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All Journal Jurnal Pendidikan Bahasa Al Ishlah Jurnal Pendidikan GERVASI: Jurnal Pengabdian kepada Masyarakat Journal of English Language and Education Journal of English Language Teaching and Education Kapas: Kumpulan Artikel Pengabdian Masyarakat BEGAWE: Jurnal Pengabdian Masyarakat Education Curiosity PESHUM
Dian Shinta Sari
Universitas PGRI Pontianak
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pendampingan dan Peningkatan Keterampilan Bahasa Inggris pada Peserta Didik Rumah Pintar Desa Punggur Kecil Desi - Sri Astuti; Diah - Astriyanti; Maliqul - Hafis; Elly - Syahadati; Dedi - Irwan; Sahrawi - -; Aunurrahman - -; Finny - Anita; M. Iqbal Ripo Putra; Citra - Kusumaningsih; Dian Shinta Sari; Tri - Kurniawati; Ageung - Darajat; Abdul - Arif; Muhammad - Firdaus; Dayat Dayat
GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 3 (2023): GERVASI: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/gervasi.v7i3.4748

Abstract

Kegiatan pengabdian kepada masyarakat (PkM) IKIP PGRI Pontianak yang dilakukan oleh Tim PkM sebanyak 15 orang dosen dan 4 orang mahasiswa program studi Pendidikan Bahasa Inggris IKIP PGRI Pontianak bertempat di Rumah Pintar Kampung Literasi di desa Punggur Kecil. Kegiatan PkM ini bertujuan untuk meningkatkan keterampilan Bahasa Inggris anak SD, SMP, dan SMA yang ada di Rumah Pintar. Jumlah peserta yang mengikuti PKM ini sebanyak 45 orang anak. Kegiatan ini dilaksanakan selama tujuh minggu mulai dari tanggal 15 Juli 2022 hingga tanggal 26 Agustus 2022. Sebelum dilakukan pembelajaran, peserta rumah pintar diberikan tes awal guna mengetahui keterampilan berbahasa Inggrisnya sebelum diberikan pengajaran. Kemudian, pembelajaran dilakukan sebanyak enam kali pertemuan dan tiap pertemuan berlangsung selama dua jam. pertemuan ketujuh peserta Rumah Pintar diberikan posttest untuk mengetahui keterampilan Bahasa Inggris siswa setelah diberikan pembelajaran. Hasil posttest menunjukkan bahwa keterampilan Bahasa Inggris siswa mengalami peningkatan sebesar 16.9%. Hal cukup memuaskan karena pembelajaran yang diberikan berdampak positif pada keterampilan berbahasa Inggris siswa.     
IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING DOMINO CARD GAME Muhammad - Ridho Arfansya; maliqul - hafis; Dian - Shinta Sari
Journal of English Language Teaching and Education (JELTE) Vol. 4 No. 2 (2023): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jelte.v4i2.405

Abstract

In order to teach vocabulary mastery through the dominos card game to eight students in grade eight at SMP Negeri 03 Sungai Raya for the academic year 2022/2023, the purpose of this study is to determine how the domino card game can improve students' vocabulary mastery and the classroom environment when playing dominoes is applied. Class action research was used to carry out this study (CAR). The eighth grade of SMP Negeri 03 Sungai Raya, which had 33 pupils, was the focus of this study. Techniques for gathering data for this study included measurement and observation. Measurement approaches use language exams, while observation techniques use observation checklists and field notes. The study's data analysis then employs both qualitative and quantitative methods, depending on the type of data being analyzed The researcher measured students' vocabulary mastery through domino card games using two methods of assessment: individual scores and average scores. With the help of domino card games, the children were more engaged in the vocabulary acquisition process. They then showed greater enthusiasm for learning vocabulary through domino card games. The usage of domino card games can raise student results on the vocabulary test, as seen by cycle 1's low student scores (average score: 75.36) and cycle 2's higher student scores (average score: 81.36). The researcher advises other teachers to use domino card games while instructing pupils in vocabulary proficiency. The domino card game is a fun way to engage kids in the teaching and learning process while also helping to increase their vocabulary proficiency.  Keywords: Classroom Action Research, Vocabulary Mastery, Domino Card Game
AN ANALYSIS OF STUDENTS’ PROBLEMS IN SPEAKING ENGLISH Leony - Agnesia Purba; Aunurrahman - Aunurrahman; Dian - Shinta Sari; Rahayu - Meliasari
Journal of English Language Teaching and Education (JELTE) Vol. 4 No. 2 (2023): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jelte.v4i2.637

Abstract

This research aimed to determine whether students experience problems in speaking English in language problems and psychological problems aspects, to find out the causes of problems in speaking English and how students overcome their problems in speaking English at SMAN 1 Semparuk. This research used a descriptive qualitative approach. The techniques of collecting data were direct communication techniques and indirect communication techniques. The data collection was collected with open-ended questionnaires and Interviews guidline. The subjects of this study were students of grade XI IPS III SMAN 1 Semparuk for the academic year 2022/2023 where the number of students amounted to 32 people. An open-ended questionnaire was distributed to 32 students, meanwhile semi-structured interviews were conducted with 7 students to corroborate data. To analyze the data, the researcher used thematic analysis. The research findings showed that the students had difficulty in speaking English, especially in pronunciation, vocabulary, and were nervous when speaking in front of the class. The causes of these difficulties are that they are afraid of being laughed at by friends, lack confidence, often use their mother tongue or local language, and limited vocabulary. They have great motivations to learn English such as wanting to go abroad with various interests, which can encourage students to overcome this problem. Students also tend to be active in their participation when they feel supported by the teacher's efforts to create a pleasant learning atmosphere such as interaction using quizzes or questions and answers. In overcoming the difficulty of speaking English students take the initiative to ask the teacher, utilize the English dictionary to follow the course, and provide responses such as learning strategy efforts with the use of image media, the teacher needs to support these students' efforts by providing appropriate direction and guidance. Keywords: Descriptive Study, Students’ Problem, Speaking English.  
STUDENTS IMPROVEMENT IN READING COMPREHENSION THROUGH PQRST (Preview, Question, Read, State, Test) TECHNIQUE Erni Yessi; Sahrawi Sahrawi; Dian Shinta Sari
Journal of English Language Teaching and Education (JELTE) Vol. 5 No. 1 (2024): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jelte.v5i1.954

Abstract

This study investigates whether implementing the PQRST technique can improve students' reading abilities at SMP Muhammadiyah 2 Pontianak. Through careful observation and measurement, it was noted that students' comprehension showed a substantial improvement. Specifically, their average score rose significantly from 25.6 to 89.7. This outcome strongly suggests that employing the PQRST technique is highly effective in enhancing students' reading comprehension levels. These findings underscore the technique's practical value in educational settings, emphasizing its potential to positively impact student learning outcomes and academic performance in reading comprehension at the junior high school level.Keyword: PQRST Technique, Reading Ability, Classroom Action Research
IMPROVING STUDENTS' MASTERY OF SIMPLE PRESENT TENSE THROUGH WORDWALL WEBSITE Khairunnisa, Divia; Astriyanti, Diah; Shinta Sari, Dian
Journal of English Language Teaching and Education (JELTE) Vol. 5 No. 2 (2024): JELTE
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/ky5nbz47

Abstract

This research aimed to find out how wordwall website can improve students' mastery of the simple present tense in the tenth grade of SMK Islam Insan Cendekia Mempawah. The research employed Classroom Action Research (CAR) with two cycles, each consisting of planning, acting, observing, and reflecting phases. The research subjects were 10 students from Software Engineering class. Data were collected through observation, field notes, and tests, and analyzed using both qualitative and quantitative methods. The findings revealed that the use of the Wordwall website significantly enhanced students' understanding and application of the simple present tense. Students' mean scores improved from 62.9 in Cycle 1 to 82.5 in Cycle 2. Additionally, the interactive activities provided by Wordwall, such as Unjumble, Complete the Sentences, and Gameshow Quiz, increased students' engagement and participation in the learning process. The classroom atmosphere also became more conducive to active learning, with reduced distractions and greater student focus. The research concluded that the Wordwall website is improving students' mastery of the simple present tense. It is recommended for educators to incorporate Wordwall website into their teaching strategies to enhance student motivation and learning outcomes. Future researchers are encouraged to explore the application of Wordwall website in other aspects of language learning. Keywords: Wordwall Website, Simple Present Tense, Classroom Action Research.  
A Descriptive Study on the Integration of Technology and Contextual Learning in Supporting Students’ Speaking Skill Diva Salsabila; Desi Sri Astuti; Dian Shinta Sari
EduCurio: Education Curiosity Vol 4 No 3 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/ecu.v4i3.2403

Abstract

This study aims to describe the integration of technology within the Contextual Teaching and Learning (CTL) approach in English speaking instruction and to examine how this integrated implementation contributes to the improvement of students' speaking skills at SMA Negeri 01 Anjongan. This study employed a descriptive qualitative method involving purposively selected students from Class XI A. Data were collected through classroom observations and semi-structured interviews with students. The findings indicate that integrating technology into the CTL approach enhances speaking instruction by providing meaningful contextual learning experiences, increasing student engagement, and encouraging active participation in speaking activities. The integration also creates a more authentic and interactive learning environment, which enhances students' confidence and motivation to communicate in English. These findings suggest that the integration of technology within the CTL approach is an effective instructional strategy for developing students' speaking skills at the secondary school level, particularly in non-urban educational settings. This study is expected to serve as a reference for English teachers in designing more interactive, meaningful, and contextually relevant speaking instruction.
A Descriptive Study on the Integration of Technology and Contextual Learning in Supporting Students' Reading Skills Elin Asriani; Desi Sri Astuti; Dian Shinta Sari
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 5: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i5.20853

Abstract

Purpose – This study aims to describe the integration of technology and contextual learning in supporting Grade VIII students’ reading skills in English instruction at SMP Negeri 13 Kota Pontianak. It focuses on the digital tools used in reading activities and how contextual learning connects reading texts with students’ real-life experiences. Design/methods/approach– This study employed a qualitative descriptive research involving one English teacher and ten Grade VIII students selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, document analysis of instructional documents including the lesson plan and teaching module. The data were analyzed using Braun and Clarke’s thematic analysis, while data triangulation was used to strengthen the credibility of the findings. Findings – The findings reveal that technology functioned as a reading support system rather than merely as a presentation medium. Teacher-selected tools supported material presentation, task distribution, and vocabulary practice, while student-selected tools helped students understand vocabulary, pronunciation, and text meaning independently. Contextual learning was reflected in reading activities that related texts to familiar technology, local phenomena, school life, and students’ daily experiences. However, contextual links needed to be made explicit so that students could recognize the relevance of the texts more clearly. Research implications/limitations – The study implies that teachers should integrate digital tools with contextual reading tasks rather than using technology only as a supplementary medium. This study was limited to one school, one teacher, and a small group of students.
ENGLISH FOR EMPOWERMENT: PROGRAM PENGUATAN DIRI BAGI ANAK DI LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) MELALUI PEMBELAJARAN BAHASA INGGRIS DAN AKTIVITAS KREATIF Dian Shinta Sari; Maliqul Hafis; Desi Astuti; Sahrawi Sahrawi; Dayat Dayat; Dedi Irwan; Rahayu Meliasari; Muhammad Putra; Finny Anita; Ageung Darajat; Elly Syahadati; Aunurrahman Aunurrahman; Tri Kurniawati; Citra Kusumaningsih; Diah Astriyanti; Heti Susanti; Marsa Tira
BEGAWE: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): BEGAWE: Jurnal Pengabdian Masyarakat, Juli 2026
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begawe.v4i2.347

Abstract

Children residing in the Juvenile Correctional Facility (LPKA) generally experience school dropout, low literacy levels, and limited access to educational opportunities that promote empowerment. These conditions negatively affect their academic abilities, learning motivation, and self-confidence. This community service program was implemented to enhance basic English proficiency while simultaneously fostering creative expression through an integrative learning model that combines experiential language activities with creativity-based tasks. The results of the pre-test and post-test indicate substantial improvement: vocabulary mastery increased by 63%, the ability to construct simple sentences improved by 61%, and the use of functional expressions rose by 65%. Observations and interviews further revealed positive changes in learning attitudes, motivation, and students’ willingness to participate actively. Creative skills also improved significantly, with 80% of participants able to produce English mini posters, 75% successfully developing story cards with clear narrative sequences, 60% capable of presenting their work orally, and 80% demonstrating positive expressions and enthusiasm throughout the activities. These findings suggest that creativity-based language learning not only enhances linguistic competence but also strengthens emotional resilience and self-expression. Overall, the program serves as an effective empowerment strategy for juvenile residents, supporting their academic, psychological, and social development.
Technology-Based and Contextual English Learning Practices in a Seventh Grade Classroom Imelda Imelda; Dian Shinta Sari; Desi Sri Astuti
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3078

Abstract

Technology integration and Contextual Teaching and Learning (CTL) can support meaningful English learning when digital resources are connected to students’ real-life experiences. This study explored how technology was integrated into contextual English learning and how these practices supported student engagement in a seventh-grade classroom in Pontianak, Indonesia. A qualitative case study involved one English teacher and 32 seventh-grade students. Data were collected through classroom observations, a semi-structured interview, and documentation, and analyzed using thematic analysis. The findings revealed three themes: technology integration, contextual learning practices, and student engagement. Technology was integrated through PowerPoint, educational videos, laptops, an Infocus projector, and Google Forms to support instruction, learning activities, and assessment. Contextual learning connected English materials with students’ daily experiences. These practices supported students’ participation, attention, interaction, enthusiasm, and motivation. The study contributes practical insight into combining simple technology with contextual teaching to create meaningful and engaging EFL learning.
Co-Authors Abdu rahman Abdul Arif Ageung Darajat Anindya Nur Islami Pratiwi Aunurrahman Citra Kusumaningsih Dayat Dayat Dedi Irwan Desi Astuti Desi Sri Astuti Desi Sri Astuti Diah Astriyanti Dian Pertiwi Sari Diva Salsabila Elin Asriani Elly Syahadati Erni Yessi Finny Anita Hery Kresnadi Heti Susanti Imelda Imelda Istiqomah Istiqomah Khairunnisa, Divia Leony - Agnesia Purba M. Iqbal Ripo Putra Maliqul Hafis Mariyadi mariyadi Marsa Tira Muhammad - Firdaus Muhammad - Ridho Arfansya Muhammad Iqbal Ripo Putra Muhammad Putra Nining Ismiyani Rahayu Meliasari RINA FALENTINA Sahrawi Sahrawi Suparjan Suparjan Tri Kurniawati Tri Kurniawati Yulia Ramadhiyanti