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All Journal Prominent : Journal of English Studies Madiun Spoor : Jurnal Pengabdian Masyarakat MULTIPLE: Journal of Global and Multidisciplinary
Novy Yuliyanti
Universitas Al-Khairiyah
Religion Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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PEMBERDAYAAN PENDIDIKAN BAHASA INGGRIS ANAK USIA DINI: IMPLEMENTASI METODE TPR DAN PICTURE SEQUENCE DI RUMAH PERADABAN BANTEN Yuliyanti, Novy; Romadhon, Romadhon
Madiun Spoor : Jurnal Pengabdian Masyarakat Vol 4 No 2 (2024): Oktober 2024
Publisher : Politeknik Perkeretaapian Indonesia Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37367/jpm.v4i2.398

Abstract

The English language mentoring program for children at Rumah Peradaban Banten, utilizing the Total Physical Response (TPR) and Picture Sequence methods, aimed to enhance the English skills of the participating children. The TPR method, which combines physical movement with language learning, proved effective in introducing new vocabulary in an enjoyable way. Meanwhile, the Picture Sequence method engaged children in creating stories based on a series of images, helping them develop critical thinking, enrich vocabulary, and practice both speaking and writing skills in English. This activity was conducted on Sunday, July 28, 2024, and August 4, 2024, from 8:00 AM to 10:00 AM, with 57 participants who demonstrated high enthusiasm throughout the mentoring sessions. The results of the pre-test and post-test showed improvement in the participants' English abilities, with an average score increase of 25-40 points. The success of this mentoring program proves that TPR and Picture Sequence are effective approaches for teaching English to children, yielding positive impacts on their skills. This program not only provided a fun learning experience but also successfully improved the children’s English abilities, making it a model that can be replicated in other communities to enhance the quality of English education.
Foreign Language Anxiety in ESP Courses: Analyzing Factors Among Business Digital, Cyber Security, and Tax Accounting Students Yuliyanti, Novy; Romadhon, Romadhon
Prominent Vol 8, No 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.13613

Abstract

This study explores Foreign Language Anxiety (FLA) among students in English for Specific Purposes (ESP) courses across three majors: Business Digital, Cyber Security, and Tax Accounting. FLA, characterized by apprehension in language learning, significantly impacts students’ academic performance, particularly in specialized fields where language proficiency is crucial. Using the Foreign Language Classroom Anxiety Scale (FLCAS), the study assessed communication apprehension, test anxiety, and fear of negative evaluation among 160 first-year polytechnic students. The results indicated that Business Digital students reported the highest overall anxiety, particularly due to fear of peer ridicule during speaking activities. Cyber Security students experienced significant anxiety related to comparisons with peers, feeling less competent in language skills. Conversely, Tax Accounting students showed the lowest anxiety related to correction feedback, reflecting a tolerance for learning from mistakes. The findings suggest that each major's unique demands shape the nature of FLA, highlighting the need for tailored instructional strategies to mitigate anxiety and enhance language learning in ESP contexts.
Emerging Technologies in English Writing: AI Chatbots’ Benefits, Challenges, and Implications Romadhon, Romadhon; Yuliyanti, Novy
urn:multiple://2988-7828multiple.v3i14
Publisher : Institute of Educational, Research, and Community Service

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Abstract

The integration of artificial intelligence (AI) chatbots in English writing education has emerged as a transformative approach, offering innovative solutions to traditional challenges. This study explores the pedagogical benefits, challenges, and implications of using AI chatbots in teaching English writing, employing a library research approach to analyze existing literature. The findings highlight the significant advantages of AI chatbots, including personalized, real-time feedback, enhanced learner engagement, and scalability in addressing diverse student needs. However, challenges such as limited contextual understanding, ethical concerns about data privacy, and the risk of over-reliance on technology are identified as critical issues. The study underscores the importance of blending AI chatbots with human instruction to achieve balanced and comprehensive learning outcomes. Recommendations include equipping educators with digital literacy skills, addressing ethical and accessibility concerns, and fostering collaboration between technology developers and educators. The study concludes that AI chatbots, when thoughtfully integrated, have the potential to enhance English writing education, fostering inclusivity and preparing students for real-world communication demands
Co-Authors Romadhon Romadhon