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All Journal EXPOSURE JOURNAL JELLT (Journal of English Language and Language Teaching) Langkawi: Journal of The Association for Arabic and English Fokus Ekonomi Dinamisia: Jurnal Pengabdian Kepada Masyarakat SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Edulangue Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Voices of English Language Education Society Indonesian Journal of Educational Science (IJES) Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Literature Journal of Language and Literature JPMB: Jurnal Pemberdayaan Masyarakat Berkarakter Ilmu Pendidikan SALEE: Study of Applied Linguistics and English Education J-Lalite: Journal of English Studies Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Riset, Ekonomi, Akuntansi dan Perpajakan (REKAN) Empiricism Journal Jurnal Kolaboratif Sains SWARNA Journal of Language and Literature Studies Jurnal Pengabdian Pada Masyarakat Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi TERAS: Jurnal Pengabdian Masyarakat Sosial Budaya
Dedi Aprianto
Universitas Bumigora
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Exploring the Impacts of Learning Styles on Collaboration in Project-Based Learning across Gender Aprianto, Dedi; Sutarman, Sutarman; Syarifaturrahman, Wahyu Kamil
Humanitatis : Journal of Language and Literature Vol. 12 No. 1 (2025): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i1.5661

Abstract

 The study investigates the impact of learning styles on collaboration in Project-Based Learning (PjBL) across gender and how these styles affect their collaborative behaviors in PjBL. Addressing a significant gap in understanding how these factors interact in collaborative educational contexts. The research aims to determine whether there are significant differences in learning styles and collaboration based on gender and how these styles influence collaborative behaviors. Using a mixed-method explanatory sequential design, the study involved 160 participants from the Computer Science and 35 from the Nutrition departments, with quantitative data analyzed using Two-Way ANOVA and qualitative insights gathered from 35 interviews across all classes. The findings reveal that male students tend to outperform in visual learning styles, while female students perform better in auditory learning contexts. Qualitative data further highlighted the importance of gender-responsive instructional strategies for enhancing teamwork effectiveness. In conclusion, the study highlights that integrating diverse learning styles into pedagogical practices fosters inclusivity and improves learning outcomes. It advocates adaptive teaching approaches that accommodate diverse cognitive needs, ultimately contributing to more effective collaborative learning experiences across diverse educational environments. 
Comparing EFL Visual, Auditory, Kinesthetic Students’ High Learning Intensity in Increasing Speaking Performance Dedi Aprianto; Sutarman; Lela Rahmawati
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18564

Abstract

This study examined the impact of high learning intensity on the speaking performance of EFL students with different learning styles: visual, auditory, and kinesthetic. The study involved the 129 selected students from Computer Study Program, Bumigora University through a total sampling technique. The instruments were the VARK questionnaire identifying the participants’ learning styles, a learning intensity questionnaire assessing their learning intensity, and a speaking performance test evaluating their fluency, accuracy, pronunciation, vocabulary, and grammar. Data were analyzed by using One-Way ANOVA and Bonferroni post-hoc tests to determine differences among the groups. The findings revealed significant differences in speaking performance across the three learning styles with F value 59.967, Sig. value 0.000 < 0.05. Kinesthetic learners demonstrated the highest mean score of 82.16), significantly outperforming visual learners’ mean score of 77.09, and auditory learners’ mean score of 70.80. Post-hoc analysis confirmed that kinesthetic learners performed significantly better than auditory learners with mean difference is 11.364, Sig. value 0.000 < 0.05, and visual learners’ mean difference is 5.069, Sig. value 0.000 < 0.05. The visual learners also outperformed auditory learners with mean difference is 6.295, Sig. value 0.000 < 0.05. These results suggested that the kinesthetic learners benefited most from the high-intensity learning environments, achieving better speaking performance. This study showed the importance of considering learning styles in designing EFL learning curriculum. The findings emphasize the need for integrating kinesthetic activities into instructional practices to maximize speaking performance, particularly in high-intensity learning contexts.
Penguatan Keterampilan Menulis melalui Integrasi Budaya Sasak dalam Pembelajaran Bahasa Inggris: Strengthening Writing Skills through the Integration of Sasak Culture in English Language Learning Dedi Aprianto; Sutarman
Jurnal Kolaboratif Sains Vol. 9 No. 3: Maret 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v9i3.10201

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini dilatarbelakangi oleh rendahnya keterampilan menulis mahasiswa dalam pembelajaran Bahasa Inggris serta minimnya pemanfaatan budaya lokal Sasak sebagai sumber belajar. Tujuan kegiatan ini adalah meningkatkan minat, motivasi, dan keterampilan menulis mahasiswa melalui integrasi konten budaya lokal dalam pembelajaran. Metode yang digunakan berupa pendekatan pemecahan masalah dengan desain blended learning yang memadukan pembelajaran daring dan luring. Strategi pelaksanaan meliputi ceramah interaktif, kerja kelompok kolaboratif, serta penilaian antarteman (peer assessment). Evaluasi dilakukan menggunakan kuesioner pre-test dan post-test berbasis skala Likert untuk mengukur persepsi dan sikap mahasiswa. Hasil menunjukkan adanya peningkatan skor rata-rata total dari (5,6) pada pre-test menjadi (7,0) pada post-test. Peningkatan terjadi pada seluruh indikator, terutama minat menulis, kepercayaan diri, dan motivasi belajar. Temuan ini menunjukkan bahwa pembelajaran menulis berbasis budaya Sasak efektif dalam meningkatkan sikap positif dan kualitas pembelajaran mahasiswa.
Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study Aprianto, Dedi; Sutarman, Sutarman
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18102

Abstract

In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.
Peningkatan keterampilan menulis bahasa inggris melalui pendekatan pembelajaran berbasis pembelajaran eksperimental Aprianto, Dedi; Sutarman, Sutarman; Hendri, Wira
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i1.37485

Abstract

Abstrak Kemampuan menulis akademik dalam bahasa Inggris merupakan keterampilan penting bagi mahasiswa untuk mendukung publikasi ilmiah dan dokumentasi profesional. Observasi awal menunjukkan bahwa sebagian besar mahasiswa S1 Farmasi Universitas Bumigora mengalami kesulitan dalam struktur kalimat, penggunaan tata bahasa, dan penyusunan ide secara koheren. Pengabdian masyarakat ini bertujuan meningkatkan keterampilan menulis mahasiswa melalui pendekatan Pembelajaran eksperimental. Metode yang digunakan melibatkan 49 mahasiswa sebagai peserta, dilaksanakan selama empat minggu, meliputi identifikasi kebutuhan belajar melalui kuesioner pre-test, pelatihan menulis berbasis learning by doing, pendampingan intensif menulis paragraf dan esai, serta evaluasi post-test. Kuesioner pre-test dan post-test menggunakan skala Likert 1-5 untuk menilai aspek gramatika, struktur teks, kosakata, dan kepercayaan diri mahasiswa. Hasil pengabdian menunjukkan peningkatan signifikan pada seluruh indikator, dengan rata-rata skor pre-test 2,80 meningkat menjadi 4,32 pada post-test. Mahasiswa lebih mampu menyusun paragraf dan esai yang koheren, menggunakan kosakata akademik tepat, serta menunjukkan kepercayaan diri lebih tinggi dalam menulis. Temuan ini menegaskan adanya efektivitas pendekatan pembelajaran eksperimental dalam meningkatkan kemampuan menulis akademik, keterlibatan aktif, dan refleksi diri mahasiswa. Kata kunci: pembelajaran eksperimental; peningkatan keterampilan menulis; menulis akademik. Abstract Academic writing skills in English are essential for students to support scientific publications and professional documentation. Initial observations show that most undergraduate pharmacy students at Bumigora University have difficulties with sentence structure, grammar usage, and coherent idea development. This community service program aims to improve students' writing skills through an pembelajaran eksperimental approach. The method involved 49 students as participants and was conducted over four weeks, including the identification of learning needs through a pre-test questionnaire, learning-by-doing-based writing training, intensive guidance on writing paragraphs and essays, and a post-test evaluation. The pre-test and post-test questionnaires used a 1-5 Likert scale to assess aspects of grammar, text structure, vocabulary, and student confidence. The results of the community service showed a significant increase in all indicators, with an average pre-test score of 2.80 increasing to 4.32 on the post-test. Students were better able to compose coherent paragraphs and essays, use appropriate academic vocabulary, and demonstrate higher confidence in writing. These findings confirm the effectiveness of the Pembelajaran eksperimental approach in improving students' academic writing skills, active engagement, and self-reflection. Keywords: experimental learning; writing skill improvement; academic writing
Co-Authors Abdul Muhid Agus syahid Akbar Adwinata Alfian Sayuti Alfian Sayuti Alfilail, Nur Anthony Anggrawan Bayu Aji Pamungkas Diah Supatmiwati Hairani Hairani Hariono HARYONO Hilda Hastuti I Nyoman Miyarta Yasa I Nyoman Subudiartha Ikang Murapi Komala, Rina Lalu Zazuli Azhar Mardedy Lanang Sakti Lela Rahmawati Mahfuzi, Syafira Mardedi, Lalu Zazuli Azhar Mardedi, Lalu Zazuli Azhar Muhammad Arfa Muhammad Innuddin Muhlisin Muhlisin Nakzim Khalid Siddiq Novia Zuriatun Solehah Novian Zaini Ofara, Wafika Oktavia, Sonia opan, opansatriamandala Panji Tanashur Paradisa Sukma Primajati, Gilang R. Ayu Ida Aryani Rahmawati , Lela Rahmawati, Lela Ridha Nurul Hayati Rina Komala Sabtana, Fayruziyah Ifroch Saputra, Sahdan Sasih Gunalan Sirojul Hadi Solfema Sutarman Sutarman Sutarman Sutarman Sutarman Wahyu Kamil Syarifaturrahman Wahyu Kamil Syarifaturrahman, Wahyu Kamil Wahyu Kamil Syarifaturrhaman Wira Hendri Wiya Suktiningsih Zaini, Novian Zainuddin Abdussamad Zainudin Abdussamad Zainudin Abdussamad Zubaedi