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All Journal English Review: Journal of English Education Script Journal: Journal of Linguistic and English Teaching Empowerment : Jurnal Pengabdian Masyarakat Indonesian Journal of Learning and Instruction Indonesian EFL Journal ABDIMAS SILIWANGI IJORER : International Journal of Recent Educational Research Proceedings Series on Social Sciences & Humanities Pekodimas : Jurnal Pengabdian Kepada Masyarakat Journal of Innovation and Sustainable Empowerment Jurnal KALANDRA Masyarakat: Jurnal Pengabdian Journey: Journal of English Language and Pedagogy JEIT (Journal of Educational Innovations and Technologies)
Endang Darsih
Department Of English Education, Faculty Of Teacher Training And Education, Universitas Kuningan
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pelatihan Peningkatan Kemampuan Speaking Bagi Guru SD Dadang Solihat; Endang Darsih; Nani Ronsani Thamrin; Wulan Rahmatunisa; Syifa Aulia; Nur Suci Fitriyani; Binti Farihah
Journal of Innovation and Sustainable Empowerment Vol. 4 No. 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jise.v4i2.155

Abstract

Kemampuan berbicara (speaking) dalam bahasa Inggris merupakan salah satu kompetensi penting yang harus dimiliki guru sekolah dasar dalam menghadapi tantangan globalisasi dan penerapan kurikulum yang menekankan keterampilan berbahasa asing. Namun, fakta di lapangan menunjukkan bahwa banyak guru SD masih mengalami kesulitan dalam aspek speaking, baik dari segi penguasaan kosakata, pengucapan, maupun kepercayaan diri ketika berkomunikasi. Oleh karena itu, kegiatan pelatihan ini dilaksanakan sebagai bentuk pengabdian masyarakat untuk meningkatkan kemampuan speaking guru SD melalui metode komunikatif dan praktik langsung. Kegiatan dilaksanakan di desa Purwawinangun, Kabupaten Kuningan pada bulan Juli 2025 dengan melibatkan guru-guru dari berbagai sekolah dasar. Metode pelatihan meliputi ceramah interaktif, role play, peer teaching, dan evaluasi berbasis performa. Hasil menunjukkan adanya peningkatan kemampuan speaking guru sebesar 78% berdasarkan hasil pre-test dan post-test. Selain itu, peserta menunjukkan peningkatan motivasi dan percaya diri dalam menggunakan bahasa Inggris di kelas. Disimpulkan bahwa pelatihan ini efektif dalam meningkatkan keterampilan speaking guru SD dan direkomendasikan untuk dilaksanakan secara berkelanjutan.
Hybrid Lesson Study: An Innovative Model for Enhancing Pre-Service Teachers' TPACK in Indonesia's PPG Program Darsih, Endang; Hanggara, Agie; Andhika Putra, Rizka; Palmer, Roger
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1119

Abstract

Objective: This study aims to investigate the implementation of Hybrid Lesson Study as a professional learning model to enhance pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) within Indonesia’s Teacher Professional Education (PPG) program. Method: A qualitative case study design was employed to explore the complex, real-life implementation of HLS within the PPG’s Teaching Practicum (PPL). Ten pre-service teachers and two supervising lecturers from two Indonesian universities participated in this study. Data were collected through classroom observations, analysis of teaching artifacts (lesson plans, digital learning materials, and reflective reports), and semi-structured interviews. Data triangulation was used to ensure validity, while thematic analysis identified recurring patterns related to TPACK development, collaboration, and hybrid learning practices. This design enabled an in-depth understanding of how HLS supported professional learning in an authentic educational context. Results: The findings reveal that Hybrid Lesson Study, combining face-to-face meetings with online collaboration, provided a flexible and sustainable framework for lesson planning, peer observation, and reflective dialogue. Participants showed notable improvement in lesson design and technology integration, moving from basic tool use to interactive, context-based, and pedagogically sound digital practices. Reflection sessions via digital platforms further enhanced critical evaluation skills and effective technology use, supported by collaboration, feedback, and institutional infrastructure. Novelty: Despite challenges such as internet instability and time constraints, the study highlights the novelty of Hybrid Lesson Study in the PPG context, offering a practical and innovative model that fosters reflective, adaptive, and technologically competent teachers for 21st-century classrooms.
Argumentative discourse construction through the AREL framework in EFL university classrooms: A qualitative study Asty Widyastuti; Darsih, Endang; Anindya, Diva Zahra
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.145

Abstract

This study addresses the challenges faced by EFL university students in constructing coherent and logical spoken arguments in academic contexts. Despite the increasing emphasis on argumentative speaking in higher education, many learners struggle to organize ideas and provide sufficient justification during real-time communication. This study aims to explore how Indonesian EFL university students construct argumentative discourse using the AREL (Assertion, Reason, Evidence, Linkback) framework, identify the challenges they encounter, and examine their perceptions of its usefulness. A qualitative research design was employed involving five university students who participated in an argumentative speaking task followed by semi-structured interviews. The data were analyzed using thematic analysis. The findings indicate that students were able to use the AREL framework to structure their arguments more coherently; however, they experienced difficulties in generating relevant evidence, maintaining fluency, and managing cognitive load during spontaneous speaking. Despite these challenges, students perceived AREL as an effective framework that improved clarity and logical organization of their spoken arguments. These findings suggest that AREL can serve as a valuable pedagogical tool to support argumentative speaking development in EFL higher education contexts.
English songs for enhancing university students’ pronunciation: A qualitative case study Mulyani, Dian Sri; Darsih, Endang; Setiorini, Siti Hafsah; Fauziah, Fauziah; Octapiani, Gita; Eriani, Tiara
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.149

Abstract

This study investigates how university students utilize English songs to enhance their English pronunciation skills, explores their perceptions of English songs as a learning medium, and identifies the benefits and challenges they experience in this learning process. Using a qualitative case study design, semi-structured interviews were conducted with 15 undergraduate students majoring in English Language Education at an Kuningan university. The data were analyzed using thematic analysis to identify recurring themes and patterns within the participants’ responses. The findings reveal that students employ diverse strategies when using English songs for pronunciation learning, including repeated listening, lyric-reading while listening, dictionary and IPA reference checking, and applying learned pronunciation patterns in daily conversations. Participants expressed generally positive perceptions, describing the experience as enjoyable, engaging, and less intimidating compared to formal classroom instruction. Students reported improvements in word pronunciation, intonation, rhythm awareness, vocabulary development, and speaking confidence. However, they also identified notable challenges, including fast song tempo, unclear or connected speech in lyrics, unfamiliar vocabulary, and accent variation among different artists. The study suggests that English songs serve as a valuable supplementary tool for pronunciation learning when integrated with structured instructional support and additional learning resources. 
EFL students’ experiences with audio-based authentic materials in extensive listening Anindya, Diva Zahra; Darsih, Endang; Widyastuti, Asty
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.151

Abstract

This study explores English Education students’ perceptions and experiences in using audio-based authentic materials, particularly real-life announcements, in an Extensive Listening context at Universitas Kuningan. Using a qualitative approach, data were collected through semi-structured interviews with five participants and analyzed using thematic analysis. The findings indicate that authentic materials create a dynamic learning experience shaped by the interplay between motivation, cognitive engagement, and linguistic challenges. Students perceive authentic input as engaging and relevant to real-world communication, enhancing their motivation and sense of readiness. However, features such as rapid speech, background noise, and unfamiliar vocabulary increase cognitive load and may hinder comprehension. Despite these challenges, students employ adaptive strategies including visualization and top-down processing to construct meaning. These findings suggest that authenticity should not be viewed as inherently beneficial, but as a pedagogical resource whose effectiveness depends on balancing challenge and learner readiness. The study highlights the importance of scaffolding strategies to optimize the use of authentic materials in EFL listening instruction.
Co-Authors Abdurrahman, Teguh Agie Hanggara Agung Nugraha Aldy, Elgah Alfaridzi, Wahdan Fauzan Alfira Fitriyani Aliya, Liya Amelia, Anita Anindya, Diva Zahra Ardianti, Vania Putri Asty Widyastuti Azka, Fina Saeila Binti Farihah Cucu Suhartini Cucu Suhartini Dadang Solihat Disa Afifah Eriani, Tiara Fadilla, Julia Nur Fahrus Zaman Fadhly Fauziah Fauziah Febrianti, Sarwendah Fitria, Indah Nurul Hannah, Hannah Humaira, Zalfa Hana Kinanditya, Agata Pritha Kurniasih, Cicih Lestari, Yosa Dwi Luviantika, Irsa Maldini, Rossy Marwito Wihadi Mudrikatussalamah, Nada Mulyani, Dian Sri Nabila, Salsa Nico Saputra Nida Amalia Asikin Nur Suci Fitriyani Octapiani, Gita Pratiwi, Shindy Septiyani Ramadhan, Noval Ilham Rizka Andhika Putra Roger Palmer Rosmayati, Elin Setiorini, Siti Hafsah Sulaksana, Johan Syarafina, Zatalini Nadhilah Syifa Aulia Thamrin, Nani Ronsani Trisha Fitri Pramaysella Vina Agustiana Vina Agustiana Widyastuti, Asty Wulan Rahmatunisa Wulan Rahmatunisa Yanti, Tri Septi Setia Darma