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All Journal Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Mejuajua LETS: Journal of Linguistics and English Teaching Studies
Nur Mutmainnna Halim
Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Storytelling sebagai strategi untuk membangun kepercayaan diri peserta didik dalam program english camp di SMP Negeri 48 Makassar Abd Halim; Nur Mutmainnna Halim; Muhammad Rifqi Syamsuddin; Suci Pole Mappaita; Rizki Fauzi; Lika Syafana Pasya; Najwa Aulia Rahman; Kevin Marcello Ladjiji; Firqa Aqila Noir Darias; Fitra Amelia Nursyam
Jurnal Anugerah Vol 8 No 1 (2026): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/anugerah.v8i1.8328

Abstract

Kepercayaan diri dalam berbicara Bahasa Inggris merupakan salah satu tantangan yang dihadapi peserta didik SMP, khususnya ketika harus tampil dan berkomunikasi di depan audiensi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendeskripsikan penerapan strategi storytelling dalam program English Camp Vol. 2 sebagai upaya membangun kepercayaan diri peserta didik dalam menggunakan Bahasa Inggris. Kegiatan dilaksanakan pada tanggal 11–12 April 2026 di UPT SPF SMP Negeri 48 Makassar dan diikuti oleh 37 peserta didik dari kelas 7, 8, dan 9 yang dibagi ke dalam beberapa kelompok kecil. Program dirancang melalui tiga kegiatan utama, yaitu penyampaian materi storytelling secara terstruktur yang mencakup struktur narasi, teknik vokal dan intonasi, serta penggunaan ekspresi dan bahasa tubuh; sesi latihan kelompok; dan kompetisi storytelling. Kegiatan dilaksanakan dengan pendekatan Communicative Language Teaching (CLT) dan Experiential Learning. Data diperoleh melalui observasi selama kegiatan berlangsung dan wawancara informal dengan peserta setelah kegiatan. Hasil kegiatan menunjukkan bahwa peserta mampu menerapkan teknik storytelling yang telah dipelajari dalam penampilan kompetisi, menunjukkan keterlibatan aktif dalam sesi latihan, serta berpartisipasi secara antusias dalam berbagai aktivitas berbahasa Inggris. Sistem kelompok yang diterapkan juga mendorong terjadinya peer-learning dan menciptakan lingkungan belajar yang suportif. Temuan ini menunjukkan bahwa storytelling dalam program English Camp dapat menjadi strategi yang potensial untuk mendukung pengembangan kepercayaan diri peserta didik dalam menggunakan Bahasa Inggris secara aktif.
Integrasi Pendekatan Edukatif dan Kompetitif dalam Pembelajaran Bahasa Inggris melalui Pelatihan Speech di SMP Nur Mutmainnna Halim; Abd Halim; Muhammad Hasbi; Fitriyani Bakri; Mardiyanah Nasta
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 6 No. 1 (2026): Agustus 2026
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuaj.abdimas.v6i1.388

Abstract

This community service program aimed to enhance students’ speaking skills through the integration of educational and competitive approaches in English language learning. The program was conducted during English Camp Vol. 2 at UPT SPF SMP Negeri 48 Makassar on April 11–12, 2026, involving 37 junior high school students who were organized into small groups to encourage active learning interactions. The program consisted of two main stages: speech training and an educational-themed English speech competition. The training sessions focused on speech organization (opening, body, and closing), the use of simple linguistic features, pronunciation, intonation, and confidence in public speaking. Subsequently, 30 students participated in the speech competition, where their performances were evaluated using five assessment criteria: comprehension of speech, pronunciation and clarity, fluency and pacing, expression and intonation, and confidence and eye contact. Based on observations during the training sessions and the speech competition, as well as performance assessments using these criteria, the participants demonstrated their ability to apply the basic structure of English speeches, communicate ideas in spoken English, and perform with greater confidence before an audience. The program also created an interactive, communicative, and practice-oriented learning environment that provided meaningful opportunities for students to develop their English-speaking skills.
Deep Learning–Oriented Speaking Instruction: The Role of Memory, Cognitive, and Compensation Strategies in EFL Abd Halim; Nur Mutmainnna Halim
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2052

Abstract

This study examines memory, cognitive, and compensation strategies in deep learning–oriented English-speaking instruction within an EFL context. Grounded in Oxford’s direct language learning strategy framework and deep learning pedagogy, speaking is conceptualized as a cognitively and strategically regulated process. Memory strategies facilitate encoding and retrieval, cognitive strategies support the processing and organization of ideas, and compensation strategies enable learners to sustain communication under constraints. The study aims to analyze how these strategies are enacted and interact in learners’ speech production and to explain their contributions to fostering deeper, more reflective, and more autonomous speaking practices. Adopting a qualitative descriptive design, data were collected through classroom observations and semi-structured interviews involving 34 English Literature students at Universitas Negeri Makassar (UNM), cohort 2024, Class A. The findings indicate that memory strategies support lexical retrieval and fluency, cognitive strategies facilitate idea development and discourse organization, and compensation strategies help learners manage communicative pressure and maintain interactional flow. Importantly, the interaction among these strategies promotes deeper engagement in speaking tasks, reflecting key principles of deep learning. The study suggests that deep learning–oriented speaking instruction, aligned with Kurikulum Merdeka, should explicitly integrate strategy-based pedagogy to support reflective, autonomous, and meaningful oral communication. These findings contribute to EFL pedagogy by demonstrating how language learning strategies function collectively to support sustainable speaking development in higher education contexts.
Co-Authors Abdul Halim Firqa Aqila Noir Darias Fitra Amelia Nursyam Fitriyani Bakri Kevin Marcello Ladjiji Lika Syafana Pasya Mardiyanah Nasta Muhammad Hasbi Muhammad Rifqi Syamsuddin Najwa Aulia Rahman Rizki Fauzi Suci Pole Mappaita