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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELS Journal On Interdisciplinary Studies in Humanities LEKSIKA English Language and Literature International Conference (ELLiC) Proceedings Journal of Educational Research and Evaluation Journal of Education Technology Journal on Education JEES: Journal of English Educational Study Jurnal Pengabdian UNDIKMA Journal of English Education Program (JEEP) Batara Wisnu : Indonesian Journal of Community Services Leksema: Jurnal Bahasa dan Sastra Jurnal Pengabdian Masyarakat dan Riset Pendidikan ACCELERATION: Multidisciplinary Research Journal AKSELERASI: Jurnal Pengabdian Masyarakat
Dian Agustina Purwanto Wakerkwa
Universitas Musamus
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Digital Literacy Workshop as a Solution to Academic Challenges for Working Students Dian Agustina Purwanto Wakerkwa; Novi Indriyani
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 3 No 1 (2025): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v3i1.137

Abstract

Di era digital yang semakin kompleks, mahasiswa pekerja menghadapi tantangan ganda dalam menyeimbangkan tanggung jawab akademik dan pekerjaan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan sosialisasi literasi digital kepada mahasiswa pekerja, serta mengidentifikasi tantangan akademik yang mereka hadapi. Kegiatan ini dilaksanakan dalam beberapa tahap, dimulai dengan tahap persiapan, sosialisasi, latihan penggunaan aplikasi AI, dan diskusi. Sepuluh mahasiswa aktif dari Universitas Musamus Merauke yang bekerja penuh waktu menjadi peserta dalam kegiatan ini yang dilaksanakan pada tanggal 20 Maret 2025. Hasil sosialisasi menunjukkan bahwa sebagian besar mahasiswa belum familiar dengan pemanfaatan aplikasi kecerdasan buatan (AI) untuk keperluan akademik, meskipun mereka menunjukkan kemampuan adaptasi yang cepat dalam penggunaannya. Temuan FGD mengungkapkan bahwa tatangan utama yang mereka hadapi meliputi manajemen waktu, beban tugas akademik, dan keterbatasan akses terhadap sumber referensi. Temuan ini menegaskan perlunya intervensi strategis berupa pelatihan literasi digital yang aplikatif dan berkelanjutan untuk memberdayakan mahasiswa pekerja.
Potensi Penguatan Vocabulary Bahasa Inggris Siswa SD IT Permata Bunda melalui Media Visual dan Aktivitas Partisipatif Rawuh Yuda Yuwana; Sri Ananda Pertiwi; Novi Indriyani; Dian Agustina Purwanto Wakerkwa
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2025): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v3i2.192

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menguatkan penguasaan vocabulary bahasa Inggris siswa SD IT Permata Bunda melalui pemanfaatan media visual dan aktivitas partisipatif. Latar belakang kegiatan didasarkan pada keterbatasan penguasaan kosakata siswa akibat pembelajaran yang masih bersifat verbalistik dan kurang kontekstual. Metode pelaksanaan menggunakan pendekatan edukatif-partisipatif melalui tahapan analisis kebutuhan, perancangan media visual, pelaksanaan pembelajaran interaktif, pendampingan, serta evaluasi reflektif. Hasil kegiatan menunjukkan peningkatan keterlibatan siswa dalam pembelajaran, pemahaman kosakata yang lebih baik, serta meningkatnya kepercayaan diri siswa dalam menggunakan kosakata bahasa Inggris secara lisan. Media visual membantu siswa mengaitkan kosakata dengan makna secara konkret, sedangkan aktivitas partisipatif mendorong penggunaan bahasa dalam konteks sosial yang bermakna. Kegiatan ini memberikan kontribusi positif terhadap pengembangan strategi pembelajaran bahasa Inggris di sekolah dasar dan menunjukkan bahwa pendekatan berbasis visual dan partisipatif berpotensi meningkatkan kualitas pembelajaran kosakata secara berkelanjutan.
Video-Supported Problem-Based Learning for Deepening Science Concepts and Nurturing Environmental Care Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.107270

Abstract

Many prospective teacher education students still feel anxious or lack confidence when participating in science learning. This condition negatively affects their level of conceptual understanding as well as the development of their social attitudes. This study aims to analyze the impact of video-assisted Problem-Based Learning (PBL) on students’ science conceptual understanding and environmental awareness. In this study, data were collected using test and questionnaire methods. The research subjects consisted of 88 students. The test method was used to measure students’ conceptual understanding, while environmental attitudes were assessed using a questionnaire instrument. Data analysis was conducted using descriptive and inferential statistical approaches. The results indicate that there was an improvement in students’ science conceptual understanding and environmental attitudes after participating in video-assisted PBL learning. Furthermore, there were significant differences in science conceptual understanding and environmental attitudes between students who were taught using video-assisted PBL and those who were not. The difference in science conceptual understanding between the two groups reached 9.34, with the experimental group obtaining a higher mean score. In addition, there was a difference of 5.13 in environmental attitudes, with the experimental group demonstrating higher mean scores compared to the control group. Therefore, it can be concluded that the implementation of video-assisted PBL is effective in enhancing prospective teacher education students’ science conceptual understanding while simultaneously fostering environmental awareness.
Bridging Indigenous Knowledge and Global English: A Contextual Curriculum Model for Meaningful Learning Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.106066

Abstract

Nationally standardized English teaching materials in Indonesia often fail to reflect regional linguistic, cultural, and ecological diversity, causing English learning to feel disconnected from students’ lived realities. This study aimed to develop and validate a contextual English curriculum model for senior high schools that integrates indigenous knowledge, multilingual practices, and students’ everyday experiences while remaining aligned with national standards and the Merdeka Curriculum. A research and development design combined with a convergent mixed-methods approach was employed, involving 10 English teachers, 50 students, and 3 expert validators from multiple schools. Data were collected through questionnaires, semi-structured interviews, and expert validation sheets, and analyzed using descriptive statistics, thematic analysis, and Content Validity Index (CVI) procedures. The needs analysis revealed strong demand from teachers and students for culturally grounded materials that foreground local environments and multilingual classroom realities. Based on these findings, a six-unit curriculum was designed incorporating indigenous narratives, community-based themes, and flexible use of local languages to support English learning. Expert validation produced item-level CVI scores ranging from 0.80 to 1.00 and a scale-level average of 0.89, indicating high content validity and cultural appropriateness. The findings demonstrate that culturally and linguistically responsive curriculum design is both feasible and educationally valuable for indigenous and multilingual contexts. The model offers practical guidance for contextualizing English instruction and contributes to broader efforts to promote inclusive and locally grounded language education.
Pemberdayaan Masyarakat Suku Dani di Merauke melalui Pelatihan Pemasaran Digital untuk Produk Pertanian Lokal Dian Agustina Purwanto Wakerkwa; Novi Indriyani
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.18016

Abstract

This community service program aims to enhance the understanding and skills of the Dani indigenous community in Merauke Regency in utilizing social media as a marketing tool for local agricultural products. The program was implemented through training activities involving 10 female participants (mama-mama) who work as agricultural produce traders. The digital marketing training was conducted in four stages: observation, preparation, training, and evaluation. To measure the effectiveness of the program, participants were administered pre-test and post-test assessments. The evaluation results show an increase in participants’ average scores from 65 in the pre-test to 78 in the post-test, indicating a significant improvement in their understanding of digital marketing concepts. This training not only provided technical knowledge but also contributed to community economic empowerment through enhanced digital literacy. The findings demonstrate that practice-based and contextual training is effective in strengthening the capacity of local communities to respond to the challenges of the digital economy.
A DISCOURSE ANALYSIS OF REFERENTIAL COHESION IN HANS CHRISTIAN ANDERSEN’S “THE LITTLE MATCH GIRL” Dian Agustina Purwanto Wakerkwa; Aisyah Mutmainah
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 4 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i4.176

Abstract

This study examined the use of reference as a cohesive device in Hans Christian Andersen’s fictional short story The Little Match Girl. The study aimed to describe the use and functions of referential items that help create continuity and unity throughout the text. The corpus of the story was analyzed through a qualitative descriptive approach based on Halliday and Hasan’s (1976) theory of cohesion in English. The analysis identified three main patterns of reference, with personal references occurring most frequently, followed by demonstrative and comparative forms. These three types of reference were used mainly to maintain focus on the main character, to establish spatial relationships, and to express contrast between the girl’s harsh reality and her imagined comfort. The findings indicated that cohesive reference played a central role in shaping the story’s emotional tone and narrative flow, thereby contributing to research on referential cohesion in literary discourse. The study suggests that raising learners’ awareness of referential cohesion can enhance their understanding of how meaning and continuity are constructed in written texts.
MAKING MEANING THROUGH TEACHER TALK: LEXICAL RELATIONS IN VOCABULARY INSTRUCTION IN AN ESP SPEAKING CLASSROOM Novi Indriyani; Dian Agustina Purwanto Wakerkwa
Acceleration: Multidisciplinary Research Journal Vol. 4 No. 2 (2026): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v4i2.214

Abstract

Vocabulary mastery remains one of the most persistent challenges for EFL learners, particularly when closely related words carry different meanings across registers, a problem that intensifies in register-dense professional genres. This qualitative study aims to identify the types of lexical relations used by an English for Specific Purposes (ESP) speaking teacher while clarifying vocabulary for her students, and to describe the discourse strategies accompanying those clarifications. A case study design was employed, with the ESP teacher and her speaking class of undergraduate Law students preparing curriculum vitae (CV) and job-interview materials as the research subject. Data were collected through a 100-minute non-participant classroom observation, video recording, and a semi-structured interview, then analyzed using qualitative descriptive analysis. Consistent with this aim, the results show that the teacher's talk fully realized seven of the eight categories of lexical relations proposed by Yule (2020), namely synonymy, antonymy, hyponymy, prototype effects, polysemy, metonymy, and collocation, while the eighth category, homophones and homonyms, was only partially represented through two instances of homonymy, with no instances of homophones identified in the data. These relations were embedded within a recurring routine of elicitation, code-switching, contrastive restatement, and exemplification. These findings imply that a single, register-dense ESP topic can be strategically leveraged to teach a wide range of lexical relations. It is concluded that explicit, context-sensitive vocabulary clarification supports learners' precision of meaning in specialized professional communication.
Learning beyond the classroom: Strategies of high-achieving English education students in Eastern Indonesia Sri Ananda Pertiwi; Juvrianto Chrissunday Jakob; Dian Agustina Purwanto Wakerkwa; Rawuh Yuda Yuwana
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.668-687

Abstract

English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.
AI in academic writing: Concerns, classroom strategies, and pedagogical insights Dian Agustina Purwanto Wakerkwa; Sri Ananda Pertiwi; Novi Indriyani
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 1 (2026): February 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i1.28546

Abstract

The growing presence of artificial intelligence (AI) in education has brought new opportunities and challenges to the teaching of academic writing. While AI tools can enhance learning and support both teachers and students, their use also raises concerns related to authenticity, creativity, and academic integrity. Guided by the AI literacy framework, this study explored English lecturers’ experiences in addressing issues in AI-assisted writing classes. Employing a qualitative case study design, data were collected through classroom observations and semi-structured interviews with three English lecturers from two Indonesian universities. The observations examined how AI tools were integrated into classroom instruction, while the interviews provided insights into participants’ perceptions, concerns, and instructional strategies in relation to critical, ethical, and pedagogical dimensions of AI literacy. The findings revealed three main themes: the benefits of AI, concerns surrounding its use, and strategies for responsible integration. Participants noted that AI supports personalized learning, enhances engagement, and assists in material preparation and feedback provision. However, they also expressed concerns about plagiarism, reduced creativity, loss of authorial voice, and cultural bias in AI outputs. The study highlights practical strategies to address the concerns and to maintain responsible and ethical use of AI to preserve authenticity and academic integrity.
Co-Authors Aisyah Mutmainah Anggawirya, Arin Mantara Dewi - Rochsantiningsih Dewi Rochsantiningsih Diah Kristina Floriani, Rosalia Giovani, Evelin Indriyani, Novi Juvrianto Chrissunday Jakob Mega Suteki Ni Nyoman Rediani, Nurul Istiqomah Pande Made Dharma Sanjaya Pertiwi, Sri Ananda Purwaningsih, Yuni Ratna Rawuh Yuda Yuwana Rezky Uspayanti Rezky Uspayanti Sahruni, Ade Yuni Sijabat, Survey