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All Journal Jurnal Pengabdian Masyarakat Bumi Raflesia Teaching English and Language Learning English Journal Journal of Science, Technology, and Social Innovation
Muhammad Parli
Universitas Muhammadiyah Bengkulu
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW Muhammad Parli; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8426

Abstract

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.
Memperkaya kosakata Bahasa Inggris siswa SD Negeri 22 kota Bengkulu menggunakan Flashcard dalam Program Kolaborasi Mahasiswa Merdeka Muhammad Parli; Ria Angraini; Dian Susyla
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol 7 No 1 (2024): APRIL: Jurnal Pengabdian Masyarakat Bumi Rafflesia
Publisher : Universitas Muhammadiyah Bengkulu

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Artikel ini mengulas tentang pelaksanaan kursus Bahasa Inggris melalui B 3nglish Course yang dilakukan oleh tim pengabdian masyarakat yang terdiri dari mahasiswa program pertukaran Mahasiswa Merdeka berkolaborasi dengan mahasiswa bahasa Inggris dan dosen-dosen program studi pendidikan bahasa Inggris Universitas Muhammadiyah Bengkulu yang tergabung kedalam B 3nglish Course. Tujuan utama dari kegiatan ini adalah untuk memperkaya kosakata bahasa inggris siswa SD Negeri 22 Kota Bengkulu menggunakan flashcard dan English Song dalam program kolaborasi mahasiswa merdeka. Metode kegiatan menggunakan pendekatan kolaborasi dengan pemanfaatan media ajar seperti flashcard dan English Song. Hasil kegiatan menunjukan adanya antusiasme dan motivasi siswa  untuk berpasrtisipasi dan memperkaya  kosakata bahasa Inggris khususnya siswa SD Negeri 22 Kota Bengkulu dengan menggunakan flashcard dan English Song dalam program kolaborasi bersama B 3nglish Course. Secara keseluruhan, kolaborasi B 3nglish Course dengan pemanfaatan media ajar seperti flashcard dan English Song memberikan kontribusi terhadap pengajaran dan pembelajaran bahasa Inggris khususnya di Kota Begkulu umumnya di Indonesia. Diharapkan, kegiatan serupa dapat diterapkan secara luas untuk meningkatkan kemampuan berbahasa Inggris generasi muda di masa mendatang.Kata Kunci: flash card, english song, kolaborasi, pertukaran mahasiswa merdeka.
Artificial Intelligence in Teaching EFL Reading: A Literature Review of Trends, Pedagogical Approaches, and Future Directions (2019–2025) Yupika Maryansyah; Agus Riyanto; Muhammad Parli
Journal of Science, Technology, and Social Innovation Vol. 1 No. 1 (2025): Journal of Science, Technology, and Social Innovation
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jstsi.v1i1.44

Abstract

ABSTRACT Background of study: The rapid growth of artificial intelligence (AI) has had a substantial impact on English as a Foreign Language (EFL) teaching, particularly reading instruction. In recent years, AI-based tools such as generative AI models, adaptive reading platforms, and automated feedback systems have been increasingly used in EFL courses to improve students' understanding, engagement, and motivation. Aims and scope of paper: The purpose of the study is to investigate the function of AI in aiding EFL reading teaching by conducting a complete systematic literature evaluation of empirical studies published between 2020 and 2025 in Scopus- and Sinta-indexed publications. Methods: The review compiles findings from fourteen peer-reviewed studies that examine the effectiveness, problems, and pedagogical implications of AI-assisted EFL reading instruction. Result: The study found that AI technologies improved learners' reading proficiency by delivering tailored learning paths, quick feedback, and interactive reading experiences. Furthermore, AI encourages learner autonomy, alleviates reading anxiety, and improves metacognitive awareness. However, some studies have identified problems, such as an overreliance on AI-generated content, ethical concerns about data privacy, and a lack of contextual sensitivity in EFL reading materials. Conclusion: In conclusion, while AI presents significant prospects for improving EFL reading pedagogy, it must be integrated critically and ethically into human-centered learning frameworks. The findings highlight the importance of teacher training, curricular alignment, and further empirical study into AI's long-term effects on reading comprehension and literacy development. This work adds to the expanding body of research calling for pedagogically sound and culturally appropriate AI applications in EFL education.
Co-Authors Agus Riyanto Dian Susyla Ria Angraini Washlurachim Safitri Yupika Maryansyah, Yupika