Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Abdi Akommedia : Jurnal Pengabdian Masyarakat Edu Akommedia : Jurnal Ilmu Pendidikan
Neni Iryani
Universitas Sang Bumi Ruwa Jurai
Computer Science & IT Education Mathematics Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pemberdayaan Pelaku UMKM melalui Model Edu Legal English untuk Penguatan Kesadaran Hukum dan Daya Saing Global Neni Iryani; Lina Maulidiana
ABDI AKOMMEDIA : JURNAL PENGABDIAN MASYARAKAT Vol. 4 No. 2 (2026)
Publisher : ABDI AKOMMEDIA : JURNAL PENGABDIAN MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Micro, small, and medium enterprise actors increasingly interact with digital marketplaces, electronic transactions, consumer data, branding, and cross-border communication. However, business assistance is often fragmented: legal education is delivered separately from practical English training, while English courses rarely address the actual legal and commercial communication needs of microentrepreneurs. This community service program introduced the Edu-Legal English model, an integrated empowerment approach combining contextual legal literacy, functional Business English, guided digital practice, and output-based mentoring for MSME actors in Cisauk Urban Village, Tangerang Regency. The activities used a participatory mentoring approach consisting of needs mapping, legal-risk identification, bilingual communication workshops, task-based practice, guided product profile development, and reflective evaluation. The program focused on business legality awareness, consumer protection, electronic transactions, trademarks, personal data, simple business documents, bilingual product descriptions, customer-response scripts, and basic negotiation expressions. The main outputs were a practical legal checklist, a Legal-English glossary, bilingual business profiles, bilingual product descriptions, and communication templates for digital marketplace interactions. Qualitative evaluation based on worksheets, completed business outputs, mentoring notes, and participant reflection indicated a shift from fragmented knowledge toward more integrated decision-making. Participants were better able to recognize legal risks in digital business communication and to produce simple English expressions that were more relevant to real selling situations. The program suggests that the Edu-Legal English model can serve as a contextual community empowerment framework that connects legal awareness with practical global communication readiness.
Transformasi Pembelajaran Bahasa Inggris melalui Task Based Learning Berbantuan AI terhadap Prestasi dan Kemandirian Belajar Mahasiswa Neni Iryani
EDU AKOMMEDIA : JURNAL ILMU PENDIDIKAN Vol. 3 No. 2 (2026)
Publisher : EDU AKOMMEDIA : JURNAL ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the transformation of English language learning through Artificial Intelligence (AI)-assisted Task-Based Learning (TBL) and its effects on university students’ learning achievement and learner autonomy. A quasi-experimental pretest–posttest control-group design was prepared for 72 EFL university students divided into an experimental class (n = 36) and a control class (n = 36). The experimental class completed six authentic language-task cycles supported by generative AI for brainstorming, interaction rehearsal, language feedback, and reflective revision, whereas the control class implemented conventional Task-Based Learning without generative AI assistance. English learning achievement was measured through an integrated achievement test and task-performance rubric, while learner autonomy was assessed using a 24-item scale covering goal setting, strategic learning, self-monitoring, and self-evaluation. The draft statistical model indicates stronger post-intervention achievement and autonomy in the AI-assisted TBL group, with medium-to-large adjusted effects. The pedagogical mechanism is interpreted as a combination of authentic task orientation, immediate adaptive support, repeated opportunities for revision, and structured reflection. However, AI was most beneficial when its role was restricted to scaffolding rather than replacing students’ decision making. The study proposes a human-in-the-loop AI-TBL sequence consisting of pre-task orientation, AI-supported task performance, verification, peer negotiation, production, and reflective evaluation. These findings highlight that the transformation of English instruction depends not merely on access to AI tools but on the pedagogical architecture that preserves learner agency, critical verification, and accountable language production.
Co-Authors Lina Maulidiana