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All Journal PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat JELT (Jambi-English Language Teaching) JR-ELT (Journal of Research in English Language Teaching)
Hidayati Hidayati
Universitas Jambi, Jambi, Jambi, Indonesia
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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THE CORRELATION BETWEEN STUDENTS' VOCABULARY MASTERY AND SPEAKING ABILITY AT A PRIVATE SCHOOL IN JAMBI Farhana, Alifa; Ridha, Ahmad; Hidayati, Hidayati
JELT (Jambi-English Language Teaching) Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v9i1.41006

Abstract

This research aimed to determine the correlation between students’ vocabulary mastery and speaking ability of grade 9 of SMP Muhammadiyah 1 Kota Jambi. This research was quantitative research which used correlational technique design. The research sample was 40 students in grade nine, and total sampling was used. The instruments used in the study were a vocabulary test and a speaking test. The vocabulary test consisted of 20 questions in the form of 10 multiple choices, 5 matches up, and 5 fill blank and a speaking test in the form of describing something for 3-5 minutes. The correlation was measured through Pearson Product Moment. The results showed a strong relationship between vocabulary mastery and students' speaking ability, meaning that students' vocabulary mastery increased in line with students' speaking ability. It can be concluded that students' vocabulary mastery and speaking ability are good, and the correlation between students' vocabulary mastery and speaking ability is at a very strong level.
Pelatihan Pengelolaan Kelas Interaktif Berbasis Smartphone bagi Guru-Guru SMP Negeri 7 Kota Jambi: Training on Smartphone Based Interactive Classroom Management for Teacher at SMPN 7 Jambi City Hidayati, Hidayati; Sartika, Delita; Kurniawan, Dedy; Al Arif, Tubagus Zam Zam; Ulfiati, Lilik; Armiwati, Armiwati
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 11 No. 4 (2026): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v11i4.11395

Abstract

According to research by a digital marketing research institution, the number of smartphone users in Indonesia has increased significantly each year. In 2016, the number of users stood at 65.2 million people and continued to rise, reaching 92 million people in 2019. However, this dramatic increase has not been accompanied by education on smartphone use, leading to various cases of cellphone misuse among students. The service team recognized the need for training on effective mobile phone use, particularly in schools. SMP Negeri 7 Kota Jambi (State Junior High School 7 of Jambi City) was selected as the service location based on the availability of supporting facilities, especially adequate internet infrastructure. This community service took place on August 5, 2020, using lecture, discussion, demonstration, and hands-on practice simulation methods, attended by 40 teachers from various subject areas. Initial survey results showed that only 2 out of 40 teachers knew about the learning applications Kahoot, Mentimeter, and Quizizz, but had never implemented them in teaching. The final evaluation results showed that 100% of teachers understood how to use interactive smartphone-based learning applications, and 90% expressed interest in integrating them into their teaching.
EFL STUDENTS’ EXPERIENCES OF USING QUILLBOT FOR PARAPHRASING IN THESIS WRITING Anggun Hasanah Dwi Andina; Ahmad Ridha; Hidayati Hidayati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/tcm84g69

Abstract

Thesis writing requires students to engage with scholarly sources and paraphrase them accurately while preserving the original meaning. To support this process, AI-assisted writing tools such as QuillBot have become increasingly popular among EFL students. However, the value of these tools depends on how students use them in academic writing. Participants were selected through a preliminary questionnaire and data were collected via semi-structured interviews with three English Education students. Selected thesis excerpts were also comparatively analyzed across the original source text, the QuillBot-generated paraphrase, and the participants' final revision to trace how AI-generated output was modified before incorporation, while interview data were analyzed thematically. The findings show that participants integrated QuillBot into their writing process while recognizing its limitations: rather than accepting AI-generated paraphrases directly, they compared them with the original source, critically evaluated their accuracy, and reconstructed them before use. Documentary evidence confirmed that final texts consistently differed from QuillBot's output, indicating participants treated it as an initial draft rather than a final product. The study concludes that QuillBot functioned as a learning support tool rather than a writing substitute, underscoring the importance of critical AI literacy in academic writing.
A PEDAGOGICAL DECISION-MAKING IN INTEGRATING INTERACTIVE AUDIO-VISUAL TOOLS INTO VOCABULARY INSTRUCTION: EVIDENCE FROM ENGLISH TEACHERS Harizah Zafirah; Nyimas Triyana Safitri; Hidayati Hidayati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jha0hg21

Abstract

The integration of interactive audio-visual tools into vocabulary instruction involves a series of pedagogical considerations that shape how teachers select, use, modify, and assess digital resources in classroom practice. Therefore, this study aims to examine the process of teachers’ pedagogical decision-making when integrating interactive audio-visual tools into vocabulary instruction. Employing a descriptive qualitative research design, this study collected data through semi-structured interviews with two English teachers, and the data were analyzed using Braun and Clarke’s (2006) thematic analysis approach. The findings revealed four interconnected processes of teachers’ decision-making, including the selection of digital tools aligned with instructional objectives, the integration of interactive tools into vocabulary learning activities, the adaptation of technology use to students’ needs and classroom conditions, and the evaluation of digital tools in supporting vocabulary instruction. Overall, the findings indicate that technology integration in vocabulary instruction is not merely a process of adopting digital tools, but rather a contextual practice shaped by teachers’ ongoing pedagogical decisions and instructional considerations.
HOW INSTAGRAM REELS SUPPORTS ENGLISH IDIOM LEARNING: AFFORDANCES AND CHALLENGES FROM EFL STUDENTS’ EXPERIENCES Keisya Ersi Ivani; Nyimas Triyana Safitri; Hidayati
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/f2st0f58

Abstract

English Idioms as an Issue of EFL Teaching is a challenging one for EFL learners since most of idioms’ meaning is figurative and relative depending on its context. Following up on previous research which discusses Instagram Reels as the new way for English learners to acquire the vocabulary since it contains a very interesting short-form audio visual contents, this research explored how Instagram Reels facilitate EFL students’ English idiom learning process through exploring the affordances and challenges. This study was a qualitative case study which recruited five EFL learners in the second semester from Universitas Jambi who were selected using purposive sampling technique. The data collection instruments are semi-structured interviews which were analyzed using thematic analysis. The results demonstrate that there are six affordances of Instagram Reels on English idiom learning: repeated exposure to idiomatic expressions, multimodal support for interpreting figurative meanings, opportunities for autonomous learning, flexible access to learning, contextualized language input, and opportunities to use idioms in authentic communication. In addition to the affordances, the students also reported challenges: interpretation problem on the meaning, inadequate explanations from content creator, the rapidly vanished subtitle, and lack of feedback. Therefore, the results imply that Instagram Reels is a useful supplemental tool for EFL idiom learning; however teacher-based instructions are needed to enhance the understanding on difficult idioms.
Co-Authors Ahmad Ridha Ahmad Ridha Al Arif, Tubagus Zam Zam Anggun Hasanah Dwi Andina Armiwati, Armiwati Dedy Kurniawan Delita Sartika Farhana, Alifa Harizah Zafirah Keisya Ersi Ivani Nyimas Triyana Safitri Ulfiati, Lilik