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All Journal At-Turats JOURNAL OF ENGLISH FOR ACADEMIC Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Inovasi Pendidikan dan Sains Journal of English Language and Education Jurnal Pengabdian Masyarakat (ABDIRA) Batara Wisnu : Indonesian Journal of Community Services Populer: Jurnal Penelitian Mahasiswa Jurnal Karya Abdi Masyarakat Fleksibel: Jurnal Pengabdian Kepada Masyarakat TELL - US JOURNAL Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat
Resy Oktadela
Universitas Islam Riau
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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. 
The Use of Problem Based Learning in Improving Students’ Speaking Skill Resy Oktadela; Yusti Elida
Journal of English Language and Education Vol 7, No 2 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i2.309

Abstract

This study aims to develop a model of  PBL ( Problem Based Learning) in English teaching . It belongs to research and development (R D), which includes research and information collection, planning, developing preliminary form of product, preliminary field testing, product revision, field testing, operational product revision, field operational testing, final product revision, and dissemination and implementation. Based on the stages of R D, the findings can be explained as follows. Firstly, based on the study of the concept  of PBL model, five stages proposed by Glickman were implemented, namely: (1) pre-conference with the lecturer; (2) classroom observations; (3) the analysis and interpretation of the observation results and set up the konverensi approach; (4) meetings after observing; (5) evaluating the four stages. All stages were carried out by utilizing information. Secondly,students’ and lecturer’s perception or understanding on PBL model is yet complete. Thirdly, PBL Model based on the character can be considered as a breakthrough for guiding teachers to improve their teaching competence.
VOCABULARY DEVELOPMENT IN CHILDREN AGE 18 – 24 MONTHS Oktadela, Resy
TELL - US JOURNAL Vol 3, No 2 (2017): September 2017
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.505 KB) | DOI: 10.22202/tus.2017.v3i2.2626

Abstract

This paper aims at describing the first language acquired by the children in age 18 - 24 months. This period can be said as at the beginning point when children starting to produce words in their life. The data were taken from a baby 19 months’ years old, named Elpon, he lives in Trivana Regency, PekanBaru Province. The method is by using diary to note the vocabularies have been acquired.
IMPLEMENTASI IGA UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA INGGRIS SISWA SD-IT IMAM SYAFE’I PEKANBARU Resy Oktadela; Yusti Elida
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023): Volume 4 Nomor 2 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i2.16184

Abstract

Berdasarkan pengalaman hasil penelitian di lapangan, terdapat beberapa permasalahan siswa dalam belajar Bahasa Inggris siswa. Permasalahan tersebut datangnya dari faktor siswa dan faktor dari guru itu sendiri. Faktor penyebab yang datangnya dari siswa adalah; siswa memiliki motivasi yang rendah dalam belajar bahasa Inggris, mereka memiliki permasalahan dalam pronunciation, mereka masih memiliki rasa percaya diri yang rendah dalam berbicara, dan siswa masih kurang memiliki kosakata bahasa Inggris..Berdasarkan kondisi tersebut, penulis mencoba untuk menerapkan IGA (Information Gap Activities) untuk mengatasi masalah tersebut. Penulis menerapkan penelitian tindakan kelas (merencanakan, tindakan, mengobservasi dan melakukan refleksi) untuk mempelajari proses dan hasil belajar siswa. Sampel dalam penelitian ini adalah siswa kelas 6 SD-IT Imam syafe’I Pekanbaru. Penelitian dilakukan menggunakan dua siklus. Data dari siklus yang kedua dijadikan sebagai data final dari hasil belajar dan perubahan yang didapatkan. Hasil dari penelitian ini menunjukkan bahwa penerapan IGA (Information Gap Activities) dapat meningkatkan kemampuan berbicara siswa. Sehingga siswa tidak bosan dalam belajar Bahasa Inggris. Penerapan IGA (Information Gap Activities) bisa meningkatkan kemampuan berkolaborasi siswa selama pembelajaran. Strategi ini dapat meningkatkan motivasi siswa dalam belajar bahasa Inggris ,khususnya dalam keteranpilan berbicara Bahasa Inggris.
Sosialisasi Penggunaan TED Talk dan Grammarly Untuk Meningkatkan Kemampuan Berbicara Siswa SMK Yapim Siak Hulu Cyintia Kumalasari; Resy Oktadela
FLEKSIBEL: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023): Edisi Oktober 2023
Publisher : Fakultas Teknik Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/fleksibel.v4i2.16416

Abstract

Kemampuan berbicara didepan umum masih menjadi hal yang menakutkan bagi sebagian orang, terutama bagi yang belum terbiasa. Begitu pula dengan mengungkapkan ide yang awalnya dimulai dari menulis. Melatih siswa mengungkapkan idenya dengan menulis akan berdampak besar bagi perkembangan siswa tersebut. Aplikasi Grammarly akan membantu mengecek apakah ada atau tidaknya kesalahan siswa dalam grammar. Selesai menulis, siswa akan diajak menonton salah satu video dari TED Talk. Tontonan dari video yang ditawarkan TED Talk dapat memotivasi siswa tentang bagaimana bertutur kata, gerakan tubuh, intonasi serta kontak mata kepada penonton yang pada akhirnay membentuk kepercayaan diri. Tujuan dari kegiatan ini adalah untuk membantu siswa dalam menyampaikan pendapatnya dalam Bahasa Inggris untuk ditampilkan didepan publik. Metode pengabdian dilakukan dengan cara ceramah, tanya jawab serta pengimplementasian kedua aplikasi TED Talk serta Grammarly. Melalui kegiatan sosialisasi ini diharapkan kedepannya, siswa akan menjadi lebih terampil dalam menulis serta percaya diri dalam mengemukakan pendapatnya didepan umum.
MENGAJAR BERBICARA BAHASA INGGRIS MELALUI STRATEGI INFORMATION GAP ACTIVITIES (IGA) SISWA SMK YAPIM SIAK HULU Resy Oktadela; Cyntia Kumala; Poppy Camenia Jamil
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 5 (2023): Volume 4 Nomor 5 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i5.21062

Abstract

Tujuan penelitian ini untuk mengajarkan keterampilan berbicara bahasa inggris melalui strategi Information Gap Activities (IGA) berbasis gambar. Implementasi strategi IGA membagi siswa menjadi kelompok yang sama. Siswa kelompok A dan kelompok B adalah salah satu bagian dari kegiatan inti informasi. Kegiatan ini memberi siswa smk yatim siak hulu alasan perlunya berbicara menggunakan bahasa inggris. Berdasarkan pengalaman di lapangan, terdapat beberapa permasalahan siswa dalam belajar bahasa inggris siswa. Permasalahan tersebut datangnya dari faktor siswa dan faktor dari guru itu sendiri. Faktor penyebab yang datangnya dari siswa adalah; siswa memiliki rasa takut dan motivasi yang rendah dalam belajar bahasa inggris, mereka memiliki permasalahan dalam pronunciation, mereka masih memiliki rasa percaya diri yang rendah dalam berbicara, dan siswa masih kurang memiliki kosakata bahasa inggris..berdasarkan kondisi tersebut, penulis mencoba untuk menerapkan IGA (Information Gap Activities) untuk mengatasi masalah tersebut. Kegiatan pengabdian masyarakat ini memberi siswa smk alasan pentingnya bahasa inggris untuk bahasa komunikasi. Adapun peningkatan keterampilan berbicara siswa smk yatim siak hulu menunjukkan 80 % hingga 100 % berhasil diprakttikan kemajuan sikap siswa aktif dan senang dalam berbicara bahasa inggris. Penelitian ini menyimpulkan bahwa penggunaan strategi pembelajaran IGA dapat meningkatkan keterampilan berbicara bahasa inggris siswa.
The Implementation of Classpoint in Learning English: A Case Study Oktadela, Resy; Shalawati, Shalawati; Hadiyanti, Putri Octa; Elida, Yusti; Ismail, Syofianis
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.516

Abstract

The use of Information and Communication Technology (ICT) in instructional and learning activities significantly impacts enhancing the quality of education, especially in the current era of the industrial revolution 4.0. Classpoint is a learning platform that facilitates IT-based educational activities. This study aims to assess the implementation of Classpoints in teaching English to fifth graders at SD IT Imam Syafei Pekanbaru during the 2023/2024 academic year. The research adopts a qualitative approach, specifically case study research. Data collection methods include observation and interviews. The techniques used for data analysis are data reduction, data presentation, and conclusion drawing. To ensure data validity, data triangulation, method triangulation, and source triangulation were employed. The research findings indicate that the implementation of Classpoint at SD IT Imam Syafei Pekanbaru is highly effective for teaching English.
Implementation of Augmented Reality (AR) Technology in English Learning Oktadela, Resy; Elida, Yusti; Ismail, Syofianis; Hartono, Wira Jaya
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.457

Abstract

This study aims to use of augmented reality-based learning media to improve elementary school students' critical thinking skills and digital literacy. This research method was Research and Development (RD) with the ADDIE model. The research results showed: (1) the analysis stage was carried out by media, curriculum, and material analyses as guidelines for efficient and effective media design; (2) the design stage was carried out by designing an augmented reality media framework and making research instruments; (3) the development stage was carried out by developing the design of learning media and research instruments, assessments from experts with very decent results and revising the media based on criticism and suggestions; (4) the implementation stage was carried out through AR media development trials and pretest-posttest analysis of critical thinking skills and digital literacy using normality test, N-gain score, and independent t-test; and (5) the evaluation stage was carried out with the final revision and analysis of student response questionnaires which indicated that the level of practicality of the product was categorized as very practical. This research concluded that AR media effectively improved elementary school students' critical thinking skills and digital literacy.
Improving English Vocabulary through Artificial Intelligence (AI) Chatbot Application Oktadela, Resy; Elida, Yusti; Ismail, Syofianis
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.308

Abstract

This study aim to use of Artificial Intelligence (AI) chatbots in improving the vocabulary of students at SD-IT Iman Syafei Pekanbaru. The purpose of this training is to cultivate and develop the interest and creativity of trainees in English by enriching English vocabulary, it is a chatbot application that can be used to send digital messages in English.The purpose of this activity is to increase the vocabulary of participants to be able to communicate well in English; provide procedural explanations of the use of AI chatbot applications regarding the use of technology in English language learning and how to practice it through android applications; facilitate participants with independent learning. Furthermore, this activity also hones participants' skills to create and convey ideas in communicating in writing in English. This activity is carried out through lecture and demonstration methods. Then proceed with handsonpractice. Demonstration methods and examples involve more about deciphering and demonstrating something through examples or in other words learning by doing or learning bypractice which emphasizes learning by doing, so it's not just theory. So, trainees are given the opportunity to practice using AI chatbots Application. In addition, students make a short writing for English conversation with the help of the service team and students involved in this activity. The results of this training show that all participants are enthusiastic, happy, and motivated because this application is still unfamiliar to participants. Participants also know the use of this application, so they can indirectly learn independently whenever and wherever participants.
MENGAJAR BERBICARA BAHASA INGGRIS MELALUI STRATEGI INFORMATION GAP ACTIVITIES (IGA) SISWA SMK YAPIM SIAK HULU Oktadela, Resy; Kumala, Cyntia; Jamil, Poppy Camenia; Ismail, Syofianis; Elida, Yusti
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i6.23534

Abstract

Tujuan penelitian ini untuk mengajarkan keterampilan berbicara bahasa inggris melalui strategi Information Gap Activities (IGA) berbasis gambar. Implementasi strategi IGA membagi siswa menjadi kelompok yang sama. Siswa kelompok A dan kelompok B adalah salah satu bagian dari kegiatan inti informasi. Kegiatan ini memberi siswa SMK Yatim Siak Hulu alasan perlunya berbicara menggunakan bahasa inggris. Berdasarkan pengalaman di lapangan, terdapat beberapa permasalahan siswa dalam belajar bahasa inggris siswa. Permasalahan tersebut datangnya dari faktor siswa dan faktor dari guru itu sendiri. Faktor penyebab yang datangnya dari siswa adalah; siswa memiliki rasa takut dan motivasi yang rendah dalam belajar bahasa inggris, mereka memiliki permasalahan dalam pronunciation, mereka masih memiliki rasa percaya diri yang rendah dalam berbicara, dan siswa masih kurang memiliki kosakata bahasa inggris..berdasarkan kondisi tersebut, penulis mencoba untuk menerapkan IGA (Information Gap Activities) untuk mengatasi masalah tersebut. Kegiatan pengabdian masyarakat ini memberi siswa SMK alasan pentingnya bahasa inggris untuk bahasa komunikasi. Adapun peningkatan keterampilan berbicara siswa smk yatim siak hulu menunjukkan 80 % hingga 100 % berhasil diprakttikan kemajuan sikap siswa aktif dan senang dalam berbicara bahasa inggris. Penelitian ini menyimpulkan bahwa penggunaan strategi pembelajaran IGA dapat meningkatkan keterampilan berbicara bahasa inggris siswa.
Co-Authors Ambiyar, Ambiyar Cyintia Kumalasari Cyntia Kumala Dewi, Aulia Putri Elida, Yusti Hartono, Wira Jaya Hermaliza, Hermaliza Herman Ismail, Syofianis Jamil, Poppy Camenia Khulaifiyah Khulaifiyah, Khulaifiyah Kumala, Cyntia Meilisa, Ranny Miranti Eka Pratiwi Mukhaiyar Mukhaiyar Novitri, Safriyani Nur, Hidayatun Nurhidayah Nurhidayah Nurrahmi Nurrahmi, Nurrahmi Poppy Camenia Jamil Putri Octa Hadiyanti, Putri Octa Putri, Miranti Eka Roziah, Roziah Safriyani Novitri Shalawati, Shalawati Shomary, Sudirman Sri Yuliani Syofiani, Syofianis Syofianis Syofiani Yuliani, Sri Yulianto Yulianto Yulianto Yulianto Yusti Elida Yusti Elida Yusti Elida Yusti Elida