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All Journal Proceeding of International Conference on Science, Education, and Technology ELT Forum: Journal of English Language Teaching
Mohamad Ikhwan Rosyidi
Universitas Negeri Semarang, Indonesia
Education Other

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Student’s Interest-Based Identifying Industry Preference Strategy as A Means of English Literature Study Program Support for Independent Learning - Independent Campus Program Fatma Hetami; Mohamad Ikhwan Rosyidi; Izzati Gemi Seinsiani; Thohiriyah Thohiriyah
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is conducted by concerns about the gap in the competence of graduates with the demands of the industrial world. On the one hand, the industrial world often complains about the competencies of university graduates which are often not in line with expectations, while on the other hand students often do not understand what competencies they should have so that they are in line with industry expectations. In this regard, this research was conducted to strengthen the capacity of universities, especially the UNNES English Literature Study Program to support the Independent Learning - Independent Campus Program (Merdeka Belajar-Kampus Merdeka-MBKM) in terms of internships through the strategy of identifying industrial preferences based on student interests. The objectives of this study are (1) to explain the link and match relationship between study programs and industry, (2) to develop a collaborative design system for study programs and industry, (3) to develop strategies for achieving innovative internship designs that are in line with the needs of students and industry. This study used Research and Development (R&D) method. The instrument used was a questionnaire. The data collection technique was done by giving a questionnaire to the research participants. Researchers distributed questionnaires for students to gain data on student preferences/interests in choosing internship locations, as well as distributing questionnaires for industries that were included in the list of student preferences. In addition, researchers conducted forum group discussion (FGD) to identify the competencies of graduates expected by the industry. This study involved 108 undergraduate students of the 2019 and 2018 batch in the English Literature Study Program at Universitas Negeri Semarang and 21 respondents from industrial world business (DUDI-Dunia Usaha Dunia Industri) partners that become the student internship preferences. The results of this study indicate that there is a data mapping of 4 major fields of work that are student preferences, namely tourism, offices, translation, and journalism. The prototype for the collaborative design of industrial and study program is achieved through several activities, including FGD that has been carried out, the internship fair and internship corner which will be implemented next year. Meanwhile, the strategy for achieving innovative internship designs is achieved in two ways, namely the creation of an Independent Learning-Independent Campus-based guide book and a partner profile book.
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.
Enhancing Students’ Understanding to Literary Works Through Reader Response Approach Maria Johana Widayanti; Mohamad Ikhwan Rosyidi; Prayudias Margawati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.63229

Abstract

When students in Critical Reading class are able to follow a story quite well, they may still hesitate to explain what its meaning from their own perspectives. Herewith, the aim of Reader Response Approach was used to provide students with more opportunities to incorporate their experiences, questions, and personal reactions into literary reading were included some principles in course planning, classroom activities, and assessment, particularly when students explored social values presented in the stories. A qualitative case study was conducted using data from interviews, questionnaires, classroom observations, video recordings, lesson plans, and students’ written work. Students began by making predictions and asking questions. They then identified important passages, organized ideas, summarized the story, and reflected on what they had read. Their answers gradually moved beyond simply naming characters or identifying themes. They began to explain the reasons behind the characters’ decisions, connect events in the story with familiar situations, and use textual details to support their views. Social values such as friendship, cooperation, and solidarity also became easier to discuss when students connected these ideas to experiences with everyday life. Personal reactions were not treated as simple opinions; instead, students were encouraged to return to the text and reconsider the reason behind their particular view. The classroom experience suggests that reader-response learning can make literary reading more personal while still encouraging students to engage closely and critically with the text.
Co-Authors Fatma Hetami Izzati Gemi Seinsiani Maria Johana Widayanti Prayudias Margawati Rudi Hartono Thohiriyah, Thohiriyah Wahyuni, Sri