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All Journal JURNAL MASYARAKAT NEGERI ROKANIA English Education and Literature Journal (E-jou) CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin
Amanda, Vivi
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Multilingualism in Secondary Students: Its Effect on English Language Development in EFL Contexts amanda, vivi
JURNAL MASYARAKAT NEGERI ROKANIA Vol 6 No 2 (2025): JURNAL MASYARAKAT NEGERI ROKANIA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Rokania

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Abstract

Abstract : This study investigates the role of multilingualism in supporting English language development among secondary students in an EFL context by employing a mixed-methods design integrating questionnaires and semi-structured interviews. The findings reveal that multilingual practices are widely used and positively perceived by learners, with questionnaire results showing high mean scores for the use of first and local languages to support comprehension, vocabulary learning, and classroom communication. Students reported greater confidence, reduced anxiety, and stronger motivation when multilingual strategies were incorporated into instruction. Interview data further demonstrated that students rely on their multilingual repertoires to make sense of complex English input, express ideas more freely, and actively participate in class discussions. Although some instances of language interference were identified, these occurrences also reflected developing metalinguistic awareness and opportunities for corrective learning. The discussion aligns these results with recent studies from the last seven years, reinforcing the view that translanguaging serves as a cognitive scaffold and affective support mechanism that enhances linguistic processing, identity affirmation, and communicative competence. The study contributes empirical evidence from the Indonesian EFL context, highlighting that structured and purposeful multilingual pedagogy can maximize students’ engagement and linguistic outcomes. The findings suggest that multilingualism should be recognized as a valuable instructional resource rather than a barrier, and teachers are encouraged to adopt guided translanguaging strategies to strengthen comprehension, motivation, and language accuracy.
Community Service for Improving of Learning Pronounce Silent Letters Thought Youtube Content by Channel Youtube For 12th Smk Kesehatan Rambah Samo Darmayanti, Yesi; Amanda, Vivi; Ria Ningsih, Asih
CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin Vol 3 No 2 (2025): CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Indragiri (UNISI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/cemara.v3i2.3402

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This study examines the impact of utilizing YouTube content on enhancing twelfth-grade students’ pronunciation of English silent letters at SMK Kesehatan Rambah Samo. Employing a quasi-experimental design, two groups were compared: an experimental group that was taught through YouTube videos and a control group that was taught using traditional methods. Data were collected using pre-tests and post-tests administered to both groups, each consisting of 30 students. The findings revealed that the experimental group achieved a significant improvement in pronunciation performance (t = 9.84, p < 0.05) compared to the control group (t = 2.11, p > 0.05). The independent t-test also indicated a significant difference in gain scores (t = 5.43, p < 0.05), with a large effect size (Cohen’s d = 1.10). These results demonstrate that YouTube-based learning provides multimodal input, visual, auditory, and textual, that enhances learners’ ability to recognize and correctly pronounce words containing silent letters such as debt, subtle, climb, and honest. The study concludes that integrating authentic YouTube materials into pronunciation instruction significantly improves students’ phonological awareness and fosters autonomous learning compared to traditional classroom methods.
The Role of AI in Developing Academic Writing Competence: A Cross-Institutional Analysis of Higher Education Muafi, Khabib; Amanda, Vivi; Darmayanti, Yessi; Adrianty, Uchy Mukho; Rianto, Rianto; Rizkiyah, Solehatur
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1957

Abstract

This study investigates the role of artificial intelligence (AI) in developing academic writing competence among English education students in higher education. Employing a comparative mixed-methods design, the research involved first-semester students from UIN Bukittinggi and Universitas Rokania during the 2025–2026 academic year. Data were collected through pre- and post-writing tests, a Technology Acceptance Model (TAM)-based survey, and semi-structured interviews. Quantitative findings reveal significant improvements in students’ academic writing performance in both institutions, with an average score increase of 12.2 points at UIN Bukittinggi and 7.9 points at Universitas Rokania. Improvements were evident in grammatical accuracy, argumentative coherence, and citation accuracy. Qualitative results indicate that students who received structured AI literacy training engaged more critically with AI feedback, while students without institutional guidance tended to rely passively on AI output. The findings demonstrate that AI-assisted writing is most effective when supported by institutional policies, pedagogical scaffolding, and ethical guidance. This study contributes to the growing discourse on responsible AI integration in academic writing instruction in higher education
Co-Authors Adrianty, Uchy Mukho Darmayanti, Yesi Darmayanti, Yessi Muafi, Khabib Ria Ningsih, Asih Rianto Rianto Rizkiyah, Solehatur