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All Journal Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan ENGLISH JOURNAL JEES: Journal of English Educational Study Journal of English Teaching and Applied Linguistics (JETAL) FOSTER: Journal of English Language Teaching English Journal Jurnal Pengabdian Masyarakat Bhinneka Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat
Dellis Pratika, Dellis
State Islamic Institute of Palangka Raya
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Scientific Article Writing Mentoring for the English Subject Teacher Association in Palangka Raya Erliana, Santi; Pratika, Dellis; Sulistiyana, Levika Egita
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 23, No 1 (2023)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/dms.2023.231.13101

Abstract

This community service aimed to address the professional development needs of teachers to enhance their career prospects. Teachers must compile portfolios to accumulate credit points for career advancement, thus necessitating their proficiency as teacher-writers. Hence, this sustainable community service sought to assist English as a Foreign Language (EFL) teachers in secondary high schools throughout Palangka Raya in comprehending the fundamentals of scientific writing, producing scientific articles, conducting research, and drafting research reports. The Participatory Action Research (PAR) methodology, which focuses on community empowerment, was employed for this endeavor. The activities were carried out over 12 workshop sessions involving 30 EFL teachers from the English Subject Teachers Association (MGMP) for junior and senior high schools in Palangka Raya. Before and after the workshops, KWL worksheets and WhatsApp Group discussions were utilized to facilitate the teachers' learning process. The results demonstrated that: (1) mentoring activities were executed effectively, with 80% of the planned materials successfully delivered to the participants; (2) participants expressed a positive perception of the activities, including satisfaction, relevance to their needs, comprehension, and overall significance.
A Review of Cognitive Approaches in SLA: Identifying the Most Influential Factors from Key Studies Rahman, Erwan; Norahmi, Maida; Pratika, Dellis; Fauziyah, Rahima Annisa; Joyanaku, Zico Oktavino
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1858

Abstract

This study investigates cognitive approaches to Second Language Acquisition (SLA) by examining key components: attention, working memory, L1 transfer, and cognitive restructuring. Despite extensive research on individual cognitive factors in SLA, there remains a critical gap in understanding how these elements interact systemically in multilingual contexts, particularly in Indonesian EFL classrooms where traditional teaching methods often neglect cognitive principles. This study aims to develop an integrated cognitive model of SLA and propose practical pedagogical strategies tailored to Indonesia’s unique multilingual environment. A systematic review is conducted using the SALSA framework (Search, Appraisal, Synthesis, and Analysis), incorporating NVivo 12-assisted thematic analysis of ten peer-reviewed studies published between 2018 and 2023. The methodology follows PRISMA 2020 guidelines for transparent study selection and applies qualitative analysis to identify patterns across diverse cognitive studies. The findings reveal that attention serves as a gateway for input processing and learning, while working memory determines learners’ capacity to handle linguistic information. Additionally, L1 transfer either facilitates or hinders L2 learning depending on language distance and learner awareness. Cognitive restructuring enables proceduralization of explicit knowledge. In the Indonesian EFL context, these mechanisms are especially relevant. This study suggests cognitively informed instruction to enhance learning outcomes.
VOCABULARY LEARNING THROUGH STUDENT-GENERATED GLOSSARIES IN EFL CLASSROOM Niwayan Sukraini; Pratika, Dellis; Cendikia Flory Aristia
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This study investigated vocabulary acquisition in an EFL classroom through student-generated glossaries, asking: which parts of speech students prefer, which semantic domains dominate, and how accurately and complexly students use target words in example sentences. Using purposive sampling, a descriptive content analysis was conducted on glossaries from three first-semester undergraduates. Entries and example sentences were coded in NVivo for part of speech, semantic domain, grammatical accuracy (error type), and sentence complexity; pilot coding and reliability checks informed the final codebook. Results showed nouns predominated (231 references), and high-frequency domains included idioms, people/relationships, technology, travel, and healthcare (390 references overall). Of 364 example sentences, simple sentences were most common (245), with complex (72), compound (38), and compound-complex (9) less frequent. Across sentences, 83 grammatical errors were identified, most often comma splices (10), missing verbs (9), and unclear meaning (9). These findings indicate learners' preference towards simple forms and struggle with clause boundary punctuation, verb form, and meaning clarity, underscoring the need for instruction that integrates form–meaning–use and sentence-level practice. Future research should enlarge the sample, examine proficiency and L1 effects, and test interventions that pair glossary building with guided example-sentence construction and feedback.
Scientific Article Writing Mentoring for the English Subject Teacher Association in Palangka Raya Erliana, Santi; Pratika, Dellis; Sulistiyana, Levika Egita
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol. 23 No. 1 (2023)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/dms.2023.231.13101

Abstract

This community service aimed to address the professional development needs of teachers to enhance their career prospects. Teachers must compile portfolios to accumulate credit points for career advancement, thus necessitating their proficiency as teacher-writers. Hence, this sustainable community service sought to assist English as a Foreign Language (EFL) teachers in secondary high schools throughout Palangka Raya in comprehending the fundamentals of scientific writing, producing scientific articles, conducting research, and drafting research reports. The Participatory Action Research (PAR) methodology, which focuses on community empowerment, was employed for this endeavor. The activities were carried out over 12 workshop sessions involving 30 EFL teachers from the English Subject Teachers Association (MGMP) for junior and senior high schools in Palangka Raya. Before and after the workshops, KWL worksheets and WhatsApp Group discussions were utilized to facilitate the teachers' learning process. The results demonstrated that: (1) mentoring activities were executed effectively, with 80% of the planned materials successfully delivered to the participants; (2) participants expressed a positive perception of the activities, including satisfaction, relevance to their needs, comprehension, and overall significance.
Peningkatan Motivasi Siswa Belajar Bahasa Inggris Melalui Program English Camp Emeral, Emeral; Pratika, Dellis; Amalia, Novika; Azhara, Saydatina Fatimah; Apriandy, Apriandy; Toendan, Stevano Gabriel
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 3 (2025)
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v6i3.500

Abstract

Program English Camp merupakan upaya strategis yang bertujuan untuk meningkatkan motivasi siswa dalam belajar Bahasa Inggris melalui pendekatan pembelajaran yang terstruktur, kontekstual, relevan, dan interaktif. Program ini berangkat dari permasalahan rendahnya kesadaran siswa terhadap pentingnya penguasaan Bahasa Inggris, pengelolaan English Club  yang belum optimal, serta keterbatasan materi dan media pembelajaran yang menarik. Pelaksanaan English Camp dilakukan melalui lima tahapan, yaitu sosialisasi, pembelajaran berbasis modul Speak, Play, and Learn, integrasi teknologi melalui video dan kuis interaktif di LMS Canvas, pendampingan guru melalui co-teaching, serta keberlanjutan program melalui penyediaan perangkat pembelajaran. Hasil pelaksanaan menunjukkan bahwa 27 dari 29 siswa (93%) konsisten mengikuti rangkaian kegiatan dan mayoritas siswa aktif dan senang terlibat dalam sesi tanya jawab, diskusi dan permainan edukatif. Materi, aktivitas, dan media yang variatif serta integrasi unsur teknologi dan gamifikasi terbukti mampu menstimulasi motivasi siswa dengan gaya belajar yang beragam, sehingga menciptakan suasana belajar yang lebih menyenangkan, bermakna, dan memotivasi. Temuan ini menegaskan bahwa English Camp efektif dalam meningkatkan motivasi belajar siswa dan dapat menjadi strategi alternatif dalam mendukung keberlanjutan kegiatan ekstrakurikuler seperti English Club .
VOCABULARY LEARNING THROUGH STUDENT-GENERATED GLOSSARIES IN EFL CLASSROOM Niwayan Sukraini; Pratika, Dellis; Cendikia Flory Aristia
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This study investigated vocabulary acquisition in an EFL classroom through student-generated glossaries, asking: which parts of speech students prefer, which semantic domains dominate, and how accurately and complexly students use target words in example sentences. Using purposive sampling, a descriptive content analysis was conducted on glossaries from three first-semester undergraduates. Entries and example sentences were coded in NVivo for part of speech, semantic domain, grammatical accuracy (error type), and sentence complexity; pilot coding and reliability checks informed the final codebook. Results showed nouns predominated (231 references), and high-frequency domains included idioms, people/relationships, technology, travel, and healthcare (390 references overall). Of 364 example sentences, simple sentences were most common (245), with complex (72), compound (38), and compound-complex (9) less frequent. Across sentences, 83 grammatical errors were identified, most often comma splices (10), missing verbs (9), and unclear meaning (9). These findings indicate learners' preference towards simple forms and struggle with clause boundary punctuation, verb form, and meaning clarity, underscoring the need for instruction that integrates form–meaning–use and sentence-level practice. Future research should enlarge the sample, examine proficiency and L1 effects, and test interventions that pair glossary building with guided example-sentence construction and feedback.
Exploring EFL Teachers’ TPACK Implementation in Rural Indonesia: Insights from Central Kalimantan Pratika, Dellis; Emeral, Emeral; Amalia, Novika; Saman, Tampung Nias; Silitonga, Julianthi Zefana; Domini, Misericordias
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): 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.v6i4.281

Abstract

This study investigates Indonesian EFL teachers’ perceptions and implementation of Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using a qualitative design with semi-structured interviews, it explores how teachers integrate content, pedagogy, and technology in their classroom practices. The findings show that teachers demonstrate strong confidence in content and technological knowledge, adapting instruction to students’ needs and displaying positive attitudes toward technology integration. However, challenges persist in pedagogical domains, particularly in fostering collaboration, and are compounded by infrastructural limitations, digital inequities, and restrictive institutional policies. This study highlights rural teachers’ adaptive strategies under constrained conditions, expanding TPACK beyond urban settings. The implications call for teacher training that emphasizes pedagogically grounded and context-sensitive approaches, and for policies that strengthen rural digital infrastructure and promote equitable access. Future research should broaden the extent to a broader rural context, include learner perspectives, and examine teachers’ sustainable TPACK development.
POST-PANDEMIC LEARNING SUSTAINABILITY: USING CANVAS INSTRUCTURE LEARNING MANAGEMENT SYSTEM IN ENGLISH CLASSES Pratika, Dellis
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4833

Abstract

Canvas Instructure is a web-based LMS used in universities, mainly in North America, even before the COVID-19 outbreak 2020. The pandemic forces higher education to adapt to a new way of learning, and Canvas has increasingly been popular to facilitate online teaching and learning processes worldwide. However, it is relatively new to Indonesian higher education. Therefore, this research aims to describe the perception of a lecturer teaching English classes and the students using Canvas in an Indonesian university to sustain their post-pandemic learning. The researcher used a qualitative design with an interview and a focused group discussion. The data about the challenges, benefits, and expectations were obtained from observation and discussion with an English lecturer and students as the Canvas users. From the lecturer's perspective, Canvas can assist the users in designing organized modules, giving transparent grading, reusing courses, using less paper, and so on. However, when designing the course, the lecturer spent a lot of time. Therefore, the lecturer expects to collaborate with others in designing the course. As for the students, the challenge primarily lies in the Internet connection. On the other hand, it allows time and place flexibility, unlimited attempts, transparent rubrics, and grades, and many more. They expect all the English lecturers to use Canvas and to lessen the handwriting assignments. However, there are limitations to the data as the sample may not reflect or represent the views in a population and it is only relevant to the participants who share the common concerns or experiences.
Enhancing Student Vocabulary Mastery By Using Kinesthethic Method at SDN Nagaleah Jami, Sonia Vriska Yulinda; Norahmi, Maida; Pratika, Dellis; Muliawan, Sunanda Alam; Nasution, Hikmal Maulana
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 1 (2025): Bulan September
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i1.509

Abstract

This community service program explored the use of the kinesthetic method to enhance children’s English vocabulary through the Engage, Study, and Activate (ESA) approach. The program was carried out with 12 sixth-grade students at SDN Nagaleah, Barito Timur, over three interactive learning sessions that focused on vocabulary related to animals and body parts. The teaching process integrated games, songs, gestures, and visual aids to create an engaging and enjoyable learning environment for the children. To measure the effectiveness of the activities, a pre-test and post-test were administered, and the results showed a significant improvement in students’ vocabulary mastery, with the average score rising from 69.17 to 91.25, representing a 31.93% enhancement. These outcomes highlight that community service activities in education can effectively support children’s vocabulary acquisition by encouraging active participation, improving memory retention, and fostering motivation to learn.
Co-Authors Amalia, Novika Apriandy, Apriandy Azhara, Saydatina Fatimah Cendikia Flory Aristia Domini, Misericordias Emeral Fauziyah, Rahima Annisa Jami, Sonia Vriska Yulinda Joyanaku, Zico Oktavino Muliawan, Sunanda Alam Nasution, Hikmal Maulana Niwayan Sukraini Norahmi, Maida Rahman, Erwan Saman, Tampung Nias Santi Erliana, Santi Silitonga, Julianthi Zefana Sulistiyana, Levika Egita Toendan, Stevano Gabriel