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All Journal Journal of English Education and Teaching (JEET) Jurnal Abdi Insani ENGLISH FRANCA : Academic Journal of English Language and Education Linguistics Initiative Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of Social Work and Science Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Kasmaini, Kasmaini
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Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pelatihan Penggunaan Media Pembelajaran Digital QR (Quick Response) Code Bagi Guru-Guru di SMAN 8 Bengkulu Kasmaini, Kasmaini; Zahrida, Zahrida; Kurniawan, Ildi; Riswanto, Riswanto; Rahayu, Putri; Anggita Putri, Adesti; Amelia, Tera
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 6 No. 1 (2025): Vol. 6 No. 1 (2025)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v6i1.31319

Abstract

Kegiatan pengabdian ini berjudul “Pelatihan Penggunaan Media Pembelajaran Digital QR (Quick Response) Code Bagi Guru-Guru Di SMA 8 Bengkulu” Kota Bengkulu. Pengabdian ini bersifat bimbingan dan pengarahan serta pelatihan bagi guru - guru yang mengajar semua mata pelajaran di SMA 8 kota Bengkulu yang beralamat di Pematang Gubernur kecamatan Muara Bangkahulu kota Bengkulu. Ada 20 orang guru dan 2 orang wakil kepala sekolah yang mengikuti kegiatan pengabdian ini. Kegiatan ini dibuka oleh kepala sekolah yang diwakili oleh wakil kepala sekolah bidang kurikulum lalu dilanjutkan dengan presentasi tentang apa itu kode bar (QR Code) dan cara mengunduh aplikasi QR Code serta cara membuat QR Code. Pelatihan ini berlangsung sekitar 2 jam di Laboratorium komputer SMA 8 Kota Bengkulu. Di acara ini terjadi juga diskusi antara penyaji dan guru. Mereka pada umumnya antusias mengikuti pelatihan ini. Hal ini terlihat dari setiap peserta langsung mencoba dan membuat QR code untuk materi mereka. Ada beberapa guru langsung mengirim tugas dari ruang pelatihan tersebut ke grup whatsapp kelasnya. Mereka sangat berterima kasih dengan ilmu baru ini dan sangat mudah diterapkan. Video kegiatan pelatihan penggunaan media pembelajaran Digital QR Code bagi guru – guru di SMA 8 kota Bengkulu juga sudah diunggah di youtube.
RHETORICAL PATTERNS OF DISCUSSION SECTIONS OF REPUTABLE INTERNATIONAL JOURNALS Kasmaini, Kasmaini; Riswanto, Riswanto; Zahrida, Zahrida; Putri, Adesti Anggita
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7919

Abstract

This study aims to investigate the rhetorical patterns in the discussion sections of reputable international journals (Q1) in the field of English language teaching using a qualitative content analysis design. The discussion sections of the selected journals are analyzed using the Ruiying  and Allison model (2003). A total of 30 articles served as the research corpus. This study will reveal the rhetorical patterns (based on the Ruiying  and Allison model). The findings indicate that certain moves and steps are consistently present across the articles, reflecting conventional or obligatory rhetorical practices. Moves 2 and all steps of Move 4 were observed in 100% of the articles, identifying them as obligatory elements in structuring discussion sections. Other moves, such as Moves 1, 3, 5, 6–Step 1, and 6–Step 2, appeared in 90–96.6% of the articles, demonstrating their conventional but non-obligatory nature. In contrast, optional steps, including Move 6–Step 3 and Move 7–Step 3, were present in only 30–36.7% of the articles, suggesting that they are not essential to the overall rhetorical structure. These results can serve as valuable resources for academic writing courses.
English Teachers’ Challenges and Strategies in Teaching Deaf Students in Bengkulu City Felisia, Renata Artha; Kasmaini, Kasmaini; Sukesi, Erni
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.637-648

Abstract

English teachers can have unique challenges in teaching English to deaf students. They need to utilize special strategies and resources. Gaining insight about the teachers’ challenges and strategies in teaching English for deaf students is important to enhance English language education for deaf learners. This research is intended to find the challenges of English teachers in teaching deaf students, besides to find out the strategies practiced by English teachers to overcome the challenges. The design was a qualitative research design. The data for this study were obtained from classroom observations and interviews conducted in-depth with two English teachers from two special schools (SLBN) located in Bengkulu City. The instruments were an observation sheet and an interview guidance. The results also show that teachers faced various challenges, including adapting the teaching material, encountering communication barriers and maintaining the motivation of the students. They used visual aids, interactive media, clear nonverbal communication, and student-centered approaches to overcome these challenges. The study also highlighted that resource limitation and the variety of sign language systems impacted the effectiveness of teaching. Deaf students face great challenges and English teachers use a wide range of effective strategies to overcome them. The outcome underscores the value of visual, interactive and relational pedagogies. It is important to better understand these issues in other contexts and with a greater diversity of disability.
How Instructional Leadership Supports and Influences Teacher Professional Development? Hafizah, Aidah Nur; Kasmaini, Kasmaini
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2020

Abstract

This study investigates how instructional leadership supports teacher professional development and how it influences teachers’ motivation and classroom performance. Using a qualitative approach, data were collected through semi-structured interviews with three participants: a school principal, a senior teacher, and an early-career teacher. The findings show that instructional leadership is enacted through clear communication of instructional goals, participatory decision-making, consistent supervision, constructive feedback, and facilitation of professional development activities. These practices help teachers engage more deeply in professional learning and strengthen their instructional capacity. The results also reveal that supportive leadership enhances teacher motivation by providing recognition, emotional encouragement, and opportunities for autonomy, which in turn improves teachers’ confidence and classroom performance. The study concludes that strong instructional leadership plays a vital role in shaping teacher learning and motivation, ultimately contributing to improved instructional quality in schools. Recommendations include enhancing leaders’ coaching skills and strengthening collaborative learning structures to better support teacher development.
The impact of literature through short stories on English language instruction Enfira, Juentri; Kasmaini, Kasmaini
Linguistics Initiative Vol. 6 No. 1 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.61395

Abstract

This study investigates the effectiveness of integrating literature, specifically short stories, into English language instruction for junior high school students. Conducted at SMPIT AN-NIDA' Lubuklinggau, it aims to determine if short stories enhance vocabulary acquisition, reading comprehension, and overall language proficiency compared to traditional methods. The research addresses the need for engaging, culturally relevant teaching strategies in Indonesian Islamic schools. A quasi-experimental design was employed with a population of 60 students divided into two classes (30 students each). Class A (experimental group) received English instruction incorporating short stories (e.g., adapted narratives with themes of morality and adventure), while Class B (control group) followed conventional grammar-focused lessons. Pre- and post-tests measured English proficiency (vocabulary, comprehension, and grammar scores out of 100). Data were analyzed using descriptive statistics (means) and an independent samples t-test to assess differences between groups (α = 0.05). Pre-test means showed similar baseline proficiency: Class A (M = 65.2, SD = 8.1) and Class B (M = 66.8, SD = 7.9). Post-test means indicated improvement in both groups, but Class A outperformed Class B: Class A (M = 78.5, SD = 6.5) vs. Class B (M = 71.2, SD = 7.2). The independent t-test revealed a significant difference (t (58) = 4.23, p = 0.001), confirming that the use of short stories has a real positive impact on improving students’ English language skills.
PELATIHAN TPACK-AI BERBASIS EXPERIENTIAL LEARNING UNTUK MENINGKATKAN KOMPETENSI GURU BAHASA INGGRIS DI DAERAH NON-PERKOTAAN Sujarwati, Iis; Kasmaini, Kasmaini; Azwar, Taufik Akbar; Dahlia, Dahlia
Jurnal Abdi Insani Vol 13 No 4 (2026): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v13i4.3654

Abstract

Perkembangan kecerdasan buatan (AI), khususnya generative AI, menuntut guru untuk memiliki kompetensi digital dan pedagogis yang emmadai agar mampu mengintegrasikan teknologi secara etis dan bermakna dalam pembelajaran. Namun, observasi awal yang dilakukan di SMPN 18 Bengkulu tengan menunjukkan bahwa guru masih terbatas dalam pemanfaatan teknologi, terutama aplikasi berbasis AI untuk mendukung literasi, penilaian formatif, maupun pengembangan materi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru dalam mengintegrasikan TPACK-AI melalui pelatihan berbasis model 3L (Learn, laborate, lead) yang dirancang selaras dengan prinsip experiential learning. Pelatihan dilaksanakan dalam bentuk workshop interaktif melibatkan 30 guru, dengan tahapan mencakup penguatan konsep TPACK-AI, eksplorasi kolaboratif berbagai aplikasi berbasis AI, serta penyusunan AI-genretated lesson plan sebagai produk akhir. Hasil pelatihan menunjukkan peningkatan pemahaman konseptual guru terkait TPACK-AI, peningkatan keterampilan teknis dalam penggunaan aplikasi AI, serta kemampuan implementatif dalam merancang pembelajaran berbasis teknologi. Dengan kata lain, pelatihan TPACK-AI berbasis experiential learning terbukti efektif sebagai model pengembangan profesional yang relevan bagi guru di wilayah non-perkotaan.
Co-Authors Amelia, Tera Anggita Putri, Adesti arsyad, safnil Azwar, Taufik Akbar Dahlia Dahlia Elfrida, Elfrida Enfira, Juentri Felisia, Renata Artha Hadi Winarto, Hadi Hafizah, Aidah Nur Hamzah, Syukri Iis Sujarwati Indah Damayanti, Indah Kurniawan, Ildi Lodari, Yoan Lorenza, Oktazsya Marjelina Muhammad Kristiawan Priambudi, Arif Putri, Adesti Anggita Rahayu, Putri Ralia, Ainun riswanto riswanto Sabarudin, Syafrizal Sudarwan Danim Sukesi, Erni Zahrida, Zahrida