Article Per Year (5 Year)
p-Index From 2021 - 2026
2.338
P-Index
This Author published in this journals
All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of English Teaching, Literature, and Applied Linguistics Jurnal Evaluasi dan Pembelajaran Journal of English Language and Education DedikasiMU: Journal of Community Service EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Bakti Sekawan : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Manajemen Jurnal Cakrawala Maritim Sasambo: Jurnal Abdimas (Journal of Community Service)
Riska Widiyanita Batubara
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Analyzing Grammatical Cohesion Devices in Pros and Cons Essays Written by Marine Science Students Amrullah, Qadrina Lailyn; Ijabah, Nur; Auliya, Prativi Khilyatul; Ardiyansah, Tri Yuli; Batubara, Riska Widiyanita
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1193

Abstract

In academic writing, cohesion plays a crucial role in creating clarity and flow. However, students often struggle to use cohesive devices effectively, which can impact the coherence of their writing. This study explores the use of grammatical cohesive devices in pros and cons essays written by students in the Marine Science study program to assess their effectiveness in conveying the writer’s intention. It aims to examine how these devices; references, substitution, ellipsis, and conjunction are employed to convey the writers’ intended meaning. Moreover, this study also identifies the most frequently used types of grammatical cohesive devices. Using qualitative content analysis approach, the researchers analyzed 80 essays to identify the frequency and effectiveness of each cohesive device. The findings reveal that reference (62.50%) was the most frequently used device, followed by conjunction (34.38%), while substitution and ellipsis were rarely employed (1.56% each). These results indicate that students primarily rely on pronouns, pointer words, and conjunctions to link ideas and maintain the flow of their arguments. This study highlights the need for more structured instruction and additional support to help students improve their use of cohesive devices. The results also contribute to the development of cohesion theory, particularly in the context of student writing, and suggest future research directions. Further exploration of underutilized devices like substitution and ellipsis, as well as the use of cohesive devices in other text types, could enhance understanding of student writing and inform teaching strategies to promote stronger cohesion and clarity in student essays.
Enhancing Idiomatic Competence through WhatsApp: A Comparative Study of Mobile and Traditional Teaching Methods Batubara, Riska Widiyanita; Batubara, Amrin; Ardiyansah, Tri Yuli
Jurnal Evaluasi dan Pembelajaran Vol 6 No 2 (2024)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v6i2.255

Abstract

This study examines the effectiveness of using WhatsApp as a tool for teaching English idiomatic expressions to pre-intermediate EAP students in the Non-English Department at the University of Muhammadiyah Gresik. From a pool of 250 students, 64 participants were selected based on their English proficiency using the Nelson Quick Check Placement Test and divided into experimental and control groups. The experimental group received idiom lessons and exercises through a WhatsApp group called Idiom Learning Group. They practiced 60 idioms outside the classroom, interacted with the researcher, and could make WhatsApp video calls for additional clarification. In contrast, the control group received the same lessons through traditional face-to-face instruction. The study was conducted over nine sessions. The first two sessions involved administering the placement test and a pre-test on idiomatic competence. The treatment phase spanned six sessions, during which the experimental group used WhatsApp for instruction and practice while the control group engaged in in-class learning. In the final session, both groups took a post-test to measure their improvement in idiomatic competence. Data analysis using paired samples and independent samples t-tests revealed a significant difference in post-test scores between the two groups, with the experimental group significantly outperforming the control group (p < .05). The findings demonstrate that teaching idioms through mobile technology, specifically WhatsApp, enhances idiomatic competence more effectively than traditional methods. This suggests that integrating mobile technology into language teaching can provide learners with flexible, interactive, and engaging opportunities for language practice, ultimately improving their learning outcomes.
PENGUATAN LITERASI DAN NUMERASI SISWA SMK MELALUI PEMBELAJARAN KONTEKSTUAL BERBASIS LESSON STUDY Fatimatul Khikmiyah; Riska Widiyanita Batubara; Irwani Zawawi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 9 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i9.3479-3489

Abstract

Kemampuan literasi dan numerasi siswa SMK Muhammadiyah 2 Gresik tergolong rendah berdasarkan hasil asesmen internal dan survei PISA. Salah satu faktor penyebabnya adalah kurangnya kolaborasi antar-guru dalam pengembangan pembelajaran. Pengabdian ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan pembelajaran inovatif berbasis literasi-numerasi melalui Lesson Study for Learning Community (LSLC). Metode yang digunakan adalah Assest Based Community Development (5 tahap: Discovery, Dream, Design, Define, Destiny) dengan melibatkan 21 guru dan 184 siswa dari 4 jurusan di SMK mitra. Kegiatan Open Class dilaksanakan oleh 4(empat) guru model pada mata pelajaran matematika, kimia, Pendidikan Agama dan Budi Pekerti serta Dasar-dasar Program Keahlian. Hasil pelatihan dan pendampingan menunjukkan dampak utama berupa peningkatan keterampilan pedagogis guru serta penguatan budaya refleksi kolektif.  Guru berpartisipasi aktif menyusun perangkat ajar kolaboratif berbasis literasi dan numerasi serta menggunakan metode-metode pembelajaran inovatif. Selain itu, terbentuk komunitas belajar guru di SMK Muhammadiyah 2 Gresik. Program ini sejalan dengan kebijakan Merdeka Belajar dan mendukung Indikator Kinerja Utama (IKU) pendidikan tinggi serta berkontribusi aktif pada pengembangan pendidikan vokasi untuk generasi yang lebih baik.
LECTURER’S PERSPECTIVES ON THE USE OF ARTIFICIAL INTELLIGENCE TOOLS IN STUDENTS’ WRITING Tri Yuli Ardiyansah; Riska Widiyanita Batubara
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12055

Abstract

The increasing intensity of students' use of various artificial intelligence technology instruments in the preparation of scientific papers at the tertiary level is the background to this research activity. These operational issues have triggered deep ethical concerns regarding the degradation of originality, the risk of plagiarism, and the high level of mechanical dependence of students on automated text results. The main focus of this scientific study is to investigate the perspectives of English lecturers on the use of artificial intelligence instruments in student academic writing activities at the University of Muhammadiyah Gresik. The research steps were carried out systematically using an integrated mixed-methods design with a questionnaire survey scheme and semi-structured interviews with nineteen purposively selected lecturers. Primary field data collection was obtained through closed-ended questionnaires and interview transcripts, which were then analyzed using descriptive statistics and thematic analysis methods. Quantitative data empirically revealed a high level of functional literacy of lecturers, where 84.2 percent were familiar with the generative application ChatGPT and 78.9 percent understood its mechanisms, but only 42.1 percent felt confident in identifying machine-intervention text. The main conclusion confirms that educators view this technology as a proportional, adaptive instructional supplement, not a substitute for critical thinking. Campus management is recommended to draft a rigorous process-based assessment system and strengthen institutional code of ethics regulations to responsibly optimize student digital literacy. ABSTRAK Meningkatnya intensitas pemanfaatan berbagai instrumen teknologi kecerdasan buatan oleh kalangan mahasiswa dalam penyusunan karya ilmiah pada jenjang perguruan tinggi melatarbelakangi kegiatan penelitian ini. Masalah operasional tersebut memicu timbulnya kekhawatiran etis yang mendalam mengenai degradasi orisinalitas, risiko plagiarisme, serta tingginya tingkat ketergantungan mekanis mahasiswa pada hasil teks otomatis. Fokus utama kajian ilmiah ini adalah menginvestigasi perspektif dosen bahasa Inggris terhadap penggunaan instrumen artificial intelligence dalam aktivitas academic writing mahasiswa di Universitas Muhammadiyah Gresik. Langkah-langkah penelitian dijalankan secara sistematis menggunakan desain mixed-methods terpadu berskema survei kuesioner dan wawancara semi-terstruktur kepada sembilan belas dosen yang dipilih secara purposive. Pengumpulan data primer lapangan diperoleh lewat kuesioner tertutup dan transkrip wawancara, yang selanjutnya dianalisis menggunakan deskriptif statistik serta metode analisis tematik. Data kuantitatif secara empiris menyingkap tingkat literasi fungsional dosen yang tinggi, di mana 84,2 persen akrab dengan aplikasi generatif ChatGPT dan 78,9 persen memahami mekanismenya, namun hanya 42,1 persen yang merasa percaya diri mampu mengidentifikasi teks intervensi mesin. Simpulan utama menegaskan bahwa para pendidik memandang teknologi ini secara proporsional sebagai mitra suplemen instruksional yang adaptif, bukan pengganti nalar kritis. Manajemen kampus direkomendasikan merancang draf sistem process-based assessment yang ketat serta memperkuat regulasi kode etik kebijakan institusional guna mengoptimalkan literasi digital mahasiswa secara bertanggung jawab.    
Co-Authors Abdurrahman Faris Indriya Himawan Amrullah, Qadrina Lailyn Andi Rahmad Rahim Auliya, Prativi Auliya, Prativi Khilyatul Batubara, Amrin Churun Lu'lu'il Maknun Fatimatul Khikmiyah Ika Ainun Munzilin Ika Erawati Imaniah Sriwijayasih Irwani Zawawi Musa'arah, Nur Nur Fauziyah Nur Ijabah, Nur Nur Maulida Safitri Nurhayati Nurhayati R. Achmad Djazuli Rohmy Husniah Sukaris Tri Yuli Ardiyansah Ulfatul Ulfatul Ma’rifah Wiediartini Wiediartini