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All Journal EDUVELOP (Journal of English Education and Development) AIJER: Algazali International Journal Of Educational Research DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat English Education Journal (E2J) Dikdimas : Jurnal Pengabdian Kepada Masyarakat The Academic: English Language Learning Journal ASH-SHAHABAH : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan LITERA ABDI: Jurnal Pengabdian Masyarakat VERBA: Journal of English Language Issues, Trends and Studies
Indahyanti, Rizka
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers Indahyanti, Rizka; Rahman, Ali Wira; Andy Hamzah Fansury
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5160

Abstract

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.
PENGUATAN KETERAMPILAN MENGAJAR MAHASISWA MELALUI PELATIHAN MICROTEACHING Indahyanti, Rizka; Nonci, Jusmaniar; Imran, Muhammad Chairil; Mursidin, Muthmainnah; Sulviana, Sulviana; Nurjannah, Sitti; Faried, Rifka; Sulistiana, Sulistiana
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2024): Volume 5 No. 4 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i4.32219

Abstract

Guru membutuhkan keterampilan dan kompetensi khusus di bidang profesionalnya untuk mencapai hasil yang optimal. Guru yang terampil dapat berhasil dalam pekerjaannya dan membantu siswa mencapai tujuan mereka dan mempengaruhi proses pembelajaran dan hasil belajar mereka. Kompetensi mengajar sangat penting untuk pengajaran yang efektif, dan untuk menjadi pendidik profesional, mahasiswa sebagai calon guru harus dilatih secara komprehensif untuk meningkatkan kemampuan mengajar mereka. Mahasiswa yang akan menjadi calon guru harus memiliki kemampuan mengajar yang baik, memahami semua materi dan membuat situasi pembelajaran kondusif. Untuk mengatasi kesenjangan tersebut, tim pengabdian mencoba untuk mengadakan pelatihan Microteaching untuk membantu mahasiswa dalam penguatan keterampilan mengajar. Metode yang digunakan yaitu pemaparan materi, praktik Microteaching dan Focus Group Discussion. Hasil pelatihan menunjukkan selama pelatihan Microteaching, mahasiswa mampu membuat suasana kelas menyenangkan dengan melibatkan pengalaman mereka selama ini, kemampuan mereka dalam memberikan penjelasan juga semakin baik, dan memahami aspek kesiapan perangkat ajar sebelum masuk kelas. Tim pengabdian menyimpulkan bahwa pelaksanaan pelatihan Microteaching kepada mahasiswa Program Studi Pendidikan Bahasa Inggris berjalan dengan baik dan memenuhi tujuan pengabdian.
PENGUATAN KETERAMPILAN MENULIS SISWA MELALUI PELATIHAN MENULIS BERITA Mursidin, Muthmainnah; Nonci, Jusmaniar; Imran, Muhammad Chairil; Indahyanti, Rizka; Sulviana, Sulviana; Nurjannah, Sitti; Ayumi, Masuji; Ramadhani, Amalia
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2025): Volume 6 No. 1 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i1.42466

Abstract

Keterampilan menulis yang baik memungkinkan pemikiran kritis dan komunikasi yang efektif, baik untuk tujuan akademik, profesional, maupun pribadi. Keberhasilan akademik, pemikiran kritis, dan komunikasi yang efektif bergantung pada kemampuan menulis yang baik. Namun, banyak siswa menghadapi kesulitan membuat tulisan yang mudah dipahami, ringkas, dan terorganisir. Latihan menulis tradisional tidak selalu melibatkan siswa atau menekankan keterampilan komunikasi dunia nyata. Kesenjangan ini menunjukkan bahwa pendekatan pengajaran kreatif harus digunakan untuk membantu siswa membangun keterampilan penting secara terstruktur selain membuat tulisan relevan dan menarik. Melalui penulisan yang terfokus dan berorientasi pada tujuan, pelatihan menulis berita menawarkan solusi yang ampuh untuk masalah ini. Metode yang digunakan yaitu pemaparan materi, praktik menulis berita dan Focus Group Discussion. Hasil pelatihan menunjukkan selama pelatihan menulis berita, siswa mampu mengumpulkan informasi dari sumber yang dapat diandalkan, memverifikasi kebenaran, dan mensintesis informasi dari berbagai sudut pandang. Mereka juga dapat mengevaluasi kredibilitas sumber informasi dan mempraktikkan pengumpulan informasi yang dapat dipertanggung jawabkan selama pelatihan. Tim pengabdian menyimpulkan bahwa pelaksanaan pelatihan menulis berita di SMK Laniang Makassar berjalan dengan baik dan memenuhi tujuan pengabdian.
Optimizing the Role of English Sensor in Improving Students’ English Vocabulary Mastery through Digital Learning at MGMP SMAN 6 Makassar Supriadi, Supriadi; Indahyanti, Rizka; Saputra, Andi Muh Akbar; Hukmi, Arif; Faizal, Andi; Hairullah, Nurul Ilmi
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2025): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT VOL 4 NO 3 DESEMBER 2025
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v4i3.530

Abstract

Background: Students’ English vocabulary proficiency at SMAN 6 Makassar remains relatively low, with average scores ranging from 65 to 75. This issue is partly attributed to the suboptimal integration of digital technology in classroom instruction, despite the availability of adequate technological infrastructure.Aims: This community service program aimed to optimize the use of the English Sensor platform for vocabulary learning, enhance the digital competence of MGMP English teachers, and strengthen students’ vocabulary mastery through the Word by Word Adventure model based on scaffolding and gamification.Methods: The population consisted of English teachers in the MGMP forum and tenth-grade students at SMAN 6 Makassar. A total of 15 students were selected using purposive sampling, representing different proficiency levels based on teacher recommendations. The program was implemented through five stages: (1) socialization, (2) workshops implementing the Word by Word Adventure approach, (3) digital content development training, (4) classroom-based integration of English Sensor, and (5) monitoring and evaluation using pretest-posttest assessments, classroom observations, and participant feedback.Results: Preliminary findings indicated that teachers began to adapt to technology-assisted instruction, while students demonstrated increased learning motivation. Pilot implementation showed a 27% improvement in students’ vocabulary mastery compared with pretest scores, indicating the effectiveness of English Sensor in supporting digital-based vocabulary learning.Conclusion: The optimization of English Sensor contributed positively to improve students’ vocabulary mastery and strengthen teachers’ digital integration skills. The program also supported the achievement of SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and Higher Education Key Performance Indicators (IKU).
Training on Prompt-Based Artificial Intelligence (AI) to Enhance Students’ Scientific Papers: Pengabdian Sulviana, Sulviana; Mursidin, Muthmainnah; Nonci, Jusmaniar; Indahyanti, Rizka; Nurjannah, Sitti; Muhammad Chairil Imran; Rahmatillah, Sri Fatimah; Tohamba, Citra Prasiska Puspita
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.v4i3.5172

Abstract

Although writing scientific papers requires critical thinking and mastery of academic language, many students still struggle with coherence, logical structure, and proper citation. However, advances in artificial intelligence (AI), particularly prompt-based generative language models, offer new opportunities to support academic writing. The training included a presentation of the material and practical exercises, followed by questionnaires and interviews to explore students’ perceptions. The results indicated that the moderate and targeted use of AI, especially during the planning and revision stages, improved the clarity of the academic language and the cohesion between paragraphs. AI helped students overcome psychological barriers to writing, increasing their motivation without raising ethical concerns related to academic integrity and overreliance on AI-generated content. Overall, the community service team concludes that prompt-based AI can effectively enhance students’ scientific papers when used with critical reflection, guidance from lecturers, and strong ethical awareness.
THE IMPLEMENTATION OF PREZI APPLICATION IN IMPROVING WRITING SKILL OF THE ELEVEN GRADE STUDENTS OF MAS AL-AMIN Syahputri, Andi Anggi Aprilia; Indahyanti, Rizka; Imran, Muhammad Chairil
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.524

Abstract

Writing skills remain a critical challenge for non-native English speakers, particularly in organizing ideas, vocabulary usage, and grammar mastery. Technology integration in language education shows promising results in enhancing student engagement and learning outcomes, addressing the need for innovative teaching methods. This study investigates difficulties faced by eleventh-grade students at MAS AL-AMIN in developing English writing skills. Specific challenges include inadequate idea organization, limited vocabulary application, and insufficient grammar mastery. The research determines whether Prezi application implementation can effectively address these difficulties as an interactive visual learning tool. An experimental design involved 38 eleventh-grade students divided into experimental (Prezi-based instruction) and control (conventional methods). Data collection included pre-tests, post-tests, and questionnaires. Statistical analysis used SPSS 25 with descriptive statistics and independent sample t-tests. Findings demonstrated statistically significant improvement in the experimental group's writing performance. The experimental group achieved 9.14 points higher average gain scores than the control group (p < 0.05), showing enhanced grammar, vocabulary, and comprehension abilities. Questionnaire results revealed increased student motivation and interest using Prezi.  This research contributes empirical evidence for interactive presentation tools' effectiveness in writing instruction. Prezi serves as a valuable alternative medium for English instruction, offering practical implications for educators integrating technology and theoretical contributions to understanding visual learning tools in language acquisition.      
THE USE OF SPELLING BEE METHOD TO IMPROVE STUDENTS’ ENGLISH VOCABULARY FOR EIGHT GRADE STUDENTS OF SMP NEGERI 17 MARUSU S, Sardiansa; Mursidin, Muthmainnah; Indahyanti, Rizka
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i2.633

Abstract

This study aims to analyze the effectiveness of the Spelling Bee method in improving English vocabulary mastery of eighth grade students at SMP Negeri 17 Marusu. This study uses a quantitative approach with a pre-experimental design, namely one-group pretest-posttest. A total of 25 students of class VIII.a were selected as research samples. Data were collected through vocabulary tests before and after treatment, and analyzed using the Wilcoxon Signed Rank Test. The results of the study showed a significant increase in students' vocabulary mastery after the Spelling Bee method was implemented. The average pretest score of students was 80.80, while the average posttest score increased to 98.00. The results of the statistical analysis showed a significance value of 0.000 (p <0.05), so the null hypothesis (H?) which states that "there is no significant difference in vocabulary improvement before and after treatment" is rejected. Conversely, the alternative hypothesis (H?) which states that "there is a significant difference in vocabulary improvement before and after treatment" is accepted. In addition, this method also increases students' motivation and participation in learning English. Thus, the Spelling Bee method can be considered as an effective learning strategy to improve students' English vocabulary mastery.
BRIDGING THEORY AND LEARNING: PEDAGOGICAL CHALLENGES IN AN EFL PSYCHOLINGUISTICS COURSE Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1706

Abstract

Psycholinguistics is a core theoretical course in English Language Teaching (ELT) programmes, yet it is often perceived as challenging by EFL undergraduates due to its abstract concepts and cognitive demands. This study explores pedagogical challenges in bridging psycholinguistic theory and student learning in an EFL higher education context. Adopting a classroom-based qualitative case study design, the research was conducted in an undergraduate psycholinguistics course within an English education programme. Data were collected through classroom observations, student reflective journals, focus group discussions, and document analysis. Thematic analysis revealed several key challenges, including the abstract nature of theoretical concepts, difficulties in mediating theory through pedagogical practices, reduced student engagement during explanation-dominated instruction, and the linguistic demands of learning theory in English. The findings highlight the central role of pedagogical mediation in supporting students’ conceptual understanding and engagement in theory-oriented courses. Rather than viewing students’ difficulties as individual deficits, the study underscores the importance of examining pedagogy as a situated and relational practice shaped by teacher cognition and classroom context. The study offers pedagogical implications for EFL lecturers and teacher education programmes seeking to make psycholinguistics and other theory-based courses more accessible and meaningful for undergraduate learners
Co-Authors Adawiah, Mujahidah Ahmad Fadhillah, Awal Anatasya Dita, Chikyta Andi Muh Akbar Saputra Anugrah, Rijal Ayumi, Masuji Belatu, Amina Booy, Tania Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Faizal, Andi Fansury, Andi Hamzah Faried, Rifka Hairullah, Nurul Ilmi Hukmi, Arif Ikbal Ikbal Imran, Muhammad Chairil Jusmaniar, Jusmaniar Muhammad Chairil Imran Muhammad Chairil Imran Mujahidah Mujahidah Mursidin, Muthmainnah Nonci, Jusmaniar Nur Yolanda Alamri Nurfadilah, Suci Adriana Nurjannah, Sitti Nurul Hasanah Rahman, Ali Wira Rahmatillah, Sri Fatimah Ramadhani, Amalia Riskal Fitri S, Sardiansa Sahril Nur Sulistiana Sulistiana, Sulistiana Sulviana, Sulviana Supriadi Supriadi Syahputri, Andi Anggi Aprilia