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All Journal Jurnal Abdi Insani Pakem : Jurnal Pengabdian Kepada Masyarakat MATAI: International Journal of Language Education
Anaktototy, Karolis
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Exploring the Impact of Local Content Integration in Procedure Text on Student Engagement and Learning Perception Tahapary, Nangcy Lely; Anaktototy, Karolis
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.18827

Abstract

This research aimed to develop instructional materials for procedure texts incorporating local content to enhance ninth-grade students' engagement and comprehension at SMP Negeri 5 Ambon. Employing Borg and Gall’s Research and Development model, the study followed nine iterative steps, including needs analysis, material development, expert validation, revision, and field testing. Data were collected through student questionnaires, expert reviews, and classroom trials involving 30 students. The developed materials were validated by experts and received a “very good” rating based on their alignment with the 2013 Curriculum, cultural relevance, clarity, and pedagogical soundness. Field testing showed that students demonstrated increased motivation, active participation, and improved understanding of both procedural texts and local cultural elements. The final product consisted of interactive worksheets, multimedia resources, and locally contextualized content such as traditional Ambonese recipes and crafts. These materials not only improved learning outcomes but also fostered students’ cultural identity. The study underscores the significance of contextualized and culturally responsive materials in making English learning more effective, engaging, and meaningful.
PELATIHAN BAHASA INGGRIS UNTUK MENINGKATKAN KOMPETENSI GURU SD DAN SMP KRISTEN DI KLASIS PULAU AMBON Anaktototy, Karolis; Patty, Jusak; Latuheru , Henry
Jurnal Abdi Insani Vol 12 No 9 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i9.2912

Abstract

The Society 5.0 era positions English as a lingua franca that demands teacher competency in English-based classroom management. Elementary and junior high school Christian teachers in Ambon Island Classis face significant difficulties in using English to open lessons, give instructions, explain materials, and close learning sessions. The archipelagic geographical characteristics create special challenges in equitable access to quality teacher competency development programs. This activity aims to improve the competency of elementary and junior high school Christian teachers in Ambon Island Classis in using English for classroom management and equip teachers with the ability to develop bilingual lesson plans. The activity was conducted for five days (July 1-5, 2025) involving 20 teacher participants using Content and Language Integrated Learning (CLIL), microteaching, and collaborative professional development approaches. Training materials included techniques for opening and closing lessons, classroom management, and bilingual lesson plan development. Evaluation results showed a very satisfactory level with an average score of 3.56 on a 4.0 scale. All participants successfully developed bilingual lesson plans and demonstrated increased confidence and self-efficacy in using English for classroom management. Participants showed high commitment to implementing training results in their respective schools and initiating sustainable programs. The program successfully improved teachers' practical competency in using classroom English and can serve as a replication model for teacher competency development in other archipelagic regions.
PELATIHAN GURU BAHASA INGGRIS DALAM PENGUATAN PROFESIONALITAS GURU MELALUI PENULISAN ARTIKEL PENELITIAN Anaktototy, Karolis; Monica, Monica; Patty, Jusak
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2023): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.3.2.139-144

Abstract

Training in research article writing is essential for English language teachers to strengthen their academic competence and enhance professionalism. This article discusses implementing training involving English language teachers in Ambon City, Maluku Province. Using an interactive and practical approach, the training comprises workshops, practical exercises, reading materials, technological utilization, and feedback with evaluation. Satisfaction survey evaluations indicate that most participants responded positively to the content, benefits, and discussion sessions. However, some expressed dissatisfaction with the clarity of materials and event organization. Future improvements are recommended through more detailed material development and efficient time management. Overall, the training met participants' fundamental needs. However, evaluations catalyze enhancing material quality, event organization, and training approaches to elevate the academic contributions of English language teachers.
EFL Students' Paraphrasing Challenges in Literature Reviews: Investigation of Quillbot's Mitigating Mechanisms Anaktototy, Karolis; Sarif, Annisa Fatiha; Patty, Jusak
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.21415

Abstract

This study investigated the paraphrasing challenges faced by EFL students in writing literature reviews for research proposals and examined the effectiveness of QuillBot in addressing these difficulties. Employing an explanatory sequential mixed-methods design, the research first utilized a questionnaire (n=25) to identify common paraphrasing difficulties across four dimensions, followed by semi-structured interviews (n=6) to explore students' experiences with QuillBot. Quantitative findings revealed a high overall level of paraphrasing difficulty (mean=2.58), with paraphrasing strategy emerging as the most challenging dimension (mean=2.69), followed by language use (mean=2.60), structure aspect (mean=2.57), and content aspect (mean=2.48). Specifically, students struggled most with modifying words using synonyms while preserving meaning (mean=2.80) and changing word order in sentences (mean=2.76). Qualitative analysis identified four primary mechanisms through which QuillBot addresses these challenges: Synonym Selection and Vocabulary Enhancement, Sentence Structure Transformation, Sentence Simplification and Condensation, and Mode Selection and Strategy Integration. These mechanisms directly correspond to students' specific difficulties, suggesting that AI-assisted writing tools can provide targeted support for academic writing development. While QuillBot effectively addresses immediate paraphrasing challenges, the study acknowledges the importance of balanced implementation that fosters independent writing skills. This research contributes to understanding how AI tools can mediate the cognitive and linguistic demands of paraphrasing in EFL contexts, with implications for technology-enhanced writing pedagogy in higher education.
Co-Authors Jusak Patty Latuheru , Henry Meriyati Meriyati Monica Monica, Monica Muhamad Sopyan, Muhamad Samsudin Samsudin Sarif, Annisa Fatiha Tahapary, Nangcy Lely Tri Mulia Herawati