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All Journal Al Ishlah Jurnal Pendidikan 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 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.
Co-Authors ANDRIAMELLA ELFARISSYAH Aswadi Jaya Ayu Wulandari Ayu Wulandari Danto Danto Darmawan Budiyanto Dian Septarini Dwi Rara Saraswaty Eka Apriani Endang Puji Astuti Enny Hidajati Finza Larasati Gunawan Ismail Indah Windra Jeni Amiriski M. Daffa Ghazan Alfaeza Marliasari, Sherly Maryanti Sawitry Masagus Sulaiman Mukhlash Abrar Munalia Munalia Mustofa Mustofa Nur Fathiyya Zahira Mujahidah Nurhayati, Dina Rositasari, Tri Sherli Marliasari Sherly Marliasari Sisca Meidina Saputri Sri Yuliani Sri Yuliani Sri Yuliani Sulistiyo, Urip Surismiati Surismiati Surismiati Surismiati Tias Fadakosta Wendy Anugrah Octavian