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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JEES: Journal of English Educational Study INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) Jurnal Educatio FKIP UNMA Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Ilmiah Wahana Pendidikan Jurnal Profesi Pendidikan (JPP) Cerdika: Jurnal Ilmiah Indonesia Innovative: Journal Of Social Science Research
Evi Karlina Ambarwati
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Exploring The Challenges of Technology Integration in Secondary EFL Classroom: Perspective of TPACK Rossa Ayu Lita; Nina Puspitaloka; Evi Karlina Ambarwati
Innovative: Journal Of Social Science Research Vol. 3 No. 4 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i4.3541

Abstract

Tren dunia pendidikan sudah mulai mengadaptasi teknologi untuk menyesuaikan perkembangan zaman yang semakin maju. Salah satu cara untuk mempromosikan tren pendidikan ini adalah dengan kerangka kerja TPACK. Di Indonesia, mengintegrasikan teknologi ke dalam pembelajaran bahasa Inggris merupakan ciri dari fleksibilitas kurikulum Merdeka. Oleh karena itu, ada tuntutan bagi guru Bahasa Inggris untuk berinovasi dengan memperluas dan memperbaharui pengetahuan dan keterampilan mereka dalam memberikan kegiatan pembelajaran yang menarik dan interaktif dengan menggunakan teknologi. Di sisi lain, praktik pengajaran yang berubah di era ke-21 menjadi tantangan baru bagi guru EFL sekunder. Oleh karena itu, penelitian ini bertujuan untuk menemukan persepsi guru tentang TPACK dan mengeksplorasi tantangan yang dihadapi guru EFL sekunder saat mengintegrasikan teknologi ke dalam pengajaran bahasa Inggris. Penelitian ini melibatkan dua guru EFL sekunder dan menggunakan naratif inkuiri dengan analisis tematik. Hasil penelitian ini menunjukkan adanya persepsi positif dari guru EFL sekunder tentang TPACK. Kemudian, penelitian ini mengungkapkan bahwa guru EFL sekunder merasa mampu menguasai teknologi, meski masih terkendala pada infrastruktur dan siswa. Oleh karena itu, penelitian ini sesuai dengan tren terkini pada pendidikan bahasa Inggris.
PENDAMPINGAN PENGUATAN KAPABILITAS GURU DALAM IMPLEMENTASI PEMBELAJARAN INOVATIF BERBASIS E-LEARNING Evi Karlina Ambarwati; Agung Susilo Yuda Irawan; Praditya Putri Utami; Sulistia Nurwinda; Anggun Lenteraningati
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 7, No 4 (2023): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v7i4.19415

Abstract

ABSTRAKUndang-undang Nomor 14 Tahun 2005 tentang Guru dan Dosen pasal 8 mengamanatkan kompetensi profesional yang menuntut guru untuk memiliki kemampuan dan keahlian dalam menjalankan profesinya serta beradaptasi terhadap perubahan. Di era Revolusi Industri 4.0 dan perkembangan Teknologi Informasi dan Komuninasi (TIK), berbagai transformasi di dunia pendidikan perlu dilakukan. Pemerintah Indonesia juga telah menyusun program digitalisasi pendidikan sebagai salah satu program prioritas. Tujuan dari Pengabdian kepada Masyarakat ini adalah untuk memperkuat kompetensi profesional guru melalui kemampuan menerapkan pembelajaran inovatif melalui e-learning di SMP Negeri 3 Rengasdengklok Karawang. Kegiatan pengabdian kepada masyarakat ini dilakukan dalam bentuk diskusi kelompok, Problem Based Learning serta pendampingan integrasi e-learning. Peserta yang dilibatkan adalah 14 orang guru di SMP Negeri 3 Rengasdengklok. Hasil kegiatan pengabdian masyarakat ini menunjukan adanya peningkatan kompetensi digital guru sebesar 71% dan kesiapan integrasi e-learning sebesar 70%. Kata kunci: E-learning; guru; kompetensi digital; pembelajaran inovatif ABSTRACTLaw Number 14 of 2005 Article 8 about Teachers and Lecturers mandates professional competence which requires teachers to have the expertise to conduct their profession and adapt to dynamic changes. Along with the development of Information and Communication Technology (ICT) and the era of Industrial Revolution 4.0, the world of education also needs to transform. Moreover, the Indonesian government has prioritized the education digitalization program. The aim of this Community Service is to strengthen teachers' professional competence through the capability to implement innovative learning through e-learning in SMP Negeri 3 Rengasdengklok, Karawang. This community service activity was conducted in the form of focused group discussions, Problem Based Learning and e-learning integration. The participants involved were 14 teachers. The results of this activity showed an average increase in teacher’s digital competence by 71% and e-learning readiness by 70%. Keywords: e-learning; teachers; digital competence; innovative learning
Teaching EFL Students’ Speaking Skill Through Digital Storytelling of 9th Grade Students Junior High School: A Case Study Research Karina Fuzi Rahayu; Evi Karlina Ambarwati; Wahyudin Fitriyana Fitriyana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4368

Abstract

The study aim to improve students' teaching skills by using digital storytelling in teaching speaking for junior high school students. This research used qualitative methodology and case study research as a research design. The participants of this research are 9th-grade students of a public junior high school in Karawang, West Java, Indonesia. The research used a semi-structured observation and interview as instrument of data collection. There are two main findings that the researcher found that answered the purposed research question: 1)How digital storytelling is applied to teach speaking skills and 2)The perception of students after using digital storytelling towards teaching English speaking EFL. So, In conclusion of the research imply that teaching junior high school EFL students digital storytelling can be an effective and entertaining way to improve them speaking skills. 
Edukasi pembuatan worksheet berbasis aplikasi canva untuk meningkatkan kompetensi guru di era revolusi industri 4.0 Nina Puspitaloka; Evi Karlina Ambarwati; Een Nurhasanah; Yana Cahyana; Reva Azzahra; Kartika Dewi Nurjanah; Azizatun Nisa; Mery Ardiyani
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 4 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i4.27020

Abstract

Abstrak Dalam perkembangan pendidikan di era 4.0 saat ini menekankan pada pendekatan pembelajaran berbasis TPACK (Technological, Pedagogical, Content, Knowledge), sehingga guru harus memanfaatkan teknologi digital, fasilitas komunikasi dan jaringan yang sesuai agar mampu mengelola dan memfasilitasi proses pembelajaran berbasis TIK dalam rangka mencapai tujuan pembelajaran. Edukasi pembuatan worksheet berbasis canva untuk guru-guru RA di era Revolusi Industri 4.0 menjadi upaya untuk meningkatkan pengetahuan dan keterampilan mereka. Penggunaan Canva dapat meningkatkan motivasi guru-guru RA At-Taqwa, sejalan dengan teori pemanfaatan teknologi informasi dalam pendidikan. Program ini meliputi tiga tahapan utama: persiapan, pelaksanaan, dan evaluasi. Tahap pelaksanaan kegiatan dilakukan dengan menggunakan metode ceramah, demonstrasi, praktik langsung, dan pendampingan. Hasil penelitian menunjukkan bahwa mayoritas guru merasa puas dengan kegiatan pengabdian ini dan menganggapnya efektif dalam membantu mereka menggunakan media digital dalam pembelajaran. Dari hasil yang didapat menyatakan bahwa edukasi pembuatan worksheet berbantuan Canva berhasil memberikan manfaat bagi guru-guru RA At-Taqwa dalam pengembangan keterampilan dan pengetahuan mereka terkait pembuatan worksheet menggunakan aplikasi Canva. Kata kunci: canva; kompetensi guru; revolusi industri 4.0; worksheet Abstract In the current educational of the 4.0 era, there is an emphasis on a TPACK (Technological, Pedagogical, Content, Knowledge) approach to teaching, which requires teachers to utilize digital technology, communication tools, and appropriate networks to effectively manage and facilitate technology-enhanced learning processes to achieve educational goals. Canva-based worksheet-making education for kindergarten teachers in the era of the Industrial Revolution 4.0 is an effort to improve their knowledge and skills. The use of Canva can increase the motivation of At Taqwa kindergarten teachers, in line with the theory of utilising information technology in education. This program consists of three main stages: preparation, implementation, and evaluation. The activity implementation stage is carried out using lecture, demonstration, hands-on practice, and mentoring methods. Research results show that the majority of teachers are satisfied with this activity and consider it effective in assisting them with using digital media in their teaching. The findings indicate that the Canva-based worksheet creation training has successfully benefited RA At-Taqwa teachers by improving their skills and knowledge in creating worksheets using the Canva application. Keywords: canva; teacher competence; industrial revolution 4.0; worksheet
Analyzing Character Values Presented In “English For Nusantara” Textbook For Grade Viii Of Junior High School Siti Dian Nita; Mansyur Srisudarso; Evi Karlina Ambarwati
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 4.A (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Textbooks play a vital role in the teaching and learning process, including in English language instruction. In addition to serving as informational resources, textbooks contribute to the cultivation of students’ character values. Since 2010, the Indonesian Ministry of Education and Culture has established eighteen character education values as part of the national curriculum. This study aims to analyze the character values embedded in the English for Nusantara textbook for eighth-grade junior high school students. Employing a qualitative approach, the study utilizes content analysis to examine both verbal and visual elements within the textbook. Data were collected using a checklist instrument based on the eighteen character values and analyzed to determine the presence and representation of these values in each unit of the book. The findings reveal that all character values are reflected through verbal content such as instructions, statements, and comic strips as well as visual elements, particularly picture illustrations. However, some inconsistencies and limited representations of values were identified across chapters. Overall, English for Nusantara effectively integrates character education and serves as a meaningful tool for developing students’ moral character. This study is expected to contribute to educators, researchers, and textbook writers in designing character-based instructional materials.
A Needs Analysis of Code-Mixed "Slice-of-Life" Fiction as Authentic Reading Materials for EFL Adolescents: Bridging the Gap Between Everyday Language and Classroom Literacy Kintan Arsya Rizqia Ruslandi; Evi Karlina Ambarwati
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.17896

Abstract

Reading comprehension is a critical skill for high school students, yet conventional textbooks often trigger learning boredom and anxiety due to their rigid structures. This qualitative descriptive study investigates how the integration of pop culture media and bilingual texts affects students' reading comprehension and engagement. Through purposive sampling, twelve 12th-grade students participated in asynchronous semi-structured interviews via WhatsApp Voice Notes. The findings reveal four key integration strategies: (1) utilizing visually appealing slice-of-life digital fiction to eliminate boredom; (2) leveraging code-mixing as a psychological comfort zone to reduce reading anxiety; (3) employing bilingual contextual clues for autonomous vocabulary acquisition; and (4) boosting intrinsic motivation for real-world English application. The study concludes that pop-culture-based bilingual materials bridge the gap between formal education and students' daily linguistic realities, fostering a more natural and engaging environment for language acquisition.
A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School Pipit Novianti; Evi Karlina Ambarwati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.6972

Abstract

Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.
An Analysis of English Textbooks “My Next Words” for the Fourth Grade Lia Aprilia; Evi Karlina Ambarwati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.6974

Abstract

Textbooks are one of the most important media which facilitate the learning process because they can support students in developing students thinking skills. The use of English textbooks in the classroom aims to assist teachers in achieving learning objectives. This research aims to determine the feasibility of the English textbook My Next Words based on the criteria developed by Badan Standar Nasional Pendidikan or National Education Standards Agency. The design used in this study is descriptive qualitative. Then, the fourth-grade textbook My Next Words became a document that would be used as an object of study. The technique for collecting data in this study is a literature study and the instrument used in this study is a checklist of criteria based on standard criteria from BSNP. Based on the results of the evaluation that has been carried out, the results of the analysis show that the My Next Words book is appropriate from all aspects based on the framework of the BSNP for the evaluation of textbooks. The feasibility test of this book is carried out to ensure that the book to be used by students has presented material that is in accordance with the level of student development, does not contain pornography, racism, deviations, uses clear and straightforward language, and readability of writing that can be read by students. Although the book has met various aspects of the assessment, there are still some parts that need to be improved, such as the quality of the book, the accuracy of the material, and other learning support activities.
An Analysis of Teachers’ Strategies Scaffolding In EFL Reading Class Tria Khaerunisa; Putri Kamalia; Evi Karlina Ambarwati; Nina Puspitaloka; Indah Purnama Dewi
Cerdika: Jurnal Ilmiah Indonesia Vol. 6 No. 1 (2026): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v6i1.2922

Abstract

This study analyzes the scaffolding strategies employed by EFL (English as a Foreign Language) teachers in teaching reading comprehension to secondary school students. The research aims to evaluate the effectiveness of these strategies in addressing the challenges faced by students in understanding narrative texts. A qualitative case study approach was adopted, involving observations, interviews, and documentation methods to gather data from seventh-grade students at SMPN 1 Cilamaya Wetan. The findings indicate that while the scaffolding strategies applied generally align with the principles of effective reading instruction, there are areas for improvement in both the narrative texts used and the implementation of these strategies. This research contributes to the understanding of how scaffolding can enhance reading comprehension and offers recommendations for educators to refine their teaching practices.
The Application of Vocabulary Self-Selection Strategy (VSS) in English Learning at Junior High School: A Qualitative Study on Students’ Vocabulary Development Fiska Anugrah; Evi Karlina Ambarwati
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18794

Abstract

Vocabulary mastery is essential in English language learning because it supports students in understanding and using English effectively. However, junior high school students may have difficulty identifying, understanding, and applying unfamiliar vocabulary, creating a need for instructional strategies that provide meaningful opportunities for participation. This study aimed to explore how an English teacher implemented the Vocabulary Self-Selection Strategy (VSS) in vocabulary instruction and to identify the challenges encountered during its implementation. A qualitative descriptive design was employed. The participants consisted of one English teacher as the primary participant and eighth-grade students who participated in the observed classroom activities at a junior high school in Karawang. Data were collected through classroom observations conducted on April 22 and April 29, 2026, and a semi-structured teacher interview. The data were analyzed using thematic analysis. The findings showed that the teacher implemented VSS through lesson preparation, word selection, nomination, collaborative discussion and meaning negotiation, clarification and confirmation, and vocabulary reinforcement and application. The implementation was teacher-guided and adapted to students’ learning needs rather than applied rigidly as a fully student-led procedure. The study also identified five main challenges: differences in students’ vocabulary proficiency, variations in participation, students’ reliance on Bahasa Indonesia, limited instructional time, and the need to adapt instructional procedures to classroom conditions. These findings indicate that successful VSS implementation depends on teacher facilitation, scaffolding, classroom management, and instructional flexibility while maintaining meaningful student participation in vocabulary learning.
Co-Authors Agung Susilo Yuda Irawan Ananda Faiza Azzahra Anggun Lenteraningati Audry Adiananta Azizatun Nisa Dayem Dayem Diana Diana Fiska Anugrah Gani Arief Trie Adi Nugroho Ikrar Kaulan Syadida Majid Indah Purnama Dewi Intan Akhna Khatami Iwan Ridwan Karina Fuzi Rahayu Kartika Dewi Nurjanah Kintan Arsya Rizqia Ruslandi Kusrin Lia Aprilia Mansyur Srisudarso Mery Ardiyani Muhammad Fazri Halawany Muhammad Patria Nebukadnedzar Nina Puspitaloka Pahlevi, Muhammad Reza Pandhu Ariya Kovida Pipit Novianti Praditya Putri Utami Pujiawati, Nia Putri Kamalia Putri Kamalia Hakim Reva Azzahra Rossa Ayu Lita Siti Dian Nita Siti Tazkiyah Sulistia Nurwinda Tahriidl Nur Khoiroh Azaini Totoh Tauhidin Abas Tria Khaerunisa Vina Sarifah Wahyudin Fitriyana Fitriyana Yana Cahyana Yona Rachma Karuana Yuna Tresna Wahyuna