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All Journal JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA Prominent : Journal of English Studies Madiun Spoor : Jurnal Pengabdian Masyarakat Indonesian Research Journal on Education Jurnal Pengabdian Pada Masyarakat METHABDI MULTIPLE: Journal of Global and Multidisciplinary
Novy Yuliyanti
Universitas Al-Khairiyah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Filosofi Tari Barong dan Relevansinya terhadap Kemampuan Berbahasa Siswa Tri Linda Antika; Hanny Uswatunnisa; Novy Yuliyanti
JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA Vol. 9 No. 2 (2024): JP2BS
Publisher : LP2M Universitas Muslim Nusantara Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/jp2bs.v9i2.3786

Abstract

The island of Bali is an island rich in culture and art, one of which is Barong. Barong Dance has a charm as one of the supports for the existence of culture and tourism in Bali. This study uses a descriptive qualitative approach to explore the philosophy of Barong Dance and its relationship with the development of language skills of junior high school students. The design of the case study research takes into account the uniqueness of the culture and philosophical meaning of the Barong Dance. Data was obtained through interviews with language teachers, dance coaches, cultural experts, and students, as well as direct observation of Barong Dance practices. The data was analyzed by identifying key themes such as collaboration, expression, and narrative, which are relevant for the development of students' language skills. The research subjects were selected by purposive sampling to obtain in-depth data. This research aims to uncover the philosophy of Barong Dance and its impact on speaking, listening, and argumentation skills, as well as provide recommendations for the integration of local cultural arts in the language education curriculum. The results of the study show that Barong Dance has significant relevance to students' language skills. As a non-verbal communication medium, this dance helps students develop speaking, listening, and argumentative skills. Learning Barong Dance also improves students' understanding of cultural values and moral philosophies that can be applied in daily life. In addition, this dance strengthens students' confidence in communicating. The concept of integrating Barong Dance in learning in schools supports the development of students' language skills and social-emotional aspects.
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
Unlocking Reading Potential: The Impact of Reciprocal Teaching on EighthGrade Students At MTs Al-Khairiyah Cilegon Yuliyanti, Novy
Indonesian Research Journal on Education Vol. 4 No. 3 (2024): irje 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i3.834

Abstract

The purpose of this study is to determine whether the Reciprocal Teaching (RT) technique may improve reading comprehension in eighth-grade students at MTs Al-Khairiyah Cilegon. Employing a quasi-experimental design, two groups were compared: one taught using the RT strategy and the other using conventional teaching methods. Quantitative analysis revealed that the RT group achieved a significantly higher mean score (84.50) compared to the control group (78.00). Additionally, the RT group exhibited more consistent performance, as indicated by lower standard deviation and variance values. These findings are consistent with existing literature, which underscores the benefits of RT in promoting critical thinking, metacognitive skills, and collaborative learning. The study concludes that RT is an effective pedagogical tool for improving reading comprehension. Recommendations include integrating RT into school curricula, providing professional development for teachers, allocating resources for RT implementation, and conducting further research on its long-term effects. By adopting these recommendations, educational institutions can enhance students' reading comprehension and overall academic performance, making RT a valuable addition to instructional.  
Pendampingan dan Edukasi Grammar-Translation Method Bagi Siswa SMP Untuk Meningkatkan Efikasi Diri dalam Belajar Bahasa Inggris Yuliyanti, Novy; Romadhon, Romadhon
Jurnal Pengabdian Pada Masyarakat METHABDI Vol 5 No 1 (2025): Jurnal Pengabdian Pada Masyarakat METHABDI
Publisher : Universitas Methodist Indonesia

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Abstract

This community service project addresses the low self-efficacy of junior high school students in learning English, exacerbated by conventional practices that prioritize rote learning over engagement. The program aimed to enhance students' confidence and grammatical competence through a modified GTM approach, integrating mentoring, contextual materials, and collaborative activities. Conducted at SMP YPWKS Cilegon with 38 seventh-grade students, the intervention included three stages: (1) communication and material development, (2) 2-week interactive sessions (pre-test, role-play, bilingual text analysis, post-test), and (3) mixed-method evaluation (statistical analysis, Likert-scale questionnaires). Results showed a significant increase in post-test scores (average +22.3 points, p=0.000), reduced grammatical errors (e.g., tense usage decreased by 43%), and high satisfaction rates (average 4.5/5), particularly regarding mentor support and contextual learning. The project demonstrates that adapting traditional methods with scaffolding and psychosocial support can bridge pedagogical gaps in low-resource settings. Recommendations include extending program duration, integrating digital tools, and expanding collaboration with stakeholders to sustain meaningful outcomes.
Co-Authors Hanny Uswatunnisa Romadhon Romadhon Tri Linda Antika