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All Journal Journal of Safety Education ELT Forum: Journal of English Language Teaching
Yuliati Yuliati
Universitas Negeri Semarang, Indonesia
Public Health Other

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Assessment of Respiratory Quality among Batik Artisans: as a Safety Education for The Workers Evi Widowati; Khansa Putri Aprilia; Salsa Dilla Amanda Putri; Muthia Muthia; Azradina Fakhira; Yuliati Yuliati; Michelle Seaw Seak Fong
Journal of Safety Education Vol 1 No 1 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jse.v1i1.70311

Abstract

As the production and usage of chemicals in workplaces around the world increases, workers are more at risk of toxicant chemical exposures that may be harmful to their health, this includes in the use of paraffin wax in Batik industry. The aim of this research is to analyze the relationship between respiratory quality and toxicant in the process of batik production. The sample of this research consisted of 5 batik workers. The data were collected using an interviewer administered structured questionnaire and the measuring of Peak Expiratory Flow Rate (PEFR) using peak flow meter about toxicant exposure and the application of occupational safety and health related to toxicant. The variable of this study was the respiratory quality of the workers towards toxicant exposure. The results showed that there were both positive and negative correlations between exposure to toxic substances and the workers, depending on their age, sex, and duration of exposure. However, we recommend implementing control measures to improve the quality of work for the workers.
The implementation of role play in supporting speaking class Elisa Putri Anjani; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): 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.v14iSpecial Issue.28817

Abstract

In the context of 21st-century education and the growing importance of communicative competence, oral instruction in English as a foreign language (EFL) classrooms faces increasing expectations and ongoing challenges. The current Indonesian high school classroom, marked by the “Kurikulum Merdeka”, requires instructional strategies that promote student engagement, collaboration, and meaningful oral communication. This paper discusses how role play can be integrated into English teaching at the senior high school level in Indonesia to strengthen students’ oral communication skills. Based on the principles of communicative language teaching, sociocultural theory, and cooperative learning, role-play is viewed not only as a teaching activity but also as a strategic framework for language development. This article synthesizes relevant theoretical and empirical literature highlights the transformative potential of role-play, and proposes a practical framework for its implementation in Indonesian classrooms. Considering challenges such as teacher preparation, class size, and assessment focus, and then propose strategic considerations to address these challenges. By repositioning role-play as a reflective, student-centered process rather than a performance-oriented task, this article advocates for its inclusion as a core component of oral instruction. Role-play not only promotes language development but also enables EFL learners to build confidence, empathy, and autonomy, which are essential for developing 21st-century communication competence.
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.
Technology-Based Independent TOEFL Learning Through YouTube Among Non-English Majors Zuhriatul Aini; Ummi Nur Laila Sulistyani; Yuliati Yuliati
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.v15i2.57899

Abstract

The development of digital technology has transformed English language learning practices, particularly in independent learning environments. One of the most widely used digital platforms is YouTube, which provides flexible and accessible learning resources for English as a Foreign Language (EFL) learners. This study aimed to explore the strategies used by non-English major students in learning TOEFL Listening independently through YouTube and to examine how they manage their learning process through self-regulated learning practices. This research employed a qualitative descriptive exploratory design. The participants were non-English major students at Universitas Negeri Semarang who had experience using YouTube for TOEFL Listening preparation. Data were collected through questionnaires and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns of learning strategies and technology-based learning behaviors. The findings revealed three major themes: cognitive strategies in understanding TOEFL Listening, metacognitive strategies in independent learning, and the use of YouTube as a technology-based learning platform. The students actively applied strategies such as focusing on keywords, replaying audio, using subtitles, and adjusting playback speed. The findings also showed that students practiced self-regulated learning through planning, monitoring, and evaluating their learning progress. In addition, YouTube was perceived as a flexible and supportive platform for independent TOEFL learning despite challenges related to native speaker speed, accents, and digital distractions. In conclusion, successful TOEFL Listening learning through YouTube depends not only on technology availability but also on students’ ability to manage their independent learning effectively.
Co-Authors Azradina Fakhira Dila Charisma Elisa Putri Anjani Evi Widowati Fonny Dameaty Hutagalung Khansa Putri Aprilia Michelle Seaw Seak Fong Muthia Muthia Rudi Hartono Salsa Dilla Amanda Putri Ummi Nur Laila Sulistyani Zuhriatul Aini