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Marnangkok Pakpahan
Universitas Widya Dharma Pontianak
Humanities Computer Science & IT Education Social Sciences Other

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PENDAMPINGAN SPEAKING FOR PRESENTATION BAGI SISWA KELAS V SD PLUS GEMBALA BAIK PONTIANAK windy; Fransiska Dewi Hastuti; Udur Delima Sibatuara; Marnangkok Pakpahan; Vitha Ama Matuate; Theodore Alexander Atmaja
Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif Vol. 1 No. 1 (2023): Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif
Publisher : PT. Gelora Cipta Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61674/jpkmbi.v1i1.84

Abstract

Pembelajaran Bahasa Inggris berbasis ICT sudah menjadi sebuah keharusan terutama pada abad 21. Pendampingan ini berfokus pada peningkatan speaking skill siswa/i SD Gembala Baik yang berada di wilayah Jl. Jendral Ahmad Yani Pontianak. SD Plus Gembala Baik adalah salah satu sekolah dasar yang menggunakan sistem bilingual/dua bahasa sebagai bahasa pengantar dan media interaksi antara guru dan peserta didik. Untuk itu, dalam pendampingan ini metode yang digunakan adalah mengaplikasikan penggunaan gambar sebagai media ajar dalam melatih kemampuan presentasi dalam Bahasa Inggris oleh peserta didik. Fokus pembelajaran berbasis ICT tidak terbatas hanya pada pembelajaran bahasa namun juga mencakup semua aspek pembelajaran. Hasilnya Antusiasme yang luar biasa dari para peserta didik dalam melakukan presentasi karena pengetahuan serta tips yang mereka dapatkan dalam membuat presentsi semakin menyenangkan terutama dalam penggunaan gambar sebagai media ajar, sekalipun kendala yang terjadi pada penerapan pembelajaran berbasis ICT namun tidak menyurutkan niat peserta didik dalam mengikuti kegiatan pembelajaran pada akhirnya peserta didik bisa tampil lebih percaya diri dalam berbicara di depan kelas.
Integrating Presentation and Roleplay Activities in Teaching Business English Class in Boosting Students’ English-Speaking Fluency at a Private University in Pontianak, Indonesia Marnangkok Pakpahan
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1390

Abstract

This study aims to describe the effectiveness of integrating presentation and roleplay activities in boosting undergraduate students’ English-speaking fluency in Business English class at tertiary level. The study is grounded in the problem that the awareness of English language instructors is often narrowly defined as declarative knowledge, without having sufficient attention to how such knowledge is enacted as procedural knowledge pedagogically. The study employs a qualitative case study design using observation and interview as the data collection method to assess data on the practice of declarative knowledge and procedural knowledge applied systematically. The findings reveal that presentation and roleplay activities significantly enhance students’ communication skills, particularly in terms of fluency, improved comprehension, contextual understanding, and interactive skills. Additionally, presentation and roleplay activities increase students’ confidence in speaking in English and encourage more frequent use of English in the classroom. Hence, the study results would benefit academicians in incorporating presentation and roleplay activities as effective tools in enhancing students’ communication skills in classroom activities. This study further elaborates on how presentation and roleplay activities, when used in a systematic and well-organized way, could optimize students’ participation in a Business English class, exploring more on their
The Cognitive Approach to Syntax: The Role of Mental Representation in Language Structure Marnangkok Pakpahan
Journal of Humanities Research Sustainability Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v2i1.1927

Abstract

Background. Language processing and syntactic structure are closely linked to the cognitive system and mental representation. Mental representation serves as an internal model that allows speakers to predict, interpret, and produce grammatically structured sentences. In recent years, research in psycholinguistics and cognitive neuroscience has increasingly highlighted the neural and cognitive mechanisms underlying syntactic processing. Understanding how mental representation interacts with syntax can help explain individual differences in language ability and processing efficiency. Purpose. This study aims to examine the role of mental representation in the construction and processing of syntactic structures. Specifically, the research investigates how cognitive factors such as working memory and attention influence the mental encoding and retrieval of syntactic patterns. Furthermore, the study seeks to understand the neural basis of syntactic processing and how different brain regions contribute to syntactic comprehension and production. Method. The research employs a qualitative approach combined with neuropsychological analysis. Data collection includes cognitive tests assessing working memory and attentional capacity, as well as brain imaging techniques such as functional MRI (fMRI) to observe neural activity during syntactic processing tasks. This multi-method approach provides both behavioral and neurological insights into the interplay between mental representation and syntax. Results. The findings show that brain regions such as the prefrontal cortex and Broca’s area exhibit significant activity during syntactic processing tasks. The level of brain activation correlates with individual differences in working memory and attention, indicating that cognitive capacity influences syntactic processing efficiency. Conclusion. Mental representation plays a critical role in syntactic structure formation and language processing. Cognitive factors, particularly working memory and attention, significantly contribute to the efficiency and accuracy of syntactic processing, highlighting the importance of integrating cognitive and neuropsychological perspectives in language research.
Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Higher Education Agung Yuliyanto Nugroho; Marnangkok Pakpahan; Yessy Ade Winarti; Nurul Hikmah
Journal of Paddisengeng Technology Vol. 1 No. 4 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i4.228

Abstract

Background: The rapid integration of Artificial Intelligence (AI) in various sectors, including education, is transforming the way teaching and learning processes are conducted. AI has the potential to revolutionize higher education by enhancing learning experiences, improving teaching efficiency, and providing personalized learning opportunities. However, the use of AI in education also brings with it potential risks, such as data privacy concerns, reliance on automated systems, and the impact on traditional pedagogical methods. Purpose: This study explores the opportunities, risks, and pedagogical implications of integrating Artificial Intelligence in higher education. Specifically, it examines how AI tools can be utilized to enhance teaching, the challenges they present, and the ways in which educators and institutions can adapt to these technological changes to maximize their benefits. Method: A qualitative approach was used to analyze relevant literature, case studies, and expert opinions on the use of AI in education. Interviews with higher education faculty and technology experts were conducted to gain insights into the practical applications and challenges of AI integration. Results: The findings highlight that AI offers significant opportunities for personalized learning, data-driven decision-making, and administrative efficiency. However, it also poses risks related to data privacy, ethical concerns, and the potential for exacerbating educational inequalities. The pedagogical implications suggest a need for educators to develop new competencies and adapt teaching strategies to effectively integrate AI into the curriculum. Conclusion: The integration of AI in higher education presents both significant opportunities and challenges. To fully harness the potential of AI while mitigating its risks, higher education institutions must prioritize ethical considerations, data privacy, and the development of pedagogical strategies that complement AI technologies.
Implementing English-Speaking-Zone Setting in an English Conversation Class to Develop English as a Foreign Language University Students’ Speaking Fluency Marnangkok Pakpahan
Tematik: Jurnal Penelitian Pendidikan Dasar Vol. 5 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/tem.v5i1.2277

Abstract

This study addresses the need for sustained English-speaking practice among university students learning English as a foreign language by investigating the implementation of an English-speaking-zone setting and its perceived contribution to speaking fluency in an English Conversation II course at a private university in Pontianak, Indonesia. Employing a qualitative narrative inquiry design, the study involved twenty second-semester students from the English Language and Culture Study Program selected through total population sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using thematic narrative analysis involving data reduction, data display, and conclusion drawing. The findings revealed three interconnected stages of implementation: planning, action, and evaluation. Language regulations, teacher supervision, peer support, and language-supporting activities encouraged regular English use, while students reported improvements in vocabulary, pronunciation, grammatical control, and speaking confidence. Nevertheless, limited vocabulary, fear of making mistakes, hesitation, inconsistent use of English, and insufficiently systematic evaluation remained persistent challenges. The study concludes that an English-speaking-zone setting can provide a supportive environment for sustained speaking practice when reinforced by continuous supervision, meaningful communicative opportunities, and systematic evaluation.
Co-Authors Agung Yuliyanto Nugroho Fransiska Dewi Hastuti Nurul Hikmah Theodore Alexander Atmaja Udur Delima Sibatuara Vitha Ama Matuate Windy Windy Yessy Ade Winarti