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All Journal Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cetta: Jurnal Ilmu Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL TAHURI Jurnal Abdi Insani Community Development Journal: Jurnal Pengabdian Masyarakat Buletin Poltanesa Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Indo-MathEdu Intellectuals Journal DEVELOPMENT : Journal of Community Engagement Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Pakem : Jurnal Pengabdian Kepada Masyarakat Abdimas Indonesian Journal ELITE: Journal of English Language and Literature Research Horizon International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy Pattimura Excellence Journal of Language and Culture Education Journal: Journal Educational Research and Development MATAI: International Journal of Language Education Journal of Community Service and Society Empowerment Jurnal Pengabdian Sosial Journal of Innovative and Creativity Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba JEELL (Journal of English Education, Linguistics and Literature)
Jusak Patty
Universitas Pattimura
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Effect of TED Talks on University Students' Speaking Skill Competency: A Meta-Analysis Patty, Jusak
International Journal of Multidisciplinary Approach Research and Science Том 2 № 03 (2024): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v2i03.923

Abstract

This meta-analysis investigated the effectiveness of using TED Talks to improve speaking skills among university students. A comprehensive literature search identified 16 relevant experimental studies that compared speaking outcomes between groups using TED Talks and control groups. Results revealed an overall large, statistically significant positive effect (g = 1.521, p < 0.001), indicating that students who utilized TED Talks scored substantially higher on speaking measures than control groups. However, a high degree of heterogeneity (I2 = 97.5%) suggested variability in effectiveness across studies. When examined by country, substantial positive effects were found for Egypt (g = 5.579) and Saudi Arabia (g = 1.955), with high positive impacts in Indonesia (g = 0.889), Pakistan (g = 1.188), and Russia (g = 1.138). More modest gains around 0.3-0.7 standard deviations emerged for South Korea and Turkey, while China showed a negligible effect (g = 0.072). Despite some individual null/negative findings, this meta-analysis provides robust evidence that integrating TED Talks can substantially enhance university students' speaking proficiency, particularly in particular national contexts. Potential moderators influencing effectiveness and recommendations for optimizing TED Talk implementation are discussed.
PENERAPAN PEMBELAJARAN BERNUANSA “USEFUN” BAGI PARA SISWA DI SMP NEGERI 1 PULAU-PULAU ARU Nussy, Wenssy Steva; Patty, Jusak; Ulorlo, Yulia Josina
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i6.23238

Abstract

Kemampuan berbahasa Inggris penting dimiliki oleh para siswa di mana saja, termasuk di Kabupaten Kepulauan Aru. Namun, sayangnya pelajaran ini dianggap susah oleh banyak siswa sehingga timbul rasa tidak suka. Oleh karena itu, Pembelajaran Usefun atau dalam bahasa Indonesia PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan) diterapkan agar para siswa di Kabupaten Kepulauan Aru menikmati proses belajar yang bermanfaat dan menyenangkan sehingga mereka tidak menganggap Bahasa Inggris sebagai mata pelajaran yang susah untuk dipelajari. Dengan metode yang useful dan fun, siswa diharapkan dapat lebih mudah menyerap pengetahuan dan keterampilan yang diajarkan. Selain manfaat bagi para siswa, para guru juga mendapatkan ide-ide segar lewat permainan-permainan baru dan juga lagu-lagu berbahasa Inggris yang dibawakan oleh tim PKM. Kegiatan pengabdian ini dilaksanakan secara tatap muka di SMP Negeri 1 Dobo dan dapat disampaikan bahwa siswa sangat menikmati pembelajaran bernuansa usefun.
Dinamika Hubungan Kekuasaan antara Dosen Pembimbing dan Mahasiswa dalam Konteks Feodalisme Akademik Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2058

Abstract

This study explores the dynamics of the power relationship between supervisors and students in the context of academic feudalism in Indonesian higher education. This study uses an interpretive phenomenological approach, this study involves in-depth interviews with 10 students of the English Language Education Study Program at Pattimura University. The analysis process is iterative and involves constant comparisons between raw data, themes, and interpretations. The results revealed that students face various challenges due to rigid hierarchical structures, including restrictions on creativity and academic autonomy, communication barriers, inhibitions of critical thinking, and negative psychological impacts. However, students also show resilience by developing strategies such as assertive communication, finding alternative resources, building solidarity between students, negotiation, and compromise, and developing academic independence. These findings suggest a gradual shift in power dynamics in Indonesian higher education, where students are actively negotiating their positions in a hierarchical system. The study highlights the need for institutional reforms, faculty professional development, and student support programs to create a more egalitarian and collaborative academic environment
The Correlation Between Students' Motivation and English Vocabulary Mastery: A Study at MIT Daarun Na'im Ambon Lekawael, Rosina; Patty, Jusak; Namkatu, Vilia Marhamah
MATAI: International Journal of Language Education Vol 5 No 1 (2024): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i1.15828

Abstract

This study investigated the relationship between students' motivation and English vocabulary mastery among third-grade students at MIT Daarun Na'im Ambon. Using a quantitative approach with a correlational design, the study involved 36 students selected through simple random sampling. Data were collected using Gardner's Attitude/Motivation Test Battery questionnaire and vocabulary test scores. The results revealed that students demonstrated moderate motivation levels (mean = 52.92) and good vocabulary mastery (mean = 79.75). Spearman correlation analysis showed a very weak positive correlation (r = 0.133, p > 0.05) between motivation and vocabulary mastery, indicating no significant relationship between these variables. This finding challenges common beliefs about the direct relationship between motivation and language learning outcomes in young learners, particularly in Indonesian Islamic elementary schools. The study suggests that vocabulary learning in young students may depend on various factors beyond motivation, such as teaching methods and classroom environment. These insights can help teachers develop better vocabulary teaching strategies in similar school settings.
SELF-EFFICACY AS A PREDICTOR OF WRITING PERFORMANCE: A CORRELATIONAL STUDY OF INDONESIAN SECONDARY SCHOOL STUDENTS Binnendyk , Sophia; Patty, Jusak; Jamil , Asmi
J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i2.2853

Abstract

The importance of self-efficacy in enhancing students’ writing performance has been widely recognized, yet its specific impact on descriptive text writing remains underexplored in secondary education, especially within the EFL context. This study addresses this gap by examining the relationship between self-efficacy and descriptive text writing performance among Grade X students at SMA Negeri 6 Seram Bagian Barat, Indonesia. Using a quantitative correlational design, the study collected data from 72 Grade X students through a self-efficacy questionnaire and a writing performance test. The results revealed that most students (84.7%) demonstrated moderate levels of self-efficacy, while their writing performance showed a broader distribution, with 45.8% achieving good performance and 18.1% demonstrating excellent writing skills. Statistical analysis indicated a weak but significant positive correlation between self-efficacy and writing performance (r = 0.297, p = 0.011). This finding suggests that while self-efficacy influences writing achievement, its impact may be moderated by other factors in the EFL context. The study contributes to understanding the complex relationship between psychological factors and writing performance in secondary EFL education, highlighting the need for comprehensive instructional approaches that address both cognitive and affective aspects of writing development. The findings have implications for EFL writing instruction and suggest directions for future research investigating mediating variables in the self-efficacy-writing performance relationship.
Understanding the Role of Automated Writing Tools: A Library Research on Grammarly in Academic Writing Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p25-41

Abstract

This library research investigates the pedagogical implications and complexities of implementing Grammarly as an automated writing assistant in academic contexts. The systematic analysis of peer-reviewed literature examines the multifaceted relationship between automated feedback systems and writing development, focusing on user engagement patterns, writing quality outcomes, and institutional implementation frameworks. The investigation reveals sophisticated patterns of interaction between technological affordances and established pedagogical practices, where successful integration depends on carefully calibrated implementation strategies that acknowledge immediate practical needs and long-term educational objectives. Findings indicate that while automated writing assistance effectively addresses surface-level writing concerns, its impact on higher-order writing development emerges through complex interactions between user proficiency, institutional support structures, and pedagogical frameworks. The research demonstrates that optimal outcomes occur when automated feedback complements traditional writing instruction through structured implementation approaches guided by informed pedagogical principles. Analysis of longitudinal engagement patterns reveals how sustained interaction with automated feedback catalyzes the development of sophisticated writing strategies and enhanced metalinguistic awareness, mainly when supported by robust institutional frameworks. The study identifies critical challenges in maintaining an appropriate balance between technological assistance and independent writing skill development while highlighting opportunities for innovative pedagogical approaches that leverage automated feedback to enhance writing instruction. These findings contribute to a deeper understanding of how automated writing assistance can be effectively integrated into academic writing instruction while preserving essential pedagogical principles, providing valuable insights for educators and institutions seeking to implement these tools within comprehensive writing support frameworks.
Critical Thinking Integration in Writing Development Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v4.i1.p40-48

Abstract

This study investigates the integration of critical thinking in writing education through library research design, focusing on the relationship between critical thinking strategies and writing quality enhancement. The research examines four key dimensions: the impact of critical thinking instruction on writing development, the challenges and opportunities in digital writing environments, the complexities of assessing critical thinking in writing, and the synergistic relationship between critical thinking and creativity. The findings reveal that specific critical thinking strategies—particularly argumentation, analysis, and synthesis—significantly enhance students' writing capabilities across educational levels. Digital writing environments, while presenting challenges in information evaluation and ethical considerations, offer valuable opportunities for collaborative learning and immediate feedback. The study also identifies limitations in traditional assessment methods, highlighting the need for alternative approaches such as portfolio-based evaluations and detailed rubrics. Furthermore, the research emphasizes the fundamental connection between critical and creative thinking processes in writing development, demonstrating how their integration fosters analytical rigor and innovative expression. These findings contribute to understanding effective writing instruction in contemporary educational contexts and provide insights for educators developing comprehensive writing programs incorporating critical thinking development.
Reducing EFL Students’ Speaking Anxiety Through Vlog in English Education Study Program at Pattimura University Meyer, Herman; Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v4.i2.p107-118

Abstract

This study explores the potential of video blogs (vlogs) as an innovative intervention for mitigating speaking anxiety among English as a Foreign Language (EFL) students. Grounded in contemporary language anxiety and technology-enhanced learning theories, the research addresses a critical gap in understanding digital strategies for anxiety reduction. Employing a convergent mixed-methods design, the study investigated 39 first-semester students at Pattimura University's English Education Program. Data were collected through a questionnaire and in-depth semi-structured interviews. Quantitative analysis revealed a significant reduction in speaking anxiety, with a mean effectiveness score of 3.28 (SD = 0.48), particularly in performance enhancement (M = 3.40, SD = 0.50). Qualitative insights illuminated students' psychological transformations, demonstrating vlogs' potential to create supportive, self-directed learning environments. While context-specific, the findings contribute empirical evidence to the emerging field of technology-mediated language learning and offer promising strategies for addressing speaking anxiety in EFL contexts.
EFL IN-SERVICE TEACHERS' EFFICACY BELIEFS: FINDINGS FROM AN UNDERDEVELOPED INDONESIAN CONTEXT Loppies, Hellien Jequelin; Patty, Jusak
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10939

Abstract

Numerous studies have significantly highlighted the importance of exploring English as a foreign language (EFL) teachers' efficacy belief in different contexts. Nevertheless, examining teachers' capability to take action in underdeveloped settings where constrained circumstances may hinder them from undertaking necessary actions for better student achievement is scarce to date. This mixed-methods study then investigated the self-efficacy beliefs of Indonesian EFL in-service teachers in the underdeveloped region of Maluku province. This study explored how teachers perceived self-efficacy influenced their pedagogical content knowledge (PCK) and instructional practices in this resource-constrained context. Data were collected from 39 teachers through the English Language Teachers' Efficacy Beliefs Questionnaire and semi-structured interviews. The findings revealed moderate levels of self-efficacy across domains like teaching knowledge, ethics, classroom management, instructional strategies, student engagement, and evaluation. Teachers faced challenges in providing effective language models, seeking professional development, and catering to diverse learner needs. Their self-efficacy beliefs shaped approaches to curriculum implementation, understanding learners, instructional delivery, and classroom practices. The underdeveloped context likely contributed to moderate self-efficacy due to limited resources and student diversity. Strengthening teacher education programs emphasizing self-efficacy, PCK, and evidence-based practices and establishing supportive professional learning communities could enhance teachers' effectiveness in fostering positive learning environments and improving English education quality in underdeveloped regions. These findings imply that targeted interventions that enhance teacher self-efficacy could be crucial in improving educational outcomes in resource-constrained settings like Maluku.
Potret Kualitas Perkuliahan dan Kinerja Pada Program Studi Pendidikan Bahasa Inggris FKIP Universitas Pattimura Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Jurnal Pengabdian Sosial Vol. 2 No. 1 (2024): November
Publisher : PT. Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/bp1wpq89

Abstract

Kegiatan evaluasi ini bertujuan untuk menilai hasil perkuliahan Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Pattimura pada tahun akademik 2023/2024. Evaluasi dilakukan pada tiga aspek utama yaitu kualitas perkuliahan secara keseluruhan, kinerja dosen, dan prestasi akademik mahasiswa. Metode yang digunakan adalah metode campuran dengan menggunakan kuesioner daring yang diadaptasi dari instrumen evaluasi yang dikembangkan oleh Gugus Jaminan Mutu (GJM) FKIP Universitas Pattimura. Partisipan meliputi seluruh mahasiswa aktif dan dosen pengampu mata kuliah pada program studi tersebut. Analisis data menggunakan pendekatan statistik deskriptif dan komparatif. Hasil evaluasi menunjukkan peningkatan kualitas perkuliahan dari semester ganjil ke semester genap dengan kategori "Baik". Kinerja dosen juga menunjukkan peningkatan yang signifikan dengan seluruh dosen mencapai kategori "Sangat Baik" pada semester genap. Namun, prestasi akademik mahasiswa bervariasi antar angkatan dengan tren positif pada angkatan terbaru. Umpan balik mahasiswa mengindikasikan kepuasan terhadap kualitas pengajaran, namun juga mengidentifikasi area yang perlu perbaikan seperti metode pembelajaran, kualitas umpan balik, pengelolaan tugas, dan sistem penilaian. Rekomendasi untuk perbaikan di masa depan meliputi peningkatan kompetensi pedagogik dosen, perbaikan sistem monitoring dan dukungan akademik, serta penguatan kolaborasi dan keterlibatan seluruh pemangku kepentingan. Kegiatan evaluasi ini menekankan pentingnya pendekatan yang komprehensif dan berkelanjutan dalam meningkatkan kualitas pendidikan tinggi.
Co-Authors Aldo Hattu Anaktototy, Karolis Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Ferdinandus, Marcy Saartje Hanafi Bilmona Hiariej, Chrissanty Hukom, Salmon James Inggrit O. Tanasale Jamil , Asmi Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Latuheru , Henry Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nussy, Wenssy Steva Rijoly, Helena Magdalena Rosina F. J. Lekawael Samuel Kubela Sarif, Annisa Fatiha Sjeddie Watung Stella Rose Que Stella Rose Que Stella Rose Que Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD