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All Journal Alpatih: Jurnal Inovasi Pengabdian Masyarakat International Journal of Language and Ubiquitous Learning
M. Ubaidillah Karomi Safari
Institut Elkatarie
Humanities Education Engineering Nursing Other

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Pelatihan english conversation berbasis project untuk mahasiswa Institut Elkatarie Lombok Timur M. Ubaidillah Karomi Safari
ALPATIH: Jurnal Inovasi Pengabdian Masyarakat Vol. 4 No. 2 (2026): Juni
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/alpatih.v4i2.599

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk: 1) Mengidentifikasi tingkat kemampuan English Conversation mahasiswa. 2) Menganalisis berbagai kendala yang dihadapi mahasiswa, 3) Meningkatkan kemampuan komunikasi lisan. 4) Meningkatkan kepercayaan diri mahasiswa dalam menggunakan bahasa Inggris. 5) Mengembangkan keterampilan kolaborasi, kreativitas, berpikir kritis, dan pemecahan masalah. 6) Menyediakan ruang praktik komunikasi bahasa Inggris.7) Mengembangkan model pelatihan English Conversation berbasis Project yang aplikatif dan kontekstual. Metode pelaksanaan yang digunakan adalah PAR. Hasil kegiatan meliputi: 1) Sebagian besar peserta masih mengalami kendala pada aspek kelancaran berbicara, penguasaan kosakata, pelafalan, dan kepercayaan diri dalam menggunakan bahasa Inggris. 2) Mahasiswa memiliki kendala meliputi keterbatasan kosakata, kecemasan berbicara, kurangnya kesempatan praktik komunikasi autentik, serta rendahnya keberanian untuk menyampaikan ide secara lisan. 3) Pelatihan English Conversation berbasis project terbukti mampu meningkatkan kemampuan komunikasi lisan mahasiswa. 4) Kepercayaan diri mahasiswa dalam menggunakan bahasa Inggris mengalami peningkatan yang nyata.5) Kegiatan berbasis proyek berhasil mengembangkan keterampilan abad ke-21 mahasiswa  
The Role of Augmented Reality in English Language Learning: Increasing Engagement and Cultural Immersion Haris Danial; Saidatul Karimah; Anisatul Mafruhah; M. Ubaidillah Karomi Safari; Nong Chai
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1765

Abstract

Background. Augmented reality (AR) is increasingly being integrated into education, enhancing learning experiences through interactive and immersive environments. In language learning, AR holds promise for increasing engagement and cultural immersion. Purpose. To investigate the impact of AR on English language learning, comparing engagement and cultural immersion in formal and informal contexts. Method. Mixed-methods approach involving middle school, high school, and university students. Participants were divided into experimental (AR) and control (traditional methods) groups. Data were collected through pre- and post-tests, surveys, and interviews to measure language proficiency, engagement, and cultural awareness. Results. Significant improvements were observed in both learning contexts. In formal settings, there was a 17% increase in test scores, while informal settings saw a 13% increase. Formal learners exhibited higher engagement and cultural awareness, with 80% reporting high engagement compared to 70% in informal settings. Formal learners frequently utilized interactive features, enhancing their learning experience, whereas informal learners showed a preference for independent study tools offered by AR applications. Conclusion. AR significantly enhances English language learning, particularly within formal educational environments. The study highlights AR's potential to boost student engagement and cultural understanding, suggesting that tailored approaches are necessary to optimize its use across different learning contexts. The findings indicate that while both formal and informal settings benefit from AR, the structured environment of formal education leverages the technology's interactive features more effectively, leading to greater student engagement and improved learning outcomes. These insights are valuable for educators and developers aiming to integrate AR in language learning, emphasizing the need for context-specific strategies to maximize its educational benefits.
Co-Authors Anisatul Mafruhah Haris Danial Nong Chai Saidatul Karimah