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Empowering Future Leaders through Literacy: A Comprehensive Workshop for Elementary School Educators Alief Noor Farida; Zulfa Sakhiyya; Pasca Kalisa; Girindra Putri Dewi Saraswati; Issy Yuliasri
Jurnal Abdimas Vol. 28 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h2w0nr73

Building students’ literacy skills needs to be done as early as possible. Elementary school students are at the perfect age of getting much exposure to literacy. Therefore, teachers need to be able to do some activities in the classrooms that build literacy skills. However, not all teachers know and apply the teaching techniques proposed by the Ministry of Education and Culture in school literacy movement. This community service aimed to address the needs of elementary school teachers, members of Bawana Alit group, in Tembalang, Semarang, on literacy teaching techniques. The goal was to empower these members with practical skills in implementing literacy teaching techniques in their classroom, depending on their students’ literacy levels. This workshop involved some stages, including preparation and implementation. The participants now have more effective literacy teaching strategies to be applied in their classrooms.

Linguistic and Psychological Problems in English Speaking Among Eighth-Grade Students Rafli Arnanda Amin Nurrohman; Alief Noor Farida
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1397

This study aims to examine the linguistic and psychological problems faced by eighth-grade students in speaking English at SMP Negeri 2 Semarang. This study employs a descriptive qualitative research design with a case study approach. The participants were 32 eighth-grade students for classroom observation, while 10 students were selected for semi-structured interviews through purposive sampling. Data were collected through classroom observations and interviews and analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The findings reveal that students experience two main categories of speaking problems. The linguistic problems include limited vocabulary, inaccurate grammar usage, and poor pronunciation. The psychological problems consist of fear of making mistakes, anxiety, shyness, and lack of self-confidence. Among these problems, limited vocabulary and fear of making mistakes are the most dominant factors affecting students’ speaking performance. These findings indicate that speaking difficulties are influenced by both linguistic and psychological factors. Therefore, teachers are recommended to apply vocabulary support activities, confidence-building speaking tasks, and interactive communicative strategies to improve students’ speaking ability.

Mengkaji Peran Input Komprehensif dalam Kelas EFL Vokasional Tata Boga melalui Teks Prosedur: Menelaah Peran Input yang Mudah Dipahami dalam Kelas Bahasa Inggris sebagai Bahasa Asing (EFL) Kejuruan Kuliner dengan Menggunakan Teks Prosedur Keisha Lingga Kusumadewi; Alief Noor Farida
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i2.3460

Background: Focusing on Stephen Krashen’s Input Hypothesis, the study examines how teacher provides comprehensible input, students’ perceptions, and challenges that constrain the input of English for Specific Purposes (ESP) in culinary settings. Purpose: This study aims to explore the role of comprehensible input used by English teacher in culinary vocational EFL classroom through the use of procedure texts, shows students perspective about comprehensible input and its relevance, and analyzes the challenges encountered in applying the frameworks. Method: The research design that used for this study is a qualitative classroom-based case study. The research sets in SMK Ibu Kartini Semarang and use the participation from one culinary classroom and one English teacher. The data collection from this research was obtained through classroom observation, documents analysis, a survey form, and semi structured interview with teacher and selected students. Results and Discussion: The findings of the research shows that comprehensible input was primarily obtained through the interaction in classroom rather than instructional lesson plan, with frequent strategies used by the teacher such as simplification and repetition, translanguaging, visual support, and comprehension check in lesson. Students’ perception shows that they understand English in procedure text better through demonstrations, contextualized culinary tasks, and mixed-language during classroom. However, challenges exist from limited and unfamiliar vocabulary, time constraints, and variations of student’s proficiency levels. Conclusions and Implications: These findings indicates that comprehensible input in culinary EFL settings mostly supported through multimodal materials and interactive learning classroom.

Translanguaging practice in teaching internship among pre-service teachers: An analysis study of translanguaging in Indonesian EFL classrooms Ricky Fajar Adiputra; Alief Noor Farida; Vionita Iken Restiana
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.27886

This study addresses the limited research on translanguaging practices among pre-service teachers within the Indonesian English as a Foreign Language (EFL) context, especially among pre-service teachers. It aims to analyze how these novice teachers employ translanguaging as a pedagogical tool during their teaching internships, focusing specifically on its resources, methods, and purposes. Utilizing a qualitative descriptive approach, this research examines five publicly available YouTube videos of pre-service teachers' practicums, guided by the analytical framework of Jeon et al. (2025). The findings reveal that pre-service teachers fluidly integrate linguistic resources with a range of non-linguistic aids such as gestures and visual media. They demonstrated methodological agility, moving beyond simple translation ('translative' methods) to more complex 'interwoven' practices that seamlessly combine multiple resources in a single instructional flow. Furthermore, translanguaging was found to serve four key pedagogical purposes: material (clarifying academic content), managerial (organizing classroom activities), skill-building (scaffolding language acquisition), and expressive (fostering student participation and confidence). The study concludes and provides empirical evidence that these pre-service teachers effectively implement translanguaging strategies, challenging the notion of a significant theory-practice gap. Their performance suggests that their professional training is successfully equipping them to leverage students' full linguistic repertoires to create dynamic, inclusive, and effective learning environments.

The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review Venna Asyifa Ramadhanti; Alief Noor Farida
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.29169

This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.

Integrating Wayground in teaching short functional texts: Impacts on students’ motivation Melisa Destriana; Alief Noor Farida
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.29183

In digital era, everything generated with internet and apps which has crucial role in daily activity. Not only in a daily basis, but also in education area needs to change due to the circumstance. Especially when it comes to learn, the teacher needs to follow the trend to maintain the students’ motivations to learn, so that it will help them to understand the problem in English class and creating good grade. This could happen if the teacher tries to be understood the students need and start using digital learning method than the conventional. This study aims to evaluate the use of Wayground as a digital learning medium in teaching short functional texts and to explore its impact on the learning motivation of eighth-grade students at one public junior high school in Cepu, a city in Central Java, Indonesia. A qualitative descriptive approach was applied, with data collected through observation, teacher interviews, and student questionnaires. The results show that integrating Wayground into English lessons significantly enhances student interest and engagement, particularly in writing skills. Most students responded positively to the interactive format, stating that learning became more enjoyable and motivating. These findings suggest that digital tools like Wayground can be effective in creating a more dynamic and student-centered learning environment.

The use of Toy Story 4 on recount speaking improvement Ahmed Falih El Afif; Alief Noor Farida
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.29694

This paper investigates the impact of the animated film Toy Story 4 in EFL (English as a Foreign Language) education with emphasis on enhancing speaking recounting ability. With the significance of digital media in education today, films such as Toy Story 4 provide a valuable opportunity for immersive language learning. Using a proposed teaching model, teachers can transform students' watching of the film into their use of language with a recount narrative genre focus. Using the film's interesting plot, characterizations and emotional depth, the model is intended to help students construct cohesive spoken recount. By working with content, which interests students, motivation to learn and engagement is likely increased. The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability. The proposed educational model contributes to theoretical understanding of multimedia learning and provides a practical approach for teachers wanting to enhance their pedagogical practices as educators of EFL.

Logical fallacies in EFL students' undergraduate argumentative writing Nasywa Ayu Malihah; Alief Noor Farida
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.29778

Argumentative essays were an important part of learning English as a foreign language (EFL) because this genre of writing not only developed language skills but also engaged students in critical thinking. Although grammar and structure was usually the main focus, students often overlooked the sense of logic in their arguments, especially the fallacies or reasoning errors. To address this gap, the researcher used qualitative research to identify the types of logical errors made by EFL students in their argumentative essays at a public university in Semarang and the underlying causes of those fallacies that occurred. A systematic content analysis method based on Mayfield's taxonomy was used to identify types of logical fallacies that categorized into four board categories, manipulation through language, emotion, distraction, and inductive fallacy. Students' argumentative writing was analyzed, and semi-structured interviews were conducted to understand the patterns that implied the causes of logical fallacies. The findings demonstrated that most of the EFL students’ arguments in argumentative writing were influenced by the limitations in their thinking abilities, emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. Students also showed a tendency to simplify complex issues, which was evident from the consistent usage of hasty generalizations and false dilemmas in their essays. Based on these findings, it is essential to introduce the knowledge of logical reasoning and assess the credibility and reliability of reasons and evidences that are incorporated in English argumentative writing courses, which would significantly enhance students' critical thinking skills in learning about argumentation. As a result, these findings should be taken into account by educators who aim to equip EFL students with the critical thinking skills that are necessary for constructing a well-structured argument.

Effective strategies for teaching listening comprehension in EFL contexts: A systematic review Gamas Rahma Angkasa; Alief Noor Farida
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.30285

This article examines evidence-based techniques designed to boost listening abilities in learners of English as a foreign language. Although listening underpins most real-world exchanges, many students freeze when speecharkoful is rapid, regional accents appear, or background noise intrudes, slowing their grasp of meaning. Building on current research, the authors single out four classroom techniques--Task-Based Learning, metacognitive training, multimedia input, and peer collaboration--as key to consistent language gains. Moving to technology, they note that podcasts, interactive quizzes, and speech-recognition drills deliver on-demand practice that teachers can quickly adjust to each student's proficiency. The discussion balances cognitive advantages—explaining new processing strategies—with motivational gains, detailing step-by-step ways teachers can blend traditional and digital tools. When these older and newer ideas work together, students have a clearer path past common obstacles and build the listening confidence needed in real-world English. The review ends by offering practical recommendations, helping instructors adopt evidence-based techniques that deepen listening ability and keep learners actively engaged.

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