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All Journal Jurnal Bastra (Bahasa dan Sastra) Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Progresif JESASI
Wa Ode Sitti Wardani
Department Of English Education, Universitas Halu Oleo
Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences

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Optimalisasi Media Pembelajaran Bahasa Inggris melalui Pelatihan Aplikasi Edukatif bagi Guru SMA Wa Ode Fatmawati; Mursalim Mursalim; Lelly Suhartini; Sitti Agustina; Dessy Liliani Husain; Yustih Yasin; Wa Ode Sitti Wardani
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026): Edisi Juli 2026
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i2.713

Abstract

Rendahnya literasi digital guru bahasa Inggris berdampak pada pembelajaran yang monoton dan kurang interaktif, sehingga motivasi serta partisipasi siswa menurun. Program Pengabdian kepada Masyarakat (PKM) ini bertujuan meningkatkan kompetensi digital dan profesionalisme guru melalui pelatihan penggunaan aplikasi edukatif berbasis teknologi. Kegiatan dilaksanakan dengan pendekatan andragogi dan metode pelatihan partisipatif, meliputi ceramah interaktif, demonstrasi, praktik langsung, kolaborasi kelompok, dan project-based training, mencakup pengenalan dan penggunaan aplikasi Wayground, Kahoot, Google Classroom, dan Canva for Education. Hasil evaluasi menunjukkan peningkatan signifikan kompetensi peserta dimana sebanyak 82,35% menilai materi pelatihan “Sangat Baik”, 93,75% menyatakan pelatihan “Sangat Membantu” dalam pemahaman aplikasi edukatif, 75% menilai pelatihan “Sangat Efektif”, serta 93,75% peserta menyatakan siap mengimplementasikan aplikasi dalam pembelajaran di kelas. Luaran program meliputi model pembelajaran inovatif berbasis aplikasi edukatif, artikel ilmiah, dan publikasi media massa. Simpulannya, pelatihan ini terbukti efektif meningkatkan kompetensi digital guru, yang berdampak langsung pada meningkatnya keterlibatan dan antusiasme siswa selama proses pembelajaran di kelas.
Pemanfaatan SPADA Berbasis Budaya Lokal dalam Penguatan Kemampuan Listening Mahasiswa pada Mata Kuliah Intermediate Listening: The Use of Local Culture-Based SPADA to Strengthen Students’ Listening Skills in the Intermediate Listening Course Asna Wirayanti; M. Hafiz Sukri; Waode Sitti Wardani; Andi Muh. Ruum Sya'baan
JESASI (JURNAL EDUKASI, SAINS, DAN INOVASI) Vol. 3 No. 1 (2026): JESASI (Jurnal Edukasi, Sains, dan Inovasi) February - July 2026
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66225/jesasi.v3i1.44

Abstract

The use of digital technology in English language learning should be designed contextually so that it supports both academic competence and cultural understanding. This study aims to describe the implementation of a local culture-based Online Learning System (SPADA) in strengthening students’ listening skills in the Intermediate Listening course. The study used a descriptive approach involving students enrolled in the course as participants. Learning activities were conducted by integrating English audio and audiovisual materials containing local folklore, traditions, social environments, and cultural practices into the SPADA platform. Data were collected through listening tests, classroom observations, student response questionnaires, and documentation. The results show that local culture-based SPADA helped students understand vocabulary, identify general and specific information, determine main ideas, and interpret meanings in listening texts. Familiar cultural contexts also increased students’ participation, motivation, and engagement. The study implies that local culture-based SPADA can function as a contextual, flexible, and relevant digital medium for listening instruction.  
Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions Rohmana Rohmana; Sitti Agustina; Waode Ade Sarasmita Uke; Anugrah Puspita Ayu Muhammad; Nurul Atma; Yustih Yasin; Wa Ode Sitti Wardani; Minerva A. Chavez
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1472-1492

Abstract

This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.
Writing Theses in the Age of Artificial Intelligence: Analysis of the Impact of AI Use on Student Digital Literacy Muhammad Rifa’ie; Arni Nur Laila; Dinar Salasatun; Ilhamurrahman M. Hubaib; Indrawati Syamsuddin; Miftahuljannah Muslimin; Nurvianti; Siti Hardiyanti Triana; Wa Ode Sitti Wardani; Wirana
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.3019

Abstract

Advances in artificial intelligence (AI) have not only enriched the technology landscape in higher education but have also transformed academic thinking by introducing new patterns of interaction between human cognitive abilities and machine intelligence. However, the level of student acceptance of AI as an educational assistant in thesis writing still needs to be proven through empirical research. The purpose of this study was to assess changes in students’ attitudes and perceptions before and after AI-assisted thesis writing training and to measure the magnitude of the training’s influence through effect size analysis. The study employed a quasi-experimental approach with a one-group pretest–posttest design, involving 27 students from the Faculty of Teacher Training and Education at Halu Oleo University in Southeast Sulawesi. The research instrument was adapted from Ng (2012), covering three aspects: attitudes towards AI, technical digital literacy, and cognitive-social-emotional digital literacy. The data were analysed using a paired samples t-test and Cohen’s d effect size. The results showed a significant increase in students’ perceptions from 54.44 (SD = 5.03) to 68.81 (SD = 7.44) (t = –8.914; p < .001). Cohen’s d = –1.716 and Hedges’ correction = –1.666 values indicate a considerable effect. The highest increase occurred in attitudes towards AI (Δ = +6.43) and technical digital literacy (Δ = +5.95). These findings demonstrate that the use of AI not only enhances students’ digital skills but also cultivates reflective attitudes and ethical awareness in thesis writing.
Co-Authors Agustina, Sitti Andi Muh. Ruum Sya&#039;baan Anugrah Puspita Ayu Muhammad Arni Nur Laila Asna Wirayanti Dessy Liliani Husain Dinar Salasatun Ilhamurrahman M. Hubaib Indrawati Syamsuddin Lelly Suhartini Miftahuljannah Muslimin Minerva A. Chavez Muhammad Hafiz Sukri Muhammad Rifa’ie Mursalim Mursalim Nurul Atma Nurvianti Rohmana Rohmana Siti Hardiyanti Triana Wa Ode Fatmawati Waode Ade Sarasmita Uke Wirana Yustih Yasin