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All Journal Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat TELL - US JOURNAL The Journal of English Literacy Education
Hesti Wahyuni Anggraini
Sriwijaya University
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Pembelajaran TOEFL sebagai Upaya Peningkatan Kompetensi Guru di MGMP Kabupaten Muara Enim Hesti Wahyuni Anggraini; Zuraida Zuraida; Rita Hayati; Dwi Maharrani; Nova Lingga Pitaloka
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 1 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i1.18275

Abstract

In Indonesia, TOEFL (Test of English as a Foreign Language) learning has become crucial in enhancing English proficiency, particularly for English language teachers across various regions. Proficiency in the English language serves as a key factor in meeting educational quality standards. Therefore, TOEFL training has become a necessary endeavor to support teachers' English language mastery and elevate the quality of instruction in the pursuit of standardized schools. This community engagement aims to provide TOEFL training as an effort to enhance English language proficiency among English teachers in Kabupaten Muara Enim, South Sumatra. The training was conducted online via the Zoom Conference application, with a total of 77 teacher participants. The training curriculum encompassed fundamental TOEFL skills, including Listening, Structure and Written Expression, and Reading. The training process involved several stages, including pre-test assessments, presentations, discussions, mentoring, and post-test evaluations. The results of the training demonstrated a noticeable improvement in TOEFL scores among the teachers. The average initial TOEFL score was 426, with the lowest score at 286 and the highest at 536. After the training, the average final TOEFL score increased to 432, with the lowest score at 296 and the highest at 557. Although the score changes were not statistically significant, they indicate an enhancement in the understanding and English language proficiency of the participants. The training proved effective in elevating English language comprehension among English teachers in Kabupaten Muara Enim. The effective delivery of training materials and interactions with resource persons positively contributed to the teachers' English language proficiency. It is recommended to conduct follow-up activities to assess the application of acquired knowledge after the training. Such initiatives are expected to further enhance the positive impact of the training on the teachers' pedagogical practices. Moreover, similar training activities could be extended to a provincial level, involving a larger number of teachers, thus fostering improvements in the education sector within the region.
VALIDITY, PRACTICALITY AND EFFECTIVENESS OF A WEB-BASED INSTRUCTIONAL MATERIAL BASED ON LEARNING STYLES Hesti Wahyuni Anggraini; Zuraida; Rita Hayati; Dwi Maharrani; Nova Lingga Pitaloka
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.51

Abstract

The shifting of teaching and learning mode results in the urgency of the development of instructional materials. Ironically, the availability of web-based instructional reading material on the basis of learning style is still limited. This developmental study examined data qualitatively and quantitatively from 16 questionnaire respondents, six interviewees and two lecturers to investigate the needs of developing instructional materials, the extent to how lecturers shaped their beliefs, students’ reading level, and students’ learning styles. This study also aimed at finding out the validity, practicality, and the effectiveness of developed product. Three students involved in one-to-one evaluation, nine students in small group evaluation and 17 students in the field test. This research implemented a four-stage model by Akker. Formerly, the result of analysis phase represented some analysis points. Furthermore, the product was highly valid on its content, construct and technology use with average score 4.4. The average scores of practicalities were 4.1 in one-to-one evaluation and 4.2 in small group evaluation. High validity with the score 4.3 was the result of the field test. Potential effect was also high in the average score of reading test, 86.47. This study, expectedly, gives favourable impact to the teachers and students in the future.
An Investigation of Error Made by Students Based on Their Gender in Writing Narrative Text Syafiqah Salma Attaqiy; Hesti Wahyuni Anggraini
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10174

Abstract

This study aims to investigate the types and frequencies of writing errors made by male and female students at SMAN 2 Indralaya Utara in composing narrative texts and to examine whether there is a significant difference in their writing performance based on gender. Employing a quantitative descriptive design with a comparative approach, the research involved 100 students (50 males and 50 females) selected through stratified random sampling. The students’ works were analyzed using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, covering omission, addition, misformation, and misordering errors, while their overall writing performance was assessed through a rubric-based scoring system. The findings revealed that male students produced 305 errors with misformation as the most frequent type (53.77%), while female students made 167 errors, predominantly omission (40.72%). Results from the Independent Samples t-test indicated a significant difference in writing scores, where female students outperformed male students by an average of 7.251 points. The study concludes that gender influences students’ error patterns and narrative writing performance, highlighting the need for gender-sensitive teaching strategies in EFL classrooms.
The Impact of Writer’s Block on Academic Writing Performance: A Study of English Education Students Sania Amila; Hesti Wahyuni Anggraini
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10268

Abstract

This study aims to investigate the impact of writer’s block on academic writing performance among English Education students at Sriwijaya University.Employing a mixed-methods approach with Sequential Explanatory design, the participants were 59 sixth-semester students enrolled in the Academic Writing course, selected purposively as they had prior experience with Paragraph Writing and Essay Writing. Quantitative data were collected using a writing test and writer’s block questionnaire (QIWB) by Mike Rose (1981), and analyzed using Spearman’s rho. The findings revealed a correlation coefficient (r) of -0.023 and a significance value (p) of 0.865, indicating a very weak negative correlation that is not statistically significant. This result suggests that writer’s block does not meaningfully affect student’s academic writing performance, implying that it may be a minor factor compared to other influences such as language proficiency, time management, and motivation. Qualitative data were collected through open-ended questionnaires administered to 9 participants, selected purposively based on their writing test results (3 high achievers, 3 average, and 3 low achievers). The results showed that students still experienced writer’s block due to psychological pressure, lack of ideas, and overthinking, but they could overcome these challenges through peer support and self-regulation strategies. The study concludes that while writer’s block is present among students, its impact on academic writing performance is minimal, highlighting the importance of addressing broader cognitive and affective factors in writing instruction.
THE DIFFERENCES AMONG WRITING ANXIETY, GENDER AND WRITING ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY, PALEMBANG Hesti Wahyuni Anggraini
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 1 (2016): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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

Abstract

Written communication has long been claimed as a very difficult skill to acquire. First, it covers mostly the obligation of mastering structures and written form of language in the notion of cognitive problems. Second, the existence of writing difficulties on the basis of cognitive aspect makes foreign language students anxious to be involved in writing. Also, gender plays important aspect to expose in language learning. This paper presents (a) whether or not there was significant difference in students’ writing achievement on the basis of gender, (b) whether or not there was significant difference in writing achievement on the basis of writing anxiety, and (c) whether or not there was significant difference in writing achievement on the basis of gender, from 110 undergraduate students, 55 male students and 55 female students, of English Study Program of Faculty of Teacher Training and Education of PGRI University, Palembang, in academic year 2011/2012. The samples were selected by using purposive sampling. The data were collected mainly from the students’ essays and questionnaire of Foreign Language Writing Anxiety Scale. Then, the data were analyzed quantitatively. The result showed that firstly, student’s gender was not significant variable in writing achievement statistically. Secondly, there was statistically significant difference in writing achievement on the basis of writing anxiety level (i.e., low and medium level of writing anxiety). At last, students’ writing anxiety showed no statistically significant difference on the basis of gender. However, the findings indicated that statistically, there was significant difference in low level of writing anxiety of male and female students. Closer analysis resulted that students’ writing anxiety were affected by evaluation apprehension. Very poor writing achievement was derived from the students’ ability.
Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida Zuraida; Amrullah Amrullah; Muhammad Yazir; Yentri Anggeraini; Lianasari Lianasari; Firma Amanah Pradesta
Abdimas Galuh Vol 8, No 2 (2026): September 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i2.23547

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Co-Authors Amrullah Amrullah Dwi Maharrani Firma Amanah Pradesta Ismail Petrus Lianasari Lianasari Machdalena Vianty Muhammad Yazir Nova Lingga Pitaloka Rita Hayati Sania Amila Syafiqah Salma Attaqiy Yentri anggeraini Zuraida Zuraida Zuraida Zuraida Zuraida