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All Journal Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya IALLTEACH (Issues In Applied Linguistics & Language Teaching) Jurnal Abdidas International Journal of English and Applied Linguistics (IJEAL) Jurnal Bintang Pendidikan Indonesia Philosophiamundi : Journal of Global Humanistic Studies INSAN CENDEKIA : Jurnal Pengabdian Kepada Masyarakat INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL)
RINI LINDAWATI
Universitas Islam Majapahit
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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The Effect of Infographics on English Speaking Ability at Majapahit Islamic University Muchammad Irawan, Ambang; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 4 (2024): Philosophiamundi August 2024
Publisher : PT. Kreasi Karya Majakata

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Abstract

The purpose of this study was to investigate the effects of using infographics as a supporting media in improving the speaking skills of English language education students. This study was conducted using the Quantitative Method by distributing questionnaires to 30 English language education students from various semesters. The results of the study showed that the use of Infographic media has a positive effect on English speaking skills at Majapahit Islamic University with a Pearson correlation test value of 0.331. It is proven that infographics can improve English speaking skills. The results show that infographic media can be used to improve students' speaking skills in speaking English.
Which Voice Leads Learning? A Qualitative Comparison of AI-Generated Input and Teacher Talk in Listening Instruction Ganinda, Nurhayati Ganinda; Rini Lindawati; Asih Andriyati Mardliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11675

Abstract

This study explores the comparative influence of artificial intelligence (AI)-generated input and teacher talk as listening materials for first-year university students learning English as a foreign language (EFL). As AI technologies become more prevalent in education, tools such as AI-generated speech offer new modes of listening input, while teacher talk continues to serve as an authentic and interactive source of language exposure. Employing a qualitative research design, this study involves classroom observations, semi-structured interviews, and reflective journals to examine students’ comprehension strategies, engagement, perceptions, benefits, and challenges with both types of listening input. The participants consist of university EFL students. The data will be analysed thematically to uncover patterns in learner responses of perceived benefits, challenges, comprehension strategies, and engagement associated with each input type. Findings indicate that learners perceived AI-generated voices as clear, consistent, and supportive of self-paced listening practice, facilitating vocabulary recognition and reducing listening anxiety. However, AI input was also described as limited in interaction and emotional presence. Teacher talk, in contrast, was experienced as more authentic and socially meaningful, providing real-time clarification, contextual scaffolding, and affective support, although natural speech variation sometimes increased cognitive demand. In terms of comprehension and engagement, AI-generated input promoted focused individual effort and autonomous learning, while teacher talk encouraged active participation, interaction, and sustained motivation. Overall, the findings suggest that AI-generated voices and teacher talk function as complementary listening sources, highlighting the importance of balanced integration to support effective EFL listening instruction.
INNOVATIVE VOCABULARY TEACHING: THE EFFECTIVENESS OF ASSEMBLR EDU APP IN JUNIOR HIGH SCHOOL CLASSROOMS Muhammad Fatkhul Hikam; Nurhayati Ganinda; Rini Lindawati
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

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This study aims to determine the effectiveness of using the Assemblr Edu application as a vocabulary learning media and describe the response of seventh- grade students of SMPN 1 Gedeg Mojokerto to the media. This research is quasi- experimental research with a Non-equivalent Group design. The data collection techniques used were tests and questionnaires. Data collection tools used student worksheets and questionnaire sheets. The location of this research was SMPN 1 Gedeg, Gedeg District, Mojokerto Regency, East Java Province with a population of VII grade students as many as 256 students. The sample used was 64 students, with 32 students in the experimental class who used Assemblr Edu App media and 32 students in the control class who did not. The results showed that the use of learning media was effective as a media for vocabulary learning, with a t-test value of t = 4.127 and a significance of 0. Students' responses to this application were positive in cognitive (content knowledge 81.8%, understanding of use 81.6%, understanding of presentation 82.6%) and affective (motivation 78.1%, interest 82.8%, curiosity 81.3%) aspects. This shows that the Assemblr Edu application is effective in learning English, especially vocabulary material.
A CRITICAL EXAMINATION OF THE ENGLISH TEACHING MODULE CRAFTED FOR THE INDEPENDENT CURRICULUM BY TEACHERS AT MOJOKERTO JUNIOR HIGH SCHOOL Devinta Nirmalasari; Rini Lindawati; Wiwik Mardiana
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

This study aims to explore the unique curriculum instruction modules used by English teachers in five Movement Schools in Mojokerto junior high schools. A qualitative approach with a case study method was employed to examine how these modules are implemented. Data were collected through interviews with educators, analysis of relevant documents, and a review of the teaching module. The findings reveal that the five English teachers at these schools have structured their Teaching Modules in line with the components of the Independent Curriculum. However, they still face difficulties developing these modules and adapting the curriculum to meet students' needs. The study emphasizes that teaching modules should be designed to consider both the specific needs of local students and the national education guidelines. These findings significantly affect how secondary school teachers plan and develop instructional strategies.
Co-Authors Ahmad Iklil Saifulloh Amaruddin, Muhammad Anggun Triya Novita Annavidza, Qonita Asih Andriyati Marliyah Assiddiq, Muhammad Azwar Devinta Nirmalasari Devinta Nirmalasari Ganinda, Nurhayati Ganinda, Nurhayati Ganinda Manthofani, Mochamad Thirta Mardiyah, Asih Andriyati Muchammad Irawan, Ambang Muhammad Fatkhul Hikam Muhammad Fatkhul Hikam Novita, Anggun Triya Nurhayati Ganinda Nurhayati Ganinda Putri, Galuh Isbiyantari Rahmawati, Yulis Dwi Rokhmatin, Siti Elvyn Syaharani, Juliana Wawan Hermawan Wiwik Mardiana Wiwik Mardiana