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All Journal Journal of Comprehensive Science Jurnal Pengabdian Masyarakat dan Riset Pendidikan JURNAL PENDIDIKAN BAHASA
Nur Ilmi Wathoni
STKIP Agama Hindu Amlapura
Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Pendampingan Pembelajaran Bahasa Inggris Komunikatif Bagi Anak-Anak Melalui Metode Game Based Learning di Banjar Dinas Batu Gunung Karangasem: Pengabdian Ni Komang Sri Mariati; Nur Ilmi Wathoni; Eka Dwi Putra; Sang Ayu Putu Nilyani; Luh Melin Udayanti; Ni Wayan Anggi Septya Dianithi
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.v4i4.6639

Abstract

Kemampuan bahasa Inggris perlu dikembangkan sejak usia dini untuk mendukung komunikasi anak di era global. Namun, pembelajaran bahasa Inggris sering terkendala rendahnya motivasi belajar, keterbatasan kosakata, dan metode yang kurang menarik. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan komunikasi bahasa Inggris anak-anak melalui metode Game-Based Learning di Banjar Dinas Batu Gunung, Karangasem. Pelaksanaan kegiatan meliputi tahap perencanaan, pelaksanaan, pendampingan, dan evaluasi melalui berbagai permainan edukatif yang mengembangkan keterampilan menyimak, berbicara, membaca, dan menulis sederhana. Peserta kegiatan adalah anak-anak usia sekolah dasar yang mengikuti program secara aktif. Hasil menunjukkan bahwa Game-Based Learning meningkatkan partisipasi, motivasi, kepercayaan diri, penguasaan kosakata dasar, serta kemampuan berkomunikasi dalam situasi sehari-hari. Suasana belajar yang menyenangkan dan interaktif juga memberikan pengalaman belajar yang lebih bermakna. Dengan demikian, metode Game-Based Learning efektif sebagai alternatif pembelajaran untuk meningkatkan kemampuan komunikasi bahasa Inggris anak-anak di lingkungan masyarakat.
Improving Students' Vocabulary Mastery through a Game-Based Learning Model Assisted by the Brain Battle Game in Class XI.2 of SMA N 3 Amlapura, Academic Year 2025/2026 I Ketut Jemen Diantara; I Ketut Wiriawan; Nur Ilmi Wathoni
Journal of Comprehensive Science Vol. 5 No. 8 (2026): Journal of Comprehensive Science
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jcs.v5i8.4249

Abstract

This classroom action research aimed to improve students’ vocabulary mastery through the implementation of a Game-Based Learning model assisted by the Brain Battle Game in Class XI.2 of SMA N 3 Amlapura during the 2025/2026 academic year. The research subjects consisted of 35 students, including 17 male students and 18 female students. The study was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. Data were collected using vocabulary tests, observation sheets, questionnaires, and documentation. The findings showed that the implementation of the Game-Based Learning model assisted by the Brain Battle Game significantly improved students’ vocabulary mastery. In the pre-test, the students’ average score was 59.43, and only 22.86% of students achieved the Minimum Mastery Criterion (Kriteria Ketuntasan Minimal or KKM). After the implementation of Cycle I, students demonstrated improvements in vocabulary comprehension, participation, and motivation during the learning process. The use of interactive games, competition, and immediate feedback increased students’ enthusiasm for learning English vocabulary. In Cycle II, students became more active, confident, and collaborative during classroom activities. Their vocabulary mastery improved in terms of word meaning, spelling, pronunciation, and word usage. Based on these findings, it was concluded that the Game-Based Learning model assisted by the Brain Battle Game was effective in improving students’ vocabulary mastery. Furthermore, this approach created a more enjoyable, interactive, and motivating learning environment in English language learning.
An Exploratory Study of Reading Comprehension Difficulties Among Elementary-Levels of EFL University Learners Nur Ilmi Wathoni; Rizki Alawiya; Muhammad Yani
JURNAL PENDIDIKAN BAHASA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v16i2.4343

Abstract

Reading comprehension is an essential skill in English as a Foreign Language (EFL) learning because it enables learners to understand written information, expand vocabulary knowledge, and support academic achievement. However, many EFL learners experience difficulties in comprehending English texts due to various linguistic and cognitive challenges. This study aimed to investigate the reading comprehension difficulties experienced by EFL learners and identify the factors contributing to these difficulties. The study employed a qualitative descriptive research design involving 26 first semester students from the English Education department in Indonesia. Data were gathered through reading assignments and open-ended surveys sent using Google Forms, enabling students to articulate their perspective. The findings revealed that learners experienced difficulties in four major areas: linguistic, cognitive, strategic, and affective factors. Linguistic difficulties included limited vocabulary knowledge and insufficient grammatical understanding. Cognitive difficulties involved identifying main ideas, understanding implied meaning, and integrating information across texts. Strategic difficulties were related to the limited use of effective reading strategies such as skimming and scanning, while affective factors included anxiety, confusion, and low confidence. The study concludes that reading comprehension difficulties among EFL learners are multidimensional and require comprehensive instructional approaches that address language knowledge, reading strategies, and emotional support simultaneously.
Co-Authors Eka Dwi Putra I Ketut Jemen Diantara I Ketut Wiriawan Luh Melin Udayanti Muhammad Yani Ni Komang Sri Mariati Ni Wayan Anggi Septya Dianithi Rizki Alawiya Sang Ayu Putu Nilyani