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All Journal EDULITE: Journal of English Education, Literature and Culture Pendas : Jurnah Ilmiah Pendidikan Dasar English Language and Literature International Conference (ELLiC) Proceedings Pena : Jurnal Ilmu Pengetahuan dan Teknologi Journal Of English Literature, Linguistic, and Education (JELLE) Jurnal Litbang Kota Pekalongan Journal of English Language and Education International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities DIMASEKA Jurnal Pengabdian Widya Dharma
Inayatul Ulya
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Pekalongan
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Other

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PELATIHAN MOTIVASI PEMINATAN JURUSAN BAHASA BAGI SISWA SMA N 3 PEKALONGAN Inayatul Ulya
WIDHARMA - Jurnal Pengabdian Widya Dharma Vol. 5 No. 02 (2026): Agustus 2026
Publisher : LPPM Universitas Widya Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54840/widharma.v5i02.668

Abstract

This community service program aimed to increase students’ motivation and understanding of the benefits and prospects of language specialization and to encourage them to develop their language skills and plan further education and careers according to their interests. The program was conducted for 35 students of SMAN 3 Pekalongan through an interactive training program consisting of presentations, sharing sessions, discussions, question-and-answer activities, and reflection. The achievement of the program objectives was evaluated using a student response questionnaire. The results showed that 80% of the participants demonstrated positive motivation and understanding of the benefits and prospects of language specialization. Furthermore, 77.1% of the students showed positive development in their awareness of language skill development and future educational and career planning. These findings indicate that the program successfully provided students with broader insights into language-related opportunities and encouraged them to recognize their potential and consider language-related educational and career pathways. The program also highlights the importance of continuous guidance to strengthen students’ language competencies and assist them in making educational and career decisions based on their interests and potential. Therefore, interactive language specialization training can serve as an initial strategy for strengthening students’ motivation, self-awareness, and future planning.
THE IMPLEMENTATION OF BAAMBOOZLE GAME AS AN INTERACTIVE LEARNING MEDIA TO TEACH WRITING OF NARRATIVE TEXT Eysa Rismandari, Ananda; Ulya, Inayatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62498

Abstract

Writing is one of the essential productive skills in English learning; however, many students still experience difficulties in organizing ideas, applying grammatical rules, and developing narrative texts effectively. This study aimed to investigate the implementation of Baamboozle Game in teaching narrative writing to the tenth-grade students of SMA Negeri 2 Batang. This research employed a descriptive qualitative design. The participants were students of Class X.2 at SMA Negeri 2 Batang. The data were collected through classroom observation, interviews, questionnaires, and writing tests. The collected data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, conclusion drawing and verification, supported by data interpretation and triangulation to ensure the trustworthiness of the findings. The findings revealed that the implementation of Baamboozle Game created a more interactive and engaging learning environment. Students showed positive responses toward the use of Baamboozle, as it increased their motivation, classroom participation, collaboration, and confidence during the learning process. The writing test results also indicated that most students were able to produce narrative texts with appropriate generic structures, relevant content, logical organization, suitable vocabulary, and acceptable grammar and mechanics. Although several students still experienced difficulties in grammar and internet connectivity during the activities, these challenges did not significantly affect the learning process. In conclusion, Baamboozle Game can be considered an effective and interactive learning medium to support the teaching of narrative writing and to encourage students' active participation in English classrooms.
Optimizing Wordwall Based Gamified Learning in Teaching Writing of Procedure Text Mahera Satrio Wicaksono; Inayatul Ulya
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1838

Abstract

This study investigated the implementation of Wordwall-based gamified learning in teaching writing of procedure text among tenth graders at SMA Negeri 1 Wiradesa. The research aimed to describe how Wordwall was implemented in the classroom and to identify its strengths and weaknesses in supporting students’ writing activities. This study employed a descriptive qualitative research design involving 30 tenth-grade students and one English teacher as the research participants. The data were collected through classroom observations, interviews, questionnaires, and students’ writing tests. The findings revealed that the implementation of Wordwall created a more interactive, enjoyable, and student-centered learning atmosphere. The gamified activities increased students’ motivation, classroom participation, vocabulary mastery, and understanding of the generic structure and language features of procedure text. Students also became more confident and actively involved during writing activities. However, several challenges were identified, including unstable internet connection, limited time allocation, and difficulties experienced by some students in understanding game instructions and writing accurately. This study aimed to describe the implementation of Wordwall-based gamified learning in teaching procedure text writing and to identify its strengths and weaknesses among tenth-grade students at SMA Negeri 1 Wiradesa.
The Use of Mind Mapping in Teaching Writing of Recount Text: A Qualitative Study at SMK Diponegoro Karanganyar Yulia Fatmah; Inayatul Ulya
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1908

Abstract

Writing is an essential component of learning English as a foreign language that allows learners to communicate ideas, experiences, and information effectively through written texts. Despite its importance, many students encounter difficulties when writing recount texts, particularly in generating ideas, organizing information, and presenting events in chronological order. Mind mapping has been widely applied as a visual pre-writing strategy to assist learners in planning and developing their ideas before composing a text. This study explored the use of mind mapping in teaching students to write recount texts and examined students' opinions of its strengths and weaknesses. A qualitative approach was employed involving 28 tenth-grade students of SMK Diponegoro Karanganyar in the 2025/2026 academic year. Data were gathered using classroom observation, questionnaires completed by all participants, and semi-structured interviews with 11 students chosen through purposive sampling. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the use of mind mapping successfully supported students during the planning stage by helping them generate ideas, organize information, and arrange events systematically before writing. Students also perceived the strategy as engaging and beneficial because it increased their confidence and participation during classroom activities. Nevertheless, several challenges were identified, including the additional time needed to construct mind maps, difficulties in determining appropriate keywords, and students' reliance on teacher guidance during the initial stages of implementation. Overall, the study suggests that mind mapping is a valuable instructional strategy for facilitating their writing ability to produce recount texts.
Co-Authors Adiatya, Salwa Amalia Fitri Ananda Setianingrum Eysa Rismandari, Ananda Hayati, Rizka Ida Ayu Panuntun Khakimah M. Fajru Sidqi Ma'ruf Mahardika, Amar Mahera Satrio Wicaksono Matra, Sarlita D. Muhamad Haryanto Muhammad Haryanto Rahmah, Eka Maurina Ribut Achwandi Sarlita D. Matra Sarlita D. Matra Sarlita Dewi Matra Setia Rini, Ayu Sri Rizkiyah Yulia Fatmah