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All Journal Al Ishlah Jurnal Pendidikan English Community Journal Journal of English Education and Teaching (JEET) ELP (Journal of English Language Pedagogy) Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Bagimu Negeri : Jurnal Pengabdian Kepada Masyarakat Jurnal KALANDRA Journal of English Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian EFL Journal Indonesian Language Education and Applied Linguistic Reviews
Kurnia Saputri
Universitas Muhammadiyah Palembang
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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REVISITING TRANSLATION IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES UNDER INDONESIA’S NEW CURRICULUM Darmawan Budiyanto; Aswadi Jaya; Kurnia Saputri
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.59

Abstract

This study revisits the role of translation in English as a Foreign Language (EFL) classrooms by examining teachers’ perceptions, experiences, and readiness under Kurikulum Merdeka, Indonesia’s new national curriculum. Fifty English teachers from various secondary schools in Palembang participated in this mixed-method research, which utilized an online questionnaire combining closed- and open-ended items to gather both quantitative and qualitative data. The findings reveal that most teachers perceive translation as an integral component of English instruction, particularly for enhancing students’ writing and reading proficiency. While grammar-oriented translation remains dominant, there is a noticeable shift toward meaning-focused and communicative translation practices aligned with task-based learning. This pedagogical transition reflects teachers’ efforts to reconcile traditional accuracy-based instruction with the communicative emphasis of Kurikulum Merdeka. Despite recognizing translation as a complex and demanding approach, the majority of teachers demonstrate strong willingness to integrate it into their teaching, signifying high professional commitment and openness to innovation. The study highlights that translation-based learning serves not only as a bridge between linguistic knowledge and real-world application but also as a tool for developing intercultural competence and reflective teaching practices. These findings underscore the importance of sustained institutional support and targeted professional development programs to strengthen teachers’ pedagogical competence in translation and ensure effective curriculum implementation within Indonesia’s evolving EFL landscape.
Pelatihan Strategi Membaca Komprehensif untuk Meningkatkan Literasi Membaca Siswa Sekolah Dasar Surismiati Surismiati; Tias Fadakosta; Ayu Wulandari; Kurnia Saputri
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 5, No 2: August 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v5i2.38776

Abstract

Reading literacy is a fundamental competency that supports students' academic achievement and lifelong learning. However, the rapid advancement of digital technology has changed students' reading habits, while many elementary school students still experience difficulties in identifying main ideas, interpreting information, and comprehending both printed and digital texts. Initial observations at SD Muhammadiyah 16 Palembang also indicated that teachers required greater capacity to implement structured reading instruction. This community service program aimed to improve students' reading literacy and strengthen teachers' instructional competence through comprehensive reading strategy training. The program employed a participatory approach consisting of needs assessment, interactive training, guided practice, and continuous mentoring, emphasizing pre-reading, while-reading, and post-reading strategies integrated with printed and digital learning resources. The program resulted in improved student engagement, enhanced reading comprehension skills, and increased teacher competence in implementing comprehensive reading strategies. In addition, practical instructional guidelines were developed to support sustainable literacy practices at the school level. These findings demonstrate that comprehensive reading strategy training is an effective approach to strengthening reading literacy and fostering a sustainable literacy culture in elementary schools.
Pemberdayaan Ibu Rumah Tangga melalui Pelatihan Decoupage Pot Tanaman sebagai Upaya Pengembangan Ekonomi Kreatif di Kelurahan Kemang Manis Kurnia Saputri; Sherly Marliasari; Sri Yuliani; M. Daffa Ghazan Alfaeza; Eka Apriani
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 5, No 1: February 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v5i1.36745

Abstract

Limited access to productive skills training remains a major constraint in the development of household-based creative economies, particularly among housewives in Kemang Manis Village. This community service program aimed to enhance community skills and creativity through training in decorating plant pots using the decoupage technique, which has aesthetic and economic value. The activity was implemented through several stages, including preparation, hands-on practical training, evaluation of participants’ work, and mentoring for the establishment of small business groups. A total of 30 participants took part in the program using a participatory approach. The results indicate that participants were able to understand and apply basic decoupage techniques to plant pots and produce handicraft products with potential market value. In addition to improving individual skills, the program encouraged the formation of small business groups to support the sustainability of productive community activities. Overall, this community service program contributed to strengthening economic independence and community empowerment through creative skill development.
Beyond Convenience: How EFL Students Negotiate Generative AI Support, Authorship, and Academic Integrity in English Writing Kurnia Saputri
Indonesian Language Education and Applied Linguistics Reviews Vol. 2 No. 1 (2026): Volume 2, Issue 1, April 2026
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/fqd0qm51

Abstract

Generative artificial intelligence (GenAI) has become embedded in university writing practices, yet perception-based research cannot show what learners actually do when AI suggestions enter the composing process. This qualitative multiple-case study examined how 16 EFL undergraduates used, evaluated, accepted, rejected, and transformed GenAI assistance across four English-writing tasks completed over six weeks, with particular attention to learner agency, authorship, and academic integrity. Participants represented high-proficiency (n = 5), intermediate-proficiency (n = 7), and low-intermediate-proficiency (n = 4) writing profiles. The multimodal corpus comprised 64 task-specific final texts, 48.5 hours of screen recordings, and 342 recorded prompt-response decision episodes, complemented by interviews and stimulated-recall accounts. Episode-level coding identified four patterns: selective scaffolding (132 episodes; 38.6%), iterative co-composition (100; 29.2%), surface repair (73; 21.3%), and delegated composition (37; 10.8%). The first two patterns showed the strongest learner agency because students bounded AI use, modified prompts, challenged inaccurate outputs, and reworked generated material. Delegated composition represented the clearest loss of authorship, with whole AI-generated paragraphs copied with little verification or substantive revision. A stimulated-recall episode illustrates how ownership was preserved through rejection and restructuring of AI output. The findings show that responsible GenAI use is better understood as a sequence of evaluative decisions than as a binary distinction between AI use and non-use. The study proposes an AI-mediated writing agency framework centred on purpose, verification, transformation, disclosure, and responsibility.
EFL TEACHERS' CURRICULUM LITERACY AND PEDAGOGICAL SKILLS IN MERDEKA CURRICULUM IMPLEMENTATION: A MIXED-METHODS STUDY IN INDONESIA Kurnia Saputri; Dita Adawiyah; Emilda Sinar Fatiha; Arief Pamuji; Agus Wahyudi; Aswadi Jaya; Dian Septarini
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.211

Abstract

This study investigated EFL teachers’ curriculum literacy and pedagogical skills in implementing the Merdeka Curriculum, focusing on their levels, relationship, and translation into classroom practices. An explanatory sequential mixed-methods design was employed involving 150 senior high school English teachers in Palembang, Indonesia, in the quantitative phase and 10 purposively selected teachers in the qualitative phase. Quantitative data were collected using a five-point Likert-scale questionnaire measuring curriculum literacy and pedagogical skills and analyzed using descriptive statistics and Pearson’s correlation. Semi-structured interviews were subsequently conducted and analyzed thematically to explain the quantitative findings. The results revealed high levels of curriculum literacy (M = 4.02, SD = 0.48) and pedagogical skills (M = 4.00, SD = 0.46), with a significant positive correlation between the two constructs (r = .68, p < .001). The qualitative findings showed that curriculum understanding served as a foundation for instructional planning and pedagogical decision-making, while curriculum enactment required flexible translation into classroom practices. Teachers nevertheless encountered challenges related to differentiated instruction, assessment, contextual adaptation, and institutional support, indicating that pedagogical practices were influenced by classroom and school contexts. These findings demonstrate that curriculum literacy and pedagogical skills are interconnected dimensions of EFL teacher competence. Teacher professional development should therefore integrate curriculum understanding with practical pedagogical support, particularly in differentiation, assessment, and contextual adaptation, to strengthen Merdeka Curriculum enactment in EFL classrooms.
ENGLISH AND INDONESIAN ELISION: A CONTRASTIVE PHONOLOGICAL ANALYSIS Masagus Sulaiman; Indawan Syahri; Kurnia Saputri; Mira Tania
English Community Journal Vol 10, No 2 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i2.11535

Abstract

This study examines elision patterns in English and Indonesian through a contrastive analysis, with the aims of figuring out similarities, differences, and implications for teaching English as a Foreign Language (TEFL). A qualitative research design was employed. To collect the data, the researchers used documentation technique, and to analyze the data, descriptive analysis was applied.. The results identifies ten similarities in terms of vowel and consonant deletion, occurrence in rapid and informal speech, reduction of articulatory effort, and support for fluent communication and ten differences in the types of sounds deleted, consonant-cluster patterns, stress influence, weak forms, connected speech, and informal word reduction. These differences may create pronunciation and listening difficulties for EFL students. The results also contribute to TEFL by providing a contrastive basis for developing contextualized pronunciation and listening activities that improve students' recognition and production of natural English connected speech.
Interactive Vocabulary Technique in Vocabulary Mastery Teaching: A Quasi-Experimental Approach Sri Yuliani; Sri Hartati; Masagus Sulaiman; Saptika; Kurnia Saputri
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.356

Abstract

Vocabulary is crucial in language learning. Vocabulary is also an important ability to learn to read, speak, write, and listen properly. This research aimed at figuring out whether or not the interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim. Quasi experimental approach was applied in this research. This research involved 81 students of VII.1, VII.2, and VII 3 classes as the population and 54 of them as the sample regarding as control and experimental classes. Pretest and posttest were used to collect the data in line with 35 items of 17 fill-in-the- blank, 10 unscramble letters, 8 multiple choices. The data were analyzed by using Paired t-test and Independent sample t-test. The results showed that the t-obtained was 6.101 at the significant level 0.05 (5%) and t-table was 2.020 which indicated that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It means that interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim.
Co-Authors Agus Wahyudi ANDRIAMELLA ELFARISSYAH Arief Pamuji Aswadi Jaya Aswadi Jaya Ayu Wulandari Ayu Wulandari Danto Danto Darmawan Budiyanto Dian Septarini Dian Septarini Dita Adawiyah Dwi Rara Saraswaty Eka Apriani Emilda Sinar Fatiha Endang Puji Astuti Enny Hidajati Finza Larasati Gunawan Ismail Indah Windra Indawan Syahri Jeni Amiriski M. Daffa Ghazan Alfaeza Marliasari, Sherly Maryanti Sawitry Masagus Sulaiman Mira Tania Mukhlash Abrar Munalia Munalia Mustofa Mustofa Nur Fathiyya Zahira Mujahidah Nurhayati, Dina Rositasari, Tri Saptika Sherli Marliasari Sherly Marliasari Sisca Meidina Saputri Sri Hartati Sri Yuliani Sri Yuliani Sulistiyo, Urip Surismiati Surismiati Surismiati Surismiati Tias Fadakosta Wendy Anugrah Octavian