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All Journal Community Development Journal: Jurnal Pengabdian Masyarakat Journal of English Language and Education Jurnal Pengabdian Masyarakat (ABDIRA) AJAD : Jurnal Pengabdian kepada Masyarakat
Yusti Elida
Universitas Islam Riau
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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The Effect of RAP Paraphrasing Strategy and Semantic Map Strategy on Reading Comprehension Yusti Elida; Resy Oktadela
Journal of English Language and Education Vol 7, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i1.235

Abstract

This research was a causal comperative design. The aims of this research are (1) to investigate whether there is any significant difference on students’ reading comprehension between using RAP Paraphrasing and Semantic Map strategy in comprehending reading text, (2) to determine which one is more effective of the two strategies. The research design used in this study was Pre-test and Post-test Comparison Group Design. The writer took the sample as cluster sampling. The total sample was 50 students. The form of the test were essay test. The research finding were:  first the writer found that significant probabilities was higher than 0.05 (sig 0.05) in multiple comparison one way ANOVA. The level of significance of students’ reading comprehension post-test mean score between experimental class and experimental group II in sig (2-tailed) is 0.017 means that Ha is accepted. The second finding is thatthe value of sig (2-tailed) is 0.000 and it is lower than significant probabilities 5% (P 0.05. The third finding that the value of sig (2-tailed) is 0.00 and it is lower than significant probabilities. The fourth finding that  the value of eta square is 0,74. it is higher than 0,20 (0,74 0,20). The value 0,74 is included in Moderate Effect (0,51 – 1,00). The result of the fifth hypothesis testing shows that Ha is accepted. The last finding, by using RAP Paraphrasing strategy gave better result than using Semantic Map strategy which can be proven from the result value of eta square is 0,74 and 0,71. 
Enhancing English Teachers’ Vocabulary Instruction and Speaking Assessment Competence through MGMP Training in Pekanbaru Resy Oktadela; Yusti Elida; Putri Octa Hadiyanti; Estika Satriani; Wira Jaya Hartono; Niken Fatricia
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2819

Abstract

Continuous improvement of instructional competency among in-service English teachers constitutes a strategic imperative in advancing the caliber of language education at the secondary level. Grounded in a community service research framework, this study investigates the delivery and outcomes of a structured vocabulary teaching training program organized through the MGMP network for Senior High School English teachers in the city of Pekanbaru, Riau Province. The training was conducted on Saturday, 6 June 2026, at SMA Negeri 8 Pekanbaru. The overarching goal was to examine whether participation in this training produced measurable gains in teachers' capacity to implement vocabulary instruction that supports the development and assessment of students' oral communicative performance. A pre-experimental one-group pre-test and post-test design was employed, engaging 32 teachers drawn from various Senior High Schools across the city of Pekanbaru. Multiple data sources were utilized, comprising a validated knowledge assessment instrument (Cronbach's α = 0.87), structured classroom observation checklists, and individual semi-structured interviews. Statistical analysis revealed a substantial mean improvement of 23.38 points between pre- and post-training assessments (t(31) = 14.67, p 0.001; Cohen's d = 1.94). Observational records indicated that the majority of participants (87.5%) successfully transitioned from isolated vocabulary drills toward the integration of lexical learning within task-based oral communication activities. Thematic patterns extracted from interview responses highlighted three salient dimensions of professional growth: heightened instructional self-efficacy, expanded assessment design capability, and greater congruence between training content and pedagogical practice. These results underscore the value of institutionalizing vocabulary-focused pedagogical training within MGMP structures as an enduring mechanism for elevating English language teacher professionalism in the regional context.
Gemini AI Utilization Training for English Language Learning at SMA IT Iman Syafi'i Cendikia Sri Yuliani; Shalawati Shalawati; Dicki Hartanto; Endang Istikomah; Yusti Elida; Resy Oktadela; Angela Agusta; Muhammaad Iqbal
AJAD : Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 3 (2025): DECEMBER 2025
Publisher : Divisi Riset, Lembaga Mitra Solusi Teknologi Informasi (L-MSTI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59431/ajad.v5i3.648

Abstract

The purpose of Gemini AI utilization training for English language learning was to give a service in socialization in Pondok Pesantren MoU and UIR. The goal of in this socialization was to deliver process of socialization, namely socializing values, knowledge, and skills in life. Mufida (2018) said that learning is a real situation for the citizens’ improvement in iman and takwa so they can live without changing address future threats and challenges. Questionnaire was used to measure the satisfactory activity during PkM and 27 female students involved during one day training program. As for SMA IT Iman Syafi’I Cendikia itself, they have future wish that the progress of young generation for having the paradigm that the success of a student is influenced by educators who teach in schools, especially in using modern technology. Gemini AI became one of AI tools of the program was delivered during the activities of PkM. The result of this PkM activity was motivating the students as the data result from questionnaire that the average satisfaction was high as amount 92,67%, so as summary that the implementation of PkM was successful in SMA IT Iman Syafi’I Cendikia.
PELATIHAN PENGAJARAN KOSAKATA BAGI GURU MGMP BAHASA INGGRIS UNTUK PENINGKATAN MUTU ASESMEN KETERAMPILAN BERBICARA SISWA SMA RIAU Resy Oktadela; Yusti Elida; Dea Mustika; Putri Octa Hadiyanti; Herman Herman; Shafira Gusti; Sri Yuliani
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.59568

Abstract

Kemampuan berbicara (speaking skill) dalam Bahasa Inggris sangat dipengaruhi oleh penguasaan kosakata (vocabulary) peserta didik, sebab keterbatasan kosakata sering menjadi penyebab utama siswa kesulitan mengungkapkan gagasan secara lisan. Persoalan yang ditemukan pada sejumlah guru Bahasa Inggris jenjang Sekolah Menengah Atas (SMA) di Provinsi Riau adalah belum beragamnya teknik pengajaran kosakata yang digunakan di kelas, ditambah lemahnya kemampuan guru dalam menyusun instrumen penilaian (asesmen) keterampilan berbicara yang terukur dan dapat dipertanggungjawabkan secara akademik. Menyikapi kondisi tersebut, tim pelaksana merancang program pengabdian masyarakat berupa pendampingan dan pelatihan pengajaran kosakata bagi guru-guru yang tergabung dalam Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris jenjang SMA, dengan harapan dapat memperkuat kualitas asesmen keterampilan berbicara siswa. Program ini diselenggarakan pada Sabtu, 6 Juni 2026, berlokasi di SMA Negeri 8 Pekanbaru, dan dihadiri oleh para guru Bahasa Inggris SMA dari wilayah Kota Pekanbaru. Pelaksanaannya mengikuti empat rangkaian kegiatan, yaitu penjajakan kebutuhan peserta, pemaparan konsep melalui ceramah dan tanya jawab, praktik langsung (workshop) merancang teknik pengajaran kosakata sekaligus rubrik penilaian berbicara, serta pengukuran hasil belajar melalui pre-test dan post-test. Setelah kegiatan berlangsung, terlihat peningkatan capaian peserta baik dalam memahami cara mengajarkan kosakata secara kontekstual maupun dalam menyusun instrumen penilaian keterampilan berbicara, sebagaimana tergambar dari skor post-test yang lebih tinggi dibandingkan skor pre-test, dan didukung pula oleh tanggapan positif para peserta. Program semacam ini diharapkan dapat dijadikan model pendampingan berkelanjutan bagi forum MGMP Bahasa Inggris guna mendorong perbaikan mutu pembelajaran dan penilaian keterampilan berbicara siswa SMA di wilayah Riau.
Integration of Artificial Intelligence (AI) and Cartoon Animation Films in the English Language Learning Process at Elementary School Resy Oktadela; Yusti Elida; Putri Octa Hadiyanti; Cyntia Kumalasari; Fitri Wulandari; Rezky Maulana
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3313

Abstract

English language learning in elementary school requires engaging and contextual media to support children’s vocabulary development. This study examined the use of Artificial Intelligence (AI) integrated with the animated series Bluey in English vocabulary learning among sixth-grade students at SD IT Imam Syafi’i Cendekia 2 Pekanbaru. A quantitative pre-experimental design with a one-group pretest-posttest model was employed with 26 sixth-grade students selected purposively because they were the class receiving the AI-supported Bluey-based English instruction. During the treatment, students watched selected episodes of Bluey, engaged with English vocabulary presented through the animated content, and used AI-supported activities to reinforce vocabulary learning through guided practice and feedback. Vocabulary tests were administered before and after the treatment. The data were analyzed using descriptive statistics and a paired-samples t-test with SPSS. The results showed an increase in the mean vocabulary score from 62.88 (SD = 18.23) in the pretest to 80.57 (SD = 11.60) in the posttest. The paired-samples t-test showed a statistically significant difference between the two scores, t(25) = 7.723, p .001. These findings indicate that the AI-supported use of Bluey was associated with a significant improvement in students’ English vocabulary scores. The findings suggest that integrating animated audiovisual content with AI-supported learning activities can provide an engaging supplementary approach to elementary English instruction when implemented with appropriate teacher guidance.
Innovative Language Learning Support Utilizing Duolingo and Artificial Intelligence to Enhance English Proficiency among Students at SD IT Imam Syafii Cendekia Yusti Elida; Resy Oktadela; Syamsilasmi Saleh
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 1 (2026): Abdira, Januari
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i1.1251

Abstract

This community service program aims to enhance the quality of English language learning in Islamic-based schools through the application of artificial intelligence (AI)–driven learning technology using the Duolingo platform. The partner institution, SD IT Imam Syafii Cendekia Pekanbaru, faces challenges in students’ low learning motivation and teachers’ limited capacity to integrate technology into their instructional practices. The program was implemented over two months, from July to September 2025, involving 70 participants consisting of teachers, student assistants, and fourth to sixth-grade pupils. The implementation method included teacher training based on the Technological Pedagogical Content Knowledge (TPACK) framework, classroom integration of Duolingo through a gamification approach, and intensive mentoring for students. Data were collected through observation, questionnaires, and pre- and post-tests to measure students’ improvement in English proficiency. The results revealed a significant increase in students’ average scores, from 54.5 to 81.3 (a 49.2% improvement), along with higher motivation and engagement levels. About 92% of students reported that Duolingo-based learning was more engaging and easier to understand, while teachers demonstrated improved digital competence and creativity in instruction.
The Effectiveness of Bluey Cartoon Series as And Educational Medium for Developing Communicative Competence at SD IT Imam Syafe'i Pekanbaru Resy Oktadela; Yusti Elida; Putri Octa Hadiyanti; Roziah Roziah; Syofianis Ismail; Rezky Maulana
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1733

Abstract

This research investigated the effects of Bluey cartoon integration on primary school students' oral communication and aural comprehension competencies, as well as their perceptions of Bluey cartoon based pedagogical approaches in English language instruction in SD IT Imam Syafei’ Pekanbaru. An experimental methodology was adopted for data collection purposes. The participant pool comprised 19 fourth-grade students allocated into control and experimental cohorts. The control cohort received conventional English instruction, whereas the experimental cohort engaged with comparable curricular content supplemented with cartoon-based activities targeting oral and aural skill development over a six-week intervention period. Pre-intervention and post-intervention assessments were administered to both cohorts to evaluate their speaking and listening proficiencies. Furthermore, a questionnaire was distributed to the experimental cohort to ascertain their perceptions regarding the pedagogical utilization of Bluey cartoons. Results indicated that students in the experimental cohort demonstrated statistically significant improvements in English speaking and listening competencies relative to their counterparts in the control cohort. Additionally, experimental cohort participants exhibited favorable attitudes toward cartoon integration in English language instruction. These findings hold pedagogical implications for English language educators in SD IT Imam Syafei ‘ Pekanbaru and comparable contexts where English functions as a foreign language, suggesting the incorporation of visual instructional materials to facilitate young learners' linguistic development.
The Effect of Digital Innovation through Duolingo and Artificial Intelligence on English Language Learning Outcomes Yusti Elida; Resy Oktadela; Putri Octa Hadiyanti; Sri Yuliani; Ratu Ganisa
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1635

Abstract

This study investigates the effect of Duolingo, an AI-enhanced mobile learning platform, on English language learning outcomes among sixth-grade students at Sekolah Dasar Islam Terpadu (SDIT) Imam Syafii Cendikia, Pekanbaru. Despite the growing integration of digital technologies in Indonesian secondary and higher education, the application of AI-based platforms in Islamic elementary schools remains limited. This research addresses this gap by examining how adaptive, gamified learning tools can enhance linguistic achievement while maintaining alignment with Islamic educational values. A one-group pretest-posttest quasi-experimental design was employed with 30 participants over six weeks. Results indicated significant improvement in English proficiency, with mean scores increasing from 62.47 (SD = 10.42) to 81.63 (SD = 7.91), yielding a large effect size (Cohen's d = 0.88). Questionnaire data revealed highly positive student perceptions (M = 4.36, SD = 0.52) regarding motivation, usability, and attitudes toward AI-based learning. Classroom observations confirmed high engagement levels (M = 4.32) across attention, participation, and collaborative behavior. The findings suggest that AI-driven adaptive learning platforms can effectively personalize instruction, reduce achievement gaps, and foster intrinsic motivation in mixed-ability classrooms when culturally contextualized within faith-based pedagogy. This study contributes empirical evidence supporting the integration of AI-assisted language learning in Indonesian Islamic elementary education.
Co-Authors Angela Agusta Cyntia Kumalasari Dicki Hartanto Fitria Wulandari Istikomah, Endang Muhammaad Iqbal Niken Fatricia Oktadela, Resy Putri Octa Hadiyanti Ratu Ganisa Rezky Maulana Roziah Roziah Satriani, Estika Shafira Gusti Shalawati Shalawati Syamsilasmi Saleh Syofianis Ismail Wira Jaya Hartono Yuliani, Sri