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All Journal ELLITE: Journal of English Language, Literature, and Teaching JURNAL CEMERLANG: Pengabdian pada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Language and Education New Language Dimensions The Journal Of English Teaching For Young And Adult Learners ENJEL: English Journal of Education and Literature Studies in English Language and Education National Multidisciplinary Sciences Pubmedia Jurnal Pendidikan Bahasa Inggris Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Jurnal Teknologi Pendidikan Sadewa: Jurnal Pengabdian Masyarakat
Indri Astutik
Perencanaan Wilayah dan Kota, Institut Teknologi Nasional, Malang
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KONSELING PENINGKATAN KUALITAS TIDUR PADA ANAK USIA 1-3 TAHUN MELALUI PIJAT DAN AROMATERAPI LAVENDER Astutik, Indri; Handayani, Ririn; Iman Sari, Asri
Jurnal SADEWA Vol 3 No 02 (2025): Sadewa: Jurnal Pengabdian Masyarakat
Publisher : LPPM Universitas dr. Soebandi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36858/sadewa.v3i02.954

Abstract

Children aged 1–3 years are in a critical phase of growth and development, yet they often face sleep-related problems that can interfere with their overall development. This community service activity aims to improve understanding of how to enhance sleep quality in children aged 1–3 years through massage and aromatherapy. The method used was educational counseling conducted over one month, from May 1 to May 30, 2025, involving 30 participants. After the counseling sessions and sleep quality assessments using a questionnaire, the results showed that 16 children (53.4%) had good sleep quality, and 14 children (46.6%) had moderate sleep quality. In conclusion, this community service activity demonstrates that providing education to mothers of toddlers about massage and lavender aromatherapy can have a positive impact on improving sleep quality in children aged 1–3 years. This activity serves as an initial step in efforts to improve sleep quality through an educational approach and effective communication between healthcare providers and the community, and is expected to support sustainable improvements in sleep quality for children aged 1–3 years.
ENHANCING DESCRIPTIVE WRITING COMPETENCE VIA PROJECT-BASED LEARNING AND GALLERY WALK ACTIVITY TITLE OF PAPER Vincha, Villia; Astutik, Indri; Oktarini, Widya
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.5

Abstract

Mastering the skill of writing is often regarded as the most challenging task for students. Therefore, it is important to conduct research to improve students’ writing skills. This study employed a classroom action research (CAR) design to enhance students’ writing proficiency by integrating the Project-Based Learning model and Gallery Walk activity. The subjects of this study were the 17 students of 7-A grade at SMPN 02 Ledokombo. Data were collected using writing tests, interviews, and observation sheets. The average formula was used to analyse the data from students’ writing tests. The collaboration between Project-Based Learning and Gallery Walk activity significantly impacted the students' learning process. All of the students were active and enthusiastic during learning, and they could exchange knowledge to solve problems. This led to the results of Cycle II meeting the criteria for success. Project-Based Learning and Gallery Walk activity enhanced students’ writing skills across two cycles, improving from a score of 71.5 in Cycle I to 84.7 in Cycle II, surpassing the Minimum Passing Mark of ≥78. Based on the results, the implementation of the Project-Based Learning model with Gallery Walk activity as a method to improve students' writing skills in descriptive text was successful
Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement Putri, Preti Precillia; Rasuki, Muhlisin; Astutik, Indri
ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition
Publisher : English Education Program, Education Faculty, Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/enjel.v3i1.504

Abstract

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.
Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review Astutik, Indri; Widiati, Utami; Ratri, Devinta Puspita; Jonathans, Peggy Magdalena; Nurkamilah, Nurkamilah; Devanti, Yeni Mardiyana; Harfal, Zaldi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23675

Abstract

This systematic literature review explores the utilization of Automated Writing Evaluation (AWE) as a writing scoring tool over a five-year period from 2016 to 2020, focusing on its role in the transformation and integration of learning tools for pedagogical purposes. Transformation refers to the significant changes and advancements in teaching methods, particularly in adapting to new educational technologies and approaches, while integration involves the seamless incorporation of AWE systems into these evolving instructional practices to enhance the effectiveness of writing instruction. The study aims to analyze the various types of AWE employed in academic research, track trends in AWE technology strategies, and investigate students’ perceptions of AWE in both scoring and instructional contexts. Additionally, it aims to uncover the benefits and limitations associated with AWE implementation in writing instruction. Examining 19 journal articles, this review identifies fourteen types of AWE utilized by researchers and tracks advancements in machine learning within the field. The findings reveal positive student perceptions of AWE, citing its usefulness, efficiency, and linguistic accuracy in scoring and instruction. Benefits of AWE implementation include improved linguistic accuracy, enhanced writing performance, increased student engagement, and the provision of reliable and valid feedback. Moreover, AWE demonstrates effectiveness in scoring and feedback provision, with potential short- and long-term effects on student learning. However, limitations of AWE are also noted, including student distrust of feedback and a preference for human raters over AWE-generated scores. This review provides valuable insights into the multifaceted role of AWE in writing instruction, highlighting its potential benefits and areas for improvement.
Co-Authors Ali Vardhani, Eka Nova Anggun Nirmala Safitri, Anggun Nirmala Anita Fatimatul Laeli Anugrah, Syahvira Zakiyyah Azmi Astuti, Eko Widdy Bambang Yudi Cahyono Devanti, Yeni Mardiyana Devinta Puspita Ratri Elok Faiqoh Fatkurochman, Henri Harfal, Zaldi Iman sari, Asri Jonathans, Peggy Magdalena Kusuma Wardani, Debby Murni Lestari, Feby Tri Miunadiroh, Anisatul Nurkamilah, Nurkamilah Oktarini, Widya Putri, Preti Precillia Rasuki, Muhlisin Ririn Handayani Sada, Siti Haluma Sari, Suci Anjar Siusana Kweldju Sugeng Santoso Syarif, Tengku Intan Suzila Tengku Utami Widiati Vincha, Villia Wulandari, Sintya Yuliastri, Windriyani