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All Journal Jurnal Dedikasia : Jurnal Pengabdian Masyarakat English Review: Journal of English Education
Ratmanida
Universitas Negeri Padang
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Strengthening Youth Capacity in Nagari Situmbuk through Interactive English Teaching, Digital Marketing, and Cinematography for Creative Village Promotion Witri Oktavia; Dinovia Fannil Kher; Yuli Tiarina; Ratmanida; An Fauzia Rozani Syarif
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v6i2.11101

Abstract

This community service program was conducted in Nagari Situmbuk, Tanah Datar Regency, an area with strong potential in community-based education, village tourism, and UMKM development. However, these potentials had not been fully realized due to limited youth capacity to conduct interactive English learning activities and the continued conventional use of digital media for tourism and UMKM promotion. This program aimed to strengthen youth capacity through integrated training in interactive English teaching, digital marketing, and basic cinematography to promote creative villages. The program employed a participatory approach involving the COIV youth community, UMKM actors, and village stakeholders. Its implementation consisted of four main stages: needs analysis, training workshops, field mentoring, and participatory evaluation. The program involved 20 participants, consisting of youths and UMKM actors. The results show that participants improved their capacity to conduct communicative and contextual English-learning activities, gained practical understanding of social-media-based promotion for local products, and produced simple promotional videos highlighting the cultural and natural potential of Nagari Situmbuk. The program also encouraged the emergence of local youth cadres capable of sustaining English-learning initiatives and supporting village promotion efforts. These findings suggest that integrating pedagogical, digital, and creative media training can serve as a practical model for strengthening youth-led village empowerment.
THE IMPLEMENTATIONOF CRITICAL READING STRATEGIES ON EFL STUDENTS’ READING COMPREHENSION IN THE TKACONTEXT: EXAMINING GENDER AS AMODERATING VARIABLE Winda Mala Sari; Ratmanida
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.167

Abstract

Reading comprehension remains a major challenge for Indonesian senior high school students, particularly in responding to higher-order thinking questions assessed in national examinations such as the Tes Kemampuan Akademik (TKA). This study investigates the effectiveness of critical reading strategies in improving twelfth-grade students’ reading comprehension and examines whether gender moderates the effect of the instructional strategy. Employing a quasi-experimental pre-test–post-test factorial design, the study involved twelfth-grade students of SMA IBS Raudhatul Jannah Payakumbuh, who were assigned to an experimental group taught using critical reading strategies and a control group taught using conventional methods. The instructional intervention integrated previewing, annotating, questioning, summarizing, and evaluating arguments. Reading comprehension data were collected through standardized reading tests aligned with TKA indicators and analyzed using two-way ANOVA. The findings reveal that students taught through critical reading strategies significantly outperformed those taught through conventional instruction. Female and male students in the experimental group both demonstrated higher post-test scores than their counterparts in the control group. However, the interaction between teaching strategy and gender was not statistically significant, indicating that critical reading strategies benefited students regardless of gender. These results suggest that explicit instruction in critical reading strategies is an effective pedagogical approach for enhancing reading comprehension and preparing students for the cognitive demands of the TKA. The study offers practical implications for English teachers and contributes empirical evidence to the growing body of EFL reading research in secondary education.
Co-Authors An Fauzia Rozani Syarif Dinovia Fannil Kher Oktavia, Witri Winda Mala Sari Yuli Tiarina