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All Journal JEES (Journal of English Educators Society) Martabe : Jurnal Pengabdian Kepada Masyarakat Discovery : Jurnal Ilmu Pengetahuan SALEE: Study of Applied Linguistics and English Education TEFLICS ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat
Herwiana, Sakhi
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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BENEFITS AND SUGGESTIONS OF IMPLICIT VOCABULARY TEACHING Herwiana, Sakhi; Agustina, Sheila
Discovery Vol 2 No 2 (2017)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Hasyim Asy'ari (Unhasy)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak: Salah satu elemen bahasa yang harus dikuasai oleh siswa adalah kosa kata. Kosa kataadalah elemen bahasa yang paling penting selain grammar dan pelafalan. Para siswa perlumenguasai kosa kata untuk meningkatkan keahliannya dalam belajar bahasa Inggris. Tetapi,mengajar kosa kata kepada para siswa tidaklah mudah. Para pengajar perlu teknik dan metodeyang sesuai untuk membantu muridnya menguasai kosa kata secara alami. Bagaimana kosa kataseharusnya diajarkan menimbulkan masalah bagi para guru dan peneliti. Dalam kasus ini, kamimenyarankan untuk menggunakan pengajaran kosa kata secara implisit. Pengajaran kosa katasecara implisit membawa banyak manfaat daripada secara eksplisit. Oleh karena itu, kamimemberikan saran-saran untuk mengajar kosa kata secara implisit yang akan memfasilitasi paraguru untuk membantu siswa-siswanya dalam menguasai kosa kata. Instruksi dalam strategibelajar kosa kata dapat efektif dalam proses belajar mengajar.Abstract: One of the language elements that the learners have to master is vocabulary.Vocabulary is one of the important element beside grammar and pronunciation. The learnersneed to acquire the vocabulary to improve their skills in learning English.However, teachingvocabulary for language learners is not easy. Teachers need appropriate methods and techniquesto help their students to acquire vocabulary naturally. How vocabulary should be taught raisesproblematic issue for many teachers or researchers.In this case, we suggest to use implicitteaching vocabulary. Implicit teaching brings more benefits than explicit teachingvocabulary.Therefore, we provide the suggesstions to teach the vocabulary implicitly, whichwill facilitates the teachers to help their students in acquiring the vocabulary. Instruction invocabulary learning strategies can be effective in teaching-learning process.Key words: vocabulary, implicit teaching, strategies
Creating Joyful Learning Through Snowball Throwing to Enhance Primary Students’ Vocabulary Tasaufi, Bila Nastiti; Herwiana, Sakhi; Novitasari, Nine Febrie
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.874

Abstract

The teaching of English has some challenges, especially in primary school. The primary students do not speak English as their mother language, therefore it is quite difficult for them to acquire English fluently. Additionally, English in Indonesia is a foreign language that the children do not use in their daily life, particularly in rural areas. The preliminary study found that the primary students’ English score was under the minimum passing criteria which was 68, there was only thirty-four percent (34%) of students can achieve it. Thus, the use of teaching techniques was implemented to help the children to acquire better English. The purpose of this study was to examine how a snowball-throwing teaching method and youtube may be used to improve the vocabulary understanding of fifth graders. This study used collaborative classroom action research (CCAR). The results showed that the snowball throwing method and youtube can help students improve their vocabulary knowledge. Vocabulary tests got an average score of 93.6, with ninety-eight percent (98 percent) of students reach with the criteria. They were enthusiastic about utilizing this method to learn English. They were also able to work well in groups, and displayed excellent teamwork skills.
Lexical and grammatical errors in Indonesian-English translated texts: A text analysis on Indonesian EFL students’ translation work Shiddiq, Salma Mu'min; Oktaviani, Lulud; Herwiana, Sakhi; Suryanovika, Citra
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1674

Abstract

This current study aimed to find out lexical and grammatical errors in Indonesian to English translation texts made by Indonesian EFL learners in a private senior high school in Lampung. A qualitative case study design was adopted in this research. Documentation and literature review were used as the research instruments. To obtain the data, the researchers used 15 simple sentences and a short text in Indonesian. A total of 25 students participated as the sample in this research. The results suggested that there was a total of 402 errors made by the students and the students made more grammatical errors than lexical errors. Regardless of the discrepancy in students’ CEFR level, the most frequent errors found in students’ translations were omissions (97 items), confusion of sense relations (73 items), misformations (46 items), and distortions (40 items). After identifying the errors, the researchers also attempted to describe the possible sources of errors to fill the gap in previous studies. Based on the analysis, the possible factors influencing the errors were the transfer of phonological system, transfer of lexico-semantic errors, transfer of morphological elements, transfer of grammatical elements, transfer of stylistic and cultural elements in interlingual errors, and communication strategy-based errors and learning strategy-based errors in intralingual errors. HIGHLIGHTS: Both intralingual and interlingual errors played essential roles in influencing students to commit errors when translating texts from Indonesian into English. The students committed more grammatical errors than lexical errors. It is evident that errors are rule-governed and systematic in nature, meaning that the errors committed by the students are not randomly produced but are systematic deviations of patterns in the input of language norms in which the learners have been exposed or have learned.
PENGGUNAAN H5 PRO MENINGKATKAN KOMPETENSI GURU DALAM MENGEMBANGKAN MATERI AJAR DIGITAL DI SDN KEDUNGREJO JOMBANG Ertika Daristin, Pipit; Nurul Laili, Elisa; Herwiana, Sakhi; Indrawan, Fani
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 12 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i12.4686-4692

Abstract

Di SDN Kedungrejo, Kecamatan Megaluh, Kabupaten Jombang, diadakan pelatihan yang bermanfaat untuk meningkatkan kemampuan guru dalam membuat materi ajar digital dengan H5pro. Ini adalah upaya untuk memanfaatkan kemajuan teknologi dan meningkatkan keinginan siswa untuk belajar di kelas. Didasarkan pada masalah yang dihadapi guru, yaitu kesulitan dalam mengolah bahan ajar digital dan mencari bahan ajar digital, jelas bahwa pengabdian ini sangat penting untuk membantu guru mengembangkan bahan ajar digital yang berbasis teknologi. Tujuan dari kegiatan ini adalah untuk meningkatkan kemampuan guru untuk membuat materi ajar digital dengan menggunakan H5pro sebagai media pembelajaran yang inovatif dan efektif. PKM ini ditujukan kepada guru yang bekerja di SDN Kedungrejo Megaluh Jombang, yang memiliki 12 guru. Kegiatan pengabdian ini melibatkan presentasi, praktek workshop, diskusi interaktif, dan kerja kelompok. Pembicaraan dan diskusi interaktif digunakan untuk memberikan materi. Dilanjutkan dengan pelatihan pengembangan materi ajar digital dengan aplikasi H5pro. Pelatihan ini sangat bermanfaat bagi bapak ibu guru di SDN Kedungrejo, Kecamatan Megaluh, Kabupaten Jombang, karena mereka memperoleh pengetahuan dan keterampilan yang lebih baik dalam membuat materi ajar digital yang interaktif melalui penggunaan aplikasi H5pro
Pendampingan Pemasaran Digital UMKM Desa Gumeng Agustina, Ria Kamilah; Fajarina, Maskhurin; Laili, Elisa Nurul; Ma’rifatulloh, Sayid; Zuhriyah, Mukminatus; Daristin, Pipit Ertika; Herwiana, Sakhi
Abdi Nusantara: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 1 (2026): ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat
Publisher : PT Media Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64198/abdinusantara.v2i1.63

Abstract

Kegiatan pengabdian ini bertujuan meningkatkan kapasitas pelaku UMKM kripik dan jamu herbal di Desa Gumeng dalam aspek pemasaran digital guna memperkuat daya saing dan keberlanjutan usaha. Permasalahan utama mitra meliputi keterbatasan manajemen usaha, rendahnya literasi digital, pemasaran yang belum optimal, serta skala produksi yang masih terbatas. Metode pelaksanaan dilakukan secara sistematis melalui tahapan identifikasi kebutuhan mitra, pelatihan literasi digital, penyusunan standar operasional produksi, pendampingan manajemen usaha sederhana, serta implementasi strategi pemasaran digital berbasis media sosial dan marketplace. Evaluasi dilakukan melalui observasi, pre-test dan post-test sederhana, serta pemantauan perubahan praktik usaha. Hasil kegiatan menunjukkan peningkatan pemahaman mitra terhadap pemasaran digital, tersusunnya pencatatan keuangan yang lebih tertib, adanya diversifikasi produk, serta meningkatnya visibilitas usaha di platform digital. Pendampingan ini berdampak pada peningkatan kepercayaan diri pelaku usaha dalam memanfaatkan teknologi digital dan memperluas jangkauan pasar. Dengan demikian, pemasaran digital menjadi strategi efektif dalam mendukung penguatan UMKM berbasis potensi desa secara berkelanjutan.
AI in Reading Comprehension Learning: Literature Review on Roles and Challenges of Artificial Intelligence Hidayati, Arini; Maulida Shofia, Hana; Izhara, Mutiara Dewi; Daristin, Pipit Ertika; Herwiana, Sakhi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11816

Abstract

The rapid advancement of digital technology has transformed language learning, particularly reading comprehension, with Artificial Intelligence (AI) emerging as a promising tool that enhances learning through adaptive support, instant feedback, and personalized instruction. This study investigates the roles and challenges of AI in reading comprehension learning through a literature review. The increasing use of AI-based platforms, such as ChatGPT, Grammarly, QuillBot, and ELSA Speak, highlights the need to evaluate their pedagogical contributions and potential risks. Guided by Sweller’s Cognitive Load Theory and Skinner’s Operant Conditioning framework, this study analyzes findings from national and international academic journals retrieved through Google Scholar. Data were examined using descriptive qualitative content analysis. The results identify four major roles of AI in reading comprehension learning: providing immediate feedback, facilitating personalized learning experiences, offering cognitive scaffolding for complex texts, and increasing student motivation and engagement. Nevertheless, five significant challenges emerge: learners’ tendency to avoid lengthy reading materials, excessive dependence on AI-generated answers, reduced opportunities for productive cognitive struggle, increased cognitive load when processing complex information, and a growing preference for quick-answer seeking behavior. These findings suggest that AI can serve as an effective instructional support tool when integrated thoughtfully into reading instruction. However, its implementation should be accompanied by active teacher guidance to prevent overreliance and to encourage critical thinking. The study advocates a hybrid instructional approach in which AI functions as a scaffold that complements, rather than replaces, learners’ cognitive processes, thereby promoting deeper and more sustainable reading comprehension development.
The Roles and Impacts of Using AI for Critical Reading: A Literature Review Fathma, Hilya Camelia; Azza, Fina Adila; R, Mafazati Addina; Herwiana, Sakhi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11883

Abstract

Article history: Accepted: 28 May 2026 Approved: 23 June 2026 The rapid integration of artificial intelligence (AI) tools in higher education has generated a paradox. While AI enhances accessibility and supports critical reading, it simultaneously risks fostering cognitive dependency that may erode students’ independent analytical skills. This literature review aims to identify the roles of AI for critical reading practices and the negative effects of overreliance on AI on critical reading skills. Using thematic synthesis based on qualitative content analysis, this study reviewed national and international publications from 2016 to 2026 sourced from Google Scholar, Scopus, and DOAJ. Findings reveal that AI functions as an accessibility enhancer, scaffolding tool, metacognitive catalyst, and self-regulated learning facilitator when integrated within structured pedagogical frameworks. However, excessive AI dependency is associated with cognitive offloading, epistemological passivity, atrophy of deep reading skills, and threats to academic integrity. Moderating variables, including prior reading habits, pedagogical context, and quality of AI interaction, shape the degree of risk. This review contributes a nuanced, evidence-based understanding of the AI–critical reading relationship, reframing AI as a conditional epistemological partner rather than an inherent threat or unconditional aid. Practical implications for instructional design and literacy policy in Indonesian higher education are discussed.
Co-Authors Agustina, Ria Kamilah AHMAD MUNIR Azza, Fina Adila Citra Suryanovika, Citra Fathma, Hilya Camelia Hidayati, Arini Indrawan, Fani Izhara, Mutiara Dewi Laili, Elisa Nurul Lulud Oktaviani Maskhurin Fajarina, Maskhurin Maulida Shofia, Hana Ma’rifatulloh, Sayid Mukminatus Zuhriyah, Mukminatus Novitasari, Nine Febrie Pipit Ertika Daristin R, Mafazati Addina Sheila Agustina Shiddiq, Salma Mu'min Tasaufi, Bila Nastiti