Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Community Development Journal: Jurnal Pengabdian Masyarakat Lingeduca: Journal of Language and Education Studies
Utary Rustam
Institut Ilmu Sosial dan Bisnis Andi Sapada
Humanities Economics, Econometrics & Finance Education Health Professions Public Health

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PEMBERDAYAAN PESERTA DIDIK MELALUI PELATIHAN KETERAMPILAN MASTER OF CEREMONY DWIBAHASA Utary Rustam; Hasbiyah Srianah Amir; Jahara Jahara
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 4 (2026): Inpress Vol. 7 No. 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i4.46241

Abstract

Kegiatan Pengabdian kepada Masyarakat (PKM) ini dilaksanakan sebagai upaya untuk meningkatkan keterampilan komunikasi peserta didik di SMAN 5 Parepare melalui pelatihan master of ceremony (MC) dwibahasa. Peserta didik yang tinggal di asrama memiliki potensi yang besar dalam mengasah keterampilan komunikasi, namun teridentifikasi adanya kecemasan dan kurang percaya diri dalam menyampaikan ide secara terbuka. Metode yang digunakan dalam kegiatan ini adalah pelatihan berbasis praktik dengan pendekatan partisipatif dan kolaboratif. Sebanyak 80 peserta didik kelas X dan XI mengikuti pelatihan MC dalam bahasa Indonesia dan Inggris, dengan pendampingan dan umpan balik dari fasilitator. Hasil pelatihan menunjukkan peningkatan signifikan dalam kepercayaan diri, keberanian, serta kemampuan berbahasa Indonesia dan Inggris secara efektif. Selain itu, kegiatan ini juga mendorong peserta didik untuk berani berpendapat dalam diskusi kelas dan aktif dalam kegiatan organisasi sekolah. Hambatan yang dihadapi adalah variasi minat peserta didik, keterbatasan waktu, dan kurangnya pengalaman awal dalam berbicara di depan umum. Secara keseluruhan, kegiatan ini memberikan kontribusi positif bagi pengembangan karakter dan keterampilan komunikasi peserta didik SMAN 5 Parepare. Hasil ini diharapkan dapat menjadi dasar untuk pengembangan kegiatan berkelanjutan dan pembinaan keterampilan komunikasi di lingkungan sekolah secara lebih intensif di masa depan.
THE ROLE OF TECHNOLOGY IN ENGLISH LANGUAGE LEARNING IN THE DIGITAL ERA Hasbiyah Srianah Amir; Utary Rustam
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2048

Abstract

The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.
AUGMENTED REALITY IN FOREIGN LANGUAGE LEARNING: ENCHANCING VOCABULARY ACQUISTION THROUGH IMMERSIVE EXPERIENCES Ardi Azhar Nampira; Rit Som; Som Chai; Utary Rustam
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.3306

Abstract

Foreign language learning continues to face persistent challenges, particularly in vocabulary acquisition, which is often constrained by decontextualized instruction and limited learner engagement. Recent advances in educational technology suggest that augmented reality (AR) can offer immersive and interactive learning environments capable of addressing these limitations. This study aims to examine the effectiveness of augmented reality–based instruction in enhancing vocabulary acquisition among foreign language learners through immersive learning experiences. The research employed a quasi-experimental design involving an experimental group receiving AR-supported vocabulary instruction and a control group taught using conventional methods. Data were collected through pre-tests and post-tests, classroom observations, and learner perception questionnaires, and were analyzed using both descriptive and inferential statistical techniques. The findings indicate that learners exposed to augmented reality demonstrated significantly higher vocabulary gains, improved retention, and greater learning motivation compared to those in the control group. Qualitative data further revealed that immersive visual and contextual cues facilitated deeper semantic understanding and learner engagement. The study concludes that augmented reality is a pedagogically effective tool for foreign language vocabulary instruction, offering meaningful, context-rich learning experiences. These results suggest that integrating AR into foreign language curricula can substantially enhance vocabulary learning outcomes and learner motivation, while also supporting innovative, technology-enhanced pedagogical practices.
Co-Authors Ardi Azhar Nampira Hasbiyah Srianah Amir Jahara Jahara Rit Som Som Chai