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All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Journal of Conflict and Social Class (JCSC)
Lisma Meilia Wijayanti
Institut Agama Islam Sunan Giri Ponorogo; Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Pendampingan Menulis Kreatif bagi Remaja di Parangmenang Ponorogo untuk Meningkatkan Kompetensi Literasi Lisma Meilia Wijayanti; Kunti Nadiyah Salma
Journal of Conflict and Social Class (JCSC) Vol. 1 No. 02 (2024): Journal of Conflict and Social Class (JCSC)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcsc.v1i02.1110

Abstract

This community service program aimed to enhance the literacy competence of adolescents in Parangmenang Village, Ponorogo Regency, through a creative writing mentoring program. Literacy, particularly productive literacy skills such as writing, plays a crucial role in developing critical thinking, creativity, and self-expression among young people. However, preliminary observations indicated that adolescents in the village had limited opportunities for structured writing practice and lacked confidence in expressing ideas in written form. To address this issue, a participatory and empowerment-based mentoring approach was implemented. The program involved 20 adolescents aged 13–18 years and was conducted in four main sessions over one month. Activities included an introduction to literacy and creative writing concepts, idea exploration through brainstorming and free writing techniques, guided writing practice, revision, and presentation of participants’ work. Data were collected through participatory observation, analysis of participants’ written products, and reflective discussions. The results showed significant improvements in participants’ ability to develop ideas systematically, organize narrative structures more coherently, and use more varied and communicative language. In addition, participants demonstrated increased motivation, self-confidence, and willingness to share their writings publicly. The program also contributed to the establishment of a small youth literacy group to ensure sustainability. Overall, the mentoring program proved effective in strengthening adolescents’ literacy competence and fostering a productive literacy culture at the community level.
Enhancing English Speaking Skills through PowerPoint Presentation Techniques: A Study of EFL Learners Engelina Salainti; Lisma Meilia Wijayanti
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.6167

Abstract

The researcher did a study to investigate the impact of presentation techniques in elevating English-speaking skills among English as a Foreign Language (EFL) learners. This study applied a quantitative approach and employed a structured questionnaire using Likert-Scale items to assess students' perceptions of how the presentation methods impact their speaking abilities. A sample of university EFL learners especially the students in General English class of Elementary and Pre-Intermediate I participated in the study, providing insights into their experiences with presentation-based learning activities. Descriptive and inferential statistical analyses were conducted to evaluate the relationship between using presentation techniques and the perceived improvement in speaking proficiency. The findings reveal that students perceive presentation techniques as significantly beneficial for enhancing their speaking skills and fostering greater engagement and confidence during oral communication tasks. This research highlights the importance of integrating effective presentation methods in EFL instruction to promote learners’ speaking development. It provides recommendations for educators seeking to enhance language acquisition in the classroom.
Co-Authors Engelina Salainti Kunti Nadiyah Salma