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All Journal ELT Worldwide: Journal of English Language Teaching PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Journal Of English Language and Education Metathesis: Journal of English Language, Literature, and Teaching IJoLE: International Journal of Language Education Globish: An English-Indonesian Journal for English, Education, and Culture ELT-Lectura Voices of English Language Education Society REiLA: Journal of Research and Innovation in Language International Journal of English Education and Linguistics (IJoEEL) Jubindo: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia Bakti Cendana: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Sains dan Humaniora Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Sipakaraya : Jurnal Pengabdian Masyarakat Indonesian Educational Research Journal Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Anselmus Sahan
Universitas Timor
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Physics Public Health Social Sciences Other

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Penguatan Literasi Cerita Rakyat melalui Pelatihan Berbasis AI ChatGPT di Desa Naiola Afandi, Iswan; Nahak, Maria Magdalena Namok; Sahan, Anselmus; Misa, Mikhael; Dapubeang, Abdul Rahim Arman Putera
Sipakaraya : Jurnal Pengabdian Masyarakat Vol 4 No 2 (2026): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i2.5953

Abstract

Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kemampuan guru, siswa, dan tokoh masyarakat dalam menulis dan menuturkan cerita rakyat berbasis teknologi kecerdasan buatan (AI) ChatGPT serta memperkuat literasi budaya lokal di Desa Naiola, Kabupaten Timor Tengah Utara, Nusa Tenggara Timur. Kegiatan ini dilaksanakan pada 30 Agustus 2025 di Kantor Desa Naiola dengan melibatkan 20 peserta yang terdiri atas 4 tokoh masyarakat, 8 guru, dan 8 siswa. Metode pelaksanaan menggunakan pendekatan partisipatif melalui ceramah, demonstrasi, praktik langsung (storytelling), dan diskusi interaktif yang dilakukan secara luring. Kegiatan ini meliputi tiga tahapan utama, yaitu: (1) penyampaian materi pengertian dan bentuk cerita rakyat; (2) pelatihan penulisan cerita rakyat berbasis AI ChatGPT; dan (3) pelatihan penuturan cerita rakyat melalui metode storytelling. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta pada tiga aspek utama. Pertama, pemahaman materi cerita rakyat meningkat dari rata-rata pre-test 56,3 menjadi 67,5 pada post-test, dengan 75% peserta mengalami peningkatan. Kedua, pelatihan penulisan berbasis AI mampu meningkatkan kreativitas dan keterampilan literasi digital peserta. Ketiga, kemampuan penuturan siswa meningkat signifikan dari rata-rata 47,5 menjadi 76,3, dengan seluruh siswa mengalami peningkatan dalam aspek ekspresi dan struktur bercerita. Dengan demikian, kegiatan PKM ini memberikan manfaat dalam meningkatkan literasi budaya, keterampilan menulis dan menuturkan cerita rakyat, serta kesadaran pelestarian nilai budaya lokal melalui pemanfaatan teknologi AI dalam pembelajaran.
Penguatan Literasi Cerita Rakyat melalui Pelatihan Berbasis AI ChatGPT di Desa Naiola Iswan Afandi; Maria Magdalena Namok Nahak; Anselmus Sahan; Mikhael Misa; Abdul Rahim Arman Putera Dapubeang
Sipakaraya : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i2.5953

Abstract

Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kemampuan guru, siswa, dan tokoh masyarakat dalam menulis dan menuturkan cerita rakyat berbasis teknologi kecerdasan buatan (AI) ChatGPT serta memperkuat literasi budaya lokal di Desa Naiola, Kabupaten Timor Tengah Utara, Nusa Tenggara Timur. Kegiatan ini dilaksanakan pada 30 Agustus 2025 di Kantor Desa Naiola dengan melibatkan 20 peserta yang terdiri atas 4 tokoh masyarakat, 8 guru, dan 8 siswa. Metode pelaksanaan menggunakan pendekatan partisipatif melalui ceramah, demonstrasi, praktik langsung (storytelling), dan diskusi interaktif yang dilakukan secara luring. Kegiatan ini meliputi tiga tahapan utama, yaitu: (1) penyampaian materi pengertian dan bentuk cerita rakyat; (2) pelatihan penulisan cerita rakyat berbasis AI ChatGPT; dan (3) pelatihan penuturan cerita rakyat melalui metode storytelling. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta pada tiga aspek utama. Pertama, pemahaman materi cerita rakyat meningkat dari rata-rata pre-test 56,3 menjadi 67,5 pada post-test, dengan 75% peserta mengalami peningkatan. Kedua, pelatihan penulisan berbasis AI mampu meningkatkan kreativitas dan keterampilan literasi digital peserta. Ketiga, kemampuan penuturan siswa meningkat signifikan dari rata-rata 47,5 menjadi 76,3, dengan seluruh siswa mengalami peningkatan dalam aspek ekspresi dan struktur bercerita. Dengan demikian, kegiatan PKM ini memberikan manfaat dalam meningkatkan literasi budaya, keterampilan menulis dan menuturkan cerita rakyat, serta kesadaran pelestarian nilai budaya lokal melalui pemanfaatan teknologi AI dalam pembelajaran.
Implementation of Crossword puzzle Games to Improve SMA Students’ Vocabulary Mastery Oktofiano Satria Da Cruz; Anselmus Sahan; Benyamin Kau Abi
Indonesian Educational Research Journal Vol. 1 No. 2 (2023): Improving Learning Quality and Student Abilities
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i2.21

Abstract

The research subjects were the tenth-grade students and the research area was at SMA DharmaAyu Kefamenanu. This research investigated the improvement of students’ vocabulary by using crossword puzzle games in the classroom. The research design was Classroom Action Research (CAR) conducted in two cycles. The research subjects were 10 of the tenth-grade students of SMA Dharma Ayu Kefamenanu. The data were collected by using observation and vocabulary achievement tests. The collected data were analyzed statistically by using a percentage formula. The students’ average score was 76.5% in pre-test 1 of cycle one; then it was improved to 79.8 % in post-test 1, and increased to 87.5 % in post-test 2 of cycle 2.  It indicates that the students’ vocabulary and level of mastery was improved by using crossword puzzle games. This result reminds the teachers of English to use crossword puzzle in teaching and learning process of English, particularly to boost the students’ vocabulary mastery.
The Eighth Grade Students’ Ability of Using Adverbs in Descriptive Writing Agry Tafuli; Anselmus Sahan; Maria W. Wisrance
Indonesian Educational Research Journal Vol. 2 No. 1 (2024): Education system approach and student abilities
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i1.33

Abstract

This study aims to find out whether or not the students able to use adverbs, their level of mastery and the difficult types of adverbs in writing descriptive text. To attain the goals of this research, it employed a qualitative research method, 14 eighth grade students of SMP Negeri Tublopo chosen as its samples, and a writing test. To get the data needed, it explained its aims, kinds of adverbs and ways of writing descriptive text, and asked them to write at least 3 paragraphs of descriptive text by using the prepared topic. The worksheets were counted and cored by the right answers divided with the total number of students times 100% in order to categorize and identify their ability. Their scores were then ranged from 46-100 in order to categorize their level of ability (from poor to excellent). The results show that they have mastered the use of kinds of adverbs in their writing since they got 80 average score, above the maximum mastery criteria. However, adverb of degree is still the most difficult type for them to master. Therefore, their level of mastery is categorized excellent since eight students (57.14%) got scores ranged from 80-100. It implies that teachers should develop their students’ ability by forcing them to use adverbs in writing.
SPEECH ACTS AND POWER RELATIONS IN THE UNDERGRADUATE EFL LEARNER’S ORAL PRESENTATION Yonathas Seran Suri; Imanuel Kamlasi; Anselmus Sahan; Febronia Lasi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2026): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.12.1.2026.39-48

Abstract

Oral presentations require the effective communication of ideas while managing interpersonal dynamics and institutional expectations. This study explored the types of speech acts employed by an EFL learner during an English oral presentation and examined the dynamics of power relations found in the discourse. The research employed a qualitative design using the Interaction Analysis Method (IAM). The data were obtained from a documentary recording of a speech performance, available on the YouTube link for the National English Speech Contest hosted by the English Education of Universitas Timor. The participant focused on the first-place winner as the subject of analysis. The speech was transcribed and analyzed using Austin’s and Searle’s frameworks of speech acts. The findings reveal that the speech includes five types of speech acts: assertive (47%), directive (24%), expressive (13%), commissive (11%), and declarative (5%). The dominant use of assertive and directive speech acts shows that the speaker's primary goal was to inform and persuade the audience. Furthermore, the data identified several power markers, such as epistemic power, deontic power, affective power, moral commitment power, and performative power. These power markers demonstrate how the speaker constructs authority, influences the audience, and negotiates relational dynamics through strategic language choice. The study enhances comprehension of pragmatic competence in the English as a Foreign Language (EFL) context and has pedagogical implications for teaching public speaking and presentation skills.
Co-Authors Abi, Benyamin Kau Adrianus, Nabung afandi, iswan Afandi, Iswan Agry Tafuli Benyamin Kau Abi Bria, Yasintus Bulle, Hermelinda Azi da costa, rui pedro daos Dapubeang, Abdul Rahim Arman Putera Darni Nopi Nokas David Organsianus Maris Delti Yulita Edmundus Bouk Eugelin Sulaiman Febronia Lasi Hendrik O. Manu Imanuel Kamlasi Kariadi, Mustasyfa Thabib Kefi, Irene Valentin Lasi, Febronia Manu, Hendrik O Maria Magdalena Namok Nahak Merlin Helentina Napitupulu Meylisa Yuliastuti Sahan Mikhael Misa Mnaka, Fridensia Nurini Naben, Maria Fridolin Nahak, Maria Magdalena Namok Nahak, Yulia Ningsi Ngao, Yosefa Yemayo Oktofiano Satria Da Cruz Pale, Erlinda Sonya Prasetyanti, Dian Chandra Sahan, Meylisa Yuliastuti Saridewi, Maria P Seran, Yanuarius Siahaan, Desta Gloria Syahdan Syahdan, Syahdan Tafuli, Agri Yublina Tarigan, Surya Setiadi Tenis, Wilfridus Ulu Emanuel Ulu, Emanuel Wabang, Rince J Wifridus Tenis Wihelmina, Maria Wisrance Wisrance , Maria W. Yohanes Eugnasius Nai Yonathas Seran Suri