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All Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Rizki Teja Pratama
Universitas Horizon Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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No Grammar, No Cry: Encouraging Confident English Communication: Pengabdian Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Ade Sofyan; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6731

Abstract

Speaking is widely considered one of the most challenging skills for both university and high school learners, not primarily due to limited grammar or vocabulary, but because of psychological barriers such as fear of making mistakes and low self-confidence. This community service program, entitled “No Grammar, No Cry: Encouraging Confident English Communication,” aims to address these challenges by shifting learners’ focus from grammatical perfection to meaningful communication. The program was implemented through interactive workshops, peer conversation sessions, confidence-building games, real-life communication simulations, and mentoring activities to create a supportive and low-anxiety learning environment. A qualitative approach was employed to explore participants’ experiences, perceptions, and mindset changes during the program. Data were collected through participant reflections, observational notes, and informal discussions. The findings reveal that participants demonstrated increased willingness to speak, reduced speaking anxiety, and improved fluency and confidence in expressing ideas. In addition, learners developed a more positive attitude toward making mistakes, recognizing them as part of the learning process. Overall, the program highlights the importance of collaborative learning and experiential practice in fostering communicative competence. It also contributes to bridging the gap between theoretical knowledge and real-life communication, while promoting learner autonomy, sustained motivation, and adaptive communication skills.
Exploring Students’ Voices on The Use of Chatgpt as A Speaking Partner in English Practice: Penelitian Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Iksan Khasani; Ludovikus; Deden Moh Alfiansyah; Deliana Febriani; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5046

Abstract

This study investigates university students’ perceptions of ChatGPT as a speaking partner in English-speaking practice. Employing a qualitative research design, the study involved English major students at Horizon University Indonesia who engaged in ChatGPT-assisted speaking activities for four weeks. Data were collected through semi-structured interviews and reflective journals and analyzed using thematic analysis to examine students’ perceptions, perceived benefits and challenges, and the impact of ChatGPT on their motivation and speaking confidence. The findings reveal that students generally perceived ChatGPT as a helpful, accessible, and non-judgmental speaking partner. Its use provided increased opportunities for speaking practice, facilitated vocabulary development, and offered immediate feedback, which contributed positively to students’ motivation and confidence. Nevertheless, challenges were identified, including limited emotional interaction, occasional unnatural responses, and difficulties in sustaining extended contextual conversations. Overall, the study concludes that ChatGPT can function as an effective supplementary tool in English-speaking practice, particularly when integrated with appropriate pedagogical guidance to support EFL learners’ oral communication in higher education.
Integrasi Spotify dalam Metode Role Playing untuk Meningkatkan Motivasi dan Keterampilan Public Speaking Mahasiswa Suntoko Suntoko; Rizki Teja Pratama; Achmad Suherman
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 7 No. 2 (2026)
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v7i2.20669

Abstract

This research is motivated by the low public speaking skills of students, characterized by a lack of courage to speak, fluency in conveying ideas, and low learning motivation in class presentation activities. This condition requires learning actions that provide active, contextual, and interesting speaking experiences. This study aims to improve public speaking skills and student learning motivation through the implementation of the Role Playing method assisted by Spotify. The study used a Classroom Action Research (CAR) design which was carried out in two cycles on class 2C students of the Indonesian Language and Literature Education Study Program at Singaperbangsa University, Karawang, with 30 research subjects. Data collection techniques included speaking skills tests, learning motivation questionnaires, observation, and documentation. The results of the study showed an increase in students' public speaking skills from the initial condition which only got an average score of 57.22, then increased in cycle I with an average of 74.67 and increased in cycle II with an average of 85.00, which was marked by an increase in the average score to exceed the completeness criteria and increased active participation of students in speaking activities. In addition, student learning motivation also increased from the low category to the good category. The study's key findings indicate that the Spotify-assisted role-playing method effectively increased students' speaking confidence and learning engagement. Therefore, the implementation of the Spotify-assisted role-playing method has been proven to significantly improve students' public speaking skills and learning motivation.
Co-Authors Achmad Suherman Ade Sofyan Ahmad Najib Mutawally Anwar Hilman Arif Budimansyah Purba Cepi Indra Grahana Deden Moh Alfiansyah Deliana Febriani Iksan Khasani Inpresta Natalia Juni Adi Putra Ludovikus Sekarlita Indriani Suntoko Suntoko Vivi Ayu Lestari