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All Journal JEE (Journal of English Education) Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) International Journal of Teaching and Learning (INJOTEL)
Rasmita
Universitas Putra Indonesia YPTK Padang
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Other

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PENINGKATAN KOSAKATA BAHASA INGGRIS MENGGUNAKAN METODE GAME “ SPELLING BEE” PADA SISWA KELAS VIII MTSN 7 KOTA PADANG Dwi Megista Putri; Rasmita; Dian Christina
Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Vol. 1 No. 1 (2021): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.393 KB) | DOI: 10.24903/jpkpm.v1i1.742

Abstract

Kegiatan ini diusulkan dengan pertimbangan bahwa pada umumnya siswa pemula cenderung menyukai kegiatan belajar dengan tindakan dan gerakan yang berbeda. Masalah lainnya yang ditemui ialah siswa biasanya mudah bosan dengan aktifitas pemebelajaran setelah10 menit dan menyebabkan rentang perhatian pendek dan kurangnya daya ingat. Berdasarkan permasalahan diatas, maka tim pengabdianmasyarakat ingin memotivasi siswa untuk belajar bahasa Inggris dengan metode yang menarik dan tentunya disukai oleh siswa yaitu Spelling Bee. Kegiatan ini dilaksanakan sebagai umpan balik dari tindakan analisis kebutuhan yang telah dilakukan oleh tim pengabdi terhadap siswa MTSN 7 kota Padang. Diharapkan setelah kegiatan ini terlaksana, siswa mampu mengetahui bakat dan minat belajar di sekolahakan kebutuhan bahasa Inggris yang mana bisa diaplikasikan dalam kegiatan sehari-hari.
EXPLORING CHALLENGES AND STRATEGIES IN TEACHING ENGLISH AS A SECOND LANGUAGE TO YOUNG LEARNERS Aslan; Rasmita
International Journal of Teaching and Learning Vol. 2 No. 8 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

Teaching English as a second language (ESL) to young learners presents a unique set of challenges and requires the use of effective and innovative strategies. Short attention spans, differences in learning pace and style, and the need to make learning relevant and engaging for children, are some of the key barriers faced by educators. Through this study, we explore various methods and approaches to overcome these challenges, including the use of props, games and other interactive activities that support visual, auditory and kinesthetic learning styles. The study also highlights the importance of differentiating teaching and adapting to each child's specific needs to maximise learning effectiveness. In addition, the establishment of a positive and supportive classroom environment, as well as classroom behaviour management, were seen as important factors in facilitating successful language learning. The conclusion of this study provides insights into effective strategies in educating young learners in ESL, demonstrating the importance of teaching approaches that are creative, flexible and responsive to individual needs.
THE EFFECTIVENESS OF AI-BASED CHATBOTS IN ENHANCING ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNING Rasmita; Dian Anggraini; Anita Wijayanti; Wienda Gusta; Ryan Hidayat Rafiola
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4574

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities for English as a Foreign Language (EFL) learning; however, research on the effectiveness of AI-based chatbots in improving students’ language skills and learning motivation remains limited, particularly in EFL contexts. This study investigates the impact of AI-based chatbots on students’ speaking and writing skills, as well as their motivation toward learning English. A quasi-experimental design was employed involving two groups of students: an experimental group using AI-based chatbots and a control group receiving traditional instruction. Data were collected through pre-tests, post-tests, questionnaires, and interviews to evaluate students’ achievement and perceptions. The findings revealed that the experimental group showed significantly greater improvement than the control group, with average post-test scores increasing by approximately 18% in speaking and 15% in writing. In addition, students reported higher levels of motivation, confidence, and classroom engagement due to the interactive and immediate feedback provided by the chatbots. These findings suggest that AI-based chatbots can effectively support EFL learning and complement conventional teaching methods by creating more interactive and student-centered learning environments. Future research is recommended to examine the long-term effects of chatbot-assisted learning and explore the integration of more advanced AI features in language education.
Co-Authors Anita Wijayanti Aslan Dian Anggraini Dian Christina Dwi Megista Putri Ryan Hidayat Rafiola Wienda Gusta