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All Journal English Review: Journal of English Education Edu-Ling: Journal of English Education and Linguistics PANYONARA: Journal of English Education International Journal of Educational Research and Social Sciences (IJERSC) Bima Abdi: Jurnal Pengabdian Masyarakat Journal of English Language and Education Indonesian Journal of Educational Development (IJED) JIMAKUKERTA Dikdimas : Jurnal Pengabdian Kepada Masyarakat Teaching English and Language Learning English Journal INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Nusantara Education Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Journal of Language and Literature Education (JoLaLE)
Sinarman Jaya
Universitas Muhammadiyah Bengkulu
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Social Sciences Other

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Digital Assessment in English Language Teaching (ELT): A Systematic Literature Review Susyla, Dian; Jaya, Sinarman
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.4246

Abstract

The systematic literature review on digital assessment in English Language Teaching (ELT) aimed to synthesize existing knowledge, identify key themes, trends, and gaps in current research, and evaluate the effectiveness of digital assessment tools in enhancing language learning outcomes. The study adopted a systematic literature review method, involving six stages: planning, literature review, inclusion and exclusion criteria, quality assessment, data collection, and data analysis. The review found that digital assessment tools have evolved and offer opportunities for personalized learning through adaptive assessments, but also identified challenges such as technical issues, accessibility, and teacher training. The review recommended strategies for effective integration of digital assessment in ELT and implications for professional development for educators. The strategies for effective integration of digital assessment in English Language Teaching (ELT) include: leveraging online learning and digital storytelling, using automated grading systems, using automated grading systems , incorporating language learning apps and online platforms, addressing technical issues and accessibility, and providing teacher training and digital literacy support. Keywords: Digital Assessment, ELT, Systematic Literature Review
Pendampingan Penggunaan Mendeley untuk Meningkatkan Keterampilan Sitasi Mahasiswa Jaya, Sinarman
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 5 No. 3 (2025): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v5i3.2568

Abstract

Keterampilan sitasi dan pengelolaan referensi ilmiah menjadi kompetensi penting bagi mahasiswa dalam penulisan karya ilmiah. Namun, masih banyak mahasiswa kesulitan dalam mengatur sumber dan menyusun daftar pustaka secara akurat, yang berdampak pada kualitas akademik tulisan mereka. Pengabdian ini bertujuan meningkatkan keterampilan sitasi mahasiswa melalui pendampingan penggunaan Mendeley Reference Manager. Kegiatan dilaksanakan selama delapan pertemuan dalam dua bulan terhadap 22 mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Bengkulu yang mengikuti mata kuliah Scientific Writing. Metode yang diterapkan berupa workshop interaktif dan praktik langsung, mencakup pengenalan Mendeley, latihan sitasi otomatis, manajemen referensi, dan monitoring portofolio mahasiswa. Hasil pendampingan menunjukkan bahwa mahasiswa menjadi lebih terampil dalam menggunakan Mendeley untuk sitasi dan manajemen referensi. Kemampuan mereka dalam mengorganisasi daftar pustaka berkembang menjadi lebih sistematis, dan pemahaman terhadap literasi akademik juga meningkat. Mahasiswa melaporkan manfaat nyata setelah pelatihan, seperti efisiensi yang lebih besar dalam menyelesaikan tugas penulisan akademik serta berkurangnya kesalahan sitasi secara signifikan.
EFL lecturers’ reflections of AI use in classroom instruction Silfia, Seva; Jaya, Sinarman
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5268

Abstract

AI is increasingly used in language classrooms, yet EFL lecturers’ experiences and reflections remain underexplored. This mixed-methods study examined lecturers’ awareness, classroom practices, pedagogical adaptations, reflective approaches, professional development needs, and expectations regarding AI use. Thirty lecturers from four universities in Bengkulu, Indonesia, were purposively sampled. Data were collected via a validated questionnaire and semi-structured interviews and analysed using SPSS and thematic analysis. Findings showed that 76% of lecturers regularly used AI, with younger lecturers using it more than older ones (p < .05). Most found AI beneficial but expressed concerns about plagiarism and overreliance. The study highlights lecturers’ experiences, reflective practices, and professional development needs for responsible AI integration. Future research should investigate students’ engagement with AI and strategies to ensure sustainable, effective, and ethical use in language classrooms.
The Using Context, Input, Process, and Product Evaluation Model for Evaluating Online College EFL Learning Jaya, Sinarman; Hamzah, Syukri
International Journal of Educational Research & Social Sciences Vol. 3 No. 6 (2022): December 2022
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i6.559

Abstract

This research attempts to evaluate the effectiveness of online learning at English Education Study of Muhammadiyah University Bengkulu for period 2020-2021 using context, input, process, and product (CIPP) evaluation model. This qualitative research design uses descriptive evaluative. The data collection instrument used closed questionnaire, structured interviews, and documentation. The data processing techniques refers to the Guttman’s Scale. The result indicated the average value of the context evaluation aspects (0.89), input (0.80), and process evaluation (0.82) and product evaluation (0.85). Thus, it can be concluded that online learning program is appropriate and effective.
Developing critical reading behaviors through guided close reading of research articles Jaya, Sinarman; Kusmiarti, Reni; Paulina, Yanti
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5698

Abstract

The ability to construct well-reasoned arguments remains a challenge for many EFL undergraduates engaged in academic reading and writing. This study examines how guided close reading of research articles supports the development of critical reading behaviors and research-based academic writing. Using a mixed-methods design, the study was conducted in a Research in ELT course involving 24 fifth-semester EFL students selected through intact-class sampling. Data were collected through think-aloud protocols, reading logs, classroom observations, and two stages of academic writing drafts. Quantitative data were analyzed descriptively and through paired sample comparisons, while qualitative data were thematically coded to capture analytical, evaluative, and metacognitive reading behaviors. The findings indicate a shift from surface comprehension toward deliberate engagement with claims, evidence, assumptions, and reasoning. These changes were reflected in clearer argument structures and improved integration of evidence in students' writing. The study recommends integrating guided close reading into academic literacy courses to strengthen critical reading and research-based writing practices.
Implementing Problem-Based Learning to Support Critical Reading Skills of Junior High School Students at SMPN 15 Bengkulu City Jaya, Sinarman
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT VOL 5 NO 1 APRIL 2026
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v5i1.512

Abstract

Background: The low reading literacy performance of Indonesian students highlights the need for school programs that help students understand texts more deeply and connect them to real situations.Aims: This community service program is designed to enhance students’ critical reading skills through the use of Problem-Based Learning and to build teacher capacity in applying inquiry-oriented reading activities.Method: The program was conducted over eight sessions and involved twenty-eight students, an English teacher, and a lecturer. Activities included teacher training, classroom mentoring, and the use of problem-based reading materials. Monitoring and evaluation were carried out through classroom observations, teacher reflections, and samples of student work.Results: The implementation of Problem-Based Learning supported by teacher professional development resulted in positive outcomes. Students’ average critical reading scores increased by 23 percent, with positive gains in identifying main ideas, locating key details, comparing information across texts, and understanding academic vocabulary. Student engagement also improved, as learners participated more actively, asked relevant questions, and collaborated more effectively. In addition, the teacher demonstrated increased confidence in guiding inquiry-based reading tasks and facilitating student-centered discussions.Conclusion: The program strengthened students’ reading literacy and supported teacher capacity, demonstrating that PBL is a practical and effective approach for classroom implementation.
Social Dimension of Taboo Language as Knowledge Power Analysis for Identifying Transferable Saying English Taboo in Internet Sinarman Jaya; Ferri Susanto
Nusantara Education Vol. 1 No. 1 (2022): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v1i1.26

Abstract

The research tries to describe how is the deepest knowledge about taboo, especially for social dimensions on the Internet; of course, it is as knowledge power Analysis for identifying transferable saying English Taboo in the internet and attempts to identify categories of  English taboo words and to know them which the most dominant used by tweeps on their twitter. This research used an analysis of the document method systems. The populations of this research were 48 people. The samples of the research were 12 people. This research used simple random for sampling techniques. This research instrument was cheklist, which consists of five categories of taboo words based on Eschholz...The data were collected and analyzed by observing the time line of the twitter, copied or printed screen status that containt taboo words, classified taboo words based on Eschholz theory and categorized the functions of taboo words based on Lancker (1987). The research results showed that tweeps used 34 taboo words on their twitter in 105 statuses. The frequency of  taboo words on the twitter were 178 times. The taboo words that tweeps used the most dominant on their twitter was “fuck”. In this research, there were five categories of taboo words used by tweeps on their twitter based on Eschholz sex and anatomy was the most dominant categories of taboo words. The tweeps used taboo words to show their anger, frustation, joy, and surprise.  
Co-Authors Ahmad, Norkhairi Angraini, Ria Anisya Triaulia Bella Permata Ayu Demita Yunifar Imaniah Deta Amelia Dian Susyla Dian Susyla Dinda Putri Anggrainy Eki Saputra Ferri Susanto Ferri Susanto Gandari, Meisy Hamzah, Syukri Hartania Yoanda Agustin kusmiarti, reni Lola Aprillia Melati Nadila Oktavia Paulina, Yanti Ririn Putri Ananda Saputra, Dwi Ando Silfia, Seva Susyla, Dian Wisma Yunita Yupika Masryansyah