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All Journal Pekemas IPI Garut EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Abdimas Prakasa Dakara Indonesian Journal of Community Empowerment JOEY : Journal of English Ibrahimy EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Anne Ratna Suminar
Institut Pendidikan Indonesia Garut
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Pemanfaatan Teknologi Pengajaran Bahasa Inggris di Era Adaptasi Kebiasaan Baru Anne Ratna Suminar; Yustika Nur Fajriah; Lucky Rahayu Nurjamin; Eva Devi Sofyawati
Jurnal Abdimas Prakasa Dakara Vol. 2 No. 1 (2022): Teknologi Pendukung Kinerja dan Peningkatan Keterampilan Masyarakat
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/japd.v2i1.1350

Abstract

Kegiatan pengabdian ini bertujuan untuk memberikan sosialisasi kepada para guru bahasa inggris terkait pemanfaatan teknologi dalam pengajaran bahasa Inggris di era adaptasi kebiasaan baru (AKB). Hal ini dirasa penting untuk dilakukan mengingat masih banyaknya guru, khususnya guru bahasa Inggris, yang mengalami kesulitan dalam memilih, menggunakan, serta memanfaatkan jenis teknologi pengajaran yang dirasa efektif dalam pengajaran. Untuk itu, metode yang digunakan sebagai berikut. Pertama, metode ceramah dari pemateri berkenaan dengan jenis-jenis pemanfaatan teknologi yang dapat dilakukan dalam pengajaran bahasa Inggris. Kedua, tanya jawab yang dilakukan dengan para peserta workshop. Ketiga, simulasi yang dilakukan oleh para pemateri terkait langkah praktis dalam menggunakan berbagai platform/aplikasi pengajaran. Keempat, pretes dan postes kepada peserta terkait keterpahaman mereka akan teknologi pengajaran bahasa Inggris berbasis online. Hasil kegiatan ini menunjukkan bahwa terdapat peningkatan pemahaman para guru bahasa Inggris terkait pemanfaatan teknologi ajar. Hal ini terlihat dari hasil postes yang menunjukkan bahwa para guru menjadi lebih memahami secara teoritis dan praktis terkait berbagai platform pengajaran yang dapat dimanfaatkan secara efektif dan efisien untuk pengajaran bahasa Inggris.
Mempromosikan Objek Wisata dan Penginapan di Pamengpeuk Melalui Teks Fungsional Bahasa Inggris Anne Ratna Suminar; Setia Muljanto; Pipih Setiawati; Amir Hamzah
Jurnal Pekemas Vol 1 No 1 (2018): Jurnal Pekemas Tahun 2018
Publisher : Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut

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

Abstract

The demand for increased foreign exchange especially in remote areas, can be obtained from tourism objects that are visited by many local and foreign tourists. To attract the foreign tourists in particular, the tourism objects may require street signs, brochures, pamphlets, or information boards written in English to make the foreign tourists visiting the tourism objects understand easily the information related to the tourism objects. Therefore, this community service program was necessarily held in two main objectives: (1) socializing the importance of using brochures and pamphlets written in English in order to attract more foreign tourists; and (2) providing workshop to recognize language features in functional texts which should be used in the brochures or pamphlets. As many as 10 hostel owners around tourism objects in Pamengpeuk followed this community service program. The methods used were lecture and training provided to the participants in the form of workshop. The findings of the community service program showed that there was no brochures or pamphlets written in English found in the hostels around tourism objects in Pamengpeuk. Furthermore, the results of the workshop revealed that 60% of hostel owners were enthusiastic in learning to write brochures in English and encouraged to make one during the workshop. However, the rest of them appeared not interested and believed that without making brochures in English the hostels still gained profits and visitors from local tourists and foreign tourists. Thus, the socialization for the importance of making brochures in English to promote tourism objects and hostel in remote areas needs to be followed up again in the next community service program.
Building Awareness of English Teachers in Malangbong District to Produce Evidence of Independent Teaching Anne Ratna Suminar; Yustika Nur Fajriah; Amir Hamzah; Dede Mizar
Indonesian Journal of Community Empowerment (IJCE) Vol 2 No 03 (2021): Indonesian Journal of Community Empowerment (August)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v2i03.443

Abstract

Abstract To develop professionalism, teachers should have the awareness to create teaching works both in the form of research-based articles and teaching materials. From that point, this community service is intended to build awareness of English teachers in Malangbong District, Garut Regency in producing evidence of work in Merdeka Mengajar according to the Merdeka curriculum which is currently being echoed by the government, especially formulated by the Ministry of Education, Culture, Research and Technology. This community service activity was attended by as many as seven English teacher participants in Malangbong District. The method used was in the form of lecture, discussion, and training provided in the form of workshops. This activity resulted in the findings that the workshop participants admitted that they had no work in teaching so far. The questionnaire data also showed that after completing the workshop the participants felt that the Merdeka curriculum appeared more flexible and gave teachers the freedom to work on making teaching materials. After attending the workshop, the participants were aware of applying what they believed was in accordance with the Merdeka curriculum and to create teaching works, as has been illustrated and practiced during the workshop session. Participants also felt that this workshop was educational and fun. Abstrak Untuk meningkatkan profesionalisme, guru hendaknya memiliki kesadaran untuk menghasilkan karya baik dalam bentuk tulisan penelitian maupun bahan ajar. Berangkat dari poin tersebut, pengabdian kepada masyarakat ini ditujukan untuk membangun kesadaran guru bahasa Inggris di Kecamatan Malangbong Kabupaten Garut dalam menghasilkan bukti karya Merdeka Mengajar sesuai kurikulum Merdeka yang saat ini tengah digaungkan oleh pemerintah khususnya dikembangkan oleh Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi (Kemendikbudristek). Kegiatan pengabdian kepada masyarakat ini diikuti oleh sebanyak tujuh peserta guru bahasa Inggris yang ada di Kecamatan Malangbong. Metode yang digunakan adalah berupa ceramah, diskusi dan pelatihan yang diberikan dalam bentuk workshop. Kegiatan ini menghasilkan temuan bahwa para peserta workshop mengakui tidak memiliki karya dalam pengajaran selama ini. Data angket juga menunjukkan bahwa setelah selesai mengikuti workshop para peserta merasa bahwa kurikulum Merdeka terasa lebih fleksibel dan memberikan kebebasan kepada guru untuk berkarya membuat materi ajar. Setelah mengikuti workshop peserta sadar untuk menerapkan apa yang diyakini sesuai dengan kurikulum Merdeka dan menghasilkan karya sebagaimana diilustrasikan dan diperagakan saat pelatihan. Peserta juga merasa kegiatan workshop ini bersifat mengedukasi dan menyenangkan.
Bilingual Curriculum in EFL Speaking: Teachers' Strategies at Islamic Boarding School: English Silmi Kaffah; Wahed Hasim; Anne Ratna Suminar
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.109-118

Abstract

English proficiency is one of the most important skills in education, leading many schools to implement a bilingual curriculum to improve students' English language skills, particularly their speaking ability. Although the implementation of the bilingual curriculum continues to develop, understanding of the strategies teachers use to apply it in English as a Foreign Language (EFL) Speaking classes, particularly in Islamic boarding school settings, remains limited. This study aims to explore teachers' strategies in implementing a bilingual curriculum in EFL Speaking classes. This study employed a qualitative approach with a case study design involving three English teachers at an Islamic boarding school in Garut Regency, West Java. Research data were collected through semi-structured interviews and non-participant observation. The data were then analyzed using the interactive analysis model proposed by Miles et al. (2014), which includes data condensation, data display, and conclusion drawing and verification. The results showed that teachers applied three main strategies in implementing the bilingual curriculum, namely learning strategies, motivational strategies, and classroom management strategies. These three strategies were used to build students' confidence in speaking English and to create a supportive bilingual learning environment. These findings provide a more comprehensive understanding of teachers' strategies in implementing a bilingual curriculum in EFL Speaking instruction within an Islamic boarding school setting.
ENGLISH LANGUAGE EDUCATION STUDENTS' PERCEPTIONS OF SELF-EFFICACY IN THE CONTEXT OF EFL SPEAKING LEARNING Febi Aulia Silviana; Irsyad Nugraha; Anne Ratna Suminar
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.15839

Abstract

This study aims to examine EFL students' perceptions regarding self-efficacy in speaking contexts. Self-efficacy represents an individual's conviction in completing speaking tasks successfully despite facing linguistic and psychological barriers. However, many students encounter difficulties achieving proficient communicative competence due to anxiety, low motivation, and diminished self-confidence. This quantitative study utilized an adapted structured questionnaire administered to 40 EFL students across three Indonesian universities selected through a purposive sampling technique. The gathered data were evaluated using descriptive statistical analysis by calculating frequency distributions and percentages. The results indicate that students maintain a high level of self-efficacy, which substantially enhances their self-confidence to mitigate speaking anxiety. This study confirms that students with elevated self-efficacy manage communicative obstacles more effectively than those possessing lower self-efficacy. ABSTRAK Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa English as a Foreign Language (EFL) mengenai efikasi diri mereka dalam konteks pembelajaran keterampilan berbicara (speaking). Efikasi diri merupakan keyakinan mendasar bahwa seorang individu mampu menyelesaikan tugas secara optimal di tengah berbagai hambatan linguistik maupun psikologis. Namun, sejumlah mahasiswa kerap menghadapi kendala kecemasan dan stagnasi keterampilan berbicara akibat rendahnya rasa percaya diri dalam menggunakan bahasa Inggris. Penelitian kuantitatif ini menerapkan instrumen kuesioner terstruktur yang diadaptasi dan disebarkan kepada 40 mahasiswa pendidikan bahasa Inggris dari tiga universitas di Indonesia menggunakan teknik purposive sampling. Data yang terkumpul dianalisis secara komprehensif menggunakan teknik analisis statistik deskriptif berupa perhitungan persentase frekuensi. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa memiliki efikasi diri yang positif dan mampu mempertahankannya guna mereduksi kecemasan berbicara. Mahasiswa dengan tingkat efikasi diri yang tinggi terbukti lebih tangguh dan cakap dalam mengendalikan tantangan komunikasi dibandingkan mahasiswa berefikasi rendah.    
EFL LEARNERS’ EXPERIENCES IN PRACTICING ENGLISH CONVERSATION THROUGH AI-GENERATED CHARACTERS ON CHATGPT Anggia Nastya; Anne Ratna Suminar; Yustika Nur Fajriah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.15840

Abstract

Limited opportunities for authentic conversational practice outside the classroom and high speaking anxiety remain significant barriers for English as a Foreign Language (EFL) learners. Despite the rapid growth of conversational artificial intelligence (AI), empirical investigations into learners' lived experiences when interacting with customized virtual interlocutors remain scarce. This study explored EFL learners' experiences in practicing English conversation through interactions with AI-generated characters on ChatGPT. Employing a qualitative case study design, this research involved seven EFL undergraduate students from the English Education Program at Institut Pendidikan Indonesia Garut selected through purposive sampling. Data were accumulated through expert-validated semi-structured interviews and corroborated by digital chat history documentation, which were subsequently analyzed using Braun and Clarke's thematic analysis framework. The findings identified three overarching themes: practical use, benefits, and challenges. In terms of practical use, participants purposefully customized conversational personas and varied interaction formats, although engagement with advanced prompt settings remained minimal. The most prominent benefits were marked reductions in speaking anxiety, increased communicative confidence, vocabulary acquisition, and autonomous practice accessibility. Meanwhile, the observed challenges included premature AI turn-taking interruptions, vocabulary deficits on unfamiliar topics, and localized motivational decline. This study concludes that AI-generated characters serve as a meaningful low-pressure preparatory environment for authentic EFL speaking practice. ABSTRAK Keterbatasan kesempatan praktik percakapan autentik di luar kelas dan tingginya kecemasan berbicara masih menjadi hambatan utama bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL). Meskipun pemanfaatan kecerdasan buatan (AI) berkembang pesat, kajian mendalam mengenai pengalaman nyata pembelajar saat berinteraksi dengan karakter berbasis AI masih terbatas. Penelitian ini bertujuan untuk mengeksplorasi pengalaman pelajar EFL dalam berlatih percakapan bahasa Inggris melalui interaksi dengan AI-generated characters pada platform ChatGPT. Menggunakan pendekatan kualitatif dengan desain studi kasus, penelitian ini melibatkan tujuh pelajar EFL dari Program Studi Pendidikan Bahasa Inggris di Institut Pendidikan Indonesia Garut yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur yang telah divalidasi ahli dan didukung oleh dokumentasi riwayat percakapan digital, kemudian dianalisis menggunakan analisis tematik model Braun dan Clarke. Hasil penelitian mengidentifikasi tiga tema utama: penggunaan praktis, manfaat, dan tantangan. Dari segi penggunaan praktis, partisipan menetapkan persona karakter secara aktif dan memvariasikan format percakapan, meskipun pemanfaatan fitur konfigurasi tingkat lanjut masih terbatas. Manfaat utama yang dirasakan meliputi penurunan kecemasan berbicara, peningkatan kepercayaan diri, perluasan kosakata, serta fleksibilitas akses latihan mandiri. Adapun tantangan yang dihadapi mencakup respons prematur sistem AI, kendala kosakata pada topik yang belum dikuasai, serta penurunan motivasi yang bersifat individual. Penelitian ini menyimpulkan bahwa interaksi dengan AI-generated characters efektif berfungsi sebagai media latihan percakapan awal yang aman dan bebas tekanan sosial bagi pembelajar EFL.  
ENGLISH TEACHERS’ PERCEPTIONS OF GENERATIVE AI USE IN TEACHING WRITING Alvira Putri Sepriani; Asep Suparman; Anne Ratna Suminar
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.16409

Abstract

This study aims to explore English teachers’ perceptions regarding the use of Generative Artificial Intelligence (GenAI) in teaching writing at the senior high school level. A qualitative descriptive case study design was employed at a public senior high school in Garut, West Java. The participants were two experienced English teachers purposively selected based on their teaching tenure and digital tool integration. Data were gathered through semi-structured interviews, pedagogical document analysis, and observational field notes, then examined using Braun and Clarke’s six-phase thematic analysis. The analysis yielded six core themes: GenAI as a support for student writing, GenAI as a support for teaching, GenAI as a risk to independent learning, GenAI as a risk to textual authenticity, GenAI as a tool demanding responsible use, and GenAI as a challenge for writing assessment. The findings demonstrate that teachers maintain a conditional and context-dependent perception of AI integration. While teachers recognize its utility for lexical scaffolding and conceptual brainstorming, they emphasize rigorous boundary setting to prevent the erosion of learner autonomy and textual originality. ABSTRAK Penelitian ini bertujuan untuk mengeksplorasi persepsi guru bahasa Inggris terhadap pemanfaatan Generative Artificial Intelligence (GenAI) dalam pembelajaran menulis pada jenjang sekolah menengah atas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif pada sebuah SMA negeri di Garut, Jawa Barat. Partisipan terdiri atas dua orang guru bahasa Inggris berpengalaman yang dipilih secara purposif berdasarkan kriteria masa kerja dan kebiasaan memanfaatkan teknologi digital. Data dikumpulkan melalui wawancara semi-terstruktur, analisis artefak pembelajaran, dan catatan lapangan, kemudian dianalisis menggunakan analisis tematik model enam tahap Braun dan Clarke. Hasil analisis menghasilkan enam tema utama: GenAI sebagai pendukung tulisan siswa, GenAI sebagai pendukung pengajaran, GenAI sebagai risiko terhadap pembelajaran mandiri siswa, GenAI sebagai risiko terhadap keaslian tulisan, GenAI sebagai alat yang memerlukan penggunaan bertanggung jawab, dan GenAI sebagai tantangan bagi asesmen menulis. Temuan menunjukkan bahwa persepsi guru bersifat kondisional dan terikat pada konteks pedagogis di ruang kelas. Guru memandang GenAI bermanfaat untuk stimulasi kosakata dan ide awal, namun penggunaannya harus dibatasi agar tidak mengikis kemandirian berpikir serta orisinalitas karya tulis siswa.  
Co-Authors Alvira Putri Sepriani Amir Hamzah Anggia Nastya Asep Suparman Dede Mizar Eva Devi Sofyawati Febi Aulia Silviana Irsyad Nugraha Nurjamin, Lucky Rahayu Pipih Setiawati Setia Muljanto Silmi Kaffah Wahed Hasim Yustika Nur Fajriah