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All Journal Jurnal Pendidikan dan Pengajaran Jurnal English Education: Jurnal Tadris Bahasa Inggris EDULITE: Journal of English Education, Literature and Culture Journal of English Literacy Education Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education JMM (Jurnal Masyarakat Mandiri) Linguistics and Elt Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Voices of English Language Education Society Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Jurnal Studi Guru dan Pembelajaran Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Scientia Indonesia Berdaya JOLLT Journal of Languages and Language Teaching Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of Social Responsibility Projects by Higher Education Forum Akuntansi dan Humaniora: Jurnal Pengabdian Masyarakat Journal of English Language Teaching, Linguistics, and Literature Studies Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora Education, Language, and Culture Journal Darussalam English journal International Journal of Education and Humanities Journal of Career Development Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Indonesia (JPPI) Journal of Community Empowerment PREDESTINATION : Journal of Society and Culture Journal of Language Learning and Assessment Edumaspul: Jurnal Pendidikan
Vivit Rosmayanti
Universitas Negeri Makassar
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PELATIHAN PENYUSUNAN BUKU AJAR BAGI GURU-GURU SD INPRES MANGGALA MAKASSAR Rosmayanti, Vivit; Sujarwo, Sujarwo; Hudriati, Andi; Meinar Dwi Rantisari Thayeb, Andi; Ramli, Ramli
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 7, No 7 (2024): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v7i7.2544-2552

Abstract

Guru yang kompeten harus mampu mengikuti perkembangan teknologi informasi di bidang pendidikan agar tetap relevan dalam bidang pendidikan yang terus berkembang. Tujuan dari proyek pengabdian masyarakat ini adalah untuk meningkatkan kualitas dan efektivitas pengajaran, khususnya bagi guru sekolah dasar. Program pengabdian ini bertujuan untuk membina guru-guru di SD Inpres Manggala dalam meningkatkan kemampuan, keterampilan, dan kemandirian dalam membuat buku ajar. Kegiatan ini dikemas dalam bentuk bimbingan dan pelatihan yang dilaksanakan di sekolah.  Para guru menerima instruksi mendalam tentang proses dan prosedur pembuatan buku ajar, mulai dari drafting sampai publishing, selama sesi pelatihan offline yang berlangsung sekitar tiga bulan. Selama pelatihan, peserta mendapat kesempatan untuk berdiskusi dan bertanya jika ada mendapatkan kendala pada proses penulisan buku ajar mereka. MMitra berpartisipasi aktif dalam kegiatan ini, terlihat dari antusias peserta pada saat sesi diskusi dan praktek menyususn buku. Luaran yang diharapkan dari pelatihan ini adalah buku ajar berISBN yang disusun oleh guru sebagai peserta pelatihan.
Youtube as A Learning Platform in EFL Speaking Class and Anxiety Reduction Ramli Ramli; Vivit Rosmayanti; Winarno Winarno; Fitriawati Fitriawati
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8377

Abstract

This study investigated the effect of YouTube on increasing students' speaking skills and determining whether using YouTube in an English classroom affects students' anxiety. This study was conducted quantitatively. The population involved 2 classes, experimental and control, in the English Education department at Universitas Borneo Tarakan, containing 70 students. The experimental class was treated with YouTube, and the control class was taught traditionally. Data were collected through a spoken test for all samples and a questionnaire to observe the students’ anxiety after using Youtube. Then, a t-test was selected to analyze the test data and a Likert scale for the questionnaire. The study discovered that the average increase in the experimental group's speaking ability score was 2.86 ± 0.54, higher than in the control group's speaking ability score of 1.03 ± 0.74. The anxiety of the 36 respondents in the experimental group, at most 33 respondents (91.7%)—had a medium level of anxiety, and the other three respondents (8.3%) had a low level of anxiety. It implied that technology such as Youtube contributed to improving students’ speaking, assisting teachers to create learning activities, and reducing anxiety.
TECHNOLOGICAL TOOLS IN EFL CLASS Ramli Ramli; Andi Hamzah Fansury; Vivit Rosmayanti
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1313

Abstract

Mobile-assisted Language Learning (MALL) and IoT technology have revolutionized language learning approaches, bringing a new level of flexibility and accessibility to the field. Technological Pedagogical Content Knowledge (TPACK) is a framework for enhancing teacher knowledge and teaching practices in educational contexts. It emphasizes the integration of teacher competencies and the development of Information and Communication Technology (ICT) in language teaching and learning. Some technologies have been integrated into teaching and learning English and effectively enhance language learning experiences, improve language skills, and provide flexibility and accessibility in language education, reflecting a growing interest in leveraging mobile technologies to support EFL instruction, such as LMS, YouTube, podcasts and vodcasts, Kahoot, AI-powered technologies, digital whiteboards, and conferences. Teachers' attitudes, beliefs, and self-efficacy can inform professional development initiatives and instructional strategies for enhancing technology integration in educational settings
Influence Deep Learning Approach Framework Merdeka Curriculum towards Realization of Character Education Students at Amanah Nusantara High School Risal, Andi Alviadi Nur; Sriwahyuni, Sriwahyuni; Kasim, Hasanudin; Sujarwo, Sujarwo; Rosmayanti, Vivit; Akhiruddin, Akhiruddin
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7378

Abstract

This study aims to analyze the influence of implementing a deep learning approach within the Merdeka Curriculum framework on the character development of students at Amanah Nusantara High School. The urgency of this research arises from the growing national demand for educational practices that not only strengthen students’ cognitive mastery but also cultivate character values aligned with the Profile of Pancasila Students an area where empirical evidence remains limited, particularly in digital era learning contexts. This study employs a mixed-methods design using a one-group pretest–posttest model. The research participants consist of 29 eleventh-grade students and two Sociology teachers. Quantitative data were collected through a character education questionnaire encompassing responsibility, honesty, care, social awareness, and work ethic, while qualitative data were obtained through in-depth interviews and observations of classroom activities. Descriptive analysis indicates an improvement in the mean character education score from 72.3 (SD = 8.9) in the pretest to 78.9 (SD = 7.4) in the posttest. The Shapiro–Wilk test confirmed normal data distribution (p > 0.05), and a paired-samples t-test showed a significant increase, t(28) = 4.12, p = 0.0003, with a medium-to-large effect size (Cohen’s d = 0.76). Qualitative findings further reveal that the deep learning approach enhances student participation, moral value reflection, and collaborative work, especially during activity-based learning. However, several challenges emerged, including time limitations and the absence of comprehensive character assessment instruments. Overall, the findings confirm that the deep learning approach is effective in cultivating students’ character through reflective, collaborative, and project-based activities aligned with the principles of the Merdeka Curriculum and the Pancasila Student Profile. The study highlights an urgent need for systematic teacher training and the development of character assessment frameworks to support sustainable deep learning practices in Indonesian schools.
AI-Supported Video Projects in ESP Classrooms: A Pedagogical Innovation for Business Communication Asrifan, Andi; Rosmayanti, Vivit; Vargheese, K. J; Vivekanantharasa, Raveenthiran
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i2.3857

Abstract

The integration of Artificial Intelligence (AI) into English language instruction has created new opportunities for enhancing learner engagement and communication skills, particularly in English for Specific Purposes (ESP) contexts. In Business English courses, students must master professional speaking tasks that require fluency, accuracy, and confidence. However, few studies have explored how AI tools can be combined with project-based learning (PBL) to support these outcomes. This study examines the use of AI-supported video projects to enhance speaking performance and improve learner perceptions in a Business English classroom. Using a mixed-methods design, quantitative data from pre- and post-tests and qualitative reflections were analyzed. Results showed significant gains in speaking performance and increased learner autonomy, confidence, and engagement. Students also encountered several challenges, including technical difficulties in using AI applications and initial anxiety about video recording, which required patience and self-regulation to overcome. Despite these challenges, students viewed the AI tools as beneficial. These findings suggest that integrating AI into PBL tasks can serve as a transformative approach for ESP instruction in higher education.Keywords: Artificial Intelligence in Education; Business English Speaking Skills; English forSpecific Purposes (ESP); Project-Based Learning; Technology-Enhanced LanguageLearning
Community Language Learning as a Supportive Approach to Affect EFL Learners’ Speaking Skills Ramli, Ramli; Nurhidayati, Nurhidayati; Arifin, Arifin; Rafiqa, Syarifa; Rosmayanti, Vivit; Kusmaryani, Woro
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36503

Abstract

This study examined the effectiveness of the Community Language Learning (CLL) method in enhancing the speaking skills of seventh-grade students at SMPN 11 Tarakan. Speaking ability is widely acknowledged as a fundamental component of effective communication in both academic and professional contexts; however, it is often regarded as the most challenging language skill to develop due to affective barriers such as anxiety, low self-confidence, and limited vocabulary. The CLL method was selected as an instructional intervention because it emphasizes collaboration, a sense of community, and learner-centered interaction within a supportive learning environment. Using a pre-experimental one-group pretest–posttest design, the study involved 29 students from class VII-2. The findings revealed a statistically significant improvement in students’ speaking performance following the implementation of the CLL method. Specifically, the mean speaking score increased from 38.62 in the pretest to 63.45 in the posttest, indicating that the Community Language Learning method was effective in improving the speaking skills of seventh-grade students.
Co-Authors Adriandy Saleh Akhiruddin Akhiruddin Akhiruddin Andi Alviadi Nur Risal Andi Anto Patak Andi Meinar Dwi Rantisari Arfenti Amir Arifin Arifin Asdar Asdar Asrifan, Andi ASRIFAN, Asrifan Asykur, Muamar Burhanuddin Burhanuddin Cardoso, Luís Miguel Oliveira de Barros Christo, Yudi Chusnul Chatima Dahlia Albakia Dwi Rantisari, Andi Meinar Etika Peter Fansury, Andi Hamzah Fitriawati Fitriawati Fitriawati, Fitriawati Hardianti Hardianti, Hardianti Hasanudin Kasim Hasnani Hasnani Hermawan, Nanang Hudriati, Andi Ibrahim, Muliaty Ishak, Suryadi Karel Samangun Khatima, Chusnul Kusmaryani, Woro Limbong, Sunarlia Mansur, Musdalifah MB, Kamaluddin Meinar Dwi Rantisari Thayeb, Andi Mohamed, Sheik Mona Lisa, Mona Monalisa Muh. Reski Salemuddin Muhamad Yahrif Muhamad Yahrif Muhammad Sabir Muhammad Yahrif Mukhlisin Mukhlisin Muldi Lumiling Muthi'ah Nurdin Noni Nurhidayati Nurhidayati Nurhikma Utami Nurul Haeriyah Ridwan Rafiqa Rafiqa Rafiqa, Syarifa Ramli Ramli Ramli Ramli Ramli Ramli Rindiani Romansyah Sahabuddin Saleh, Adriandy Sasabone, Luana Serlina Bongi, Siradjuddin, Suharti Sriwahyuni St Wijdana Ram Suharti Siradjuddin Sujarwo Sujarwo Sujarwo Sukmawati Sukmawati Sukmawati Sulfiani, Sulfiani Sulolipu, Andi Annisa Sulvahrul Amin Ullah, Amrullah Utami, Nurhikma Vargheese, K. J Vargheese, K.J Vivekanantharasa, Raveenthiran Wahid, Areski Winarno Winarno Winarno Winarno Yahrif, Muhammad Yuriatson, Yuriatson