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All Journal PAEDAGOGIA Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) International Journal of Educational Evaluation and Policy Analysis KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Penelitian Humaniora
Jannatul Laily Noviabahari
Politeknik Negeri Madiun
Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences

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Pendampingan Pembentukan English Study Club untuk Meningkatkan Motivasi Berbicara Bahasa Inggris pada Santri PPMH Moh. Farid Maftuh; Jannatul Laily Noviabahari; A’thi Fauzani Wisudawati; Halim Ahmad Faizin; Aulia El Hakim; Pramudya Bagus Aji Wiranata
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 5 No. 4 (2025): Jurnal Pengabdian Masyarakat Nusantara
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v5i4.8848

Abstract

The Community Service Program at the Miftahul Huda Islamic Boarding School (PPMH) in Doho Village, Dolopo District, Madiun Regency, is a solution to problems that occur in the community, especially among teenage students. Based on field observations and informal interviews conducted by the team with several students, they complained about their low motivation in speaking English. They feel a lack of confidence and their knowledge is still at a basic and immature level. Therefore, this activity is a program that will carry out mentoring training for the formation of an English Study Club to increase the motivation of PPMH Doho Dolopo Madiun students. Very basic things will be taught to them starting from providing basic training on small organizational management for students, increasing student motivation and abilities, fostering a collaborative and creative learning culture at the Islamic boarding school. The goal of this activity is to form an English Study Club as an English learning community. The implementation method is through direct training and mentoring to form the organizational structure of the English study club and run the organization properly. The results include improved soft skills competency, a more conducive learning environment, improved English language skills and motivation, particularly among students speaking English, and improved student managerial skills in running an English Study Club within the Islamic boarding school.
Initial Need Analysis of Applied English for Students of English Study Program in the Hospitality Field Intan Aulia Nastiti; Jannatul Laily Noviabahari; Donni Prakosha
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.114774

Abstract

In the field of vocational hospitality education, English instruction is often not fully suited to the specific communication requirements of workplace interaction, especially for students with primary languages preparing for hospitality careers. Although previous ESP needs analyses focused primarily on hospitality or tourism courses, limited research has examined the corresponding English needs of English-based students in vocational polytechnics. The study aims to identify the priority language skills, the context of work place communication, learning preferences and perceived constraints of these students. Data collected from 50 students were analyzed using descriptive quantitative survey designs and frequency and percentage distributions. The results indicate that students prioritize speaking and listening skills for guest interaction and service communication, emphasizing the need for a specific vocabulary and contextual, practice-oriented learning for guests. Despite a strong recognition of the demands of the professional language, students report continuing challenges related to vocabulary mastery, pronunciation and communication confidence, revealing a gap between the goals and actual preparations. The study contributes to ESP research by extending the accommodation-oriented needs analysis to students of the English Study Programme and highlighting the coexistence of professional consciousness and communication constraints. The results support the development of English instruction based on performance, based on scenarios, in vocational contexts.
Improving Clarity English Speaking Skill by Video Safety Instruction through Problem Based Learning (PBL) Imam Mudofir; Muhammad Taali; Muhammad Isa; Muhyiddin Aziz; Yulius Harry Widodo; Eda Maaliah; Muhammad Supriyanto; Jannatul Laily Noviabahari
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 4 (2026): October: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i4.538

Abstract

The primary goal of this study, which started with clarity English-speaking score of 62, was to improve students' clarity English-speaking skills through video safety instruction adopting Problem-Based Learning (PBL) model. Employing the Collaborative Classroom Action Research Methodology, this study consists of four main stages, which are: planning, action, observation, and reflection. These phases were completed in discrete cycles. Two meetings are held in each cycle. A variety of tools were used to gather data, such as field notes to document classroom dynamics, surveys to assess students' opinions of PBL practice, and video safety instruction activities to gauge clarity English-speaking skill. Students enrolled in the State Polytechnic's D3 English Study Program in their second semester participated in this study. The results showed that students' clarity English-speaking skills significantly improved throughout the course of the two cycles. The overall score for Cycle I was 1,400, with an average of 70 and a 70% success rate. The overall score rose to 1,780 in Cycle II, with a89% success rate and an average of 89. This demonstrates a significant improvement in students' confidence and active participation in video safety instruction activities in addition to their numerical achievement. Additionally, there was a noticeable improvement in the PBL approach's skill to facilitate learning. The average effectiveness score increased to 89% in Cycle II from 70% in Cycle I. These results imply that combining organized discourse with PBL offers a successful strategy for improving students' clarity English-speaking skills. Additionally, it emphasizes how cooperative classroom action research can support reflective teaching strategies and long-term learning enhancement.
GAMIFIED LEARNING ON ESP MARITIME ENGLISH: A TEACHING FACTORY METHOD FOR ENHANCING CRITICAL READING SKILLS Jannatul Laily Noviabahari; Yusuf Olayinka Shogbesan; Eliasanti Agustina; Amiruddin Hadi Wibowo; Elga Tasya Ardiansah
Jurnal Penelitian Humaniora Vol. 27 No. 2 (2026): Vol 27, No 2: August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v27i2.17574

Abstract

This study investigates the integration of gamified learning into English for Specific Purposes (ESP) within Maritime English instruction and its role in improving students’ critical reading skills through the teaching factory approach. Maritime students are required to understand technical documents, safety procedures, and operational texts; however, traditional reading instruction often reduces student motivation and participation. This study employed a qualitative case study design involving 20 sea transportation students who had completed internships at port industries. Data were collected through semi-structured interviews, classroom observations, Quizizz activity records, and document analysis. The findings revealed that gamified learning created a more engaging and interactive learning environment. Students showed higher participation and motivation during reading activities through quizzes, leaderboards, role-playing tasks, and real-time feedback. The implementation of gamification also improved students’ comprehension of maritime texts and supported the development of critical thinking and problem-solving skills. Furthermore, the teaching factory approach provided contextual learning experiences by connecting classroom activities with real maritime workplace situations. The study concludes that gamified learning can effectively enhance critical reading performance in ESP Maritime English instruction. Future studies are recommended to examine the long-term impact of gamification and compare various learning platforms such as Quizizz, Kahoot, and Baamboozle.
The Implementation of Diary Writing to Enhance the Students’ Recount Text Muhyiddin Aziz; Moh. Farid Maftuh; Halim Ahmad Faizin; Eda Maaliah; Muhammad Isa; Dian Palupi; Jannatul Laily Noviabahari; Alief Sutantohadi; Yulius Harry Widodo
Jurnal Riset Rumpun Ilmu Bahasa Vol. 4 No. 3 (2025): Desember : Jurnal Riset Rumpun Ilmu Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurribah.v4i3.7379

Abstract

This classroom action research (CAR) aims to improve the level of students' English proficiency, specifically emphasizing their writing abilities.  The researchers aimed to investigate whether diary writing could elevate the writing abilities of second-semester students enrolled in the English Study Program at State Polytechnic of Madiun during the academic year 2024/2025. This research was carried out at Madiun State Polytechnic during the 2024/2025 academic year within Class A.  The researchers collected both qualitative and quantitative data.  The qualitative data collected from the scores obtained before the research and during its course, while quantitative data is utilized to compare the outcomes before and after the research, based on observations and interviews. The results of this study indicate that diary writing centered on visiting tourist attractions, memorable experiences, and national catastrophes can improve the writing proficiency of students enrolled in the English study program.  The impact of the increase is observable in the average scores of the pre-test and post-tests for each cycle, with values gradually ascending across cycles: pre-test 61, post-test cycle I 64, post-test cycle II 67, and post-test cycle III 71.
Co-Authors Alief Sutantohadi Amiruddin Hadi Wibowo Aulia el hakim A’thi Fauzani Wisudawati Dian Palupi Donni Prakosha Eda Maaliah Elga Tasya Ardiansah Eliasanti Agustina Halim Ahmad Faizin Intan Aulia Nastiti Moh. Farid Maftuh Mudofir, Imam Muhammad Isa Muhammad Supriyanto Muhammad Taali Muhyiddin Aziz Pramudya Bagus Aji Wiranata Yulius Harry Widodo Yusuf Olayinka Shogbesan