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All Journal Jurnal Pendidikan Bahasa Inggris Wahana Didaktika JURNAL PESONA JURNAL SMART English Community Journal Halaman Olahraga Nusantara : Jurnal Ilmu Keolahragaan ELT-Lectura Jurnal Ilmiah Dikdaya PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Parameter Jurnal Inovasi Penelitian CONCEPT JOLLT Journal of Languages and Language Teaching Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Jurnal Ilmiah Wahana Pendidikan INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS JURNAL PENELITIAN BIDANG PENDIDIKAN Bina Edukasi Mamangan Social Science Journal Jurnal Dedikasi untuk Negeri SETARA: Jurnal Studi Gender dan Anak Jurnal Ilmiah Pengabdian dan Inovasi JELT: Journal of English Language Teaching Bagimu Negeri : Jurnal Pengabdian Kepada Masyarakat Ekonomi Keuangan Syariah dan Akuntansi Pajak J-SES : Journal of Science, Education, and Studies EXPOSE (Journal of English Education and for Specific Purpose) google scholar Journal of Social, Culture, and Language
Tiara Noviarini, Tiara
Universitas Muhammadiyah Lampung
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pemerolehan Fonologi Anak Usia 4 Tahun (Studi Kasus Anak dari Pasangan Tunawicara) Dewi Yanti; Tiara Noviarini
Journal of Social, Culture, and Language Vol 1, No 2 (2023): Journal of Social, Culture, and Language
Publisher : Journal of Social, Culture, and Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jscl.v1i2.22592

Abstract

The phenomenon of language acquisition is an interesting discussion. The interest in language acquisition is in the factors, both external, and internal in the process of its continuity. This study focuses on the acquisition of phonology in a 4-year-old child. The child (Ghani) in this study is the child of a speech impaired couple. The methodology used in this research is descriptive combined with case study approach. Based on the phonological acquisition data, it shows that all vowel sounds have appeared, either in the initial, middle or final position. For diphthong sounds that have not appeared are [ei] and [oi], while the bunya [ai] has not appeared in the middle position, diphthong [au] cannot be sounded in the middle and final position. In consonant sounds, there are consonants [f], [j], [k], [q], [r], [v], [x], [z] that cannot be sounded. The consonants have not been able to sound and occupy their positions, such as the consonant [b] [d] has not sounded in the initial and final positions. Consonants [g] [t] cannot be sounded in the middle position, [h] [w] [y] cannot be sounded in the middle and final position, [s] does not sound in the initial and middle position.  Keywords: Keywords: Acquisition, Phonology, Child, Case Study, Speech Impaired
PENDAMPINGAN APLIKASI SI APIK UNTUK PENGELOLAAN KEUANGAN BERBASIS SYARIAH PADA UMKM DI KOTA BEKASI Fajar Azzam Pasha Akhmad; Tiara Noviarini; Edison Hamid; Tri Puspandari; Bambang Aviantono
Jurnal Dedikasi untuk Negeri Vol 5, No 1 (2026): JURNAL DEDIKASI UNTUK NEGERI (JDN)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v5i1.5328

Abstract

Usaha Mikro, Kecil, dan Menengah (UMKM) memiliki peran strategis dalam mendukung pertumbuhan ekonomi nasional, penyerapan tenaga kerja, dan peningkatan kesejahteraan masyarakat. Namun, masih banyak pelaku UMKM yang menghadapi permasalahan dalam pengelolaan keuangan usaha, seperti pencatatan transaksi yang belum sistematis, rendahnya literasi keuangan syariah, serta terbatasnya pemanfaatan teknologi digital. Hasil observasi awal terhadap 20 pelaku UMKM di Jalan Kartini Kota Bekasi menunjukkan bahwa 85% pelaku usaha masih menggunakan pencatatan manual, 75% belum memisahkan keuangan pribadi dan usaha, serta 80% belum pernah menggunakan aplikasi pencatatan keuangan digital. Kondisi tersebut menyebabkan pelaku usaha mengalami kesulitan dalam memantau arus kas, menghitung laba usaha, dan menyusun laporan keuangan secara akurat. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan kompetensi pelaku UMKM dalam pengelolaan keuangan berbasis syariah melalui pemanfaatan aplikasi SI APIK (Sistem Informasi Aplikasi Pencatatan Informasi Keuangan) yang dikembangkan oleh Bank Indonesia. Metode pelaksanaan meliputi identifikasi kebutuhan mitra, pelatihan literasi keuangan syariah, pelatihan penggunaan aplikasi SI APIK, pendampingan praktik, monitoring selama empat minggu, serta evaluasi menggunakan instrumen pre-test dan post-test. Kegiatan dilaksanakan di Gedung Pemuda Kota Bekasi dengan melibatkan 20 pelaku UMKM sektor kuliner, jasa, dan perdagangan. Hasil evaluasi menunjukkan peningkatan nilai rata-rata peserta dari 48% pada pre-test menjadi 89% pada post-test atau meningkat sebesar 41%. Selain itu, 90% peserta mampu melakukan pencatatan transaksi digital, 85% mampu mengoperasikan aplikasi secara mandiri, dan 80% berhasil menyusun laporan keuangan sederhana menggunakan SI APIK. Program ini menunjukkan bahwa integrasi literasi keuangan syariah dan pemanfaatan teknologi digital dapat meningkatkan kemampuan pengelolaan keuangan UMKM secara lebih tertib, transparan, dan akuntabel serta menjadi langkah awal transformasi digital UMKM.
English proficiency gaps between local and transmigrant students: A sociolinguistic case study Tiara Noviarini
Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i1.7358

Abstract

This study explores the disparity in English language proficiency between local and transmigrant students at STIES Mitra Karya Bekasi through a sociolinguistic lens. A qualitative case study approach was employed, utilizing in-depth interviews, participant observation, and document analysis to gather comprehensive data. The findings reveal that local students demonstrate stronger English language skills compared to their transmigrant counterparts. This gap is influenced by differences in educational backgrounds, unequal access to learning resources, and psychological factors such as self-confidence. To address these challenges, the study recommends several strategies, including supplementary language classes, peer tutoring programs, contextualized English instruction, public speaking training, and the implementation of inclusive institutional policies. These interventions aim to bridge the language gap and foster a more equitable and supportive academic environment for all students. The study highlights the urgent need for adaptive pedagogical approaches in multilingual and multicultural higher education settings. It contributes significantly to the fields of sociolinguistics and multicultural education policy by offering practical insights into promoting linguistic equity and inclusion in academic institutions. Keywords: English language; proficiency gap; local students; transmigrant students; sociolinguistics; multicultural education
Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification Tiara Noviarini; Mark Philip Castillo Paderan; Zohri Hamdani; Fini Widya Fransiska; Dhafiya Fitriani
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18045

Abstract

English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Teachers Digital Strategies in Teaching English Vocabulary to Kindergarten Students at RA Raudhatul Jannah Tiara Noviarini
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 1 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i1.4675

Abstract

Vocabulary acquisition is a fundamental component of early English language learning, particularly in kindergarten contexts where learners rely heavily on concrete and meaningful input. This study aimed to investigate the digital strategies employed by teachers in teaching English vocabulary to young learners and to explore teachers pedagogical considerations in integrating digital media into classroom instruction. The research adopted a qualitative descriptive design with a case study approach. Data were collected through non-participant classroom observations, semi-structured interviews with three kindergarten teachers and one school principal, and documentation of digital learning materials. The data were analyzed using data reduction, data display, and conclusion drawing techniques, supported by triangulation to ensure credibility. The findings revealed that teachers employed several digital strategies, including animated instructional videos, interactive digital applications, audiovisual English songs, and digital vocabulary games. These strategies were implemented in a structured, teacher-guided manner to introduce, reinforce, and assess vocabulary learning. Digital media were primarily used to provide visual and auditory support, facilitate repetition, sustain students engagement, and create a positive learning atmosphere. The study also found that teachers consciously limited screen time and combined digital activities with interactive follow-up practices to maintain active learning. These results indicate that digital media can effectively support vocabulary instruction when integrated with developmentally appropriate pedagogy. Based on the findings, this study suggests that early childhood educators should be supported in developing digital pedagogical competence through training and institutional support. Educational stakeholders are encouraged to promote the thoughtful use of digital media that aligns with young learners cognitive and emotional needs. Future educational practices should emphasize pedagogically driven technology integration rather than technology-centered instruction.
PENGUATAN KOMPETENSI DAN MENTALITAS SISWA DALAM MEMASUKI PERGURUAN TINGGI DAN DUNIA PROFESIONAL Tiara Noviarini; Edison Hamid; Ahmad Miftahul Karomah
Jurnal Dedikasi untuk Negeri Vol 4, No 2 (2025): Jurnal Dedikasi untuk Negeri (JDN)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v4i2.4615

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi dan mentalitas siswa dalam mempersiapkan diri menghadapi transisi dari pendidikan menengah ke perguruan tinggi maupun dunia kerja. Latar belakang kegiatan ini adalah adanya kesenjangan informasi dan keterampilan yang dialami siswa menjelang kelulusan, meliputi keterbatasan wawasan tentang jalur masuk perguruan tinggi, strategi pengembangan keterampilan, serta kesiapan mental menghadapi tantangan baru. Kegiatan dilaksanakan pada 12 Juni 2025 di Aula Utama SMK Mandalahayu Kota Bekasi dengan peserta sebanyak 55 siswa kelas XII. Metode yang digunakan adalah kombinasi pendidikan masyarakat dan pelatihan partisipatif, melalui seminar interaktif, diskusi kelompok, simulasi wawancara kerja, dan latihan penyusunan rencana studi/karier. Tiga narasumber menyampaikan materi terkait persiapan akademik, keterampilan komunikasi, manajemen waktu, dan mentalitas adaptif. Evaluasi dilakukan dengan pre-test dan post-test untuk mengukur peningkatan pemahaman peserta. Hasil menunjukkan adanya peningkatan rata-rata nilai dari 62,3 menjadi 86,3 atau sebesar 38,50%. Peningkatan tertinggi terdapat pada keterampilan komunikasi sebesar 41,70%, diikuti mentalitas adaptif 38,70%, dan pengetahuan akademik 35%. Hasil pengamatan lapangan menunjukkan peserta lebih percaya diri, aktif bertanya, dan mampu menyusun rencana studi yang lebih terarah. Kegiatan ini terbukti relevan dengan kebutuhan peserta dan memberikan dampak positif terhadap kesiapan mereka menghadapi masa depan. Disarankan pelaksanaan kegiatan serupa secara berkelanjutan dengan penambahan durasi pendampingan untuk memperkuat hasil yang diperoleh.
Beyond Automated Feedback: An AI-Assisted Pedagogical Framework for Academic Writing in EFL Contexts Tiara Noviarini; Mark Philip Castillo Paderan; Fini Widya Fransiska; Zohri Hamdani; Musiman Musiman
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.111002

Abstract

Academic writing is a fundamental competence for students of English Education programs, yet many EFL students continue to experience persistent difficulties in organizing ideas, maintaining coherence, revising drafts, and applying academic conventions. At the same time, the increasing use of artificial intelligence (AI) tools in writing has raised pedagogical and ethical concerns due to their largely unstructured use. This study aims to develop a pedagogically grounded framework for integrating AI into academic writing instruction in an EFL teacher education context. The study employed a Research and Development approach with a design-based research orientation. Data were collected through a needs analysis questionnaire administered to students, semi-structured interviews with lecturers, and document analysis of academic writing tasks. The proposed framework was evaluated through expert validation and a limited practicality test involving lecturers and students. The results of the needs analysis indicate that students require structured guidance across all stages of the writing process, particularly in revision and formative feedback. Expert validation results demonstrate that the developed framework is pedagogically feasible, conceptually clear, and contextually relevant to EFL academic writing instruction. In addition, the practicality test shows that the framework is perceived as applicable and supportive of both student autonomy and lecturer guidance. This study does not measure learning effectiveness but provides a validated pedagogical design for responsible AI integration. It is recommended that lecturers adopt structured AI-guided writing frameworks to support formative feedback and that future research examine the effectiveness of the framework through experimental or longitudinal studies.
AI-Assisted Reflective and Collaborative Writing in an Indonesian EFL Essay Writing Class: A Qualitative Case Study Musiman Musiman; Hesti Hesti; Tiara Noviarini; Mark Philip C. Paderan
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.115162

Abstract

Academic essay writing plays a crucial role in English as a Foreign Language (EFL) higher education as it fosters critical thinking, academic literacy, and disciplinary communication skills, while recent developments in generative artificial intelligence (AI) such as ChatGPT and Grammarly have reshaped writing pedagogy through automated feedback and language support. This study aims to explore how AI-assisted reflective and collaborative writing is implemented and experienced in an Indonesian EFL essay writing classroom. A qualitative case study design was employed involving 24 undergraduate students and one lecturer in an Essay Writing course. Data were collected through classroom observations, semi-structured interviews, reflective journals, and writing artifacts, and analyzed using thematic analysis. The findings reveal that AI functions as a mediational scaffold that supports idea generation and language refinement, while students actively engage in collaborative negotiation to evaluate AI-generated feedback during writing tasks. Reflective writing emerges as a key mechanism for developing metacognitive awareness, enabling students to critically assess revisions and writing decisions. Furthermore, learner agency is evident in students’ ability to accept, modify, or reject AI suggestions based on peer discussion and contextual judgment. The study is grounded in Sociocultural Theory and Process Writing Theory, highlighting writing as a socially mediated and recursive process shaped by interaction among AI tools, peers, and reflection. The study concludes that integrating ChatGPT and Grammarly into EFL writing instruction enhances reflective and collaborative writing practices when supported by critical pedagogy, offering important implications for designing AI-informed writing instruction in higher education contexts.
Co-Authors A. Anwar Ishar Ahmad Miftahul Karomah Andi Nahdia T Walinga Apri Parantoro Ardo, Okilanda Arisman . Arisman, Arisman Aviantono, Bambang Bambang Aviantono Candraning Prihatini Chintya Rachman Daulat Freddy Dewi Yanti Dhafiya Fitriani Dwiansyah Putra, Dede Edison Hamid Fajar Adi Prasetyo Fajar Azzam Pasha Akhmad Fini Widya Fransiska, Fini Widya Hasnah Bolkiah Hesti Hesti Iis Nia Daniar Lestari, Hardita Amalia Sri Ayu Mark Philip C. Paderan Mark Philip Castillo Paderan Mark Philip Castillo Paderan Maslihan, Maslihan Meida Fitriana Musiman, Musiman PUSPANDARI, TRI Santos, Maria Herlinda Dos Siska Amelia, Siska Tata Triswanto Waluyo, Sugeng Puji Witri Ramadhani Wulandari, Seli Zohri Hamdani Zohri Hamdani, Zohri