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All Journal ETERNAL: English Teaching Journal Linguistic, English Education and Art (LEEA) Journal Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP) JEELS (Journal of English Education and Linguistics Studies) Jurnal Pendidikan Terapan Proceeding of International Conference on Science, Education, and Technology International Journal of Innovation and Education Research Jurnal Bilingual
Iis Sujarwati
Universitas Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mengintegrasikan Quizizz untuk Memperoleh Pengalaman Belajar yang Menyenangkan: Pelatihan Bagi Guru Bahasa Inggris Iis Sujarwati; Dedi Sofyan; Marzon Efendi
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 5 No. 2 (2025): Vol. 5 No. 2
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v5i2.40293

Abstract

Teknologi dan pembelajaran kini tidak dapat dipisahkan. Kemajuan teknologi yang pesat seharusnya diimbangi dengan peningkatan keterampilan guru untuk mengintegrasikannya ke dalam proses pembelajaran. Namun, analisis situasi di SMP Negeri 18 Bengkulu Tengah mengungkapkan bahwa guru masih perlu memanfaatkan teknologi secara penuh untuk menciptakan pengalaman belajar yang menarik, interaktif, dan mengasyikkan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk membantu para pendidik dalam mengatasi tantangan tersebut. Program ini melibatkan pelatihan dan lokakarya yang difokuskan pada penggunaan aplikasi Quizizz, menggunakan pendekatan penelitian partisipatif berbasis masyarakat, dan pembelajaran layanan. Evaluasi kegiatan dilakukan melalui penyebaran kuesioner dan diskusi kelompok terfokus (FGD). Hasil analisis data menunjukkan bahwa peserta sangat setuju bahwa kegiatan ini secara signifikan meningkatkan pengetahuan dan keterampilan mereka dalam menggunakan aplikasi Quizizz untuk pembelajaran. Sebagai kesimpulan, pelatihan ini sangat meningkatkan kemampuan guru untuk mengintegrasikan teknologi ke dalam pembelajaran. Oleh karena itu, kegiatan serupa dapat dilakukan secara konsisten dengan materi yang lebih luas untuk mendukung transformasi pembelajaran berbasis teknologi.
The Impact of You Tube Video Creation and AI Assisted on Students’ Speaking Performance Nurjana; Iis Sujarwati
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.45829

Abstract

This study investigated how students' speaking performance was affected by creating YouTube video projects using AI-assisted tools like CapCut, Canva, AI voice tools, Kine Master, Grammarly, ELSA Speak, etc. This study was quantitative in design. This pre-experimental study employed a one-group pretest-posttest strategy to ascertain whether the students' speaking performance was impacted by producing a video project. The population was eleven students in the electrical engineering program at SMKN 1 Rejang Lebong. The sample consists of 47 students. Tests, both pre- and post-test, were used to gather the quantitative data. The data were statistically analyzed using a paired sample t-test with IBM SPSS 25 for Windows. The results of this research showed that using AI to help students create a YouTube project significantly improved their speaking skills. It was an effective way to teach speaking because it improves students' speaking performance, fosters teamwork, sharpens their problem-solving abilities, and motivates them to be proactive, communicative, imaginative, and creative. As a result, using it to teach speaking is strongly advised. Keywords: AI-Assisted; Video Project; Speaking Performance
Social Media Use and Self-assessed Vocabulary Knowledge among English Study Program Students Rosalita Utami; Iis Sujarwati
International Journal of Innovation and Education Research Vol. 5 No. 1 (2026): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v5i1.50456

Abstract

This study investigated social media use and self-assessed vocabulary knowledge among English study program students. By conducting a survey of 82 students enrolled in an English study program, the questionnaire sought to reveal the frequency and types of students’ social media use as well as the self-assessed vocabulary knowledge of students. The data were analyzed using descriptive statistics. The findings indicated that students were moderately active on their social media for learning English, but had variations in the frequency. Further, Instagram and TikTok emerged as the most frequently used platforms for vocabulary acquisition. Even though the moderate engagement of social media use to learn vocabulary, the students demonstrated positive levels in self-assessed vocabulary knowledge. These findings suggest that social media use is an additional learning tool for the students, particularly for learning vocabulary. Therefore, the results of this study suggest that the integration of social media into the language curriculum may support vocabulary acquisition through interactive tasks or assignments. Keywords: Self-assessed Vocabulary, Self-assessed Vocabulary Knowledge, Social Media Use, Vocabulary Acquisition
The Impact of the Digital Scrabble Game on Students’ Vocabulary in SMPN 32 Bengkulu Tengah Melia Nurjannah; Iis Sujarwati; Kasmaini
International Journal of Innovation and Education Research Vol. 5 No. 1 (2026): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v5i1.50457

Abstract

One of the critical areas for using English effectively is vocabulary control. However, the vocabulary learning of many Indonesian junior high school learners in semi-rural areas is still problematic because they are not sufficiently exposed to English, and traditional learning activities are retained. The purpose of this research is to analyze the effect of digital-based Scrabble games, in this research is Scrabble GO, on the students’ vocabulary mastery at SMPN 32 Bengkulu Tengah. The study adopted the quantitative pre-experimental method with one-group pretest–posttest. Participants were 16 eighth-grade students from one intact class. A 20-item multiple-choice vocabulary test was administered before and after three treatment sessions using Scrabble GO. The data were analyzed using a paired samples t-test. The result showed that the mean score increased from 53.44 on the pretest to 58.75 on the post-test, representing a mean gain of 5.31 points. The paired samples t-test revealed a statistically significant difference between the pretest and post-test scores (p = .001). The results indicate that playing digital Scrabble games can help students significantly improve their vocabulary, behavior, and enhance their motivation and engagement in learning. Although the sample sizes in terms of number of participants are not large, and the research design is arguably not rigorous enough, this study represents early evidence on the use of digital game-based learning as an alternative means for classroom instruction at junior high schools. Keywords: Digital Scrabble, Game-Based Learning, Vocabulary Mastery
Students' Perception of Video Posted on Social Networks to Improve English Speaking Skills in EFL Students Widia Wati; Iis Sujarwati
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.943

Abstract

The objective of this study is to investigate students’ perception towards the implementation of video posted on social networks in learning speaking and its experiences. This research used Mixed method. 30 students were used in the population. However, the sample of this research was thirty students of English Education Department, Muhammadiyah University of Bengkulu, Indonesia. Thus, total sampling was used by the sampling technique. To answer the research questions, the study employed a questionnaire and interviews. The questionnaire was administered to thirty students, while only five students participated in the interviews. The data were analyzed both quantitatively and qualitatively. For the quantitative analysis, simple calculations were used to determine percentages and mean scores. For the qualitative analysis, coding was applied to the interview data. The findings revealed that students responded positively to the implementation of videos shared on social media in the English speaking class. Interview results also indicated that social media videos provided engaging learning experiences and increased students’ willingness to practice speaking English. Therefore, videos posted on social media platforms can be considered an effective supplementary medium for improving English speaking skills among EFL students.
The Effectiveness of Quizizz Application in Enhancing Students' Vocabulary Mastery based on Their Learning Styles Marzon Efendi; Iis Sujarwati; Alamsyah Harahap
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4919

Abstract

One such technological tool that can enhance students' engagement and learning outcomes is Quizizz, a game-based learning platform. Meanwhile, students’ learning styles—whether visual, auditory, or kinesthetic—play a crucial role in how effectively they absorb new information. However, there is still limited research exploring the combined effect of learning styles and digital platforms on vocabulary mastery, especially at the elementary school level. This study aims to examine significant differences in students’ English vocabulary mastery between experimental and control classes. Additionally, it seeks to determine differences in vocabulary mastery among students with auditory, kinesthetic, and visual learning styles and to investigate the interaction between the use of the Quizizz application and learning styles. A quasi-experimental design with a 2x3 factorial arrangement was employed. The participants consisted of 50 fifth-grade students divided into an experimental class (which used Quizizz) and a control class (which did not). Based on the results of the independent samples t-test and two-way ANOVA, the students in the experimental class achieved significantly higher post-test scores than those in the control class. However, there were no significant differences in vocabulary mastery among students with different learning styles. Furthermore, the two-way ANOVA indicated no significant interaction between the use of Quizizz and students’ learning styles. These findings suggest that while Quizizz is an effective tool for improving vocabulary mastery, its effectiveness is consistent across different learning styles.
Co-Authors Alamsyah Harahap Alamsyah Harahap Anita Marianata, Anita Arisman Arisman Azwansi Azwandi Dedi Sofyan Dedi Sofyan Ira Maisarah Kasmaini Kasmaini Kasmaini Marzon Efendi Melia Nurjannah Muhammad David Andikatama Putra Nurjana Nurmaisa Nurmaisa Oktazsya Marjelina Lorenza Reza Rezita Rosalita Utami Sri Rahayu Putri Syafryadin Syafryadin Tiara Andhini Widia Wati Wisma Yunita Yuria Kasmita