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All Journal Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN English Teaching Journal : A Journal of English Literature, Language, and Education SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat IJORER : International Journal of Recent Educational Research Edukasia: Jurnal Pendidikan dan Pembelajaran JGEN : Jurnal Pengabdian Kepada Masyarakat SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA
Fitra Pinandhita, Fitra
Universitas PGRI Madiun
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pengabdian kepada Masayarat: Peningkatan Pemahaman Bahasa Inggris bagi Siswa Tuna Grahita di SMALB Dharma Wanita Madiun Melalui Media SLEBEW (Sound Language be The New) Angela Valentiara Giofanny; Renaldy Sepbrio Pramudya; Neny Febriana Devi; Silvia Dian Paramita Rosadi; Fitra Pinandhita
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 3 (2023): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v8i3.1454

Abstract

Abstrak: Tujuan pengabdian masyarakat ini adalah untuk memberikan edukasi dan meningkatkan pemahaman Bahasa Inggris dengan menggunakan media ajar Sound Language be the New (SLEBEW) bagi siswa SMALB. Sasaran pengabdian ini adalah siswa penyandang Tuna Grahita pada jenjang Sekolah Menengah Atas Luar Biasa sebanyak 5 siswa. Siswa yang diamati memiliki rentang usia 20 - 22 tahun. Adapun kondisi awal sebelum dilakukannya pengabdian ini adalah adanya keterbatasan dalam proses penerimaan materi yang lebih lama, tingkat kejenuhan siswa, dan media pembelajaran yang monoton serta kurang menarik. Sehingga, metode SLEBEW diterapkan dalam pengabdian ini, dimana hal ini dapat membantu proses pembelajaran Bahasa Inggris. SLEBEW yang didalamnya berisi kegiatan sing, listen, echo, build, enjoy, watch dan tersaji dalam bentuk media ajar berupa boneka tangan (hand puppet) berbentuk hewan dapat mengeluarkan suara dalam bahasa Inggris. Hasil yang didapatkan dari pengabdian ini adalah media ajar SLEBEW dapat digunakan untuk meningkatkan pemahaman terhadap kemampuan berbahasa Inggris pada speaking, listening, reading, dan writing skills Improving English Understanding for Mentally Disabled Students at SMALB Dharma Wanita Madiun Through SLEBEW (Sound Language be The New) Media  The purpose of this dedication is to provide education and improve understanding of English by using Sound Language Be the New (SLEBEW) teaching media for SMALB students.The target of this dedication is students with mental disabilities at the SMALB, as many as five students. The students observed have an age range of 20–22 years. The initial conditions before this dedication was carried out were limitations in the process of receiving longer material, the level of student boredom, and monotonous and less interesting learning media. Thus, the SLEBEW method is applied in this activity, which can help the English learning process. SLEBEW, which contains sing, listen, echo, build, enjoy, and watch activities, is presented in the form of teaching media in the form of animal-shaped hand puppets that can make sounds in English. The results obtained from this activity are that SLEBEW teaching media can be used to train speaking, listening, reading, and writing skills using SLEBEW teaching media.
Using Inquiry learning Method and Ladder Snake Game to Teach Reading Skills for The 7th Grade Students of SMPN 1 Kartoharjo Muhammad Azka Fahmi; Sumani Sumani; Fitra Pinandhita
SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) Vol 2, No 1 (2023): Implementasi kurikulum merdeka menuju transformasi pendidikan dalam mempersiapka
Publisher : SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

: This research explores the implementation of "Ladder Snake" game and the inquiry learning method to teach reading skills 7th-grade students. The study aims to address the challenges students face in understanding sentences and words. By using game-based learning and inquiry-based teaching, the research seeks to increase student engagement and motivation while promoting critical thinking. The study employs qualitative research methods, including observation, interviews, document analysis, to gather data. The findings reveal the benefits and limitations of using "Ladder Snake" game and inquiry learning method in the classroom. The research highlights the importance of reading as a fundamental skill for understanding different perspectives and acquiring vocabulary. It suggests that the integration of interactive games and student-centered learning approaches enhance students' reading abilities and their text comprehension. The results show that the game-based approach improves student interest and comprehension, but some students struggle with quick translation and vocabulary building. To address these challenges, the study proposes strategies such as word association exercises and continuous vocabulary expansion. Overall, this research provides insights into the effective use of the "Ladder Snake" game and inquiry learning method for teaching reading skills. By implementing these approaches, educators can enhance students' reading comprehension and language learning outcomes.
Utilizing ChatGPT on Designing English Language Teaching (ELT) Materials in Indonesia: Opportunities and Challenges Susanto, Dias Andris; Priyolistiyanto, Andi; Pinandhita, Fitra; K.A, A.B. Prabowo; Bimo, Djoko Sri
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 1: June 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i1.11633

Abstract

This study aims to examine the impact of artificial intelligence (AI) on pragmatic English language teaching in universities. The scope of the study is limited to the opportunities and challenges of English language teaching. This study was carried out using a mixed method of conducting surveys and in-depth interviews. A questionnaire link using Google Forms from Spreadsheet was sent to 6 English lecturers via WhatsApp group and personal contact. The study sample consisted of 6 English lecturers from state and private universities in Central Java. Observation, questionnaire analysis, and interview transcripts show that the emergence of artificial intelligence (AI) technology has created opportunities and challenges to teaching and learning English. AI has transformed English language teaching in higher education. The findings and discussion elaborate some novelties of this study; 1) the profile of utilizing ChatGPT in pragmatics ELT teaching, portrays that ChatGPT roles in teaching scenarios play 3 major sessions, like; designing creative and innovative pragmatics teaching materials, setting up the midterm test of pragmatics project, and lastly, assessing and evaluating the pragmatics final test project. 2) The opportunities of using ChatGPT for lecturers, ChatGPT is one of the most sophisticated AI tools available today, and it can write nearly anything that an instructor wants it to. ChatGPT can help lecturers with a variety of tasks, such as creating course outlines, student progress reports, test and quiz questions, and grading rubrics; developing more inclusive and accessible learning activities; interacting with students and their families; and contributing text for websites or bulletin boards to maintain a connection between students and their families. 3) The challenges of applying ChatGPT for lecturers; ChatGPT can provide immediate responses to student questions, ChatGPT can adapt to individual student needs, ChatGPT can increase accessibility and inclusivity by providing language support for students with diverse learning needs, ChatGPT can serve as a valuable tool for language practice and strengthening, ChatGPT can encourage active learning by encouraging students to ask questions, engage in discussions, and seek clarification on challenging concepts, Integrating ChatGPT into language teaching can inspire innovative teaching approaches, such as blended learning models, flipped classrooms, and gamified learning experiences, that leverage technology to improve student learning outcomes
Optimizing Students’ Reading Skills through Microlearning with Canva: A Digital Approach in ELT Fitra Pinandhita; Mohd Hanafi bin Mohd Yasin
IJORER : International Journal of Recent Educational Research Vol. 6 No. 2 (2025): March
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.v6i2.807

Abstract

Objective: Microlearning is sufficiently flexible to support various learning modalities and can be tailored to individual student needs. By making it easily accessible, teachers enable students to select concise, desired, necessary, and relevant information. Using microlearning enhances students' comprehension and retention, particularly in vocabulary development. Through Canva, analysis shows that this technology is beneficial for delivering microlearning. This research aims to assess the effectiveness of using the interactive visual design application Canva in English learning through microlearning. Method: The research subjects consist of 18 SMP Alam Nurul Furqon ninth-grade students. The study used qualitative methods with several instruments, including Google Forms, observation, and literature review. Results: The study reveals that students, by a percentage of 3.94, preferred using Canva as a learning medium compared to conventional teaching methods, and a percentage of 3.22 felt an increase in reading skills. This demonstrates that digital technology significantly influences various elements, including education, in today's era. Novelty: These results serve as a valuable reference for educators, indicating the students` high motivation levels and guiding efforts to enhance reading skills in English education in the future.
Peningkatan Kompetensi Guru SDIT Aisyah Ummul Mu’minin Melalui Pelatihan Mengajar dengan Teknologi Pinandhita, Fitra; Susanto, Dias Andris
JGEN : Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 4 (2025): JGEN : Jurnal Pengabdian Kepada Masyarakat, Agustus 2025
Publisher : Lumbung Pare Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60126/jgen.v3i4.1210

Abstract

Penguasaan teknologi menjadi kompetensi penting bagi guru sekolah dasar dalam menghadapi tantangan pendidikan abad ke-21. Namun, masih banyak guru yang mengalami keterbatasan dalam memanfaatkan teknologi sebagai media pembelajaran yang interaktif, kreatif, dan sesuai dengan kebutuhan peserta didik. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kompetensi guru SDIT Aisyah Ummul Mu’minin dalam mengintegrasikan teknologi ke dalam praktik mengajar, khususnya dalam mendukung pembelajaran yang bermakna dan menarik. Metode kegiatan meliputi pelatihan, pendampingan, dan praktik langsung penggunaan teknologi pembelajaran berbasis aplikasi presentasi interaktif, media digital, serta platform kolaboratif daring. Kegiatan dilaksanakan melalui pendekatan partisipatif, di mana guru terlibat secara aktif dalam merancang materi, melakukan simulasi pembelajaran, serta berbagi pengalaman antar-rekan sejawat. Hasil kegiatan menunjukkan bahwa guru mengalami peningkatan pengetahuan dan keterampilan dalam memilih serta menggunakan teknologi pembelajaran. Guru mampu merancang materi dengan memanfaatkan aplikasi digital, mengelola kelas berbasis teknologi, serta meningkatkan interaksi dengan siswa melalui media interaktif. Selain itu, para guru menilai bahwa penggunaan teknologi mendorong terciptanya suasana belajar yang lebih menyenangkan, adaptif, dan relevan dengan karakteristik siswa abad digital. Dengan demikian, pelatihan ini berkontribusi pada penguatan kapasitas guru dalam mengintegrasikan teknologi pada pembelajaran. Disarankan agar sekolah memberikan dukungan berkelanjutan berupa penyediaan sarana teknologi, forum berbagi praktik baik, dan program pengembangan profesional agar kompetensi guru dalam literasi digital semakin berkembang.
Teachers' and Learners' Perspectives on Effective Language Learning Strategies in the Indonesian University Pinandhita, Fitra
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7843

Abstract

This study aims to explore the perspectives of lecturers and students regarding effective language learning strategies (LLS) in Indonesian universities, especially the suitability between the strategies recommended by teachers and practiced by students. The research design used a mixed-methods approach with quantitative data obtained through a modified Strategy Inventory for Language Learning (SILL)-based questionnaire, involving 50 EFL lecturers and 150 non-English study program students from three major universities. Qualitative data were collected through semi-structured interviews with 15 lecturers and 20 students, equipped with field notes and administrative documents for triangulation. The questionnaire instrument has been validated by experts, tested for reliability (α ≥ 0.70), and analyzed with EFA and CFA. Quantitative data is analyzed descriptively and inferentially, while qualitative data uses thematic analysis through data reduction, presentation, and verification. The results showed a gap: the majority of lecturers supported communicative strategies (78%), but still used traditional strategies (62%) due to curriculum and exam pressures, while students used traditional strategies more for exams (70%) and used digital tools (65%) despite unequal access. Low metacognitive strategies (40%) reflect limitations in independent learning. The main obstacles include large class sizes, a lack of institutional support, low digital literacy of lecturers, and limited digital access for students. The findings emphasized the need to align curriculum and assessment with communicative goals, increase the pedagogic-digital capacity of lecturers through training, and support more equitable digital infrastructure.
Integrating Digital Tools and Learning Strategies to Enhance Speaking Proficiency: Evidence from a Mixed-Methods Study in Indonesian EFL Universities Pinandhita, Fitra
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1674

Abstract

Advances in educational technology have changed the paradigm of English learning, especially in mastering speaking skills. This research departs from the need to integrate digital tools with language learning strategies in a structured manner to improve the speaking ability of EFL students in Indonesian universities. The novelty of this study lies in the mixed methods approach that associates quantitative data on the increase in speaking scores with the qualitative narrative of student learning experience, as well as focusing on advanced students (sixth semester) at three universities in Central Java. The purpose of this study is to analyze the extent to which the combination of digital technology and learning strategies can improve speaking skills, identify the most effective combinations of strategies, and understand students' perceptions and experiences of these applications. The study used a convergent parallel mixed methods design, involving 60–120 participants for quantitative data and 8–16 for qualitative data. Results showed significant improvements in fluency, accuracy, vocabulary, and pronunciation, with a large effect size (d > 0.8). Metacognitive strategies with MALL applications proved to be the most effective, followed by cognitive strategies on collaborative platforms and social-affective strategies through speech recognition tools. 
Co-Authors Andhi Dwi Nugroho Andhi Dwi Nugroho, Andhi Dwi Andi Priyolistiyanto Angela Valentiara Giofanny Dias Andris Susanto Djoko Sri Bimo K.A, A.B. Prabowo Laelly Kartikasari Minda Tika Hapsari Minda Tika Hapsari, Minda Tika Mohd Hanafi bin Mohd Yasin Muhammad Azka Fahmi Neny Febriana Devi Nuri Ati Ningsih Ratih Christiana Ratih Christiana, Ratih Renaldy Sepbrio Pramudya Silvia Dian Paramita Rosadi Sumani Sumani