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Content Validity and Reliability of The Inter-Rater Instrument for Android-Based Speaking Performance Assessment Triwibowo, Febri Dhany; Rusilowati, Ani; Linggar Bharati, Dwi Anggani
Journal of Research and Educational Research Evaluation Vol 9 No 1 (2020)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jere.v9i1.43865

This research is part of development research based on problems encountered in the field, which is the absence of an android-based speaking assessment instrument and one that supports one of the conservation values of Semarang State University, which is paperless. The aim of this study was to show the results of the validity and reliability test of the developed android-based speaking performance assessment instrument. The research method used is quantitative description of 3 expert judgments. The validation instrument developed in the form of an expert assessment sheet with 4 criteria, there are ease of use, visuals, content, and benefits. Analysis of the content validity of the assessment sheet using the V coefficient by Aiken and the reliability of the instrument content using the Interclass Correlation Coefficient (ICC) analysis with the help of SPSS version 16.0. The results showed valid results with all criteria valued> 0.3, namely with the lowest index 0.8 and the highest 1.0. Inter-rater reliability test using ICC obtained a value of 0.875, which means that all the criteria for the developed android-based speaking performance assessment instrument have a good level of consistency. Based on the results, it can be showed that the android-based speaking performance assessment instrument can be used.

Pelatihan Optimasi Promosi UMKM melalui Pelatihan Literasi 'Product Labelling' di Desa Slatri Larangan Brebes Triwibowo, Febri Dhany; Asmarani, Rahmanti
Jurnal Abdimas Mahakam Vol. 8 No. 02 (2024): Juli
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jam.v8i02.2936

Brebes, khususnya desa Slatri, dikenal sebagai salah satu produsen bawang merah terbesar di Indonesia, dengan banyak penduduk yang bergantung pada pertanian bawang merah sebagai mata pencaharian utama. UMKM di desa ini menghadapi kendala dalam pengemasan dan pelabelan produk, yang berdampak pada daya tarik dan pemasaran produk. Keterbatasan pengetahuan dan keterampilan dalam pengemasan dan pelabelan produk menghambat UMKM di desa Slatri untuk bersaing di pasar yang lebih luas. Pengemasan dan pelabelan yang menarik dan informatif sangat penting untuk meningkatkan daya tarik dan nilai jual produk bawang merah olahan. Untuk mengatasi masalah ini, tim dosen dari Universitas Dian Nuswantoro melaksanakan proyek pengabdian kepada masyarakat untuk meningkatkan literasi dan keterampilan pengemasan dan pelabelan produk bagi pelaku UMKM di desa Slatri. Pelatihan dilaksanakan di desa Slatri selama satu hari, pada tanggal 28 September 2022. Peserta terdiri dari 40 pelaku UMKM lokal yang bergerak di bidang pengolahan bawang merah. Pelatihan ini melibatkan berbagai sesi teori dan praktik mengenai teknik pengemasan dan pembuatan label produk yang sesuai standar pasar. Hasil kegiatan ini diharapkan dapat meningkatkan kualitas dan daya saing produk UMKM di desa Slatri. Manfaat jangka pendeknya adalah peningkatan keterampilan pengemasan dan pelabelan bagi pelaku UMKM. Sementara itu, manfaat jangka panjangnya meliputi keberlanjutan usaha, peningkatan ekonomi desa, dan kemampuan UMKM untuk bersaing di pasar yang lebih luas dan kompetitif.

Learning outcome-based education through the application of project-based learning methods in teaching American life and institutions courses to produce creative and collaborative skills Rizal, Sarif Syamsu; Triwibowo, Febri Dhany
LITE: Jurnal Bahasa, Sastra, dan Budaya Vol. 21 No. 1 (2025): March
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/lite.v21i1.11624

This article is based on the Indonesian government's policy regarding learning outcome-based education in higher education curricula. This research urgently needs to apply the project-based learning method to the American Society course, one of the cultural course groups in the English Study Programme, Faculty of Humanities, Universitas Dian Nuswantoro. The purpose of this study is to prove that the results of the learning process of Project Based Learning method are to improve the ability of students in project problem solving, to gain new knowledge and skills students in learning, to make students more active in solving complex project problems with results in the form of real products, to develop and improve students' creative skills in managing tools and materials to complete tasks or projects and to enhance collaboration between students, especially in group activities. The research outputs are (1) the arrangement of the planning, implementation, and evaluation of Project-based to American Life and Institutions course learning, and (2) the tangible products from the course learning project.

EFL students’ perception of task-based reading with authentic text Triwibowo, Febri Dhany; Asmarani, Rahmanti; Rizal, Sarif Syamsu
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1806

This research explores the integration of Task-Based Language Teaching (TBLT) with authentic texts in the Advanced Reading course to address the need for more contextual and critical approaches in EFL instruction. The research aims to examine how this combination enhances students’ critical thinking, contextual understanding, and engagement in reading activities. Employing a descriptive quantitative design supported by survey data from 49 students, the study analyzed learners’ perceptions after being exposed to TBLT using authentic materials. Findings reveal that 73.5% of students agreed that discussing authentic texts improved their critical thinking, 75% believed the TBLT approach enhanced communication and collaboration, and 77.5% felt more responsible for their own learning. However, 51.1% considered the method time-consuming and challenging. Overall, the integration of TBLT and authentic texts proved effective in promoting communicative competence, cultural awareness, and learner autonomy. The study concludes that authentic materials can create meaningful, real-world learning experiences when guided through task-based instruction. It recommends continuous teacher training and context-sensitive adaptation to optimize the implementation of TBLT in EFL classrooms.

EFL students’ perception of task-based reading with authentic text Triwibowo, Febri Dhany; Asmarani, Rahmanti; Rizal, Sarif Syamsu
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1806

This research explores the integration of Task-Based Language Teaching (TBLT) with authentic texts in the Advanced Reading course to address the need for more contextual and critical approaches in EFL instruction. The research aims to examine how this combination enhances students’ critical thinking, contextual understanding, and engagement in reading activities. Employing a descriptive quantitative design supported by survey data from 49 students, the study analyzed learners’ perceptions after being exposed to TBLT using authentic materials. Findings reveal that 73.5% of students agreed that discussing authentic texts improved their critical thinking, 75% believed the TBLT approach enhanced communication and collaboration, and 77.5% felt more responsible for their own learning. However, 51.1% considered the method time-consuming and challenging. Overall, the integration of TBLT and authentic texts proved effective in promoting communicative competence, cultural awareness, and learner autonomy. The study concludes that authentic materials can create meaningful, real-world learning experiences when guided through task-based instruction. It recommends continuous teacher training and context-sensitive adaptation to optimize the implementation of TBLT in EFL classrooms.

AI Writing Assistants in English Language Learning: Evaluating Feedback Quality and Learner Autonomy Triwibowo, Febri Dhany; Polim, Hidayat
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 1 No. 2 (2025): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v1i2.195

As artificial intelligence (AI) writing assistants become increasingly integrated into English language learning (ELL), their influence on feedback quality and learner autonomy warrants critical evaluation. This mixed-methods study investigates how AI-generated feedback compares to teacher feedback in terms of accuracy, clarity, usefulness, and its impact on learner autonomy. Forty university-level ELLs completed writing tasks using either AI tools or instructor input. Results showed that while AI feedback was effective for correcting surface-level errors, it lacked the pedagogical depth necessary to foster meaningful learning. Teacher feedback, by contrast, encouraged reflective revision, metacognitive engagement, and greater writing independence. Despite AI tools’ convenience and immediacy, learners often accepted suggestions passively, which hindered the development of critical evaluation skills and self-regulated learning. The study concludes that AI writing assistants can serve as useful supplements in writing instruction but should not replace human feedback. Instead, a hybrid model that combines technological efficiency with pedagogical insight may offer the most effective support for developing autonomous, reflective writers.

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