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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 Social and Education (INJOSEDU)
RINI LINDAWATI
Universitas Islam Majapahit
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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Innovation In Teaching Writing With Edu-Game Canva : The Effectiveness For Elementary School Students Syaharani, Juliana; Ganinda, Nurhayati; Lindawati, Rini
Philosophiamundi Vol. 2 No. 4 (2024): Philosophiamundi August 2024
Publisher : PT. Kreasi Karya Majakata

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Abstract

The study aimed to evaluate the effectiveness of using Edu Game Canva in Teaching writing skill to elementary school students. The research utilized a pre-experimental design with a one group pretest-posttest format, where one class was selected using convenience sampling as the study subject. Initially, students were given a pretest to assess their baseline writing skills. This was followed by an intervention where Edu game Canva was integrated into the learning process over several weeks. Subsequently , a posttest was conducted to evaluate the Teaching in the students writing abilities. The results revealed a significant enhancement in students writing skill after the intervention, suggesting that Edu game Canva is effective in supporting writing instruction in elementary schools. These findings highlight the potential for broader application of educational technology like Canva, in elementary school curricula, offering a more interactive and engaging approach to learning that can enhance students academic outcomes.
Transforming EFL Students' Narrative Writing Through Gamification Manthofani, Mochamad Thirta; Saifulloh, Ahmad Iklil; Lindawati, Rini
Philosophiamundi Vol. 2 No. 4 (2024): Philosophiamundi August 2024
Publisher : PT. Kreasi Karya Majakata

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Current EFL pedagogy lies in the limited use of innovative techniques like gamification, which has the potential to significantly enhance students' narrative writing skills. This study investigates the effectiveness of gamification in improving EFL students' ability to write narrative texts, grounded in motivational and engagement theories. Employing a quasi-experimental pretest-posttest design, data were collected from two groups of students: a control group using conventional methods and an experimental group utilizing gamification elements such as points, badges, and challenges. The findings reveal that students exposed to gamification demonstrated superior narrative writing skills compared to the control group. These results suggest that integrating gamification in EFL writing instruction can substantially boost student motivation and engagement, leading to improved narrative writing performance.
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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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.
Co-Authors Amaruddin, Muhammad Anggun Triya Novita Annavidza, Qonita Asih Andriyati Marliyah Assiddiq, Muhammad Azwar Devinta Nirmalasari Ganinda, Nurhayati Ganinda, Nurhayati Ganinda Manthofani, Mochamad Thirta Mardiyah, Asih Andriyati Muchammad Irawan, Ambang Muhammad Fatkhul Hikam Novita, Anggun Triya Nurhayati Ganinda Nurhayati Ganinda Putri, Galuh Isbiyantari Rahmawati, Yulis Dwi Rokhmatin, Siti Elvyn Saifulloh, Ahmad Iklil Syaharani, Juliana Wawan Hermawan Wiwik Mardiana