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All Journal ELT Worldwide: Journal of English Language Teaching IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Education Tamaddun Room of Civil Society Development Research Horizon Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Room of Civil Social Development
Reskiawan, Bimas -
Universitas SembilanBelas November Kolaka
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Program Asistensi Mengajar MBKM dalam Meningkatkan Pembelajaran di Sekolah Kabupaten Kolaka Timur Astiantih, Susi; Pratiwi, Alifiah; Reskiawan, Bimas; Haidar, Irajuana
Room of Civil Society Development Vol. 4 No. 5 (2025): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.669

Abstract

Program Asistensi Mengajar merupakan salah satu bentuk implementasi Merdeka Belajar Kampus Merdeka (MBKM) yang bertujuan meningkatkan mutu pendidikan melalui keterlibatan langsung mahasiswa dalam kegiatan belajar-mengajar di satuan pendidikan. Kegiatan pengabdian ini dilaksanakan di Kabupaten Kolaka Timur, Sulawesi Tenggara, dengan melibatkan 15 mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Sembilanbelas November Kolaka. Metode yang digunakan mencakup observasi, wawancara, dan dokumentasi selama tiga bulan di SMPN 1 Lalolae serta SMPN 1, 2, dan 3 Tirawuta. Hasil pengabdian menunjukkan bahwa kehadiran mahasiswa membantu memperkuat proses pembelajaran, meningkatkan motivasi siswa, serta mendorong keterlibatan masyarakat dalam mendukung pendidikan. Dampak positif terlihat dari antusiasme siswa yang lebih tinggi, variasi metode pembelajaran yang lebih kreatif, dan suasana belajar yang lebih interaktif. Kendala yang dihadapi meliputi keterbatasan pelatihan pedagogik bagi mahasiswa dan durasi program yang relatif singkat. Implikasi dari temuan ini menegaskan bahwa Asistensi Mengajar dapat menjadi model pengabdian berkelanjutan yang memberikan manfaat ganda, baik bagi sekolah maupun bagi mahasiswa sebagai calon pendidik.
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS Muthmainnah Bahri A. Bohang; Aqzhariady Khartha; Heri Alfian; Marhamah Marhamah; Bimas Reskiawan; Hustiana Hustiana; Sri Hariati Mustari
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1289

Abstract

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.
English Pronunciation Problems among Indonesian Students of English as a Foreign Language at University Level: A Descriptive Analysis Reskiawan, Bimas; Abin, Rais; Riyani, Nasmah
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2237

Abstract

English pronunciation plays a crucial role in oral communication, particularly in EFL contexts where intelligibility determines communicative success. However, despite years of instruction, many Indonesian university students continue to experience difficulties in producing accurate English sounds. This study aims to analyze English pronunciation problems faced by fifth semester Indonesian EFL university students at Universitas Sembilanbelas November Kolaka. A descriptive quantitative design was employed involving thirty students selected through purposive sampling. Data were collected using a pronunciation test in the form of word list and sentence reading tasks and analyzed using frequency and percentage. The findings reveal that vowel-related errors were the most dominant, particularly in distinguishing long and short vowels, followed by consonant errors such as interdental fricatives and consonant cluster simplification. These difficulties are mainly influenced by first language interference and phonological differences between Bahasa Indonesia and English. The study highlights the need for explicit and systematic pronunciation instruction to improve students’ spoken intelligibility.
Implementasi Program PLP dalam Mendukung Peningkatan Kualitas Pembelajaran di SMAN 1 Tanggetada Potto, Novianti; Marillah, Dima; Maharani, Keyza Devina; Sarmila, Sarmila; Ribau, Arlisa Daeng; Hasna, Wa; Rafli, Rafli; Reskiawan, Bimas
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5395

Abstract

Program Pengenalan Lapangan Persekolahan (PLP) merupakan wadah bagi mahasiswa untuk mengaplikasikan kompetensi keguruan secara langsung di lingkungan sekolah. Kegiatan pengabdian ini bertujuan untuk mendeskripsikan implementasi program PLP dalam mendukung kualitas pembelajaran di SMAN 1 Tanggetada. Permasalahan utama yang dihadapi mitra meliputi padatnya jadwal mengajar guru pamong serta keterbatasan infrastruktur pendukung pembelajaran, khususnya akses internet dan pasokan listrik yang belum optimal. Kegiatan dilaksanakan melalui pendekatan partisipatif dan pendampingan langsung selama 36 hari dengan melibatkan tujuh mahasiswa Universitas Sembilanbelas November Kolaka dari berbagai program studi kependidikan. Data kegiatan diperoleh melalui observasi partisipatif, dokumentasi lapangan, dan wawancara dengan kepala sekolah serta guru pamong. Hasil kegiatan menunjukkan bahwa kehadiran mahasiswa PLP memberikan dukungan terhadap proses pembelajaran melalui penerapan metode pembelajaran aktif, pendampingan kegiatan akademik, serta bantuan dalam pelaksanaan tugas administrasi pembelajaran. Berdasarkan hasil observasi dan wawancara, siswa menunjukkan antusiasme dan keterlibatan yang lebih baik selama proses pembelajaran, sementara guru pamong dan pihak sekolah merasakan manfaat berupa dukungan dalam pengelolaan kegiatan pembelajaran. Keterbatasan akses internet disiasati melalui optimalisasi metode pembelajaran interaktif secara luring. Kegiatan ini memberikan kontribusi positif terhadap ekosistem pembelajaran di sekolah serta mendukung upaya pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) bidang pendidikan. Implementation of the PLP Program in Supporting the Improvement of Learning Quality at SMAN 1 Tanggetada Abstract The School Field Introduction Program (Pengenalan Lapangan Persekolahan/PLP) serves as a platform for university students to apply their teaching competencies directly in school settings. This community service activity aimed to describe the implementation of the PLP program in supporting learning quality at SMAN 1 Tanggetada. The partner school's main challenges included the heavy teaching workload of mentor teachers and limitations in educational infrastructure, particularly internet access and electricity supply, which constrained the implementation of technology-based learning. The program was conducted through a participatory approach and direct mentoring over a period of 36 days, involving seven students from Universitas Sembilanbelas November Kolaka representing various teacher education programs. Data were collected through participatory observation, field documentation, and interviews with the school principal and mentor teachers. The findings indicate that the presence of PLP students contributed to the learning process through the implementation of active learning strategies, academic assistance, and support for instructional administration. Based on observations and interview results, students demonstrated improved engagement and participation during classroom activities, while teachers and school administrators perceived benefits in managing learning activities. Limited internet access was addressed through the optimization of face-to-face interactive learning methods. Overall, the program contributed positively to the school's learning ecosystem and supported the achievement of Sustainable Development Goals (SDGs) in the field of education.
Integration of Virtual Reality and Digital Game-Based Learning in Education: Accelerating English Language Communication Alifiah Pratiwi; Bimas Reskiawan; Ray Suryadi; Netty Huzniati Andas; Kevin Hendrawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8030

Abstract

This study was initiated in response to the challenges faced by students who are not accustomed to practicing English speaking due to a lack of self-confidence and heightened anxiety when communicating with others or with native speakers. To address these issues, the study explores the potential of Virtual Reality (VR) technology to foster the development of students’ English communication skills within an autonomous, interactive, and engaging environment. Such an environment is expected to increase students’ learning motivation while simultaneously improving the overall quality of instruction. The primary aim of this research is to contribute to the body of knowledge by developing a prototype of a digital platform termed Metaversity, defined as a virtual learning environment that integrates the immersive features of the Metaverse ecosystem with the pedagogical foundations of Digital Game-Based Learning (DGBL). The participants of the study consisted of 30 undergraduate students from Universitas Sembilanbelas November Kolaka. Employing a Research and Development (R&D) approach, the study adopted the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The resulting learning media integrates VR, DGBL, and communication platforms such as VRChat and Discord into a cohesive system. Validation by media experts yielded an average score of 4.35 out of 5, which falls into the “highly feasible” category. Meanwhile, students’ responses reached an average of 82.5%, placing the product within the “good–very good” range. The findings provide compelling evidence that the developed medium is effective in enhancing students’ motivation, self-confidence, and English-speaking competence. Furthermore, the integration of VR and DGBL fosters active engagement, alleviates language anxiety, and creates an immersive and enjoyable learning experience. These outcomes highlight the potential of Metaversity-based platforms as innovative solutions in higher education language learning contexts.
Reading Strategies in Narrative Text Comprehension: A Case Study of Indonesian EFL Junior High School Students Fitri; Bimas Reskiawan; Susi Astiantih; Roslina
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.421

Abstract

Low reading interest and comprehension difficulties among EFL junior high school students, particularly in understanding narrative texts, remain significant challenges in Indonesian education, especially in rural settings. This mixed-methods research investigated the reading strategies used by third-grade junior high school students in comprehending narrative texts and how they use those strategies in reading class. A qualitative case study design was employed, supported by quantitative data from a questionnaire. The subjects were 27 third-grade students at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through classroom observations using field notes and a questionnaire based on (Banditvilai, 2020) framework of four reading strategies: skimming, scanning, making predictions, and questioning. Thematic analysis was applied to qualitative data, while descriptive statistics (percentages) were calculated for quantitative data. The findings revealed that students employed all four strategies with distinct patterns. Skimming and scanning functioned as efficiency-oriented strategies: 74.1% of students sometimes skipped small details during reading. Prediction and questioning functioned as depth-oriented strategies: 55.6% often compared predictions with actual information. The integration of questionnaire and observation data through methodological triangulation indicates that students actively combine multiple metacognitive strategies. However, the gap between "Sometimes" and "Often" responses suggests that consistent application remains a challenge requiring explicit instructional support.
Menumbuhkan Minat Baca, Keterampilan Literasi, dan Kreativitas Siswa melalui Implementasi Pohon Literasi: Developing the Reading Interest, Literacy Skills, and Creativity among Students through Literacy Tree Working Wall Alifiah Pratiwi; Ray Suryadi; Aqzhariady Khartha; Bimas Reskiawan; Sultan Sultan; Nurcahaya Nurcahaya; Rina Amriani
DARMADIKSANI Vol 5 No 4 (2025): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i4.8309

Abstract

Pohon Literasi adalah inovasi pendidikan yang dirancang untuk meningkatkan minat baca, keterampilan literasi, dan kreativitas siswa melalui visualisasi bacaan dalam bentuk pohon yang interaktif. Konsep ini menggabungkan elemen visual dan interaktif untuk memotivasi siswa dalam kegiatan membaca dan menulis. Kegiatan ini dilakukan di SD Negeri 1 Puuroda selama empat bulan untuk mengevaluasi dampak implementasi Pohon Literasi terhadap keterampilan membaca dan menulis siswa. Metode kegiatan melibatkan pengenalan Pohon Literasi sebagai alat bantu visual yang memungkinkan siswa untuk menambahkan daun atau buah pada pohon sebagai representasi kemajuan bacaan mereka. Data dikumpulkan melalui observasi dan umpan balik guru untuk menilai keterlibatan siswa serta dampak terhadap motivasi dan keterampilan literasi. Hasil kegiatan menunjukkan bahwa Pohon Literasi efektif dalam meningkatkan minat baca dan keterampilan literasi siswa dengan menciptakan rasa pencapaian dan motivasi tambahan melalui visualisasi progres bacaan. Selain itu, aktivitas kreatif yang terkait dengan menghias pohon memperkaya pengalaman belajar siswa dan mendorong ekspresi kreatif. Meskipun ada tantangan seperti keterbatasan sumber daya dan waktu, solusi praktis seperti pemanfaatan bahan yang tersedia dan teknologi digital dapat membantu mengatasi hambatan tersebut. Dengan perencanaan yang matang dan dukungan komunitas pendidikan, Pohon Literasi dapat menjadi alat yang berharga dalam meningkatkan literasi dan kreativitas siswa secara menyeluruh.
Co-Authors Abin, Rais Al Furqan, Al alders paliling Aqzhariady Khartha Astiantih, Susi Ayu Anggreni, Made Basrawi Dahlan Abdullah Eko Harianto, Eko Fitri Fitriani Hajra Hajra Hajra, Hajra Halil, Nur Ihsan Hariadi Syam Hariadi Syam, Hariadi Hasna, Wa Heri Alfian HS, Nurmadina Hustiana idris, henny novianti Irajuana Haidar Iyan Nurdiyan Haris karman karman Kevin Hendrawan La Ode Muhammad Idrus Hamid Basri La Ode Nursalam, La Ode Maharani, Keyza Devina Marhamah Marhamah Marillah, Dima Mu'min Muthmainnah Bahri A. Bohang Nasmah Riyani Nasmah Riyani, Nasmah Netty Huzniati Andas Netty Huzniati Andas Netty Huzniati Andas, Netty Huzniati Nurcahaya Nurcahaya Potto, Novianti Pratiwi, Alifiah Rafli, Rafli Ray Suryadi, Ray Ribau, Arlisa Daeng Rina Amriani Rohima Nur Aziza Al Hakim Roslina Saputra, I Gede Purwana Edi Sarmadan Sarmadan, Sarmadan Sarmila, Sarmila Satriyani Satriyani Satriyani, Satriyani Sri Hariati Mustari sultan Sultan Sultan Tundreng, Syarifuddin Yawan, Hendri