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All Journal Jurnal Ilmiah Edunomika (JIE) Community Development Journal: Jurnal Pengabdian Masyarakat Madaniya DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra La Ogi : English Language Journal INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Sitti Aisa
Universitas Muhammadiyah Sidenreng Rappang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Other

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PENDAMPINGAN PEMBELAJARAN BAHASA INGGRIS BERBASIS LITERASI DIGITAL MENGGUNAKAN METODE COMMUNICATIVE LANGUAGE TEACHING DI SMP NEGERI 1 PANCA RIJANG Nurul Faradillah; Yusmah Yusmah; Jusrianto Jusrianto; Muhammad Hanafi; Sam Hermansyah; Isumarni Isumarni; Sitti Aisa; Nurhikmah Nurhikmah; Syahrir L
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 6 (2025): Vol. 6 No. 6 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i6.54525

Abstract

Pembelajaran bahasa Inggris di tingkat Sekolah Menengah Pertama masih menghadapi tantangan dalam penguatan kemampuan komunikatif dan literasi digital peserta didik. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan kemampuan komunikasi bahasa Inggris dan literasi digital melalui pendampingan pembelajaran berbasis literasi digital menggunakan metode Communicative Language Teaching (CLT). Kegiatan dilaksanakan di SMP Negeri 1 Panca Rijang melalui lima tahapan, yaitu analisis kebutuhan, perencanaan, pelaksanaan, monitoring dan evaluasi, serta tindak lanjut. Hasil kegiatan menunjukkan peningkatan keaktifan dan keberanian peserta didik dalam menggunakan bahasa Inggris melalui aktivitas komunikatif berbasis media digital, serta meningkatnya kemampuan dalam memanfaatkan sumber digital secara lebih terarah. Kegiatan ini efektif meningkatkan kualitas pembelajaran bahasa Inggris dan berpotensi diterapkan secara berkelanjutan di sekolah.
PELATIHAN GRAMMAR DAN STRUCTURE BERORIENTASI HIGHER ORDER THINKING SKILLS (HOTS) MELALUI PENDEKATAN PEMBELAJARAN MENDALAM DI SMA MUHAMMADIYAH RAPPANG Nur Hikmah; Sam Hermansyah; Hartati Hartati; Yayuk Astuti; Isumarni Isumarni; Sitti Aisa; Nurul Faradillah; Ahmad Mustanir; Agustina Agustina; Syahra Alfitri Ramadani; Nurjanna Ramadhani; Jusmiati Jusmiati
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 6 (2025): Vol. 6 No. 6 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i6.54607

Abstract

Penguasaan grammar dan structure merupakan fondasi penting dalam keterampilan berbahasa Inggris, namun pembelajaran sering berfokus pada hafalan aturan sehingga siswa kurang terlatih bernalar, menganalisis kesalahan, dan menerapkan kaidah pada konteks nyata. Kegiatan ini bertujuan melaksanakan pelatihan grammar dan structure yang berorientasi Higher Order Thinking Skills (HOTS) melalui pendekatan pembelajaran mendalam (deep learning approach) di SMA Muhammadiyah Rappang. Pelatihan dilaksanakan pada peserta didik kelas XI (IPA dan IPS) melalui rangkaian tahap: analisis kebutuhan, penyusunan modul berbasis masalah, praktik terbimbing, diskusi kolaboratif, dan refleksi metakognitif. Pelaksanaan pembelajaran berlangsung pada rentang kegiatan mengajar di kelas XI selama periode PLP 2 (Oktober–November 2025). Laporan Kegiatan PLP FKIP – SMA Muhammadiyah Rappang.Strategi utama meliputi analisis pola kalimat dari teks autentik, error analysis berbasis alasan, rekonstruksi kalimat, serta tugas kreasi teks yang menuntut siswa mengevaluasi pilihan struktur sesuai tujuan komunikasi. Hasil pelatihan menunjukkan peningkatan kemampuan siswa dalam mengidentifikasi fungsi unsur kalimat, memberikan justifikasi terhadap pemilihan struktur, serta menghasilkan kalimat/teks yang lebih tepat dan bervariasi. Dengan demikian, pendekatan pembelajaran mendalam yang dipadukan dengan tugas HOTS efektif untuk memperkuat pemahaman konseptual sekaligus ketepatan penggunaan grammar dan structure.
PENDAMPINGAN PENGUATAN KOMPETENSI PEDAGOGIK MAHASISWA PLP MELALUI LESSON STUDY DI SMA NEGERI 2 SIDRAP Kamal Kamal; Syahrir L; Suhartini Khalik; Sam Hermansyah; Sitti Aisa; Idayanti Idayanti; Yadinda Mahardika; Fatmawati Fatmawati; Kasriani Kasriani
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 6 (2025): Vol. 6 No. 6 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i6.55229

Abstract

Program Pengenalan Lapangan Persekolahan (PLP) merupakan bagian penting dalam pendidikan calon guru untuk membekali mahasiswa dengan pengalaman autentik di sekolah. Namun, pelaksanaan PLP masih menghadapi berbagai permasalahan, terutama rendahnya kemampuan mahasiswa dalam merancang pembelajaran, mengelola kelas, menerapkan strategi pembelajaran aktif, serta melakukan refleksi pembelajaran secara sistematis. Oleh karena itu, pendampingan berbasis lesson study dipandang sebagai alternatif yang efektif untuk memperkuat kompetensi pedagogik mahasiswa PLP. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pendampingan, hasil kegiatan, serta implikasinya terhadap penguatan kompetensi pedagogik mahasiswa PLP melalui lesson study di SMA Negeri 2 Sidrap. Metode pelaksanaan menggunakan pendekatan partisipatif kolaboratif dengan tahapan plan, do, dan see yang melibatkan dosen pembimbing, guru pamong, dan mahasiswa PLP. Teknik pengumpulan data meliputi observasi, wawancara, dokumentasi, dan refleksi pembelajaran. Teknik analisis data menggunakan analisis deskriptif kualitatif melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada kemampuan mahasiswa dalam menyusun perangkat pembelajaran, melaksanakan pembelajaran yang berorientasi pada keaktifan peserta didik, serta melakukan refleksi pembelajaran berbasis perbaikan berkelanjutan. Simpulan penelitian ini menunjukkan bahwa pendampingan berbasis lesson study efektif dalam memperkuat kompetensi pedagogik mahasiswa PLP. Implikasi penelitian ini memberikan kontribusi bagi pengembangan model pembinaan PLP berbasis kolaborasi yang berkelanjutan serta menjadi rekomendasi strategis bagi lembaga pendidikan dalam menyiapkan calon guru yang profesional, reflektif, dan adaptif terhadap dinamika pembelajaran.
Integrating Wordwall to Increase Student’s Enthusiasm in Learning English Vocabulary Achievement: A Study of Eighth Grade Students at UPT SMP Negeri 4 Panca Rijang Nur Aini; Sam Hermansyah; Sitti Aisa; Nurul Faradillah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5703

Abstract

This study aimed to investigate the effectiveness of integrating Wordwall in enhancing students’ enthusiasm and English vocabulary achievement among eighth-grade students at UPT SMP Negeri 4 Panca Rijang. Vocabulary plays a fundamental role in language learning; however, many students experience low motivation and limited engagement due to conventional teaching methods. Therefore, the use of interactive digital media is considered a potential solution to address this issue. This research employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using Wordwall and a control group taught through conventional methods. The sample consisted of 45 students. Data were collected through a vocabulary achievement test (pre-test and post-test) and an observation rubric measuring students’ enthusiasm. The data were analyzed using descriptive and inferential statistics, including paired and independent sample t-tests. The findings revealed that students taught using Wordwall showed a significant improvement in both vocabulary achievement and learning enthusiasm compared to those taught using conventional methods. The experimental group demonstrated higher levels of active participation, motivation, and cognitive engagement during the learning process. The integration of Wordwall as a digital game-based learning medium is effective in improving students’ enthusiasm and vocabulary achievement. It is recommended that English teachers incorporate interactive digital tools such as Wordwall to create more engaging and meaningful learning experiences.
A Comparative Analysis of Eleventh Grade Students’ Reading Comprehension of Narrative Texts Using Printed and Digital Media at SMA Negeri 9 Sidrap Rismayanti; Sam Hermansyah; Sitti Aisa; Isumarni
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5705

Abstract

This study aims to examine the differences in eleventh-grade students’ reading comprehension of narrative texts when taught using printed and digital media, as well as to determine which medium is more effective. A quantitative approach with a quasi-experimental design was employed, involving two groups: an experimental group taught using printed media and a control group taught using digital media. The research was conducted at SMA Negeri 9 Sidrap in the 2025/2026 academic year, with a total sample of 36 students selected through purposive sampling. Data were collected using a 20-item multiple-choice reading comprehension test administered as pre-test and post-test. The data were analyzed using descriptive statistics, homogeneity testing, independent sample t-test, and effect size (Cohen’s d). The findings revealed a significant difference between the two groups, with a significance value of 0.001 (p < 0.05). The experimental group achieved a higher mean score (87.78) compared to the control group (77.50). Moreover, the effect size (d = 1.24) indicated a large effect. These results suggest that printed media is more effective than digital media in improving students’ reading comprehension of narrative texts. This study provides empirical evidence for teachers and educators in selecting appropriate instructional media in EFL classrooms.
ESP Need Analysis: An Analysis of English Language Needs for Administrative Tasks in Health Administration Program Nurul Faradillah; Sam Hermansyah; Nur Hikmah; Isumarni; Sitti Aisa
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5960

Abstract

English proficiency is increasingly important in health administration, particularly for supporting administrative tasks such as documentation, correspondence, reporting, scheduling, and professional coordination. However, English instruction in health administration programs often focuses on General English rather than the specific language needs required in healthcare administrative contexts. This study aimed to analyze the English language needs and difficulties of fifth-semester students in the Health Administration Program at Universitas Muhammadiyah Sidenreng Rappang in relation to administrative tasks. This research employed a descriptive quantitative design. Data were collected through a structured questionnaire using a Likert-scale format, covering four English language skills: reading, writing, listening, and speaking. The participants consisted of six fifth-semester students, and the data were analyzed using descriptive statistics in the form of frequencies and percentages. The findings showed that students generally expressed neutral perceptions regarding both their English language needs and difficulties across the four skills. This indicates limited exposure to authentic administrative tasks requiring English use. Nevertheless, reading and writing were perceived as relatively more relevant, especially for understanding administrative documents, written procedures, reports, and formal correspondence. Writing tasks also showed slightly higher indications of difficulty compared to other skills. These findings suggest that English for Specific Purposes instruction in health administration should be more context-based and aligned with real administrative tasks to better prepare students for future professional roles.
The Role of Collaborative Learning on Students’ Writing Skills: A Research at English House Language Center Dhika Pratiwi Arsyad; Sam Hermansyah; Sitti Aisa; Nurul Faradillah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.6330

Abstract

This study investigated the implementation and role of collaborative learning in developing students’ writing skills at English House Language Center. A qualitative case study design was employed to obtain an in-depth understanding of classroom practices and students’ experiences during collaborative writing activities. The participants were six eighth-grade students selected through purposive sampling based on their active involvement and varied writing proficiency. Data were collected through non-participant classroom observation, semi-structured interviews, and documentation of students’ written work. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings revealed that collaborative learning was implemented through small-group discussion, idea sharing, joint sentence and text construction, and peer feedback. These activities encouraged active participation and meaningful interaction throughout the stages of planning, drafting, revising, and editing. Collaboration helped students generate richer ideas, organize texts more systematically, and improve language use, particularly grammar and vocabulary. It also increased motivation, confidence, engagement, and enjoyment, although differences of opinion and unequal participation occasionally required teacher facilitation. The study concludes that collaborative learning is an effective instructional approach for supporting the cognitive, linguistic, affective, and social dimensions of writing development in a non-formal EFL context. Teachers are encouraged to establish clear group roles, provide structured writing tasks, and guide constructive peer feedback.
Enhancing Students’ Vocabulary Mastery through Team Race Game: A Pre-Experimental Study Sitti Aisa; Idayanti .
La Ogi : English Language Journal Vol 12 No 2 (2026): JULY 2026
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v12i2.3064

Abstract

This study examined whether the Team Race Game could enhance the vocabulary mastery of seventh-grade students at SMP Negeri 2 Panca Rijang. A quantitative pre-experimental approach with a one-group pretest-posttest design was employed. The population consisted of 99 seventh-grade students distributed across four classes in the 2018/2019 academic year, while Class VII.2, comprising 25 students, was selected through cluster sampling. Data were collected using a vocabulary pretest and posttest, classroom observation, and a 20-item interest questionnaire administered after the treatment. The intervention was implemented in four 80-minute meetings over two weeks. Descriptive statistics showed that the students’ mean score increased from 34.80 in the pretest to 67.16 in the posttest. The paired-sample t-test produced a significance value of 0.000, which was lower than the 0.05 significance level, indicating a statistically significant improvement after the treatment. The questionnaire results also revealed a mean interest score of 73.88; most students were categorized as interested in learning vocabulary through the game. These findings indicate that Team Race Game can provide an active, competitive, and enjoyable classroom environment that supports vocabulary practice and retention. The technique may therefore be used as an alternative strategy for teaching vocabulary in junior secondary EFL classrooms.
Improving Seventh Grade Students’ Vocabulary Mastery Through Total Physical Response Method at SMP Negeri 3 Pangsid Winda Aprilia; Syamsu T; Sitti Aisa; Nur Hikmah; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.6453

Abstract

This study examined whether the Total Physical Response (TPR) method significantly improved the vocabulary mastery of seventh-grade students at SMP Negeri 3 Pangsid. A quantitative approach with a one-group pre-test and post-test design was used. The population comprised 78 seventh-grade students in the 2025/2026 academic year, and 25 students from Class VII A were selected through purposive sampling. The research instruments were a 20-item multiple-choice vocabulary test and a classroom observation sheet. The test measured word meaning, pronunciation, and vocabulary use, while the observation focused on attention to commands, appropriate physical responses, active participation, and enthusiasm. The treatment was conducted in three instructional meetings through teacher commands, action modeling, repetition, individual and group responses, and simple role reversal. The results showed that the mean score increased from 66.60 on the pre-test to 85.60 on the post-test. The Shapiro-Wilk results indicated that both score distributions were normal, with significance values of 0.080 and 0.067. The paired sample t-test yielded a mean difference of 19.00 points, t(24) = -5.603, and p < 0.001. Classroom observation also showed that students paid attention, responded physically, participated actively, and demonstrated enthusiasm during TPR activities. These findings indicate that TPR significantly improved students’ vocabulary mastery and supported a more active, enjoyable, and low-anxiety learning environment.
Enhancing Students’ Vocabulary Mastery Through Snowball Throwing Games at MTs GUPPI Kaluppang Nur Afika; Sam Hermansyah; Nurul Faradillah; Sitti Aisa
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.6454

Abstract

This study investigated the effectiveness of the Snowball Throwing Game in enhancing seventh-grade students’ vocabulary mastery at MTs GUPPI Kaluppang. The research employed a quantitative pre-experimental one-group pre-test and post-test design. Sixteen students were selected through purposive sampling. The main instrument was a 20-item vocabulary test consisting of 10 multiple-choice items and 10 matching-word items, administered before and after the treatment. Data collection was conducted in six meetings: a pre-test, two vocabulary teaching meetings, two Snowball Throwing treatment sessions, and a post-test. The results showed that the mean score increased from 65.00 in the pre-test to 75.63 in the post-test, producing a gain of 10.63 points. The paired sample t-test yielded t(15) = -3.686 with p = 0.002, indicating a statistically significant difference between the two tests. The effect-size analysis produced Cohen’s d = 0.922 and Hedges’ g = 0.898, both indicating a large effect. These findings show that Snowball Throwing can provide an active, repeated, and collaborative vocabulary-learning experience and is effective in enhancing students’ vocabulary mastery in the context of a rural Islamic junior secondary school.
Co-Authors Agustina Agustina Andi Sadapotto Anis Pacinongi Ariana Ariana Asrifan, Andi Aswadi Aswadi Buhari Buhari Citra Karisma Dhika Pratiwi Arsyad Fatmawati Fatmawati H, Zulkifli Hartati Hartati Idayanti . Idayanti Idayanti Isumarni Isumarni Isumarni Isumarni Isumarni Isumarni Jusman Tang Jusmiati Jusmiati Jusrianto Jusrianto Kamal Kamal Kamal Kamal Kartini Kartini Kasriani Kasriani Khalik, Suhartini L, Syahrir Laiya Nizatulain Manda, Ibrahim Minarti Minarti Muhammad Anugrah Nasruddin Muhammad Hanafi Muhammad Takdir Musfiratul Soleha Mustanir, Ahmad Nur Afika Nur Aini Nur Farlina Nur Hikmah Nur Hikmah Nur Hikmah Nuralam Jumadi nurhikmah . Nurhikmah Nurhikmah Nurjanna Ramadhani Nurlaelah Nurlaelah Nurul Faradillah Nurul Faradillah Nurul Faradillah Putri wulan suci Rasyid, Rustam Efendy Rismayanti Sam Hermansyah Sultan Rasyid Surgawie S Syahra Alfitri Ramadani Syahrir L Syeh Junaidi Usman T Syamsu Winda Aprilia Yadinda Mahardika Yayuk Astuti Yusmah Yusmah