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All Journal Jurnal Pendidikan Humaniora Jurnal Bahasa & Pariwisata Englisia Journal English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture AL ISHLAH Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education JMM (Jurnal Masyarakat Mandiri) Lire journal (journal of linguistics and literature Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Education and Teaching (JEET) JURNAL TAHURI ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan PENA ABDIMAS : Jurnal Pengabdian Masyarakat Studies in English Language and Education IDARAH : Jurnal Pendidikan dan Kependidikan PRIMACY Journal of English Education and Literacy International Journal of Educational Best Practices Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia International Journal of Education Research and Development Jurnal Pengabdian Siliwangi Lire Journal (Journal of Linguistics and Literature) Jurnal Pendidikan Progresif CHI JOURNAL OF Community Health Issues
Santiana Santiana
Universitas Siliwangi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Pelatihan Pembuatan Media Pembelajaran Inovatif Berbasis Digital Comic untuk Pembelajaran Bahasa Santiana, Santiana; Silvani, Dea; Syakira, Sitti; Ruslan, Ruslan
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 4 No. 1 (2023)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v4i1.27417

Abstract

Pada Era Digital guru dituntut untuk dapat membuat media pembelajaran yang menarik dan inovatif dengan menggunakan aplikasi tertentu. Guru diharuskan untuk dapat membuat ataupun mengembangkan media pembelajaran dalam bentuk digital. Namun masih banyak Guru-guru yang kesulitan dalam membuat dan mengembangkan media pembelajaran inovatif berbasis Digital Comic. Tim pengabdian masyarakat Universitas Siliwangi berupaya memberikan solusi mengadakan Pelatihan Pembuatan Media Pembelajaran Inovatif Berbasis Digital Comic untuk Pembelajaran Bahasa. Program kegiatan ini ditujukan kepada Guru-guru bahasa Inggris dan bahasa Indonesia di Kabupaten Ciamis, dengan melakukan metode tatap muka secara langsung (luring) dan tidak langsung (daring), guna membantu para guru dalam penggunaan dan pembuatan Media Pembelajaran Bahasa berbasis Digital Comic. Tahapan kegiatan pengabdian yang dilaksanakan yaitu perencanaan, pelaksanaan, dan evaluasi. Hasil dari pelatihan yang telah dilakukan guru-guru memandang bahwa pelatihan tersebut sangat membantu membuka pemikiran mereka untuk mengkreasi media pembelajaran bahasa yang inovatif berbasis digital comic. Mereka pun berpendapat bahwa kegiatan pelatihan berlangsung sangat efektif dan efisien karena menggunakan pola luring dan daring sehingga mereka memiliki waktu yang lebih fleksibel untuk menyelesaikan tagihan akhir pelatihan berupa Media Pembelajaran yang berbasis digital comic.
1 TIMOTIUS 4:12 SEBAGAI DASAR MEMPERTAHANKAN IMAN DI ERA MEDIA SOSIAL TANTANGAN DAN PELUANG PENDIDIKAN AGAMA KRISTEN Masusu, Astitin; Lola, Arruan; Santiana, Santiana; Mangi , Zheyla Padang
Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia Vol. 3 No. 4 (2024): Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia
Publisher : Anfa Mediatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/relinesia.v3i4.2088

Abstract

Perkembangan media sosial telah membawa perubahan signifikan dalam kehidupan masyarakat, termasuk tantangan dan peluang bagi Pendidikan Agama Kristen (PAK). Penelitian ini bertujuan menganalisis relevansi 1 Timotius 4:12 sebagai dasar mempertahankan iman di era media sosial, serta mengidentifikasi tantangan dan peluang PAK dalam konteks ini. Menggunakan metode kualitatif dengan studi literatur, penelitian ini mengkaji berbagai sumber relevan tentang PAK, penggunaan media sosial, dan interpretasi 1 Timotius 4:12. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 1 Timotius 4:12 menyediakan fondasi kuat bagi PAK di era digital, mendorong kaum muda menjadi teladan iman di tengah tantangan media sosial. PAK memiliki peran krusial dalam membimbing siswa menggunakan media sosial secara positif dan bertanggung jawab. Meskipun menghadapi tantangan seperti kecanduan teknologi dan paparan konten negatif, era ini juga membuka peluang untuk memanfaatkan teknologi dalam memperkaya pembelajaran dan menyebarkan nilai-nilai Kristiani. Dengan pendekatan yang tepat, PAK dapat membantu kaum muda berkembang dalam iman mereka di era media sosial.
@GURUKUMRD: the Greatest Way to Learn English Vocabulary Santiana, Santiana; Hadiningrum , Akhiria; Andriani, Agis
International Journal of Education Research and Development Vol. 3 No. 2 (2023): October
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v3i02.41

Abstract

Social media has impacted teenagers all around the world to be aware of the benefits of mobile phones for acquiring information, entertainment, and edutainment during the previous decade. 21st-century learners often favour Instagram, which is a well-liked social networking platform. The researchers seek to examine how undergraduate students in Indonesia use @gurukumrd Instagram to learn English vocabulary. This study presents a case study of how students learn about learning activities through the @gurukumrd account. Braun and Clarke (2006) obtained data through semi-structured interviews as an instrument and evaluated it qualitatively using thematic analysis. The participants were students in the sixth and eighth semesters of one university in West Java, Indonesia. The findings of this study are; Students acquire knowledge independently, select vocabulary and pronunciation resources, learn in a short period of time through @gurukumrd, memorize the vocabulary, imitate the pronunciation of the vocabulary, and engage in daily dialogue using the vocabulary. This finding indicates that students learning vocabulary through the @gurukumrd Instagram account valued time flexibility, effectiveness, independent learning, and interest-based learning.
Students’s Attitudes Toward the Use of CANVAS in the EFL Virtual Learning Environment Santiana, Santiana; Margana, Margana; Pancoro Setyo Putro, Nur Hidayanto; Widodo, Pratomo
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.30813

Abstract

This study examines students’ attitudes toward the Learning Management System (hereafter LMS) CANVAS in the Virtual Learning Environment (henceforth VLE). This study used mixed methods in nature, which used a survey to collect data on the attitudes of 118 EFL students who enrolled in the Technology Enhanced Language Learning (hereafter TELL) course. Researchers gathered data through a questionnaire and semi-structured interviews to assess students’ attitudes using the Technology Acceptance Model (TAM). The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. Based on the research findings, the TAM framework identifies two main categories: Perceived Usefulness and Perceived Ease of Use. The Perceive Usefulness category comprises four categories: CANVAS Engagement Time, CANVAS Enhances Interaction, Learning Efficacy, and Effective Communication, CANVAS Enhances Language Learning, and CANVAS Boosting Students’ Confidence and Motivation in a Fun Way. In addition, the Perceive Ease of Use category comprises three categories: CANVAS Usability in Mobile Learning Environments, CANVAS User-Friendly Design, and CANVAS Seamless Navigation and Accessibility.
Online English speaking instruction in junior high schools: Readiness and obstacles Syafryadin, Syafryadin; Santiana, Santiana
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15043

Abstract

In the midst of a pandemic, teaching speaking online becomes one of the challenges. This study investigates whether or not English teachers were prepared to teach speaking virtually. Consequently, the purpose of this study was to determine the English teachers' readiness and obstacles to teaching speaking online during the pandemic Covid-19. The researcher utilized mixed research methods to conduct this study. The information was gathered via questionnaires and interviews. The experts have tested and validated these instruments. The data were then quantitatively and qualitatively analyzed. Quantitative data were analyzed with the aid of SPSS statistical calculations. In contrast, qualitative data were analyzed using multiple steps, including data reduction, data presentation, and conclusion. The results indicated that the majority of English teachers were prepared to implement online speaking instruction during a pandemic, despite the fact that some teachers were not quite prepared due to several obstacles. As for the challenges encountered by English teachers, there were online speaking assessments, poor connections, low interaction, and a lack of learning devices. Shortly, English teachers prepared to teach online speaking to students in order to improve the students' speaking ability, despite the emergence of certain obstacles.
AN INSIGHT INTO BLOG USE IN EFL READING CLASS Santiana, Santiana; Faisal, Rachmatia Fajrina; Sri, Melisa
International Journal of Educational Best Practices Vol. 7 No. 1 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.1.132-150

Abstract

This study was performed concerning the usage of a blog to ascertain the perceptions of the students regarding the usage of blogs in Extensive Reading (hereafter ER) classes at one of Tasikmalaya’s universities.  Braun and Clarke’s Descriptive Case Study Design andThematic Analysis techniques were used in this study. The primary data source was semi-structured interviews with four participants, transcribed and analysed using Thematic Analysis. This study discovered that blogging has advantages and disadvantages in the ER class. The advantage of using blogs as media in Extensive Reading classes is that blogging is easy to use and can increase student creativity. Furthermore, blogging can increase student motivation to read, serve as a forum for reflection, and increase learning autonomy. However, based on the findings, it turns out that there are some disadvantages to using blogs as media in Extensive Reading classes, such as limited access to blogs, sluggish connectivity for submitting assignments, and causing time-consuming problems. Finally, the research provides information to lecturers so that lecturers can learn about the benefits and drawbacks of using blogs in ER learning. 
English Language Teaching Development: Emergency Remote Teaching Challenges in the Covid-19 Era Santiana, Santiana; Hikmatullah, Nanak; Pujasari, Ratu Sarah; Khan, Tariq; Ispina, Jacqueline Inting; Marzuki, Abdul Gafur
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 8 No. 2 (2024): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v8i2.2537

Abstract

To limit the spread of the Covid-19 virus, rapid modifications in instructional delivery transitioned from in-person to online education. The Covid-19 outbreak sparked a historic global push to learn and teach remote languages via Internet venues. The rapid transition from face-to-face to remote learning is significantly distinct from planned online learning. Due to a shortage of resources and preparation chances, both language teachers and students have quickly shifted to depending on online learning in the overwhelming majority of cases. Their tales demonstrate endurance, resourcefulness, and bravery under extremely difficult circumstances. Understanding the nature of this transition can help to advance Online Teaching (hereinafter OT) and Emergency Remote Teaching (hereafter ERT). This qualitative and descriptive study looks into the unexpected and radical changes in English ERT, with a focus on the conceptual framework for developing relevant and engaging ERT and student engagement during ERT. Several studies have been conducted in various regions of the world to investigate the methods and procedures created by English Language Teaching (hereinafter ELT) to help students strengthen their English language and literacy skills. These conceptual advances are studied and shown, as are the various ways how ELT responded to the difficulties raised. Different conceptual shifts necessitate a variety of ELT approaches to the challenges identified, which are demonstrated and addressed. This report summarises the investigation's primary findings and offers recommendations for teaching English remotely.
Unveiling Students’ Experience with Project-Based Learning in Higher Education Silvani, Dea; Santiana, Santiana; Syakira, Sitti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.16606

Abstract

Project-Based Learning (PjBL) has garnered considerable attention as an innovative pedagogical technique that fosters active participation, analytical reasoning, and tangible utilization of acquired knowledge. This study explores the experience of undergraduate students focusing on the benefits, challenges and coping strategies during the implementation of project-based learning (PjBL) in an ESP course. Involving 45 English Education Department students as the participants, this mixed methods study utilized questionnaire and semi-structured interviews to obtain the data regarding their experience while joining PjBL. The quantitative data from the questionnaire were analysed by using descriptive statistics, while the qualitative data from the interview were analysed through the steps of data condensation, data display, and conclusion drawing. The results of this research indicate that students recognized the roles of PjBL in enhancing their learning motivation, engagement, understanding, language proficiency, problem solving, critical thinking, creativity, and collaboration skills. However, this study also reported significant challenges regarding time constraints, resourcing difficulties, and collaboration issues. To address these challenges, students employed various strategies such as managing tasks independently, utilizing accessible resources, and maintaining effective communication. This study concludes that when carefully implemented, PjBL can be an effective instructional method in ESP contexts that offers meaningful opportunities for both linguistic and personal development. Keywords: Project based Learning, learning experience, higher education, ESP
Integrating AI-based paraphrasing into academic writing pedagogy: A reflective study on Quillbot in practice Herda, Rozanah Katrina; Margana, Margana; Sain, Zohaib Hassan; Savitskaya, Elina S.; Santiana, Santiana; Principe, Regine Aguilar
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.15127

Abstract

Integrating artificial intelligence (AI) into education has transformed traditional approaches to teaching and learning, particularly in academic writing instruction. This study investigates the pedagogical impact of using QuillBot, an AI-based paraphrasing tool, on students' academic writing performance and their perceptions of its use. Motivated by the increasing complexity of academic writing and the need for instructional innovation, this mixed-methods research examines learning outcomes and student experiences. Forty-fourth-semester students, consisting of 13 male and 27 female students, enrolled in an Academic Writing course, participated in the study. An explanatory sequential design was employed, starting with pre- and post-tests measuring writing performance, followed by semi-structured interviews to explore students' reflections. The results revealed a significant improvement in students' writing scores, with the mean increasing from 49.25 (pre-test) to 74.00 (post-test), indicating enhanced ability in paraphrasing and producing coherent academic texts. Students also reported that QuillBot helped them internalize academic language structures, improved their awareness of sentence patterns, and supported autonomous learning by providing immediate, accessible feedback. Moreover, they acknowledged the importance of ethical usage and viewed the tool as a guide rather than a shortcut. These insights highlight the dual role of AI tools as both linguistic support systems and pedagogical aids when thoughtfully integrated into instruction. Future research should consider broader and more diverse populations to deepen understanding of how AI-assisted writing tools shape student learning across different educational contexts.Keywords: Academic writing, Paraphrasing, Artificial intelligence, Quillbot
Online English speaking instruction in junior high schools: Readiness and obstacles Syafryadin, Syafryadin; Santiana, Santiana
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15043

Abstract

In the midst of a pandemic, teaching speaking online becomes one of the challenges. This study investigates whether or not English teachers were prepared to teach speaking virtually. Consequently, the purpose of this study was to determine the English teachers' readiness and obstacles to teaching speaking online during the pandemic Covid-19. The researcher utilized mixed research methods to conduct this study. The information was gathered via questionnaires and interviews. The experts have tested and validated these instruments. The data were then quantitatively and qualitatively analyzed. Quantitative data were analyzed with the aid of SPSS statistical calculations. In contrast, qualitative data were analyzed using multiple steps, including data reduction, data presentation, and conclusion. The results indicated that the majority of English teachers were prepared to implement online speaking instruction during a pandemic, despite the fact that some teachers were not quite prepared due to several obstacles. As for the challenges encountered by English teachers, there were online speaking assessments, poor connections, low interaction, and a lack of learning devices. Shortly, English teachers prepared to teach online speaking to students in order to improve the students' speaking ability, despite the emergence of certain obstacles.
Co-Authors Abdul Gafur Marzuki Abdul Ghofur Andriani, Agis annashr, Nissa noor Arini Nurul Hidayati Asri Siti Fatimah, Asri Siti B, M. Asri Dadan Supardan Dea Silvani Dea Silvani Dian Eka Chandra Wardhana Dian Eka Chandra Wardhana, Dian Eka Chandra Eka Apriani Eka Apriani Eka Apriani Enriquez, Alexis Erizar Erizar Erizar Erizar, Erizar Faisal, Rachmatia Fajrina Fatimah, Asri Siti Hadiningrum , Akhiria Hendra Harmi Hermawan, Dessy Hermawati, Siti Puput Hikmatullah, Nanak Irani Hoeronis Irma Febrianti Ispina, Jacqueline Inting Khan, Tariq Lesi Oktiwanti Lola, Arruan Mahmud, Rashed Mangi , Zheyla Padang Margana Margana Masusu, Astitin Melisa Sri Melisa Sri, Melisa Miguel Cardoso, Luis Muhammad Guntur Muhammad Guntur, Muhammad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Novianti, Siti Nur Hidayanto Pancoro Setyo Putro Nur lina Nurul Fadhillah Paidi Gusmuliana Pratomo Widodo Principe, Regine Aguilar Purwaningsi, Utari Rachmatia Fajrina Faisal Rahmat Rahmat Ratu Sarah Pujasari Ratu Sarah Pujasari Ratu Sarah Pujasari, Ratu Sarah Riswanto Riswanto Rosiana, Shinta Rozanah Katrina Herda, Rozanah Katrina Ruslan Ruslan Ruslan Ruslan Safnil Arsyad Sain, Zohaib Hassan Savitskaya, Elina S. Silvani, Dea Sitti Syakira Sri Maywati Suci Nurzannah Efendi Sudarmaji, Imam Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin Syakira, Sitti Temitope Sulaimon, Jamiu Tresna Widya Ulinsa, Ulinsa Yuldan Faturrahman Yuyus Saputra