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All Journal ELOQUENCE: Journal of Foreign Language Journal of English Language Teaching and Literature (JELITA) Jurnal Abdimas
Alief Noor Farida
Universitas Negeri Semarang, Indonesia
Arts Education Languange, Linguistic, Communication & Media Social Sciences

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Girindra Putri Dewi Saraswati Issy Yuliasri Keisha Lingga Kusumadewi Pasca Kalisa Rafli Arnanda Amin Nurrohman zulfa Sakhiyya