasi hasil analisis berupa tipe-tipe proses dan mood. Hasil penelitian menunjukan bahwa penggunaan transitivitas dan mood ditemukan didalam teks cerita ulang mahasiswa. Pertama, terdapat enam tipe proses yang ditemukan dari total 322 kalimat. Proses material (49.7%), Proses Behavioral (5.5%), Proses Mental (14.5%), Proses Verbal (3.2%), Proses Relational (24.2%), dan Proses Existential (2.8%). Sementara itu, pada struktur mood, didapatkan sebanyak 564 klausa, sebesar 99.8% dituliskan dalam mood deklaratif, sedangkan hanya ditemukan satu interogatif klausa (0.2%). Selain itu, material process dan declarative mood type menjadi jenis transitivity process dan mood type yang dominan ditemukan dalam teks cerita ulang mahasiswa. Oleh karena itu, peneliti menyatakan bahwa mahasiswa dikategorikan sebagai penulis yang berpengetahuan luas dan kritis dalam mengeksplorasi pengalaman masa lalu mereka dalam bentuk tulisan, yaitu teks cerita ulang. Hal ini dapat dilihat dari penggunaan proses material atau kata kerja aksi dan klausa deklaratif sebagai fitur bahasa yang dominan digunakan mahasiswa untuk membuat teks recount yang terstruktur dengan baik.
PENERAPAN PROJECT-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT DI KELAS XI-3 SMAN 11 SEMARANG Regina Ratna; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study and Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.171

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Project-Based Learning (PjBL) dalam meningkatkan kemampuan menulis narrative text pada peserta didik kelas XI-3 SMA N 11 Semarang. Berdasarkan hasil observasi awal, ditemukan bahwa peserta didik mengalami kesulitan dalam mengembangkan ide cerita, penggunaan tata bahasa (grammar) yang tepat, dan penyusunan teks yang koheren. Oleh karena itu, pendekatan PjBL diharapkan dapat membantu meningkatkan kemampuan berpikir kritis dan kreativitas peserta didik dalam menulis narrative text. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus melibatkan perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis peserta didik, terutama dalam hal pemahaman generic structure, penggunaan past tense, serta penggunaan direct/indirect speech. Penerapan PjBL juga mendorong peserta didik untuk lebih kreatif dan kolaboratif dalam menyelesaikan proyek mereka. Dengan demikian, penerapan Project-Based Learning dapat dijadikan alternatif pembelajaran yang efektif dalam meningkatkan keterampilan menulis narrative text.
PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS 12 SMAN 11 SEMARANG Divya Fitriyani; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study and Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.172

Abstract

This study aims to improve the learning outcomes of 12th-grade students of SMAN 11 Semarang through the application of the Think-Pair-Share (TPS) cooperative learning model. TPS was chosen for its ability to encourage critical thinking, effective communication, collaboration, and confidence building. This classroom action research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data collection included pretest and posttest scores, student activity observations, and documentation. The results showed significant improvements in students' learning outcomes, both cognitively and in 21st-century skills. In Cycle 1, the average pretest score was 48.19, increasing to 66.53 in the posttest, with a completion rate of 52.78%. In Cycle 2, the pretest average rose to 57.92, and the posttest average reached 78.75, with a completion rate of 66.67%. Additionally, the TPS model enhanced critical thinking, communication skills, student collaboration, and confidence. Observations indicated increased student engagement in questioning, sharing ideas, and participating in group discussions. The study concludes that the TPS model significantly improves academic learning outcomes and supports the development of essential 21st-century skills. Teachers are encouraged to adopt TPS as an alternative learning strategy in various subjects. Schools can support this model's success by providing training and resources, while universities are expected to prepare future educators to understand and implement innovative teaching strategies like TPS.
Enhancing Young Learners’ English-Speaking Skills through Suggestopedia Integrated with Plotagon Animation Gina Afkara Nabila; Dodi Mulyadi; Testiana Wijayatiningsih
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3493

Abstract

This classroom action research had two objectives: (1) to describe the implementation of Suggestopedia integrated with Plotagon, and (2) to explore students' perspectives on the integrated instruction. The population comprised all 20 male students enrolled in the selected fifth-grade class at a private elementary school in Central Java during the 2024-2025 academic year; all students were included through total sampling. Following Kemmis and McTaggart's cycle of planning, action, observation, and reflection, the intervention comprised four 45-minute meetings: two meetings in Cycle 1 and two in Cycle 2. Quantitative data were obtained from pre-test, cycle-level formative assessment, and final post-test scores; while qualitative data from structured classroom observations, questionnaires, and semi-structured interviews were used to explain the implementation process and students' responses. Success was defined as at least 75% of students scoring 70 or above, accompanied by observable improvement in fluency and participation. Cycle 1 implemented vocabulary preparation, repeated animated-dialogue viewing, shadow reading, and scripted role-play; Cycle 2 added simple-past scaffolding, dialogue adaptation, and improvisational performance. The mean score increased from 60.75 on the pre-test to 73 after Cycle 1 (11/20 students, 55%, met the criterion), 80.75 on the Cycle 2 formative assessment (14/20, 70%), and 86 on the final post-test (16/20, 80%). Thus, the mastery criterion was reached at the final post-test. Qualitative evidence indicated greater confidence, participation, vocabulary recall, and fluency, although explicit grammar instruction temporarily reduced enthusiasm for some students. Because only aggregate scores were available, no inferential statistical test was reported.
Audio-Visual Materials as Compensatory Scaffolding: An Exploratory Study of EFL Listening Barriers and Learner Attitudes Putri Nur Fadila; Dodi Mulyadi; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The current study analyzes the perception of audio-visual (AV) materials as part of EFL listening classes concerning barriers faced by learners during listening. An exploratory cross-sectional analysis is carried out to evaluate the perceived barriers in listening among university EFL learners in the Indonesian context along with their attitudes towards AV materials. In total, a purposive sampling technique is used to select 29 English Education majors who had been taught with AV aids in the past. A valid Likert-scale survey questionnaire (Cronbach's α=0.86) comprising 20 items was distributed among the participants. Results obtained from descriptive analysis showed that listening barriers mainly comprised rapid speaking (M=3.79, SD=.62) and poor sound quality (M=3.79, SD=.68). These barriers were then followed by unfamiliar accents and pronunciations (M=3.48, SD=.71) and unfamiliar topics (M=3.41, SD=.74). However, participants showed positive attitudes towards AV materials including their help with vocabulary and pronunciations (M=3.90, SD=.56), comprehension of contents (M=3.86, SD=.61), and availability (M=3.83, SD=.65). Therefore, the results suggest that even though listening barriers prevail, students find AV materials as useful scaffolds. The study serves as the initial point of reference for further mixed-method studies that involve both subjective evaluation and objective assessment of EFL learners' proficiency.
Learners’ Views on Active Learning Practices in English Speaking Instruction Hanaizatunnajah Hanaizatunnajah; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Speaking is one of the most important yet challenging skills for learners in English as a Foreign Language contexts. Many students experience difficulties in oral communication due to speaking anxiety, fear of making mistakes, limited vocabulary, and low self-confidence, which often hinder active participation and the development of communicative competence. Active learning has been widely recognized as a student-centred approach that promotes engagement, collaboration, and meaningful language use. Therefore, this study aims to explore students’ perspectives on the implementation of active learning methods in English speaking classrooms and identify factors influencing their speaking performance. This study employed a qualitative research design involving senior high school and university students who had experienced English speaking instruction. Data were collected through open-ended questionnaires focusing on students’ learning experiences, challenges in speaking English, and perceptions of effective classroom activities. The responses were analysed thematically to identify recurring patterns and key themes. The findings indicate that speaking anxiety, fear of negative evaluation, and insufficient vocabulary are the main barriers to students’ participation in speaking activities. Participants reported that active learning strategies, particularly role-play, group discussions, presentations, and contextual communication tasks, enhanced their confidence, fluency, and willingness to communicate in English. Furthermore, supportive feedback and classroom environments reduced anxiety and encouraged participation, reinforcing the role of active learning in improving EFL speaking skills.
Listening and Speaking Skills in English Language Learning: A Contemporary Review of EFL Contexts Shinta Dwi Rahmania; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Listening and speaking skills are fundamental to English language learning and play a crucial role in developing learners’ communicative competence, particularly in English as a Foreign Language (EFL) contexts. Despite its importance, many EFL learners still struggle to understand spoken English and express ideas effectively in real-world communicative situations. This article presents a contemporary review of recent research on listening and speaking skills in EFL contexts, with particular attention to the challenge’s learners face and the instructional practices that support oral language development. Using a library research approach, the study systematically collected, examined, and synthesized relevant peer-reviewed literature published between 2015 and 2025 from national and international academic journals. Approximately 23 studies were reviewed through content analysis to identify recurring themes related to listening comprehension, speaking anxiety, communicative competence, integrated-skill instruction, and technology-enhanced learning. The review reveals that listening and speaking are highly interconnected skills that develop most effectively through authentic language exposure, communicative practice, and learner-centered pedagogical approaches. The findings further indicate that limited exposure to authentic spoken input and speaking anxiety remain significant barriers to the development of oral communication among EFL learners. In response to these challenges, the literature highlights the effectiveness of integrated listening-speaking activities, collaborative learning tasks, constructive feedback practices, and digital learning technologies in enhancing learners’ oral proficiency and confidence. This review underscores the importance of adopting communicative and integrated instructional approaches to support meaningful language use and foster the sustainable development of oral communication in EFL settings.
Exploring EFL Students’ Perceptions of Strategic and Technology-Assisted Listening Practices: A Qualitative Descriptive Study Tanzila Israhayu; Siti Aimah; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This study explores EFL students’ perceptions of strategic and technology-assisted listening practices in English listening activities. Using a qualitative descriptive design, the study involved five students from Universitas Muhammadiyah Semarang who had experienced listening tasks in classroom contexts. Data were collected through an open-ended questionnaire distributed via Google Forms and were analyzed thematically to identify students’ habits, experiences, challenges, emotional responses, and focus strategies. The findings indicate that students showed varied levels of metacognitive awareness before listening. Some were prepared by reading or finding materials, while others did not apply specific preparation strategies. Technology-assisted listening was generally perceived positively, particularly through videos, music, podcasts, and digital platforms such as Gemini, which helped students access varied and engaging input. However, students also reported difficulties with fast speech, unfamiliar accents, limited vocabulary, and discomfort with fully English-language materials. Emotional responses were mostly positive, although some students experienced boredom, sleepiness, or difficulty understanding the content. To maintain focus, students used personal strategies such as choosing quiet places, selecting interesting themes, preparing vocabulary, and creating comfortable learning conditions. These findings suggest that EFL listening instruction should combine metacognitive strategy training with appropriately scaffolded digital tools to support learner autonomy, engagement, and comprehension.
Co-Authors Afni Izzatul Jannah Alief Noor Farida Alvianti Aidarahma Amrizal Amrizal Anjar Setiawan Anjar Setiawan Anjar Setiawan Anjar Setiawan Annisa Noerkhalifah Annisa Widya Sucipto Annur Aska Pratama Arifah, Tanalina Az Zahra, Olivia Bambang Dalyono Bambang Dalyono Betta Rizq Maulidya Chairunnisa, Nadya Zulfa Charanjit Kaur Swaran Singh Chattaphorn Sriprasert Chelsea Feriska Putri Munawar Damayanti, Wulan Aprilia Dian Candra Prasetyanti Dian Candra Prasetyanti Dian Candra Prasetyanti Diana Hardiyanti Dini Anggraheni, Dini Divya Fitriyani Djamaluddin Darwis Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dwi Ampuni Agustina Dwi Ampuni Agustina Edi Prayitno, Edi Eko Andy Purnomo Eko Andy Purnomo Eko Purnomo Eldytacia, Valecia Najwa Enny Dwi Lestaringsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih, Enny Dwi Enny Lestariningsih Eny Winaryati Eny Winaryati Erna Setyawati Erna Setyawati, Erna Eva Dina Mareta Fakhrurozi, Muhammad Faqih Sulthan Febriana, Nurani Ayu Fitriani, Syuroya Ayu Fitriyani, Divya Gina Afkara Nabila Gina Sonia Hairulla, Monera A. Salic Hana Izatunnajah Hanaizatunnajah Hanaizatunnajah Hapsari, Christianti Tri Hascaryo Pramudibyo Hayati, Mardiyan Heri Dwi Santoso, Heri Dwi Iza Azizatul Baldah Izatunnajah, Hana Izdihar, Fairuz Nadhifah J-Roel B.Semilla Jayawarsa, A.A. Ketut Junia Bella Safitri Khasanah, Dian Ratu Ayu Uswatun Kikan Laila Arinil Haque Lastari, Siti Lestari Nurjanah, Sri Eka M. Riyanton Maulidina, Yunita Putri Muflikhah, Binti Muhammad Muhibbi Muhammad Muhibbi Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Mustasyfa Thabib Kariadi Nanda Eka Yuniarti Nasywa Kamila Rahmah Noerkhalifah, Annisa Novia Wulan Ari Oktaviani, Estika Berlian Olivia Az Zahra Priatin Putra, Angga Pratama Armaddi Putri Nur Fadila Raqib Chowdhury Ratna, Regina Regina Ratna Rendy Adityansah Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti, Riana Eka Rossanti Dewi Safira, Nisrina Zatin Setyo Jati, Kukuh Shinta Dwi Rahmania Shofiatul Mardliyah Shohenudin Shohenudin Silvia Nanda Putri Erito Siswahyudianto Siti Aimah Siti Aimah Siti Aimah Siti Aimah Siti Arisah Sri Eka Lestari Nurjanah Sri Wuli Fitriati Sucipto, Annisa Widya Sufiyah Dueraseh Suharno, Yusak Susilowati Susilowati Susilowati Susilowati Syamsiar, Syamsiar Syuroya Ayu Fitriani Tanzila Israhayu Titi Hartiti Wiwik Handayani Yenita Sarwoningtyas Yulista, Ageng Wulan Yunita Putri Maulidina Yusak Suharno