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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL MASYARAKAT NEGERI ROKANIA Journal of English Language and Education Journal of Innovative and Creativity
Rani Zahra
Universitas Rokania
Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH METODE PENGAJARAN BERBASIS TEKNOLOGI TERHADAP KEMAMPUAN BERBICARA DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH Eka Melati; Mirdan Kurniawan; Marlina Marlina; Sonny Santosa; Rani Zahra; Yulian Purnama
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 4 (2023): Volume 6 No 4 Tahun 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

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Abstract

Penelitian ini mengkaji pengaruh metode pengajaran berbasis teknologi terhadap kemampuan berbicara dalam pembelajaran Bahasa Inggris di sekolah menengah. Studi literatur digunakan sebagai pendekatan utama dalam menganalisis temuan-temuan penelitian sebelumnya. Hasil studi literatur menunjukkan bahwa penggunaan teknologi dalam pembelajaran Bahasa Inggris dapat meningkatkan motivasi belajar siswa, memungkinkan perkembangan kemampuan berbicara yang lebih aktif, dan mendukung kemandirian belajar siswa. Selain itu, teknologi memfasilitasi pengukuran dan pemantauan kemajuan siswa dengan lebih efisien. Namun, tantangan seperti ketersediaan akses teknologi yang tidak merata dan masalah keamanan data juga perlu diatasi. Penelitian ini memiliki tujuan untuk memberikan panduan praktis bagi guru dan pengambil kebijakan pendidikan dalam mengintegrasikan teknologi dalam pembelajaran Bahasa Inggris serta untuk meningkatkan pemahaman tentang peran teknologi dalam pendidikan.
Vocabulary Growth Through Immersive App-Based Learning: A Study of Duolingo and Quizlet Vivi Amanda; Yesi Darmayanti; Rani Zahra; Arrohman Arrohman; Tina Angriani Lubis
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5090

Abstract

Vocabulary mastery is a fundamental component of English proficiency, yet many EFL learners continue to struggle with vocabulary retention and contextual use despite traditional instruction. The integration of mobile-assisted learning applications offers new opportunities to enhance engagement and autonomy; however, a gap remains between theoretical expectations of mobile learning effectiveness and its actual implementation in classroom contexts. Therefore, it aims to explore how immersive app-based learning through Duolingo and Quizlet supports vocabulary growth among higher education students. Employing a qualitative descriptive design, the study involved first semester students of English Study Program. Data were collected through semi-structured interviews and document analysis. The data analyzed using thematic analysis supported by triangulation for validity. The findings revealed four dominant themes: (1) students’ learning profile using Duolingo and Quizlet (2) improved vocabulary retention and contextual application facilitated by spaced repetition and retrieval practice; (3) heightened motivation and engagement through gamified features; (4) development of self-regulated learning behaviors such as goal-setting and progress monitoring; and (5) the crucial role of lecturer mediation and contextual factors in enhancing app effectiveness. The study concludes that immersive app-based learning significantly enhances vocabulary acquisition when technological features are supported by motivational design, learner autonomy, and instructional integration. These results bridge the gap between mobile-assisted language learning theory and classroom practice, offering both theoretical contributions to the understanding of Mobile-Assisted Language Learning (MALL) and pedagogical implications for integrating digital tools into EFL instruction. Duolingo and Quizlet, when appropriately guided, can transform vocabulary learning into an engaging, autonomous, and sustainable process for EFL learners.
Penerapan Manajemen Even Pada Pengurus OSIS SMA N 3 Rambah Di Acara Futsal Liga Pelajar Rokan Hulu Arisman Aris; Suhermon; Ferri Hendriyanto; Rani Zahra; Siska; Debby Indah; Tofikin; Hendri Mulyadi
JURNAL MASYARAKAT NEGERI ROKANIA Vol 6 No 1 (2025): JURNAL MASYARAKAT NEGERI ROKANIA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Rokania

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56313/jmnr.v6i1.407

Abstract

This activity is located at SMA N 3 Rambah, Rambah District, Rokan Hulu Regency which has received accreditation B. Sports are a means to develop students' cognitive, affective, and psychomotor abilities. The purpose of this service is to provide insight to school student organization administrators in sports event management. The implementation time is in January 2025 at SMA 3 Rambah. The method in this study is a direct trial in the field. The number of participants is 18 students
Pengenalan Kosakata Bahasa Inggris Bertema Animals dan Fruits melalui Guessing Picture Game pada Siswa Kelas III SD Rani Zahra; Vivi Amanda; Asih Ria Ningsih; Yesi Darmayanti; Khabib Muafi; Arisman Arisman; Tina Angriani Lubis
JURNAL MASYARAKAT NEGERI ROKANIA Vol 7 No 01 (2026): JURNAL MASYARAKAT NEGERI ROKANIA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Rokania

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56313/jmnr.v7i01.523

Abstract

The low mastery of basic English vocabulary among elementary school students has become one of the challenges in the learning process, particularly in introducing vocabulary related to animals and fruits. Based on preliminary observations conducted at SD Negeri 008 Rambah, third-grade students still experienced difficulties in recognizing, remembering, and pronouncing simple English vocabulary. This PkM aimed to improve students’ English vocabulary mastery through the implementation of the Guessing Picture Game. The activity was conducted on March 9, 2026, involving 17 third-grade elementary school students. The implementation method was carried out through picture-guessing game-based learning using visual media with animals and fruits themes. Data collection techniques included observation, documentation, and learning evaluation, while data analysis employed a qualitative descriptive approach based on changes in students’ abilities before and after the activity. The results showed an improvement in students’ ability to recognize, remember, and pronounce English vocabulary. Students’ active participation, enthusiasm, and self-confidence also improved during the learning process among third-grade students of SD Negeri 008 Rambah.
The Influence of Digital Storytelling on EFL Students’ Reading Motivation and Reading Habits Yesi Darmayanti; Vivi Amanda; Rani Zahra; Asih Ria Ningsih; Khabib Muafi; Andini Safitri
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2474

Abstract

This research examined the effect of digital storytelling on EFL students’ reading motivation and reading habits at SMK Inayah Ujung Batu. A quantitative approach with a quasi-experimental design was applied, involving an experimental group and a control group. The participants consisted of 40 second-grade students, divided equally into two classes: 20 students in the experimental class and 20 students in the control class. The experimental group received instruction through digital storytelling, whereas the control group was taught using conventional reading methods. Data were collected using Likert-scale questionnaires measuring reading motivation and reading habits. The data analysis employed descriptive statistics, paired sample t-tests, and independent sample t-tests using SPSS. The results demonstrated a substantial improvement in the experimental group. The mean score of reading motivation increased from 59.45 (pre-test) to 85.15 (post-test), while reading habits improved from 56.45 to 83.15. In comparison, the control group showed relatively lower gains. Statistical testing confirmed that the significance value was below 0.05 (Sig. = 0.000 0.05), indicating a statistically significant effect. These findings suggest that digital storytelling effectively enhances students’ motivation and fosters better reading habits. The integration of multimedia elements contributes to increased engagement, active participation, and positive attitudes toward reading. Therefore, digital storytelling can be considered an innovative and effective instructional medium for improving students’ reading-related outcomes in English language learning.
The Effect of ChatGPT-Assisted Writing on EFL Students’ Academic Writing Skills Vivi Amanda; Yesi Darmayanti; Rani Zahra; Asis Ria Ningsih; Khabib Muafi; Resti Oktarisna
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2477

Abstract

Artificial Intelligence (AI) has become increasingly significant in higher students, particularly in improving their academic writing skills. AI-powered tools such as ChatGPT offer immediate feedback, grammar correction, vocabulary enhancement, idea generation, and text organization, which can support EFL learners in the writing process. Academic writing is often considered one of the most challenging skills for EFL students due to difficulties in language accuracy, coherence, and idea development. Although many students use AI tools in writing classes, limited empirical studies have examined the direct effect of ChatGPT-assisted writing on students’ academic writing performance, especially in the Indonesian EFL context. This study aimed to investigate the effect of ChatGPT-assisted writing on EFL students’ academic writing skills. The study employed a quasi-experimental design using a pre-test and post-test control group design involving 50 higher students divided into experimental (25 students) and control groups (25 students). The experimental group received ChatGPT-assisted writing instruction, while the control group received conventional writing instruction. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p 0.05). It can be concluded that ChatGPT-assisted writing effectively improves students’ academic writing skills. 
Co-Authors Andini Safitri Arisman Aris Arisman Arisman Arrohman Arrohman Asih Ria Ningsih Asih Ria Ningsih Asis Ria Ningsih Debby Indah Eka Melati Ferri Hendriyanto Hendri Mulyadi Khabib Muafi Khabib Muafi Marlina Marlina Mirdan Kurniawan Purnama, Yulian Resti Oktarisna Siska Sonny Santosa Suhermon Tina Angriani Lubis Tina Angriani Lubis Tofikin Vivi Amanda Vivi Amanda Yesi Darmayanti Yesi Darmayanti