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All Journal Lectura : Jurnal Pendidikan Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Jurnal Ilmu Pendidikan Jurnal Pengabdian Masyarakat Bhinneka Jurnal Pengabdian Masyarakat Bangsa Baileo: Jurnal Sosial Humaniora EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Asril, Lelly Zuyana
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STUDENTS’ PERCEPTION IN USING QUIZIZZ AS ONLINE LEARNING MEDIA IN SECOND LANGUAGE CLASSROOM Fathira, Vina; Masbiran, Gunaldi; Elsara, Wenny; Asril, Lelly Zuyana
JURNAL ILMU PENDIDIKAN Vol. 5 No. 1 (2024): JURNAL ILMU PENDIDIKAN (JIP)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/jip.v5i1.3108

Abstract

Information and communication technology, or ICT, has expanded quickly and has an influence on the entire world. Teachers may use technology to improve English language learning opportunities in a variety of situations. Using Quizizz, a media application with educational advantages, may facilitate online learning by encouraging students to learn innovatively and actively response to questions, which makes it simpler to carry out in class. The purpose of this study is to find out the students’ perception in using Quizizz as online learning media in second language classroom. This is a quantitative study conducted utilising questionnaires. This questionnaire was filled out by 20 students. The statements are questions would be like in the following: 1. Quizizz is interesting and fun in online class (English Linguistic class), 2. Quizizz has an attractive display in English Linguistic class, 3. Quizizz has many challenging features in English Linguistic class, 4. I enjoy doing the test using Quizizz, 5. Quizizz feels like a game, 6. Quizizz doesn’t make me tense in doing the test, 7. I can’t cheat during the test using Quizizz, 8. Quizizz creates a competitive atmosphere, 9. I feel encouraged to be number one on the leaderboard, and 10. Quizizz is better than the traditional test. The data for this study was collected by asking students to fill out a Google form with a statement and four Likert scale options, which were then analysed by calculating the percentage and number of student selections. The study's findings demonstrate the benefits of using Quizizz as an online learning tool, including: 1) student interest; 2) Tense for positive meaning; and 3) competition. In other words, while there are numerous advantages to utilising Quizizz as an online learning medium, there is one disadvantage: the subject is not fully absorbed.
Membangun Kesadaran Literasi Digital dan Kecerdasan dalam Menangkal Hoaks pada Siswa SMA IT Fadhilah Fathira, Vina; Zuriati, Diana; Maspufah, Maspufah; Asril, Lelly Zuyana; Putri, Nabila Achyani Julia; Anjelia, Riri
Jurnal Pengabdian Masyarakat Bangsa Vol. 1 No. 12 (2024): Februari
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v1i11.722

Abstract

Kegiatan pengabdian ini didasari oleh kebutuhan siswa SMA IT Fadhilah Pekanbaru dalam meningkatkan kemampuan literasi digital sehingga mudah memahami dan menyaring informasi hoaks. Oleh karena itu, tim perlu memberikan pelatihan berupa peningkatan kemampuan literasi digital dan kecerdasan untuk menangkal berita hoaks. Setelah melalui serangkaian kegiatan pelatihan, dapat dikatakan bahwa kegiatan pengabdian ini berjalan baik sesuai rencana yang sudah disusun. Sebagian besar siswa SMA IT Fadhilah Pekanbaru bersemangat dan aktif dalam mengikuti pengabdian yang berupa pelatihan peningkatan kemampuan literasi digital siswa untuk menangkal berita hoaks. Pelatihan ini dibagi ke dalam 2 sesi yang menitikberatkan kepada seluk beluk literasi serta peran media digital. Dari hasil tersebut dapat dilihat bahwa sebagian peserta sudah memahami untuk meyaring dan merespon informasi yang hoaks.
Utilization of Artificial Intelligence (AI) in Completing Final Project at University Level Asril, Lelly Zuyana; Fathira, Vina
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.25698

Abstract

Utilization of artificial intelligence (AI) technology is very important in helping English. This research aims to explore the utilization of artificial intelligence (AI) technology in helping English Literature Study Program students complete their final projects at university level. The research design used is a qualitative approach. The population in this study were students from the English Literature Study Program who were completing their final projects, with a sample of 10 students selected purposively. Data was collected through interviews using Google Form which contained five questions related to the utilization of AI in the final project. Data analysis was carried out by referring to the points contained in the interviews to answer the research objectives. The research results show that AI really helps students in completing their final projects, especially in terms of finding ideas, understanding concepts, and improving English language skills. However, some students also realize the limitations of AI in terms of source validity and accuracy of information provided. The conclusion of this research is that the utilization of AI must be balanced with critical evaluation of the information and sources provided to ensure the quality and acceptability of students’ final projects. This research provides a deeper understanding of the role of AI in supporting students’ final assignment completion, as well as the importance of vigilance in verifying information obtained from this technology.
Knowledge, Power, and the Struggle to Write: Social Barriers in Research Proposal Development among English Literature Students Karnedi, Karnedi; Asril, Lelly Zuyana; Estuhono, Estuhono
Baileo: Jurnal Sosial Humaniora Vol 3 No 1 (2025): September 2025
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/baileofisipvol3iss1pp102-116

Abstract

This study investigates the social and linguistic barriers encountered by English literature students in developing research proposals, focusing on the interplay between knowledge, power, and academic writing. It aims to identify key difficulties faced by students and evaluate the impact of the Linguistics Research Methods (LRM) course in addressing these challenges. Employing a mixed-methods approach, the study involved 32 undergraduate students from Universitas Persada Bunda Indonesia and utilized both questionnaires and tests, including pre- and post-assessments of proposal writing. The evaluation covered five core indicators: organization, logical development of ideas, grammar, punctuation and mechanics, and style and expression. The findings show a notable improvement in students’ writing performance after completing the LRM course. The average pre-test score was 54, while the post-test score rose to 72, indicating a significant enhancement in their proposal-writing skills. Nevertheless, students struggled with key aspects such as articulating research focus, distinguishing literature reviews from problem statements, and presenting their ideas in clear, academic language. These challenges point to deeper issues of epistemic access and uneven academic capital. This research contributes novel insight into how academic gatekeeping and unequal access to research literacy intersect within undergraduate education. It recommends a pedagogical emphasis on critical academic writing, reflective inquiry, and inclusive mentorship to support students’ entry into scholarly communities. These findings have broader implications for improving higher education practices in the social sciences and humanities, particularly in non-native English contexts.
Pendampingan TOEFL Listening dan Strategi Persiapan bagi Mahasiswa Ilmu Komunikasi untuk Meningkatkan Kompetensi Bahasa Inggris Asril, Lelly Zuyana; Zuriati, Diana; Maspufah, Maspufah; Fathira, Vina; Abbas, M Fadhly Farhy
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 2 (2025): Bulan November
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i2.765

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi bahasa Inggris mahasiswa Program Studi Ilmu Komunikasi melalui pendampingan TOEFL Listening dan strategi persiapan yang terarah. Metode yang digunakan meliputi observasi awal, identifikasi kebutuhan, penyampaian materi mengenai tips dan trik TOEFL Listening, serta praktik langsung melalui pengerjaan soal yang didampingi narasumber. Kegiatan juga dilengkapi dengan diskusi interaktif dan evaluasi melalui penilaian praktik serta umpan balik mahasiswa untuk melihat peningkatan pemahaman terhadap materi. Hasil pelaksanaan menunjukkan bahwa mahasiswa mampu memahami dan menerapkan strategi Listening secara lebih efektif, ditandai dengan meningkatnya kepercayaan diri dan kemampuan mereka dalam menjawab soal. Secara keseluruhan, pendampingan ini memberikan dampak positif terhadap kesiapan mahasiswa menghadapi TOEFL dan dapat dijadikan model untuk kegiatan serupa di masa mendatang.
Multisensory Learning with Multimedia Tutorials: A Quantitative Study in Pekanbaru Special School Asril, Elvira; Syahtriatna, Syahtriatna; Wahyuni, Sri; Asril, Lelly Zuyana
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol 12 No 3 (2025): TARBIYAH WA TA’LIM November 2025
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v12i3.11975

Abstract

Abstrak Penelitian ini dilatarbelakangi oleh masih terbatasnya pemanfaatan teknologi pembelajaran interaktif di sekolah luar biasa, pembelajaran belum mengintegrasikan media berbasis multimedia tutorial yang dapat mendukung pendekatan multisensori. Tujuan penelitian adalah untuk mendeskripsikan implementasi pembelajaran akademik multisensori bagi anak berkebutuhan khusus di SLB Negeri Pembina Pekanbaru serta menganalisis respon siswa dan guru terhadap penerapan pembelajaran multisensori berbasis multimedia tutorial. Metode penelitian yang digunakan adalah deskriptif kuantitatif, melibatkan sampel sebanyak 10 siswa dan 5 guru dari populasi 310 siswa dan 71 guru, menggunakan teknik purposive sampling. Pengumpulan data dilakukan menggunakan angket yang berisi 10 butir pernyataan untuk siswa dan 10 butsir pernyataan untuk guru, dengan skala likert lima tingkat. Data dianalisis secara deskriptif menggunakan perhitungan rata-rata (mean) dan persentase untuk menginterpretasikan tingkat respon. Hasil penelitian menunjukkan bahwa respon siswa berada pada kategori “sangat baik” dengan rata-rata skor 4,27. Sementara itu, respon guru juga berada pada kategori “sangat baik” dengan rata-rata skor 4,52. Hal ini menunjukkan bahwa penggunaan multimedia tutorial mampu meningkatkan minat, perhatian, dan pemahaman siswa dalam belajar, serta membantu guru dalam menyampaikan materi dengan cara yang lebih menarik dan efektif. Kesimpulan penelitian ini adalah bahwa penerapan multimedia tutorial sebagai media dalam pembelajaran multisensori memiliki potensi besar untuk meningkatkan efektivitas pembelajaran bagi anak berkebutuhan khusus. Kata kunci: Anak Berkebutuhan Khusus (ABK), Multimedia Tutorial, Multisensory, Pembelajaran. Abstract This study was motivated by the limited use of interactive learning technology in special schools, where a multisensory approach supported by multimedia tutorial-based media has not yet been integrated into learning. This study aimed to evaluate multisensory academic learning for children with special needs at SLBN Pembina Pekanbaru, as well as the responses of students and teachers to this approach based on multimedia tutorials. A quantitative research method was employed, involving a sample of ten students and five teachers from a population of three hundred and ten students and seventy-one teachers, using purposive sampling technique. Data were collected using questionnaires containing ten statements for students and ten statements for teachers, each on a five-point Likert scale. The data were analyzed descriptively using mean calculations and percentages to interpret the response levels. The results indicate that the students' responses were in the "very good" category, averaging 4.27. The teachers' responses were also in the "very good" category, with an average score of 4.52. This indicate that multimedia tutorials can increase students' interest, attention, and understanding of the material, while helping teachers deliver it in a more interesting and effective way, have great potential to improve the effectiveness of multisensory learning for children with special needs. Keywords: Children with Special Needs, Learning, Multimedia Tutorial, Multisensory
Fostering Critical Thinking and Digital Literacy: Students’ Use of the Verb “Be” in English Sentences Masbiran, Gunaldi; Fathira, Vina; Asril, Lelly Zuyana
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3389

Abstract

This study aims to analyze students’ mastery of the verb be in various sentence forms and to evaluate the role of digital-based exercises in enhancing students’ critical thinking and digital literacy skills. The study employed a quantitative descriptive approach, with data collected through Google Forms from 12 EFL students. The research instrument consisted of multiple-choice questions, with 10 items each for positive sentences, negative sentences, and interrogative sentences. The results indicate that students are more proficient in forming positive sentences, while negative and interrogative sentences show higher error rates, particularly regarding subject-verb inversion and the use of not. Activities requiring students to explain their answer choices fostered the development of critical thinking skills, while the use of an online platform strengthened their digital literacy. The limitations of this study include a relatively small sample size and a focus on simple sentences. Future research is suggested to expand the sample, use more complex sentences, and explore the relationship between grammar mastery, critical thinking, and digital literacy in more authentic learning contexts.
Co-Authors Abbas, M Fadhly Farhy Anjelia, Riri Elsara, Wenny Elvira Asril, Elvira Estuhono, Estuhono Karnedi Karnedi, Karnedi masbiran, gunaldi Maspufah, Maspufah Putri, Nabila Achyani Julia Sri Wahyuni Syahtriatna Djusar Vina Fathira, Vina ZURIATI, DIANA