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All Journal English Review: Journal of English Education Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal IKRA-ITH Humaniora : Jurnal Sosial dan Humaniora E-Structural ETNOLINGUAL JET (Journal of English Teaching) Adi Buana IKRA-ITH ABDIMAS JOURNAL OF ENGLISH FOR ACADEMIC JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT PANYONARA: Journal of English Education English Focus: Journal of English Language Education Journal of Empowerment Community Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Lead Journal
Tri Agustini Solihati
Universitas Perjuangan Tasikmalaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Revitalisasi Minat Belajar Bahasa Inggris Melalui Video Interaktif Berbasis The C-Wheel Tri Agustini Solihati; Sundari Purwaningsih; Eko Eko; Rifat 'Ainul Bilda; Rafila Khairunnisa
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 6 No. 5 (2026): September 2026 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v6i5.1247

Abstract

Program pengabdian kepada masyarakat ini bertujuan meningkatkan minat belajar Bahasa Inggris siswa melalui penggunaan media video interaktif berbasis The-C Wheel (context, connection, coherence, challenge, curiosity, care, community, dan creativity) di Madrasah Diniyah Takmiliyah (MDT) Al-Khoeriyyah, Kampung Cibogo Hilir, Desa Linggaraja, Kecamatan Sukaraja, Kabupaten Tasikmalaya. Kegiatan melibatkan 3 orang guru dan 12 siswa, serta dilaksanakan melalui tahapan koordinasi, pelatihan guru, pengembangan video interaktif, implementasi pembelajaran, observasi, wawancara, dan evaluasi. Hasil kegiatan menunjukkan bahwa ketiga guru mampu mengembangkan dan mengimplementasikan media video interaktif berbasis The-C Wheel dalam pembelajaran Bahasa Inggris. Berdasarkan hasil observasi dan wawancara, seluruh 12 siswa memberikan respons positif terhadap pembelajaran menggunakan video interaktif. Siswa mengungkapkan perasaan senang, semangat, dan penasaran selama mengikuti pembelajaran, serta menyatakan bahwa gambar bergerak, animasi, suara, dan lagu merupakan bagian video yang paling menarik. Penggunaan media video interaktif juga mendorong meningkatnya keterlibatan siswa dalam proses pembelajaran melalui diskusi, tanya jawab, dan praktik materi. Temuan ini menunjukkan bahwa penerapan video interaktif berbasis The-C Wheel dapat mendukung terciptanya pembelajaran Bahasa Inggris yang lebih menarik, kontekstual, dan interaktif, serta berpotensi untuk diterapkan secara berkelanjutan di lingkungan madrasah.
Exploring Classroom-Based Speaking Assessment Literacy Among Novice English Teachers: Assessment Knowledge and Classroom Enactment Sundari Purwaningsih; Lystiana Nurhayat Hakim; Tri Agustini Solihati
PANYONARA: Journal of English Education Vol. 8 No. 2 (2026): PANYONARA: Journal of English Education
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v8i2.23250

Abstract

This study explores classroom-based speaking assessment literacy among novice English teachers who had completed Indonesia's PPG Prajabatan program, focusing on assessment knowledge and its relationship to classroom enactment. A qualitative multiple-case study was conducted in two phases. In Phase 1, ten teachers completed scenario-based tasks concerning assessment purposes, content/criteria, and methods, and seven participated in interviews. In Phase 2, classroom observations, follow-up interviews, and instructional documents were used to examine the practices of three focal teachers. Data were analyzed using the Teacher Assessment Literacy in Practice (TALiP) framework. The findings show that eight participants articulated formative purposes and six articulated summative purposes. Pronunciation and fluency were the most frequently identified criteria, while presentation or monologic performance was the most frequently articulated assessment method. In the three observed classrooms, speaking assessment served both learning and grading purposes, indicating broad correspondence in assessment purposes. However, criteria documented in lesson plans were not explicitly communicated to students during the observed speaking tasks, indicating a planning–practice discrepancy. Oral performance tasks were used in practice, but teachers relied substantially on scripted and rehearsed performances, which they described as necessary for learners with basic English proficiency and as manageable within classroom constraints. This reliance limited opportunities to observe more spontaneous oral language use. Overall, the relationship between assessment knowledge and classroom enactment varied across assessment domains and was context-dependent.
Peer-Supported Practice Strategy in Overcoming Public Speaking Anxiety (PSA) among Students Solihati, Tri Agustini; Mulyanti, Wida; Julistiana, Risma; Eko, Eko; Santosa, Muhammad Alfirizky; Samrotussani, Yusti
Jurnal Bahasa Inggris Vol 8 No 2 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v8i2.201

Abstract

This study aims to examine the effectiveness of the Peer-Supported Practice Strategy (PSPS) in reducing PSA among university students enrolled in a Public Speaking class, as well as to explore how students with different speaking proficiency levels respond to the strategy. Using a mixed-method approach, the research employed a quasi-experimental one-group pretest–posttest design complemented by qualitative interviews. Thirty students participated in the study and completed a 12-item PSA questionnaire administered before and after the PSPS intervention. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and independent t-tests. The results showed a notable decrease in PSA, with mean scores dropping from 45.93 (pretest) to 39.28 (posttest). The paired sample t-test revealed a statistically significant reduction, indicating that PSPS effectively lowered students’ anxiety levels. Furthermore, the independent t-test showed that both beginner and advanced proficiency groups benefited from the strategy, although beginners experienced a greater reduction. Qualitative interview findings further supported the quantitative results. Students reported feeling more comfortable, less fearful of making mistakes, and more confident when speaking with peers who offered supportive feedback. They emphasized that practicing in a non-judgmental environment, receiving constructive correction, and engaging in repeated speaking tasks helped them manage anxiety more effectively. Overall, the integration of peer support within structured speaking practice proved beneficial in reducing anxiety and increasing students’ speaking confidence. The findings suggest that PSPS can serve as an effective pedagogical approach for public speaking courses, particularly for students who struggle with communication apprehension.
Co-Authors Agus Ihsan Alfarizky Santosa5, Muhammad Annisa Fauziah Asep Rizki Mukti Aubin Raivy Pramorda Dudung Suryana Eko Eko Eko Eko, Eko Fauziyah, Siti Salamah Gea Aristi, Gea Juslitiana, Risma Karsono, Djoko Lystiana Nurhayat Hakim Natasha Deva Yuniar Nurti Rahayu Prihartanti Suharto, Pipit Rafila Khairunnisa Rahmawati, Neng Emma Raka Saepul Akbar Rifat 'Ainul Bilda Risma Julistiana Rudi Permadi Samrotussani, Yusti Santosa, Muhammad Alfirizky Setyo wati Shakira Daffa Sundari Purwaningsih Usya'bani, Asyfi Hidayat Wida Mulyanti