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All Journal Walisongo: Jurnal Penelitian Sosial Keagamaan Linguistic, English Education and Art (LEEA) Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Qalam: Jurnal Ilmu Kependidikan PROJECT (Professional Journal of English Education) Budimas : Jurnal Pengabdian Masyarakat Interference: Journal of Language, Literature, and Linguistics Abdimas: Papua Journal Of Community Service Acitya Bhakti Journal Of Academia In English Educations (JADEs) Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Community Empowerment
Rezkiah Hartanti
Universitas Muhammadiyah Sorong
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENGENALAN ARTIFICIAL INTTELLIGENCE (AI) DALAM PEMBELAJARAN BAHASA INGGRIS PADA KELOMPOK BELAJAR RUMAH PINTAR KAMPUNG MATAWOLOT KABUPATEN SORONG Ahmad Wael; Rezkiah Hartanti; Yuliana A.; Faida Musa'ad; Hayat Marwan Ohorella; William Jordi Soplantilantila
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 8 No. 1 (2026): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v8i1.19124

Abstract

Perkembangan teknologi pada era digital saat ini telah membuka peluang baru dalam dunia pendidikan, termasuk dalam pembelajaran Bahasa Inggris. Pengabdian ini bertujuan untuk pengenalan penggunaan alat berbasis Artificial Intelligence (AI) seperti ChatGPT, Grammarly, dan Duolingo dalam meningkatkan kemampuan Bahasa Inggris siswa tingkat Sekolah Menengah Atas (SMA). Pengabdian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental one-group pretest-posttest. Instrumen yang digunakan berupa tes objektif untuk mengukur aspek kosakata, tata bahasa, dan pemahaman bacaan. Peserta yang dilibatkan dalam pengabdian ini berjumlah sepuluh peserta pada kelompok belajar rumah pintar pada kampung Matawolot, Kabupaten Sorong, Papua Barat Daya. Hasil pre-test menunjukkan bahwa pemahaman awal siswa masih tergolong rendah. Setelah dilakukan intervensi menggunakan media pembelajaran berbasis AI, hasil post-test menunjukkan adanya peningkatan yang signifikan. Mengacu pada temuan penelitian sebelumnya, penggunaan AI tools dapat meningkatkan hasil belajar siswa sebesar 30 poin atau sekitar 30%. Hal ini sejalan dengan studi yang dilakukan oleh Utomo (2024) dan meta-analisis VanLehn (2011) yang menunjukkan efektivitas teknologi pembelajaran pintar dalam meningkatkan performa akademik. Temuan ini memperkuat bahwa pembelajaran Bahasa Inggris yang didukung AI memberikan pengalaman belajar yang lebih interaktif, personal, dan efektif bagi siswa
The Pronunciation of English Fricative By Indonesian EFL Learners Ahmad Wael; Rezkiah Hartanti; Hayat Marwan Ohorella; Rekayana Keliwawa
JADEs Journal of Academia in English Education Vol. 6 No. 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12153

Abstract

ROLE PLAY DALAM PENGAJARAN GRAMMAR UNTUK ANAK PANTI ASUHAN BUKIT HERMON PAPUA BARAT DAYA Ahmad Wael; Dian Saputra; Yuliana A.; Bustamin Wahid; Faidah Musa’ad; Isnaini Eddy Saputro; Hayat Marwan Ohorella; Rezkiah Hartanti
MAJU : Indonesian Journal of Community Empowerment Vol. 3 No. 1 (2026): MAJU : Indonesian Journal of Community Empowerment, January 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/maju.v3i1.2344

Abstract

This community service aims to analyze the effectiveness of using role play in teaching grammar to children at the Bukit Hermon Orphanage. Grammar and English language learning are important because English is an international language. The effectiveness of grammar teaching can be enhanced through the use of role play as a teaching method. The results of the study show that the role play method is quite effective in improving grammar knowledge. This research was conducted at the Bukit Hermon Orphanage because the students at the orphanage met the criteria needed by the researchers. The data collection method involved conducting pre-tests and post-tests to determine the improvement in knowledge in the samples after receiving treatment. The effectiveness of using role play in teaching grammar was measured through two tests: the pre-test given at the beginning of the session and the post-test given after the treatment or reinforcement by the researchers. The results of the study indicate that the use of role play in teaching grammar is quite effective.
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Co-Authors Akib, Muhaiminah Alda Patty Asnur, Muhammad Nur Ashar Bustamin Wahid Dian Saputra Faida Musa'ad Faidah Musa’ad Hardianti, Rinda Hasanudin Hasanudin Hasanudin Hayat M. Ohorella Isnaini Eddy Saputro Melgasari Randa Muhammad Azwar Assiddiq Ohorella, Hayat Marwan Rekayana Keliwawa Riski Amaliyah Rizal Akib Ruslan Ruslan Ruslan Suaib, Hermanto Uluelang, Kris Villia G. Joseph Wael, Ahmad William Jordi Soplantilantila Yuliana A.