30 sep 25 selASA

 

meeting online

dibantai habis2an

sakit tuhan

help me lord

make him give me green light please'

wrg kopi

kul siang

wrg thiena

pul

mlm 

sampah

lopanngantuk

allahuakbar

thx u note

 

Assalamu'alaikum warahmatullahi wabarakatuh 

Alkhamdulillahirobbil'alamiin 

Kepada yang terhormat:

1. Bapak Dr. Muhdi, S.H., M.Hum., Pembina YPLP PT PGRI Semarang , Ketua PGRI Provinsi Jawa Tengah 

2. ⁠Bapak H. Sakbani, S.Pd., M.H., ketua YPLP PT PGRI Semarang beserta Pengurus YPLP PT PGRI Semarang

3. ⁠Ibu Dr. Sri Suciati, M.Hum., Rektor Universitas PGRI Semarang 

4. Ibu dan Bapak Wakil Rektor Universitas PGRI Semarang

5. Ibu Dekan FPBS UPGRIS 

6. Ibu dan Bapak Wakil Dekan FPBS UPGRIS

7. Ibu/Bapak Dekan, Direktur Pasca, Ketua Lembaga

8. Ibu/Bapak Kaprodi Sekprodi dan Segenap Pejabat Struktural UPGRIS

9. Ibu Bapak Dosen serta Tendik UPGRIS

Dengan penuh rasa hormat dan syukur Alhamdulillah, saya menyampaikan terima kasih kepada Ibu dan Bapak atas dukungan dan doanya hingga saya bisa lulus ujian tertutup S-3 Pendidikan Bahasa Indonesia UNS.

Semoga ilmu yang saya peroleh dapat bermanfaat. Ibu dan Bapak senantiasa dirahmati Allah, sehat dan sukses selalu. Aamiin Ya Rabbal'alamiin 🤲🏻

Wassalamu'alaikum Warahmatullahi Wabarakatuh 

Salam Takzim,

Eva Ardiana Indrariani

29 sep 25 senen

 

sampah

tokobuah

pasarsore

allahuakbar

with sarwi ninik radika nabila

 

with sarwi hanif elsa

 

28 sep 25 sabtu

 

sampah

cafe

allahuakbar

27 sep 25 sabtu

 

sore cafe with anisa n novinda

allahuakbar

26 sep 25 jumT

 

kesiangan

gajuamataniamsorrylord

anisa

index

pxmart

tokoroti

tokoteh

anisa pul

doktergigi

tokoklontong

eec

showba

allahuakabr

Grant me calm,

 

I wake too late, the morning flees,
The clock ticks on, I fail to seize.
Sleep at night, a fleeting guest,
My restless mind will not find rest.

Thoughts like rivers, wild, untamed,
Eyes wide open, yet weary, framed.
Then morning comes with heavy eyes,
I drift, I slip, to soft disguise.

Lord, this fear I cannot bear,
Grant me calm, breathe in the air.
Guide my nights to peaceful sleep,
And mornings bright, awake, not weak.

Help me rise and face the day,
To walk in class, to learn, to stay.
With Your hand, I’ll find my way,
From restless night to sunlit day.

Let perseverance set the pace.

 

In your name, I see his height,
Sharper mind, a guiding light.
Cleverer, wiser, full of skill,
So many lessons I must fulfill.

Patience, strength—he shows the way,
A light to follow, come what may.
I’ll take his positivity, let it stay,
Ignore the shadows that cloud the day.

He is expert, he is true,
I will gain, Lord, help me pursue.
Yet in my heart, a storm still brews,
Negativity lingers, seeds of blues.

He seldom answers, leaves me confused,
While others get the care I’ve not used.
In classes, gestures favor some,
Yet I must hold—my work not done.

So, Lord, in your name, let me see,
Focus on the good, let bitterness flee.
Work hard, push forward, till the end,
On proposals, reviews, my soul I’ll lend.

Let every struggle teach me grace,
Let perseverance set the pace.
In your name, may I rise above,
With patience, strength, and endless love.

Let karma be the mirror

 

I remember every shadow,
every whisper of their negativity,
in that class—
where she translates only to a chosen few,
in that class—
where silence greets me instead of guidance,
where slides are withheld like secrets,
where recordings vanish before I can reach them.

Many times,
far from home,
in hotels,
in other countries,
still in class,
I feel the echo of that place.

Please, God,
do not let me drown
in the black tide of their bitterness.
It kills the light inside me,
it makes me less than I am.

Help me focus
on what is kind,
what is bright,
on their good,
their warmth,
their positivity—
the small sparks
that still exist.

But if it is true,
Lord,
if they weave their negativity with intent,
if their hands plant harm instead of help—
protect me.
Wrap me in Your shield.
Let karma be the mirror they face,
let them taste only what they’ve sown.

And let me rise,
untouched,
toward light.

of Friday’s sun.

 

I wake up late, the day has run,
I missed the prayer of Friday’s sun.
O Lord, I bow with humbled heart,
Forgive me please, give me a new start.

My soul is weak, but You are near,
Erase my fault, dissolve my fear.
Grant me strength to rise with dawn,
To meet Your mercy, and carry on.

Guide my steps, O Light above,
Awake my spirit with Your love.
I promise, Lord, to strive, to try,
With Your help, I will not pass by.

25 sep 25 kamis

 

shrndks

bhslps

allahuakbar

24 sep 25 rabu

 

sampah

tokobuah

tokoklontong

tokokuning

index

pom

palugada

allahuakbar

23 sep 25 selasa

 

meetingoffline

pul

kuliah siang

pul

anisa

shopee

wrg dumpling

anisa

allahuakbar

ICAP framework in an EFL (English as a Foreign Language) class

 Applying the ICAP framework in an EFL (English as a Foreign Language) class helps you design activities that move students from passive reception to interactive use of English. Here’s how each level can be applied:

---

1. Passive (Receiving)

Students are mainly exposed to language without much active use.

• Examples in EFL:

  • Listening to the teacher’s explanation of grammar.

  • Watching an English video without discussion.

  • Reading a passage silently.

• When useful: For introducing new vocabulary, grammar, or context.

---

2. Active (Doing)

Students manipulate the input but don’t generate new meaning.

• Examples in EFL:

  • Repeating words/phrases after the teacher (drills).

  • Highlighting new vocabulary in a text.

  • Filling in blanks in a worksheet.

• Goal: Improve attention and memory of form.

---

3. Constructive (Producing)

Students create new output or connections beyond what’s given.

• Examples in EFL:

  • Writing a short summary of a reading in their own words.

  • Explaining grammar rules to themselves (“I think past tense means…”).

  • Making a concept map of vocabulary (e.g., "transportation" → bus, train, taxi).

  • Asking “why” or “how” questions about a text.

• Goal: Deeper understanding and language internalization.

---

4. Interactive (Collaborating)

Students co-construct knowledge with peers through authentic communication.

• Examples in EFL:

  • Pair conversations or role plays (ordering food, giving directions).

  • Group discussions on a story’s meaning.

  • Peer review of each other’s writing.

  • Debates on a simple topic (“School uniforms: good or bad?”).

• Goal: Fluency, negotiation of meaning, real-life communication.

---

✅ Teaching Tip:
A single lesson can progress through all four modes. For example, in a reading class:

1. Passive → Teacher reads aloud or students listen to audio.

2. Active → Students underline unknown words.

3. Constructive → Students summarize the text in their own words.

4. Interactive → Students discuss the text’s main idea in groups.

Lesson Plan: EFL Reading & Speaking (Topic: “Daily Routines”)

Level: Junior High (A2 – CEFR)
Time: 60 minutes
Objective: Students will understand vocabulary about daily routines and use it to talk about their own habits.

---

1. Passive (Input – 10 min)

• Teacher reads a short text aloud: “Maria wakes up at 6 a.m. She eats breakfast at 7 a.m. …”

• Students listen and follow the text on the screen.

• Goal: Exposure to vocabulary and sentence structures.

---

2. Active (Practice – 10 min)

• Students underline daily routine words (wake up, eat breakfast, go to school, etc.).

• Teacher plays audio again, students repeat key phrases (drills).

• Goal: Familiarization and recognition of form.

---

3. Constructive (Meaning-making – 20 min)

• Students write a short paragraph about their own daily routine in English.

• Example: “I wake up at 6:30 a.m. I go to school at 7:30 a.m. …”

• Students also generate questions: “What time do you wake up?”

• Goal: Extend knowledge beyond the text; personalize learning.

---

4. Interactive (Communication – 20 min)

• Pair work: Students interview each other using their questions (e.g., “What time do you eat dinner?”).

• Group activity: Compare routines → “Who wakes up the earliest?” / “Who goes to bed the latest?”

• Optional extension: A short class debate – “Is waking up early good or bad?”

• Goal: Co-construct knowledge through real communication.

---

✅ Assessment/Wrap-up (5 min):

• Quick exit ticket: each student says one sentence about their partner’s daily routine (“My partner goes to school at 7:30 a.m.”).

---

👉 This lesson follows ICAP progression:
Passive → Active → Constructive → Interactive, ensuring deeper engagement and communication.

ICAP framework

 

The ICAP framework is a model developed by Michelene T. H. Chi and colleagues that explains how different types of learning activities relate to levels of student engagement and learning outcomes.

ICAP is an acronym for Interactive, Constructive, Active, and Passive, representing a hierarchy of cognitive engagement:

1. Passive

   • Students receive information without overt engagement (e.g., listening to a lecture, reading slides without taking notes).

   • Lowest level of engagement → least effective for deep learning.

2. Active

   • Students engage in behaviors that involve manipulating instructional materials, but without adding new ideas (e.g., highlighting, underlining, copying notes, practicing drills).

   • Increases attention but still surface-level learning.

3. Constructive

   • Students generate new ideas, connections, or inferences beyond the given material (e.g., self-explaining, summarizing in their own words, drawing concept maps, asking questions).

   • Leads to deeper understanding.

4. Interactive

   • Students engage in dialogue with others (peers/teachers), co-constructing knowledge by building on each other’s contributions (e.g., collaborative problem-solving, debates, peer teaching).

   • Highest level of engagement → most effective for meaningful and long-term learning.

Key Points

• The framework is hierarchical: Interactive > Constructive > Active > Passive.

• It is widely used in instructional design and classroom practice to promote deeper learning.

• Teachers can apply ICAP by designing tasks that encourage students to move from passive reception to active manipulation, then to constructive idea generation, and finally to interactive co-construction.

Mode	Student Behavior	Examples	Learning Outcome
Passive	Receiving information without overt engagement	Listening to a lecture, watching a video, reading slides	Lowest – minimal retention, surface learning
Active	Manipulating material without adding new ideas	Highlighting, underlining, copying notes, practicing drills	Moderate – better attention, but limited understanding
Constructive	Generating new ideas or connections beyond the given material	Summarizing in own words, self-explaining, drawing concept maps, asking questions	High – deeper understanding, long-term learning
Interactive	Dialoguing and co-constructing knowledge with others	Group discussions, debates, peer teaching, collaborative problem-solving	Highest – strongest understanding, transferable knowledge

22 sep 25 senen

 

sampah

perpus

bhslps

pulbuko

perpusmlemalam

allahuakbar

model pembelajaran yang cocok: untuk mata kuliah bahasa inggris

 

Untuk mata kuliah Bahasa Inggris (terutama di perguruan tinggi), model pembelajaran bisa dipilih sesuai dengan tujuan (misalnya: meningkatkan keterampilan listening, speaking, reading, writing, grammar, translation, atau academic English). Berikut beberapa model pembelajaran yang cocok:

1. Model Berbasis Komunikatif (Communicative Language Teaching/CLT)

• Menekankan kemampuan berkomunikasi nyata.

• Cocok untuk speaking & listening.

• Aktivitas: role play, dialog, diskusi kelompok.

2. Task-Based Learning (TBL)

• Pembelajaran berbasis tugas nyata, bukan hanya teori.

• Mahasiswa belajar bahasa dengan mengerjakan tugas (misalnya membuat brosur, presentasi, menulis email).

3. Problem-Based Learning (PBL)

• Mahasiswa belajar bahasa melalui pemecahan masalah otentik.

• Cocok untuk melatih critical thinking + academic writing/discussion.

4. Project-Based Learning (PjBL)

• Mahasiswa menghasilkan produk nyata dengan menggunakan bahasa Inggris (misalnya podcast, video, artikel, mini research).

• Mengintegrasikan 4 skills sekaligus.

5. Cooperative Learning

• Mahasiswa bekerja sama dalam kelompok kecil.

• Teknik: Jigsaw, Think-Pair-Share, Numbered Heads Together.

6. Content and Language Integrated Learning (CLIL)

• Bahasa Inggris dipakai sebagai medium untuk belajar konten lain (misalnya topik sains, pendidikan, bisnis).

• Mengintegrasikan keterampilan bahasa + konten akademik.

7. Blended Learning / Flipped Classroom

• Kombinasi tatap muka & online (LMS, video, aplikasi interaktif).

• Cocok untuk grammar & reading comprehension.

8. Discovery Learning / Inquiry-Based Learning

• Mahasiswa menemukan aturan bahasa atau pola teks sendiri melalui eksplorasi.

• Cocok untuk grammar & reading.

9. Project of English for Specific Purposes (ESP)

• Fokus pada kebutuhan khusus (misalnya English for academic purposes, English for education, English for business).

10. Experiential Learning

• Belajar melalui pengalaman langsung, misalnya simulasi wawancara kerja, debat, praktik presentasi, atau kunjungan lapangan (field project).

---

👉 Kalau untuk mata kuliah Bahasa Inggris di PGSD (calon guru), biasanya yang paling relevan adalah:

• Communicative Language Teaching

• Task-Based Learning

• Project-Based Learning

• Cooperative Learning
  karena selain meningkatkan bahasa, juga melatih kolaborasi, kreativitas, dan pedagogi.

 

sampah

stanley

tokoklonting

number1

pul

perpus

allahuakbar

20 sep 25 sabtu

 

sampah

tokoklontong

perpusmpemalam

allahuakbar

Natural Language Processing (NLP)

 

Natural Language Processing (NLP) is a field of Artificial Intelligence (AI) that focuses on enabling computers to understand, interpret, and generate human language in a way that is both meaningful and useful.

It sits at the intersection of computer science, artificial intelligence, and computational linguistics.

Key Goals of NLP

The primary goal of NLP is to bridge the gap between human communication (natural language) and computer understanding. This involves:

• Understanding: Allowing machines to extract meaning, context, and intent from text and speech data.
• Generation: Enabling machines to produce coherent and grammatically correct text or speech in response to input.

Core NLP Tasks

NLP encompasses a wide range of tasks, which are often grouped into different levels of analysis:

1. Basic Processing (Preprocessing)

• Tokenization: Breaking text down into smaller units, like words or sentences (tokens).
• Stemming and Lemmatization: Reducing words to their root or base form (e.g., "running" → "run").

2. Syntactic Analysis (Structure)

• Part-of-Speech (POS) Tagging: Identifying the grammatical role of each word (noun, verb, adjective, etc.).
• Parsing: Analyzing the grammatical structure of a sentence to determine the relationships between words.

3. Semantic Analysis (Meaning)

• Word Sense Disambiguation (WSD): Determining the correct meaning of a word that has multiple meanings based on context (e.g., "bank" as a financial institution vs. a river bank).
• Named Entity Recognition (NER): Identifying and classifying named entities in text into predefined categories (e.g., names of people, organizations, locations, dates).

4. Pragmatic/Discourse Analysis (Context)

• Coreference Resolution: Identifying when two or more expressions in a text refer to the same entity.

Common Applications

NLP is integral to many technologies used daily, including:

Application	Description
Machine Translation	Automatically translating text or speech from one language to another (e.g., Google Translate).
Sentiment Analysis	Determining the emotional tone or opinion expressed in a piece of text (positive, negative, neutral).
Speech Recognition	Converting spoken language into written text (e.g., voice assistants like Siri or Alexa).
Text Summarization	Creating a concise and coherent summary of a longer document.
Chatbots and Virtual Assistants	Systems that can interact with users through natural language conversations.
Spell and Grammar Checkers	Systems that analyze text for errors and suggest corrections.

analisis puisi scopus

 

Kalau tujuannya artikel ilmiah untuk jurnal Scopus, analisis puisi yang dilakukan sebaiknya bukan sekadar “close reading” sederhana, tapi punya novelty, metodologi yang jelas, dan relevansi ilmiah. Dari tren publikasi, ada beberapa arah analisis puisi yang biasanya lebih berpeluang diterima:

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🔑 Tema Analisis Puisi yang Punya Peluang Tinggi

1. Analisis Puisi dengan Pendekatan Interdisipliner

   • Menghubungkan puisi dengan isu global: ekokritisisme, gender, migrasi, trauma, AI, digital culture.

   • Contoh: “Ekokritik dalam Puisi Kontemporer Asia: Refleksi atas Krisis Iklim”.

2. Puisi dan Identitas Sosial-Budaya

   • Bagaimana puisi merepresentasikan identitas nasional, etnis, gender, atau agama.

   • Contoh: “Representasi Identitas Diaspora dalam Puisi Pasca-kolonial”.

3. Analisis Komparatif

   • Membandingkan puisi lintas bahasa, negara, atau periode.

   • Contoh: “Perbandingan Imaji Laut dalam Puisi Romantik Inggris dan Sastra Maritim Nusantara”.

4. Analisis dengan Teori Sastra Mutakhir

   • Menggunakan teori poskolonial, feminisme, ekokritik, trauma studies, digital humanities.

   • Contoh: “Trauma Kolektif dan Ingatan dalam Puisi Pasca-Genosida”.

5. Digital Humanities dan Puisi

   • Menggunakan corpus analysis, text mining, atau AI tools untuk menganalisis pola bahasa puisi.

   • Contoh: “Analisis Komputasional Imaji Alam dalam Puisi Indonesia Modern”.

6. Puisi dan Pendidikan / Literasi

   • Mengkaji peran puisi dalam pembelajaran literasi, EFL/ESL, atau pembentukan karakter.

   • Contoh: “Integrating Poetry Analysis in EFL Classrooms to Enhance Critical Literacy”.

---

⚖️ Faktor yang Membuat Artikel Berpeluang Diterima

• Novelty: jangan hanya membahas simbol/tema klasik, tapi hubungkan dengan isu kekinian.

• Theoretical Framework: gunakan teori mutakhir dan relevan.

• Metodologi: jelas (misalnya qualitative content analysis, corpus linguistics, discourse analysis).

• Kontribusi Ilmiah: artikel harus bisa memperluas diskusi akademik, bukan hanya deskripsi.

• Relevansi Global: lebih menarik jika kasus lokal (puisi Indonesia) dikaitkan dengan diskursus internasional.

---

👉 Jadi, peluang tinggi ada pada analisis puisi yang:

• menggunakan pendekatan interdisipliner,

• membahas isu global,

• punya metodologi kuat,

• dan memberi kontribusi baru untuk studi sastra/linguistik/pendidikan.

Berikut beberapa contoh judul potensial untuk artikel analisis puisi yang berpeluang masuk jurnal Scopus, saya kelompokkan berdasarkan pendekatan:

---

🔹 1. Isu Global & Interdisipliner

• Ekokritisisme dalam Puisi Kontemporer Asia: Representasi Krisis Iklim dan Kesadaran Ekologis

• Poetry of Migration: Identity, Displacement, and Belonging in Contemporary Diaspora Literature

• War, Trauma, and Memory: A Literary Analysis of Post-Conflict Poetry in Southeast Asia

---

🔹 2. Gender & Poskolonial

• Feminist Voices in Contemporary Poetry: Deconstructing Gender Stereotypes through Literary Analysis

• Postcolonial Resistance in Poetry: Identity and Power in Indonesian and African Literary Works

• Rewriting the Nation: A Postcolonial Reading of Modern Indonesian Poetry

---

🔹 3. Komparatif & Lintas Budaya

• Sea Imagery in Romantic English Poetry and Indonesian Maritime Literature: A Comparative Study

• Cross-Cultural Poetics: Symbolism and Identity in Japanese Haiku and Indonesian Short Poems

• Globalization and Local Identity: Comparative Analysis of Contemporary Poetry in English and Bahasa Indonesia

---

🔹 4. Digital Humanities & Analisis Linguistik

• Corpus-Based Analysis of Nature Imagery in Modern Indonesian Poetry

• Exploring Intertextuality in Poetry through Digital Humanities Approaches

• AI-Assisted Literary Analysis: Computational Patterns in Contemporary Poetry

---

🔹 5. Pendidikan & Literasi

• Integrating Poetry Analysis in EFL Classrooms to Enhance Critical Thinking and Cultural Literacy

• Teaching Global Citizenship through Poetry: A Study on Literary Pedagogy in Higher Education

• The Role of Poetry in Developing Emotional Intelligence and Character Education in Schools

---

📌 Dari semua opsi ini, kategori isu global (ekokritik, migrasi, trauma) dan digital humanities (corpus/AI-based) biasanya lebih cepat menarik minat editor jurnal Scopus, karena novelty dan relevansinya tinggi.

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