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All Journal Diglossia Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Script Journal: Journal of Linguistic and English Teaching Edukasi Islami: Jurnal Pendidikan Islam English Language and Literature International Conference (ELLiC) Proceedings Jurnal Ilmiah Mandala Education (JIME) Journal of English Education Program (JEEP) Jurnal Nasional Holistic Science International Journal of Research in Education (IJRE) Jurnal Ilmiah Pendidikan Holistik (JIPH) JELL (Journal of English Language Learning Journal of Language and Literature Studies Innovative: Journal Of Social Science Research JPNM : Jurnal Pustaka Nusantara Multidisiplin Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Community Empowerment Journal Educalingua Journal International Journal of Research in Education (IJRE) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Jafar Sodiq, Jafar
Universitas PGRI Semarang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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.
Implementation of Civic Education In Empowering Islamic Communities Era of Revolution 5.0 Mantik, Aliyah; Sodiq, Jafar
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.5215

Abstract

The establishment of Smart Society 5.0 is very important because society will continuously be required to develop the ability to solve social problems that occur due to the emergence of the industrial revolution 4.0. In society 5.0, industry becomes a very important sector where technological developments, especially in the aspect of information and communication, require people to produce new innovations continuously.This is a reason that society 5.0 must have intelligence in order to realize ideal conditions. In the digital era, artificial intelligence (AI) as a form of technology in society 5.0 has the ability to replace human work with the aim of providing a high quality of life to society. It turns out that not only does it cause negative things to human work that is starting to be replaced by AI, the character of the nation and state also begins to be influenced by outside culture. The influence of speed in accessing information makes the opening of foreign culture enter and begin to affect the character of Indonesian society. As we know that many theories that explain Civic Education are viewed from various perspectives, both with regard to culture, economy, social, politics, and religion derived from the civilization of the nation's cultural values.Civic education is a very urgent need for the nation in building a prosperous, safe, comfortable, peaceful, prosperous life. Openness in the current 5.0 era, access to communication, and information can be misused and have a negative impact if not accompanied by a good character. Misuse of information media will have an impact on prolonged social issues. Then the empowerment of Islamic communities through religious moral values is expected to be a pillar in navigating the development of the times that require people to become quality human resources in order to welcome the era of revolution 5.0. This research uses a qualitative approach because researchers want to understand and reveal the problems that are being experienced by research subjects in depth. Qualitative research is research by collecting data in a natural setting with the intention of interpreting phenomena that are happening where researchers act as instruments.
Edmodo as Technology-Based Formative Assessment: How it Enhances Reading Comprehension Nuraini, Fani Indriya; Sodiq, Jafar; Prastikawati, Entika Fani
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1368

Abstract

This study investigates the effectiveness of Edmodo as a technology-based formative assessment tool in enhancing students’ reading comprehension. Employing a quasi-experimental design, the research involved two groups of junior high school students: an experimental class and a control class, each consisting of 30 students. While the control class employed traditional formative assessment methods, which included direct question-and-answer sessions during face-to-face instruction, the experimental class integrated Edmodo as a platform for technology-based formative assessment. Reading comprehension tests, administered as pre-tests and post-tests, served as the primary data collection instrument. The data were analyzed using SPSS 23 for descriptive statistics, N-gain, and t-test to assess the impact of the intervention. Results revealed that the experimental class, which utilized Edmodo, demonstrated significantly higher improvements in reading comprehension compared to the control class. The N-gain analysis highlighted a substantial increase in the experimental group’s performance, indicating the effectiveness of Edmodo in supporting student engagement and understanding of reading materials. This study underscores the potential of technology-based formative assessments, particularly through platforms like Edmodo, in creating interactive, timely, and student-centered learning environments. By providing immediate feedback and fostering collaborative learning, Edmodo enhances students’ comprehension skills, thereby offering an innovative approach to formative assessment in English language teaching. These findings advocate for the integration of digital tools into assessment practices to improve learning outcomes in reading comprehension.
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.
ANALYZING YOUNG LEARNERS’ ORAL NARRATIVES THROUGH SYSTEMIC FUNCTIONAL LINGUISTICS Arso Setyaji; Jafar Sodiq
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8962

Abstract

Oral narrative ability plays a pivotal role in children’s language development, yet studies in EFL settings have seldom examined how young learners construct meaning through functional and curriculum-based perspectives, and drawing on Halliday’s three metafunctions, namely, ideational, interpersonal, and textual. The study analyzes the oral presentations of six 9-10-year-old young learners in a private primary school in Semarang, Central Java, Indonesia, completing a classroom narrative assignment titled “A Day in My Life”. The data consisted of audio recordings of students' storytelling, which were transcribed and analyzed using metafunctional categories: process types, mood structures, modality, and thematic organization. The analysis reveals how children’s language choices reflect emerging narrative competence, social identity, and classroom positioning. While most narratives followed predictable patterns with material processes and simple themes, some learners exhibited agentive voice, evaluative stance, and interpersonal variation. This qualitative inquiry demonstrates how the combined application of SFL can uncover subtle layers of meaning in children’s oral narratives, yielding pedagogical insights for narrative instruction and deepening understanding of language development in EFL contexts. 
The Effectiveness of AI-Integrated Genre-Based Materials in Enhancing Creative Thinking in EFL Procedural Text Writing Miesmiarini, Moeria Erry; Senowarsito, Senowarsito; Sodiq, Jafar
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4928

Abstract

This study responds to the growing need for pedagogically grounded integration of artificial intelligence in EFL writing instruction, particularly in fostering students’ creative thinking in procedure text writing. While AI has been increasingly utilized in language learning, its systematic integration with Genre-Based Instruction remains insufficiently explored. Therefore, this study aims to develop and evaluate AI-integrated genre-based instructional materials, namely GRAMCHAT-QUIZ, to enhance students’ creative thinking. This study employed a Research and Development (R&D) design utilizing the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants involved tenth-grade students and an English teacher at a senior high school in Central Java, Indonesia. Data were collected through questionnaires, interviews, classroom observation, expert validation, and students’ writing products. The data were analyzed qualitatively to examine students’ creative thinking in terms of fluency, flexibility, and elaboration. The findings reveal that the developed materials are valid and feasible based on expert validation results. Classroom implementation indicates that the integration of AI supports students in generating ideas, employing varied language expressions, and elaborating their writing more effectively. In addition, students demonstrate positive responses and increased engagement during the learning process. In conclusion, AI-integrated genre-based materials show potential in enhancing students’ creative thinking in EFL procedure text writing. The study implies that teachers can meaningfully integrate AI within structured genre-based instruction to support students’ creativity, engagement, and writing development.
Persistent myths and misconceptions about second language acquisition: A study of English teachers in international schools in Semarang Jafar Sodiq; Theresia Cicik Sophia Budiman; Maria Yosephin Widarti Lestari
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.
Integrating AI into Translation Pedagogy: University Lecturers’ Readiness in Indonesia and Timor-Leste Jafar Sodiq; Theresia Cicik Sophia Budiman; Arso Setyaji; Zainal Arifin; Joaquina Marques Soares
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2421

Abstract

Background: The increasing use of artificial intelligence (AI) in translation technologies is transforming translation pedagogy and creating new opportunities and challenges for translation pedagogy and creating new opportunities and challenges for translator education. As AI-assisted tools become increasingly integrated into professional translation practices, understanding lecturers’ readiness to incorporate AI into teaching becomes essential for effective and responsible implementation. Methodology: This study employed a qualitative descriptive design involving six university lecturers as purposive sampling who can teach translation courses in Indonesia and Timor-Leste. Data were collected through semi-structured interviews and analyzed thematically using Maxqda 2024. Findings: The findings revealed four interconnected dimensions of lecturers’ readiness for AI integration: pedagogical perception, ethical-professional awareness, and institutional ecosystem support. Participants generally demonstrated positive attitudes toward AI and moderate to high technological confidence. However, concerns regarding translation accuracy, overreliance on AI-generated outputs, academic integrity, and ethical responsibility remained evident. Conclusion: Lecturers’ readiness for AI integration extends beyond technological competence and involves pedagogical adaptation, ethical literacy, and institutional support. Effective implementation requires balanced integration that promotes critical engagement with AI while preserving core translation competencies. Originality: This study proposes an AI Readiness Framework for Translation Pedagogy that conceptualizes readiness as a multidimensional interaction among pedagogical, technological, ethical, and institutional factors. The framework contributes to the growing literature on AI-assisted translation education by foregrounding lecturers’ perspectives.
Co-Authors . Wiyaka Ajeng Setyorini Akmal Akmal Anggi Dwiyanti Anita Apriliyani Ningrum Arso Setiyaji Arso Setyaji Arso Setyaji Chintia Ardhiani Cicik Sophia, Theresia Dias Andris Susanto Dias Andris Susanto Entika Fani Prastikawati Faiza Hawa Fani Indriya Nuraini Farisyah, Ulfi Ghanaro, Mohammad Hamid, Satim Intizam, Ikhsan Jamiu Temitope Sulaimon Joaquina Marques Soares Lestari, Maria Yosephin Widarti Listyaning Sumardiyani M. R. Nababan, M. R. Mangatur Rudolf Nababan Mantik, Aliyah Maria Yosephin Widarti Lestari Miesmiarini, Moeria Erry Nababan, Mangatur Rudolf Novita Riyanti, Novita Nuning Zaidah Nur Hidayat Nur Hidayat Nuraini, Fani Indriya Peni Utami Sigit Ristanto Siti Musarokah Siti Nur Zulaihah Sri Samiyati Tarjana Sutrisno Sutrisno Tamsir, Sonya Pebriani Tarcisia Sri Suwarti Tarjana, Sri Samiati Tarjana, Sri Samiyati Theresia Cicik Sophia Budiman Theresia Cicik Sophia Budiman Tri Wiratno Winanta, Alin Anastasya Zainal Arifin