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All Journal Jurnal Ilmiah Pangabdhi EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Linguistics and Elt Journal Journal of English Education, Linguistic and Literature Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Pengabdian Masyarakat dan Riset Pendidikan Al I'tibar Jurnal Pendidikan Islam JEELL (Journal of English Education, Linguistics and Literature)
Irawati, Tatik
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DIGITAL STORYBOOK TO IMPROVE WRITING NARRATIVE: THE TTW STRATEGY PRESENTED AND TESTED Irawati, Tatik
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.625 KB) | DOI: 10.33394/jo-elt.v5i1.2297

Abstract

Internet activity is an ICT (Information, Communication and Technology) provides opportunities for students in learning through digital story books that are presented in an interesting way and directly contribute to the improvement of the ability to write narrative. The think-talk-write strategy (TTW) is based on the development of thinking skills, verbal and written communication. The flow of progress of this strategy starts from the involvement of students in thinking or dialogue with themselves after the process of reading the story and share ideas with friends before writing. This research used collaborative classroom action research designs, researchers and teachers worked together in conducting research. This study was carried out in a series of cycles that refer to class action research procedures namely, planning, implementing, observing, and reflecting. The research data was collected through several instruments, namely the students' writing sheets, questionnaires, and observation checklist. The subjects of this study were 30 seventh graders of junior high school. The average value obtained during the preliminary study was 62. The value increased to 75 in cycle 1. In cycle 2, the average value obtained increased again to 80.5. The use of digital storybook is highly recommended to improve the ability to write narrative.
Pendampingan Digital Branding dan Marketing Berbasis E-Commerce Bagi Peternak Susu Sapi Perah Desa Wonokerto Wonosalam Jombang Nisa, Putri Nur Choirun; Dwi Jayanti, Runtut; Al Akhiri, Reza Al Akhiri; Tri Wulandari, Selvina; Irawati, Tatik
Jurnal Ilmiah Pangabdhi Vol 10, No 2: Oktober 2024
Publisher : LPPM Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pangabdhi.v10i2.24660

Abstract

Wonokerto Village is one of the villages in Wonosalam Sub-district. The village's leading sectors are agriculture and dairy farmers. In addition, it also has the natural potential to produce corn, sugar cane, bananas, cassava. The village has independent economic businesses, such as UMKM and dairy cattle. In its development, it is still constrained by marketing, especially in the use of technology, namely in digital marketing and  lack of knowledge of e-commerce-based digital branding and marketing strategies. To determine the results of training and mentoring in e-commerce-based digital branding and marketing with qualitative research methods. Data collection  by observation and questionnaire. The results of the training and assistance regarding e-commerce-based digital branding and marketing are in the form of an Instagram social media platform with the account names @susumoow and @sumudewo.
English students' perceptions of Automated Writing Evaluation (AWE) in writing engagement at the university level Pratama, Krisna Deva; Irawati, Tatik
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v9i2.13844

Abstract

The background of this study is the development of AI in the digital era, specifically AWE, which is currently very popular among universities and has many benefits in student writing. This study investigates how university-level English students' perceptions of AWE influence their engagement in the academic writing process. This research employs a qualitative case study. The participants were 27 students of Argumentative Writing 2022 in the Faculty of Teacher Training and Education, Department of English Education, Universitas PGRI Jombang. The instruments utilized to collect the data are observation and Questionnaires. The data analysis technique models Miles and Huberman include; data condensation, data display, and conclusion. The data analysis shows that this study contributes to understanding English students' perception of how AWE tools influence writing engagement, towards technology-automated writing evaluation, and the potential benefits and challenges associated with the integration of AWE at the university level. The result AWE tools have a positive perception of students at the University level, showing that students benefited from the feedback provided by AWE. 
THE USE OF TRANSLATION TOOL IN ARGUMENTATIVE WRITING PROCESS Fadhillah, Elsya Ayu; Irawati, Tatik
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3500

Abstract

The purpose of this research to find out how English students use translation tools in the process of argumentative writing. This research was conducted qualitative method by using audio-visual materials in the form of screen recordings of students' writing and questionnaires in the form of a combination of closed and open-ended questionnaires. The results showed the planning stage, students used Google Translate to check the meaning of unknown words, translate phrases, translate clauses and translate sentences. Then, students use DeepL Translator to check the meaning of unknown words, translate phrases and translate sentences, also use Microsoft Word Translator to check the meaning of unknown words, translate phrases, translate clauses and translate sentences. At the drafting stage, students use Google Translate to translate clauses, sentences and paragraphs. In addition, students use DeepL Translator to translate sentences and paragraphs. At the editing stage, students use Google Translate to check the meaning of unknown words and translate clauses. Finally, at the final draft stage, students have finished writing, so they no longer use translators at this stage. 
Student’s Perceptions in Writing Class by using Google Classroom in Pandemic Covid-19 Irawati, Tatik
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 7 No 1 (2020): Jurnal Pendidikan Islam: Al I'tibar
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jpia.v7i1.1187

Abstract

This study aims to know the student’s perceptions in writing class by using Google Classroom in pandemic covid-19. Perception refers to how the brain sensory information. A person’s positive perception arises because of an individual’s satisfaction towards the object perceived and the existence of an individual’s experiences toward the object perceived. The methodis a descriptive case study that investigates a single case to produce an in-depth description of implementing Google Classroom online learning in writing class at STKIP PGRI Jombang. The qualitative data by using interviews of some students using an online questionnaire through Google form. The variable of this research is teaching paragraph writing using online learning through Google Classroom, while another variable of this research is students’ perceptions and consists of 30 students. The conclusion is students have positive perceptions of Google Classroom in writing class. With this finding, students maintain that Google Classroom makes their learning easier and useful for their online learning in writing class. The students thought by using Google Classroom in online learning is a good idea, and they plan to use it in the future. They also realize the importance of using technology to support their learning process. Therefore, students suggest using Google Classroom in the teaching and learning process during this pandemic era.
Pelatihan Pembuatan Media Interaktif dan Menerjemahkan Teks Pendek dengan Aplikasi Storyline Bagi Guru di Yayasan Al-Imroniyah Perak Jombang : Pelatihan Pembuatan Media Interaktif dan Menerjemahkan Teks Pendek dengan Aplikasi Storyline Bagi Guru di Yayasan Al-Imroniyah Perak Jombang Irawati, Tatik; Stevanus Rendy P.S; Surya Rahma Putri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.1938

Abstract

Dalam era digital, pemanfaatan teknologi informasi dalam pembelajaran menjadi kebutuhan mendesak agar proses belajar mengajar lebih efektif dan relevan dengan tuntutan abad ke-21. Yayasan Al-Imroniyah Perak Jombang menghadapi permasalahan berupa keterbatasan keterampilan guru dalam merancang media interaktif menggunakan Articulate Storyline dan kesulitan menerjemahkan teks pendek berbahasa Inggris dari sumber global. Untuk mengatasi hal tersebut, program pengabdian ini bertujuan meningkatkan kompetensi guru melalui pelatihan intensif dan pendampingan berfokus pada dua aspek, yakni pembuatan media pembelajaran interaktif serta penerjemahan teks secara kontekstual. Metode pelaksanaan menggunakan pendekatan praktik langsung (hands-on), presentasi, demonstrasi, simulasi pembelajaran, dan diskusi reflektif, yang dibagi menjadi tiga tahap: persiapan (analisis kebutuhan, penyusunan modul, dan pembentukan kelompok), pelaksanaan workshop, serta pendampingan dan evaluasi. Hasil kegiatan menunjukkan peningkatan signifikan pada keterampilan guru dalam membuat media interaktif berbasis Storyline yang memuat teks, gambar, audio, dan navigasi, serta kemampuan mengintegrasikan hasil terjemahan ke media. Antusiasme peserta tampak dari keaktifan dalam sesi pelatihan dan kesediaan mengimplementasikan hasil karya di kelas. Selain menghasilkan produk media dan teks terjemahan siap pakai, program ini membentuk komunitas belajar daring untuk keberlanjutan, yang diharapkan berdampak pada penguatan budaya pembelajaran berbasis teknologi dan literasi bahasa asing yang adaptif, kreatif, dan kontekstual di lingkungan Yayasan Al-Imroniyah..
Unlocking Bilingual Literacy: A Tech-Driven Approach to English Writing and Translation Irawati, Tatik; Puspitasari, Yunita; Fatrisyah, Meisy; Zahroh, Fatimatuz
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.33553

Abstract

Using the socio-cognitive and CLT theoretical frameworks as lenses, this research investigates the implementation of technology-integrated learning tools to enhance bilingual literacy, specifically in English writing and translation. Employing a mixed-method descriptive design, the study involved 120 students from four Grade XI at SMKN 1 Jombang. Data were collected via online questionnaires containing both closed- and open-ended items. The results demonstrate that students frequently utilized applications such as Google Translate and Grammarly, particularly during the editing, revising, and meaning clarification stages. The majority acknowledged substantial improvements in lexical selection, grammatical precision, and translation comprehension. Despite this, several constraints were identified, including unstable internet access and limited familiarity with specific tools, underscoring the need for systematic support and instructional scaffolding. This study makes a pedagogical contribution by presenting an integrative framework that unites writing and translation within a technology-enhanced language-learning environment. The findings affirm the relevance of such an approach for vocational education settings, where practical communication skills are critical for both academic achievement and workforce readiness.
THE EFFECTIVENESS OF USING PIXTON.COM IN WRITING STORYBOARD OF JUNIOR HIGH SCHOOL Chomah, Isti; Irawati, Tatik
JEELL (Journal of English Education, Linguistics and Literature) Vol. 11 No. 1 (2024): JEELL Volume 11 Number 1 September 2024
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3p48bm46

Abstract

This study explores the effectiveness of Pixton.com in improving English writing skills among eighth-grade students. Using a quasi-experimental design, the research compares an experimental group that used Pixton.com with a control group that used conventional teaching methods. The focus was on students' ability to write storyboards about daily routines. The study involved two classes of eighth-grade students at MTs UW, selected based on teacher recommendations, with data collected through pre-test and post-test assessments. The results, analyzed using SPSS 25, revealed that the experimental group outperformed the control group, demonstrating a significant improvement in writing skills. The ANCOVA test further confirmed this significant difference, showing that Pixton.com had a positive impact on students' writing performance. The study also found that Pixton.com increased students’ motivation, creativity, and engagement in the writing process. Based on these findings, the study concludes that Pixton.com is an effective digital tool for enhancing students’ writing abilities and fostering a more interactive and engaging learning environment. Recommendations for English teachers include incorporating Pixton.com in writing lessons to improve language proficiency. Further research is suggested to investigate its broader applications in other educational contexts.
TEENS, TEXT, AND TECHNOLOGY: THE PERCEPTION OF HIGH SCHOOL EFL WRITERS OF ARTIFICIAL INTELLIGENCE Rofiidah, Luthfia Yuha; Irawati, Tatik
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.102

Abstract

This study investigated senior high school EFL students’ perceptions of artificial intelligence (AI) in English writing activities. The study employed a qualitative descriptive design with purposive sampling involving eight EFL students in Jombang Regency who had prior experience using AI. Data were collected through open-ended questionnaires distributed via Google Forms and analyzed using thematic analysis. The results revealed two main themes: Academic Writing Support and Usability and Accessibility. Students perceived AI as beneficial for generating ideas, improving grammar, enhancing sentence clarity, organizing writing structures, increasing writing efficiency, and boosting their writing confidence. They also considered AI tools easy to learn, accessible across devices, and suitable for self-directed learning, although minor technical issues and concerns about dependence were noted. Beyond extending the constructs of perceived usefulness and ease of use from the Technology Acceptance Model, the results highlighted AI’s role as both a cognitive and emotional support system in writing. The study concluded that AI functioned not only as a technical aid but also as a reflective learning partner, shaping students’ autonomy and identity as writers. These insights suggested that AI could be integrated effectively into English language learning, provided that it is used ethically and supported by pedagogical guidance.
Co-Authors Al Akhiri, Reza Al Akhiri Chomah, Isti Dwi Jayanti, Runtut Fadhillah, Elsya Ayu Fatimatuz Zahroh, Fatimatuz Fatrisyah, Meisy Nisa, Putri Nur Choirun Pratama, Krisna Deva Rofiidah, Luthfia Yuha Stevanus Rendy P.S Surya Rahma Putri Tri Wulandari, Selvina