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All Journal English Education Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Bulletin of Pedagogical Research Jurnal Pemberdayaan Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology ELT Forum: Journal of English Language Teaching English Review: Journal of English Education
Rudi Hartono
Universitas Negeri Semarang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teaching Writing using PjBL in Maritime Higher Education Yusi Rahmawati; Januarius Mujiyanto; Rudi Hartono; Hendi Pratama
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

Implementation of PjBL (project-based learning) in vocational higher education is a very essential as regulated by the Indonesian government which is written down in Regulation of the Directorate General of Vocational Education Number 27 of 2022 about the guidance of implementation of project-based learning in vocational higher education. Project-based learning is a teaching method that is really helpful for an English lecturer in improving the students’ writing skills. It is because by using PjBL, the lecturer can train the students’ creativity in exploring their idea of making a written text, trying to find many ideas from many sources (both printed and electronic books), searching lots of videos, finding the best techniques to write some text genres. By using Project-based learning, the students can explore their creativity in learning writing skills such as expository, descriptive, persuasive, and narrative writing. In maritime higher education as a vocational higher education in Indonesia, implementing project-based learning hopefully can help the students to improve their ability in writing to prepare for their future when they are working in their workplace, they will be familiar and get easy to do their job. The topics of the texts can be made close to future workplace needs. The researchers hope that this research will be useful for language lecturers as an idea to develop their teaching model, especially in teaching English as a Foreign Language.
Literacy Practice on Project Bassed Learning (PBL) Assisted by Peer Assessment in Hybrid Learning to Improve the Students' Critical Thinking Ability in Tertiary Level of Education Aswadi Jaya; Rudi Hartono; Sri Wahyuni; Henrikus Joko Yulianto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

The students’ literacy became lower since the hybrid learning also has its weaknesses, namely students feel bored because the learning process is monotonous and less interesting. Thus, the students are not interested in learning and completing learning carried out in e-learning. The aim of this study was to analyze the effect of learningproject-based learning assisted by peer assessment in hybrid learning to improve students' critical thinking skills as the implementation of literacy practices. The study uses the posttest only control group design. The population of this study was all second semester English Education Study Program students in PGRI University of Palembang, totaling 170 students. Descriptive statistical analysis techniques are used to describe the data obtained. The hypothesis testing used is the t-test to test the significant level of the influence of the independent variables partially on the dependent variable. The test is carried out by comparing t-count with t-table. The results of the analysis show that the value of Sig. obtained less than 0.05. This means that there are differences in students' critical thinking skills being taught project-based learning(PBL) assisted by peers with students who are taught without learning project-based learning(PBL) assisted by peers. The implications of this research are that it is hoped that with this learning model students will learn more actively in building their own knowledge as the literacy processes which will have an impact on critical thinking skills.
Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels Shinta Puspita Sari; Rudi Hartono; Suwandi Suwandi
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.72625

Abstract

Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.
Unveiling the Power of Collaboration: Collaborative Strategic Reading in Enhancing Undergraduate Reading Comprehension Rengganis Siwi Amumpuni; Rudi Hartono; Dwi Rukmini; Rahayu Puji Haryanti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16462

Abstract

This study investigates the effects of Collaborative Strategic Reading (CSR) on undergraduate students’ reading comprehension. A convergent parallel mixed-methods design was employed, involving 30 purposively selected undergraduate students (11 males and 19 females, aged 18-20) enrolled in reading comprehension courses. Data were collected using reading comprehension tests and questionnaires, and were subsequently analyzed with SPSS to evaluate the impact of the CSR intervention. The results demonstrated a statistically significant improvement in students’ reading scores, as evidenced by a t-test result at the 0.05 significance level (p = 0.000 < 0.05). These findings confirm the effectiveness of CSR as an instructional strategy for enhancing reading comprehension. Students particularly commended CSR’s straightforward structure and ease of adaptation into the curriculum. Thus, the study concludes that CSR not only sharpens academic reading but also increases motivation to engage in reading. This study seeks to close the gap between theoretical research and practical teaching approaches, showcasing the need for the implementation of CSR in higher education.
MEASURING THE IMPACT OF VIDEO DUBBING ON EFL LEARNERS’ INTELLIGIBILITY: A WER-BASED ANALYSIS OF NON-NATIVE ENGLISH PRONUNCIATION IN ZOOM’S AI-POWERED ASR Ateng Kurnia; Nizar Alam Hamdani; Rudi Hartono; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.268

Abstract

This study investigates the impact of Video Dubbing (VD) on the intelligibility of English pronunciation among Indonesian EFL learners from Sundanese and Javanese backgrounds. Using a convergent parallel mixed-methods design, the research analyzes non-native English pronunciation via Word Error Rate (WER) metrics from Zoom's AI-powered Automatic Speech Recognition (ASR) system. Data from Chapter IV of the dissertation covers pre- and post-VD assessments, following an Analyzing–Tailoring–Modeling (ATM) protocol that integrates audiovisual modeling, ASR-generated captions, and acoustic feedback. Quantitative analysis showed a significant improvement in intelligibility. Pre-intervention WER averaged 28.5%, reflecting L1 interference. Post-VD implementation, WER decreased by 42% to 16.6%, a large effect (Cohen's d = 1.12), and listening comprehension scores rose from 62% to 85% accuracy (η² = 0.34, p < 0.001). Acoustic analysis, performed using Praat, revealed enhanced vowel reduction (schwa durations shortened by 35%, from 120 ms to 78 ms) and improved prosodic alignment (mean F0 variation reduced by 18 Hz). Praat parameters included LPC (Linear Predictive Coding) analysis (order 10–12, window 0.025 s) for formants and autocorrelation (75–600 Hz range) for pitch, ensuring precise segmentation of 45 target words per participant against native speaker benchmarks. Qualitative data from interviews (n=24) highlighted increased learner engagement and confidence, with the "JEger–jeGER" mnemonic aiding stress placement. Observations confirmed VD's motivational appeal, aligning with Indonesia's educational policies. In conclusion, VD significantly boosts EFL learners' intelligibility through substantial WER reductions and prosodic gains, offering a scalable, technology-mediated model for pronunciation pedagogy that enhances communicative competence.
Developing Introverted and Extroverted Students’ Descriptive Writing through Kalesang Values and FRESH Technique Natalia Manuhutu; Rudi Hartono; Abdurrachman Faridi; Zulfa Sakhiyya
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.435

Abstract

This study examines the role of Maluku local wisdom, specifically "Kalesang" values, in enhancing students' descriptive writing competence through the FRESH technique among introverted and extroverted learners. This research aims to develop a culturally responsive and personality-sensitive pedagogy that integrates linguistic skills, cultural identity, and individual learning styles. Hence, this qualitative case study enlisted eight ninth-grade students from a junior high school in Masohi, Maluku, Indonesia. The data were collected through students’ writing products, in-depth interviews, and classroom observations. Afterward, the data were analyzed using a thematic analysis through the theoretical lens of sociocultural theory, differentiated instruction, and multiple intelligences theory. The results indicate that combining structured writing strategies with local values enhances coherence and elaboration in student texts, while also deepening cultural awareness and learner motivation. This study contributes to language education research by offering a replicable model for integrating indigenous knowledge with evidence-based pedagogy, promoting inclusive and meaningful learning in diverse EFL classrooms.
Genially and Flippity DGBL for Vocabulary Mastery Across Students' Motivation Levels Re Tali Imani; Rudi Hartono; Rini Susanti Wulandari
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/kemsvh70

Abstract

Lack of motivation and vocabulary are major barriers to students in mastering English. Therefore, it is necessary to implement a strategy that is attractive and effective in supporting students in mastering vocabulary, and that is congruent with this era. There may be several solutions that the teachers could implement to create an attractive learning process, such as building a joyful class environment by applying Digital Game-Based Learning (DGBL) in the English Classroom. Teaching and learning through digital aids could foster students’ focus and interest in the classroom. The purposes of this study are 1) explain the effectiveness of Genially and Flippity to enhance students’ vocabulary mastery; 2) investigate the effect of motivation level on students’ vocabulary mastery; 3) examine whether there is an interaction between teaching method and motivation level in enhancing students’ vocabulary; 4) explain the use of Genially DGBL and Flippity DGBL to teach vocabulary to students with different motivation level. This type of research design encompasses a mixed-methods design. It follows the principles of an embedded mixed-method design. This study was conducted at MTs Minhajut Tholabah. This study consists of two independent variables that are Genially DGBL and Flippity DGBL, one dependent variable that is students’ vocabulary mastery, and one moderator variable that is students’ motivation. The study population comprises 8th-grade students at MTs Minhajut Tholabah. There was an experimental class that was nearly homogeneous in its achievement by using purposive sampling. The study sample consists of 23 students, divided into high- and low-motivation groups. Thus, the experimental class was taught using Genially and Flippity. The researcher used the requisite tests (normality, homogeneity, and linearity) to analyze the data, and Analysis of Covariance (ANCOVA) to test the hypotheses. The results show that Genially and Flippity are effective in enhancing vocabulary. Meanwhile, there is no significant difference between Genially DGBL and Flippity DGBL in teaching vocabulary to low- and high-motivated students.  
Speech Disfluency Made by Indonesian EFL Learners in Various Settings Ahmad Samingan; Rudi Hartono; Novi Rahmania Aquariza; Suhono; Anzar Aquil
Bulletin of Pedagogical Research Vol. 5 No. 3 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i3.1869

Abstract

This research aimed to find out the types of speech disfluencies, to find out the frequencies of each type of speech disfluency, to find out the most dominant type of speech disfluencies, and to find out the factors that contribute to speech disfluency made by Indonesian EFL learners in various settings. This is qualitative research. Techniques of collecting data used in this research are documentation, recording, and interview. The research findings show that there are 7 types of speech disfluency made by EFL students of UIN Salatiga in various settings, namely filler, silent pause, repetition, prolongation, false start, grammatical error, and correction. The frequencies of speech disfluency are fillers 339 (47,70%), silent pause 76 (10,70%), repetition 69 (9,70%), prolongation 37 (5,20%), false start 24 (3,30%), grammatical error 136 (19,10%), and correction 29 (4%). The most dominant type of speech disfluency is fillers, with a total of 339 times (47,70%). Two factors contribute to speech disfluency, namely the cognitive factor and the psychological factor.  
Integrating ICT-supported flipped classrooms for comprehension and critical analysis in English literature education: A literature review mohamad ikhwan rosyidi; Rudi Hartono; Sri Wahyuni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.26204

Abstract

This literature review integrates information and communications technology in the context of English literature literacy instruction to carve deep understanding and critical analysis skills in learners. Flipped classrooms are analyzed for learner self-direction, thinking skills application, and sophisticated text engagement as per 21st-century educational shifts. Peer-reviewed research conducted from 2015 – 2025 was synthesized to study the integration of Information and Communication Technology in flipped classrooms and literature teaching for higher education. It challenges disparity in digital resource availability, attitudinal and competency issues of teachers toward technology, and the relevance of ICT resources to adopted pedagogy. This review explores the role of professional learning, organizational change, and collaboration in learning design toward the resolution of these issues. Despite the robust affordances of flipped classrooms for student engagement and higher-order thinking skill development, ICT-supported pedagogy optimized for engagement requires more deliberate efforts toward harnessed educator or lecturer willingness, planning, and adaptable implementations. The findings enhance recommendations for the reform of English literature curricula and demonstrate the promise of flipped learning in the teaching of English literature.
Profiling Prospective EFL Teachers' Digital Literacies: Insights from Hague & Payton's Framework and Martin's Levels Dila Charisma; Fonny Dameaty Hutagalung; Rudi Hartono; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34841

Abstract

As digital technologies become increasingly embedded in language education, digital literacy is now considered a fundamental competence for teachers. Nevertheless, evidence suggests that many prospective EFL teachers remain limited to functional uses of digital tools, highlighting concerns about their preparedness for transformative technology integration in the classroom. This study profiles the digital literacy of prospective EFL teachers by applying Hague and Payton’s eight dimensions alongside Martin’s three levels of digital competence. The participants were 26 sixth-semester students enrolled in the English Education Department of a private university in West Java, Indonesia. Data were collected through a structured questionnaire, a digital literacy test, and semi-structured interviews, enabling triangulation of self-reported practices, demonstrated skills, and lived experiences. The findings reveal that most participants were situated at Level 2 (Digital Usage), demonstrating confidence in functional applications such as Microsoft Word, Canva, and PowerPoint. Evidence of Level 3 (Digital Transformation) emerged most clearly in creativity and information search, where some students used Canva and CapCut for entrepreneurial projects or applied academic databases systematically. However, collaboration, communication, cultural awareness, and e-safety remained largely functional, reflecting transactional rather than transformative practices. These results highlight the uneven development of digital literacy, with student’s adept at using digital tools but less prepared to employ them critically and innovatively in pedagogical contexts. The study underscores the need for teacher education programmes to integrate reflective pedagogy, project-based tasks, and explicit training in evaluation, intercultural engagement, and online safety. Such interventions would support pre-service teachers in progressing from functional usage to transformative practice. Future research should expand the scope to larger and more diverse cohorts, as well as adopt longitudinal approaches to examine how digital literacy evolves as pre-service teachers transition into professional practice.
Co-Authors Abdurrahman Faridi Ade Dwi Cahyanti Ahmad Samingan Aisyah Hafshah Saffura El-Muslimah Ajeng Hidayatul Maghdalena Anjarani, Devie Reztia Anzar Aquil Aprilian Ria Adisti Aswadi Jaya Ateng Kurnia Atik Rokhayani Benedikta Andriela Yuni Seran Desi Surlitasari Dewi Dila Charisma Dwi Anggani Linggar Bharati Dwi Rukmini Egi Raputri Episiasi Episiasi Ever Nicolas Faridi, Abdurrachman Fonny Dameaty Hutagalung Hajar Munawaroh Hendi Pratama Henrikus Joko Yulianto Issy Yuliasri Januarius Mujiyanto Joko Nurkamto Jumbuh Prabowo Katharina Rustipa Lestari, Yunda Mohamad Ikhwan Rosyidi Mohammad Qushoy Muhammad Darrin Zuhri Mujib Abdillah Mursid Saleh Natalia Manuhutu Nia Pujiawati Nizar Alam Hamdani Novi Rahmania Aquariza Novita Eka Tristiana Nur Antoni Eko Tanuso Nur Azmi Rohimajaya Nurfisi Arriyani Puji Astuti Rahayu Puji H Rahayu Puji Haryanti Re Tali Imani Rengganis Siwi Amumpuni Rini Susanti Wulandari Rukminingsih Rukminingsih, Rukminingsih Shella Gherina Saptiany Shinta Puspita Sari Siti Nurhayati Solihin, Rully Khoeru Sri Wuli Fitriati Suhono Suwandi Suwandi Suwandi Suwandi Titis Sulistyowati W, Widhiyanto Wahyuni, Sri Yan Mujiyanto Yosefina Rosdiana Su Yuliati Yuliati Yusi Rahmawati zulfa Sakhiyya