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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Juni Adi Putra
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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.
Enhancing Learning Effectiveness in Higher Education through Active Learning Approaches Vivi Ayu Lestari; Arif Budimansyah Purba; Ahmad Najib Mutawally; Inpresta Natalia; Gracendy Aluz Clarita; Cepi Indra Grahana; J. Rolles Herwin Sihombing; Juni Adi Putra; Dhanisa Aulia; Ani Suryani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7437

Abstract

Learning effectiveness in higher education continues to be a significant concern, particularly in learning environments that still rely heavily on lecture-based instruction. Although such approaches allow for efficient content delivery, they often limit student engagement and reduce opportunities for meaningful learning. This study aims to explore how active learning approaches can enhance learning effectiveness from the perspective of university students.A qualitative research design was employed to capture students’ experiences and perceptions of active learning. The study involved university students who participated in learning activities such as group discussions, collaborative tasks, problem-solving exercises, and reflective practices. Data were collected through classroom observations, reflective writings, and semi-structured interviews. The findings indicate that active learning fosters higher levels of engagement, encourages participation, and promotes deeper understanding of learning materials. Students also reported increased confidence in expressing ideas and a greater sense of responsibility toward their learning. In addition, active learning was found to support the development of critical thinking and the ability to connect theoretical concepts with real-life situations.Overall, this study highlights that active learning contributes to more effective and meaningful learning experiences by creating interactive, student-centered environments. It suggests that integrating active learning into higher education can support sustained engagement and improved learning outcomes
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.
Sosialisasi Literasi Digital Sejak Dini: Pengabdian Juni Adi Putra; Erna Juliana Simatupang; Djimmy Heru; Uswatun Hasanah; Karina Septiandini; Alyaa Rachma; Nazla Sapa Salsabila
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.v4i3.5191

Abstract

The rapid advancement of digital technology has had a significant impact on the education sector, particularly for young children who belong to Generation Alpha. This generation grows and develops in an environment that is closely connected to technology use, which makes appropriate guidance essential so that technology can be used wisely and responsibly. At the same time, low levels of literacy, including reading literacy and digital literacy, as well as the increasing risk of deviant behavior in digital spaces, have become challenges that need to be addressed from an early stage. Therefore, this community service activity focuses on the socialization of digital literacy from an early age for elementary school students. The activity aims to foster an understanding of the importance of literacy, develop reading, writing, and storytelling skills, and cultivate a literacy culture within the school environment. The implementation methods include interactive material delivery, group discussions, hands-on literacy activities, and evaluation through pre-tests and post-tests to measure participants’ improvement in understanding. The results indicate an increase in students’ knowledge of literacy and digital literacy, accompanied by a growing interest in reading and writing in daily learning activities. Thus, this activity is expected to contribute to strengthening the literacy culture in elementary schools and to serve as a positive form of collaboration between higher education institutions and schools in preparing a generation with strong literacy skills in the digital era.
Co-Authors Ade Sofyan Ahmad Najib Mutawally Alyaa Rachma Ani Suryani Anwar Hilman Arif Budimansyah Purba Cepi Indra Grahana Deden Moh Alfiansyah Deliana Febriani Dhanisa Aulia Djimmy Heru Erna Juliana Simatupang Gracendy Aluz Clarita Iksan Khasani Inpresta Natalia J. Rolles Herwin Sihombing Karina Septiandini Ludovikus Nazla Sapa Salsabila Rizki Teja Pratama Sekarlita Indriani Uswatun Hasanah Vivi Ayu Lestari