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All Journal Anaphora: Journal of Language. Literary and Cultural Studies Studies in English Language and Education Jurnal Panjar : Pengabdian Bidang Pembelajaran English Review: Journal of English Education
Almira Irwaniyanti Utami
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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English for Banking Training to Improve Communication Skills for Bank Jateng KCP UNNES Semarang Employees Ummi Nur Laila Sulistyani; Yuliati Yuliati; Almira Irwaniyanti Utami; Aditya Rangga Putra Cahaya; Nira Amalia
Jurnal Panjar: Pengabdian Bidang Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/panjar.v5i2.35051

Abstract

Communication skills, particularly those encompassed in the 4C skills framework, are vital for individuals in the 21st-century workforce. In the digital era, where information is exchanged rapidly and extensively, effective communication is crucial for improving job performance and fostering relationships with external parties. This is especially relevant in the service sector, where employees frequently interact with diverse individuals from various cultural and linguistic backgrounds. The training is designed to enhance employee confidence, professionalism, and ability to serve a diverse customer base effectively. Implementing the English for Banking training at Bank Jateng KCP UNNES has resulted in several significant achievements that have contributed to enhancing employees' English language proficiency. These include an enhanced understanding of banking terminology in English, improved active communication skills in English, increased proficiency in handling English-language documents, greater confidence in interacting with foreign customers, the ability to apply English in daily work processes, and strengthened teamwork and collaboration.
PROBING THE ALIGNMENT BETWEEN MULTIMODAL TEACHING PRACTICE AND STUDENTS’ LEARNING PREFERENCES IN INDONESIAN EFL CLASSROOM Novia Trisanti; Henrikus Joko Yulianto; Daud Jiwandono; Almira Irwaniyanti Utami
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.v14i2.210

Abstract

In Indonesia, teaching and learning English are confronted with various obstacles in aligning instructional approaches with students’ learning preferences and multimodal literacy expected by the curriculum. Multimodal pedagogy has been widely promoted in EFL contexts. However, few research have studied the alignment between teachers’ multimodal teaching approaches and students’ preferred learning modalities in authentic classrooms. This research explored the perceived alignment of multimodal teaching with student’s learning preferences in the Indonesian secondary EFL classroom. A mixed-method approach was employed in this study with 20 EFL teachers and 60 junior high school students in Semarang Regency, Indonesia. Data were obtained by Likert scale questionnaire and open-ended response and analyzed by descriptive statistics and qualitative analysis. The results showed that students had the highest preference for kinesthetic learning (M = 7.78) and video-based media (70%), while the lowest preference was for audio-based learning (M = 3.04). Students had generally good perception of teachers’ use of multimodal media. However, the convergence of instructional practices to students’ chosen modalities was only partial as indicated by the moderate mean scores ranging from 3.45 to 3.58. The qualitative data findings to support the quantitative analysis results also reflect that the students preferred interactive and visually aided learning activities since they raised engagement and understanding. This study reveals multimodal pedagogy has been applied in Indonesian EFL classrooms, although further pedagogical adaptation and teacher support are needed to meet learner diversity and maximize multimodal instruction.
Construction of Hell as a Non-Physical Condition through Illocutionary Acts in Sartre’s No Exit Fariz Maulana Alrizal; Almira Irwaniyanti Utami
Anaphora : Journal of Language, Literary, and Cultural Studies Vol. 9 No. 1 (2026): JULY
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v9i1.133434

Abstract

This study examines how the concept of hell is constructed as a non-physical condition through illocutionary acts and interpersonal conflict in Jean-Paul Sartre’s drama No Exit. While previous research on the play has predominantly focused on philosophical themes such as existential freedom and the absurdity of human life, the specific linguistic mechanisms—particularly how characters use language to exert power and induce suffering, have received less attention. Addressing this gap, this research highlights how verbal interaction functions as the primary instrument of torment. Using Searle’s (1976) classification of illocutionary acts (assertive, directive, commissive, expressive, and declarative), this study analyzes selected utterances from the three main characters: Garcin, Inéz, and Estelle. The analysis also considers the perlocutionary effects of each utterance to examine the dynamic discourse battles among the characters. The findings show that out of five illocutionary acts, four are actively utilized to construct this condition. Assertive acts establish fixed and inescapable judgments that trap the characters in a shared reality, while directive acts consistently fail, revealing that the characters cannot mentally or physically avoid one another. Furthermore, expressive acts expose involuntary emotions that cannot be concealed from the judgment of others, and commissive acts demonstrate that promises fail to guarantee connection or safety. The fifth act, declarative, is notably absent, emphasizing the characters' complete lack of authority to alter their environment. These acts demonstrate that hell in the play is not a place of physical torture, but a psychological state continuously produced through inescapable verbal interaction. This study contributes to the understanding of how pragmatic features of language, especially illocutionary acts, can construct social and psychological meaning within literary works.
Creating meaning: Developing students understanding of Indigenous community issues in prose class Sri Sumaryani; Imas Istiani; Lutfi Ashar Mauludin; Almira Irwaniyanti Utami
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34979

Abstract

This study investigated the significance of discussing a literary work written by an Indigenous American author to students general understanding of the socio-cultural, economic, and political issues of the Indigenous communities (ICs) in Indonesia. A total of 153 students who enrolled in the Prose Class at the English Literature Study Program at Universitas Negeri Semarang participated in the study. This study adopted a pedagogical application model consisting of pre-reading activities, general comprehension, and connecting literary text with social context. The treatment was part of an attempt to incorporate local ICs content in the learning process and make it mainstream. This research employed a mixed method, and the participants completed the pre and post-tests as the quantitative data. In addition, an open-ended questionnaire and observation were used to collect the qualitative data. We employed Freires critical pedagogy to descriptively analyze the treatment process and results. The findings revealed that the treatment improved the students understanding of the issues faced by the ICs in Indonesia. They could comment critically on the issues during the discussion activity and fill in the knowledge gaps in the pre-test result. This study also suggested the integration and discussion of the ICs local values and issues into the education materials and texts to develop students critical thinking skills.
Co-Authors Aditya Rangga Putra Cahaya Daud Jiwandono Fariz Maulana Alrizal Henrikus Joko Yulianto istiani, imas Lutfi Ashar Mauludin, Lutfi Ashar Nira Amalia Novia Trisanti Sri Sumaryani Ummi Nur Laila Sulistyani Yuliati Yuliati