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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya GERVASI: Jurnal Pengabdian kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Jurnal ComunitA Servizio Alinea: Jurnal Bahasa, Sastra, dan Pengajaran INTERACTION: Jurnal Pendidikan Bahasa Tekila: Journal of Language Teaching and Literature
Agus Setiawan
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Social Sciences Other

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The Influence of Papuan Folklore to Improve Speaking and Self-Confidence With Show and Tell Method in SMK Modellink Sorong Janet Marlon Yoseph Marisan; Rizqi Claudia Wardani.H; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The purpose of this study was to determine whether the integration of Papuan folklore could improve students’ speaking skills and self-confidence through the show and tell method at SMK Modellink Sorong. Speaking is widely recognized as one of the most challenging skills for EFL learners because it requires the simultaneous use of vocabulary, grammar, pronunciation, and fluency (Rizky & Suharmoko, 2019). In addition, affective factors such as self-confidence strongly influence students’ willingness to communicate (Akbari & Sahibzada, 2020). Preliminary classroom observations revealed that many students experienced hesitation, anxiety, and limited vocabulary when asked to speak in English. To address this issue, this study implemented culturally responsive instruction by integrating Papuan folklore into the show and tell learning method. The research employed a quantitative pre-experimental design using a one-group pretest–posttest model. The participants were 20 students of class X TKJ. Data were collected through speaking tests, self-confidence questionnaires, and classroom observations. Speaking performance was assessed based on comprehension, vocabulary, grammar, pronunciation, and fluency. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired sample t-test with SPSS version 31. The findings showed that the significance value was 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The mean score increased from 49.15 to 68.70. Questionnaire results also showed that most students reached the confident category after the treatment. These findings suggest that Papuan folklore combined with the show and tell method is effective in improving both speaking performance and self-confidence among vocational high school students, although future studies with control groups are recommended.
The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.
Technology-Enhanced Vocabulary Learning: The Use of Canva and Quizizz in PrimaryEducation Madhulika Sevwandi Dissanayaka; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of integrating Canva and Quizizz as technology-enhanced learning tools to improve English vocabulary mastery among fifth-grade students at SD Inpres 14 Kabupaten Sorong. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 11 students who participated in six learning sessions using Canva-based instructional materials and Quizizz as a gamified assessment tool. Data were collected through vocabulary tests administered before and after the instructional intervention. The test consisted of 20 items, including multiple-choice and matching questions designed to measure students’ vocabulary knowledge. The results showed a clear improvement in students’ vocabulary performance after the implementation of the learning strategy. The mean score increased from 44.55 in the pretest to 70.00 in the posttest, indicating a substantial improvement in students’ vocabulary mastery. The N-Gain score of 0.45 suggests that the intervention had a moderate level of effectiveness in improving students’ vocabulary learning outcomes. These findings indicate that the integration of Canva and Quizizz can create a more engaging and interactive learning environment for young learners. Canva supports vocabulary learning through visually rich instructional materials, while Quizizz reinforces learning through gamified practice and immediate feedback. The combination of visual presentation and interactive assessment helps students retain vocabulary more effectively and increases their participation during the learning process. Therefore, Canva and Quizizz can be considered practical and effective digital tools for supporting vocabulary instruction in elementary EFL classrooms.
INTEGRASI LITERASI NUMERASI BAHASA INGGRIS BERBASIS KEARIFAN LOKAL PAPUA MELALUI VIRTUAL REALITY Nursalim Nursalim; Dwi Pamungkas; Agus Setiawan; Nur Rokhima; Alfianti Lita Setianah; Yunice Mhaye Smori
GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 2 (2026): GERVASI: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/gervasi.v10i2.9897

Abstract

Masih terbatasnya pemanfaatan teknologi pembelajaran inovatif dan integrasi literasi numerasi berbahasa Inggris berbasis kearifan lokal di sekolah dasar, khususnya di wilayah 3T, menjadi tantangan dalam meningkatkan kualitas pembelajaran. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam mengintegrasikan pembelajaran literasi numerasi dalam bahasa Inggris berbasis kearifan lokal melalui pemanfaatan teknologi Virtual Reality (VR). Kegiatan dilaksanakan di KKG Rayon I Waisai, Kabupaten Raja Ampat, Papua Barat Daya, dengan melibatkan 25 guru dari 5 sekolah dasar. Metode pelaksanaan meliputi sosialisasi, pelatihan penggunaan perangkat VR, pembuatan konten pembelajaran, implementasi di kelas, serta evaluasi capaian pembelajaran. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru yang ditunjukkan oleh kenaikan rata-rata skor dari 60,0 sebelum pelatihan menjadi 87,6 setelah pelatihan. Pada siswa, rata-rata skor pemahaman literasi, numerasi, dan bahasa Inggris meningkat dari 61,0 menjadi 78,3 setelah implementasi pembelajaran berbasis VR. Program ini juga menghasilkan produk inovasi berupa modul pembelajaran berbasis VR, poster, video kegiatan, dan publikasi media massa. Hasil pengabdian ini diharapkan dapat menjadi model penerapan pembelajaran berbasis teknologi di wilayah 3T dengan tetap mempertahankan nilai-nilai kearifan lokal Papua.
Adapting Contextualized ELT Materials in Sorong Regency: Teachers’ Perspectives and Pedagogical Implications Nurteteng Nurteteng; Agus Setiawan; Tri Devi Dian Lestari
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.1.2025.106-131

Abstract

Material adaptation is a pivotal aspect of English Language Teaching (ELT), particularly in culturally and linguistically diverse settings. This study examines the perceptions of junior high school teachers in Sorong Regency, Southwest Papua, regarding contextualized ELT material adaptation, with a focus on challenges encountered and perceived impacts on student engagement and learning. Employing a qualitative descriptive design, data were collected from five experienced ELT teachers through semi-structured interviews. The findings indicate that teachers actively contextualize materials by integrating local culture, environmental themes, and student experiences to enhance relevance and motivation. Despite notable challenges such as varied proficiency levels, limited resources, and technological gaps, teachers observed improvements in comprehension, participation, and academic performance. The study underscores the importance of culturally responsive pedagogy and calls for targeted professional development and resource allocation to support ELT in underrepresented regions.
Needs Analysis and Design of an English for Earlier Childhood Model Based on Papuan Folklore Mersi Axelina; Agus Setiawan; Septia Nurul Wathani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.6509

Abstract

English teaching for young learners in Indonesia is constrained by prospective early childhood (PAUD) teachers’ limited readiness and generic materials disconnected from children’s cultural contexts. This study identified prospective PAUD teachers’ needs and proposed a conceptual design for an English for Earlier Childhood (EEC) model grounded in Papuan folklore. It covered the needs analysis and model design stages of a Research and Development procedure adapted from Borg and Gall. In June 2026, all ten eligible prospective PAUD teachers at Universitas Pendidikan Muhammadiyah Sorong completed a five-item questionnaire; five participated in semi-structured interviews. A literature review and criteria-based mapping of documented Papuan folktales supplemented these data. Questionnaire responses were analysed using score percentages, and interviews were coded thematically. The need indices reached 84% for feeling unprepared to teach English to children, 88% for needing a module with step-by-step guidance, and 92% for interest in folklore-based learning. All five interviewees reported a lack of English materials designed for young children. Of twelve inventoried folktales, six were selected for learning units. These findings informed a preliminary five-step, story-centred model: Story Introduction, Language Focus, Playful Practice, Retelling, and Reflection. A need–theory–design matrix documents the rationale for each step. The proposed model gives prospective teachers a culturally relevant teaching sequence, while its validity, practicality, and effectiveness await expert review and field testing.
Students’ and Lecturers’ Perceptions of Integrating Papuan Local Content into Technology-Based EFL Learning Media Agus Setiawan; Mersi Axelina
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.4114

Abstract

The integration of local cultural content into English language instruction has been widely advocated, yet in Papua such content remains marginal in classroom materials, which continue to privilege foreign cultural references, while technology-based media are increasingly adopted without local grounding. Addressing this condition is urgent because cultural relevance and technological accessibility must be considered simultaneously in multilingual and geographically isolated regions such as Southwest Papua, where culturally distant materials weaken engagement while unstable connectivity limits access. This study examines how students and lecturers perceive the integration of Papuan local content—folktales, traditional practices, local landscapes, and community values—into technology-based EFL learning media at the tertiary level. Employing a sequential explanatory mixed-methods design, the study involved 74 undergraduate students of an English Education study program in Sorong who completed a validated 24-item Likert-scale questionnaire, and six EFL lecturers who participated in semi-structured interviews; the qualitative strand was used explicitly to explain the questionnaire results. Quantitative data were analyzed descriptively and qualitative data thematically. Students held highly positive perceptions (overall mean 3.41 of 4.00), highest for cultural relevance and cultural identity and lowest for technology usability. Lecturers viewed the integration as pedagogically valuable and identity-affirming, but identified four constraints: limited internet infrastructure, uneven digital competence, the scarcity of documented Papuan cultural sources, and the risk of cultural misrepresentation. Because the data are perception-based, the findings provide an empirical basis for developing culturally responsive and infrastructure-sensitive digital EFL media—offline-capable, lecturer-supported, and validated by cultural custodians—rather than evidence of improved learning outcomes, which would require subsequent design-based and experimental verification.
Co-Authors Abdul Rahman Dzulhijah Sofyan Adrianus Eban Lamadoken Alfianti Lita Setianah Anis Rahmawati Asrul Asrul Chuzaimah Dian Fera Pratiwi Dwi Pamungkas Hayatun Nufus Rumaf Janet Marlon Yoseph Marisan Jusmin Lisia Agustina Madhulika Sevwandi Dissanayaka Mersi Axelina Nurdin Noni Nursalim Nursalim Nursalim Nurteteng Nurteteng, Nurteteng Raharja, Endra Putra Refly R. Woisiri Rizqi Claudia Wardani. H Rizqi Claudia Wardani.H Septia Nurul Wathani Siti Tamamala Sudibyo, Doni Tri Devi Dian Lestari Yosafat Watem Yunice Mhaye Smori