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All Journal Jurnal Abdi Insani Community Development Journal: Jurnal Pengabdian Masyarakat Indo-MathEdu Intellectuals Journal Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Indonesian Journal of English Teaching Pattimura Excellence Journal of Language and Culture MATAI: International Journal of Language Education Journal of Community Service and Society Empowerment Jurnal Pengabdian Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Lekatompessy, Jeny
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THE USE OF SHORT ANIMATION MOVIES AS A LEARNING MEDIA TO IMPROVE STUDENTS' VOCABULARY ACQUISITION Liya, Ade; Lekatompessy, Jeny; Patty, Jusak
Pattimura Excellence Journal of Language and Culture Vol 4 No 2 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i2.pp122-132

Abstract

This study aimed to finding out know how short animation movies improve students' vocabulary acquisition and students' perceptions of the used short animation movies to improved students' vocabulary acquisition. This study implemented classroom action research (CAR) with 24 students of VIII-B Grade at SMP Negeri 9 Seram Bagian Timur, 2023–2024 academic years. To conduct the data, the researcher conducted Test, Observation and Survey. After that, the data were analysed quantitatively and qualitatively. The result showed that in pre-test in cycle I student’s average of test was 30.83 post-test was 62.50 indicating this study did not achieved criteria of success. So, this study was contine to cycle II. The result showed that post-test in cycle II has improved student’s average of test to 86.67 and the students achieved the criteria of success. The success of used short animation movies in improving students' vocabulary has been explained by several factors. First, short animation movies (Kung Fu Panda, Toy Story, and Zootopie) present basic vocabulary in an interesting context, and the storyline was easy for students to understand, making it easier for them to understand and remember the meaning of the vocabulary. Second, structured pre-watching, watching, and post-watching activities helped students prepare, be actively involved, and deepen their understanding of the vocabulary being studied. Apart from that student's results of vocabulary show that nouns have the highest increase with an average score (92) followed by verbs (92) and adjectives (85). Students’ perception of the used short animation movies as a learning media to improve vocabulary acquisition got received a very positive response from the majority of students.
IMPLEMENTASI CHATGPT SEBAGAI ALAT BANTU PENGEMBANGAN PROFESIONALISME GURU DI SMA NEGERI 13 MALUKU BARAT DAYA Patty, Jusak; Lekatompessy, Jeny; Lekatompessy, Felicia Miranda
Jurnal Abdi Insani Vol 12 No 1 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i1.2199

Abstract

The development of artificial intelligence (AI) technology, particularly ChatGPT, has opened new opportunities in education, yet many teachers still struggle to integrate it into their teaching practices, especially in remote areas like SMA Negeri 13 Tiakur, Southwest Maluku. Limited digital infrastructure and minimal exposure to recent educational innovations hinder teachers' digital competency development. This community service aimed to enhance teachers' competency in using ChatGPT as a teaching tool through a comprehensive workshop. The activity was conducted on November 17, 2023, using an experiential learning approach with presentation, demonstration, hands-on practice, and reflective discussion methods involving 15 teachers as participants. Evaluation results showed high satisfaction levels (average 3.41 out of 4.0), with 40% of teachers focusing on using ChatGPT for lesson plan development, 33.3% for assessment creation, and 26.7% for teaching material development. The workshop successfully improved teachers' understanding and skills in integrating ChatGPT into their teaching practices, marked by the establishment of a community of practice for program sustainability.
PELATIHAN PENGGUNAAN TEKNOLOGI ARTIFICIAL INTELLIGENCE (AI) DALAM PEMBELAJARAN BAGI PARA GURU SD NEGERI TIAKUR Patty, Jusak; Lekatompessy, Jeny
Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan Vol 4, No 3 (2024): JPM: Pemberdayaan, Inovasi dan Perubahan
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpm.v4i3.726

Abstract

Primary education is the cornerstone of a nation's development, and in this context, the role of teachers cannot be underestimated. In the rapidly evolving digital era, the integration of technology, particularly artificial intelligence (AI), is key to enhancing the quality of education. This article investigates the implementation of AI training at SD Negeri Tiakur, West Southeast Maluku District, focusing on initial needs analysis, training implementation, and participant response evaluation. The aim is to understand the impact of the training on participants' understanding and acceptance of AI in education. Results show an improvement in participants' understanding of AI concepts and its potential in education, with a positive response to the training material. These findings highlight the importance of practical approaches in introducing new technologies to teachers. As a novelty value, this activity provided an integrated training covering the introduction of basic AI concepts, hands-on practice of AI applications in learning, and the development of AI-based learning strategies independently by the teachers. Recommendations include continuing advanced training to enhance AI usage skills in education and increasing access to technology for teachers. The integration of AI into primary education curricula is expected to prepare students for the challenges of the digital era.ABSTRAKPendidikan dasar adalah pilar utama dalam pembangunan negara, dengan peran penting guru dalam menyampaikan pembelajaran yang efektif. Di era digital, integrasi teknologi, khususnya kecerdasan buatan, menjadi kunci untuk meningkatkan kualitas pembelajaran. Artikel ini mengeksplorasi pelaksanaan pelatihan penggunaan AI di SD Negeri Tiakur, Kabupaten Maluku Barat Daya. Melalui analisis kebutuhan awal, pelaksanaan pelatihan, dan evaluasi respons peserta, kegiatan ini bertujuan untuk memahami dampak pelatihan terhadap pemahaman dan penerimaan terhadap AI dalam pembelajaran. Hasil menunjukkan peningkatan pemahaman peserta tentang konsep AI dan potensinya dalam pendidikan, dengan respons positif terhadap materi pelatihan. Temuan ini menyoroti pentingnya pendekatan praktis dalam mengenalkan teknologi baru kepada guru. Sebagai nilai kebaruan, kegiatan ini menyediakan pelatihan terpadu mulai dari pengenalan konsep dasar AI, praktik aplikasi AI dalam pembelajaran, hingga pengembangan strategi pembelajaran berbasis AI secara mandiri oleh para guru. Rekomendasi termasuk kelanjutan pelatihan lanjutan untuk meningkatkan keterampilan penggunaan AI dalam pembelajaran, serta peningkatan akses terhadap teknologi bagi guru. Integrasi AI dalam kurikulum pendidikan dasar diharapkan dapat mempersiapkan siswa untuk menghadapi tantangan di era digital.
Translanguaging and Formative Assessment Practices in Multilingual EFL Classrooms Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v5.i2.p102-122

Abstract

This narrative literature review examines translanguaging as a pedagogical strategy and analyzes its implications for formative assessment practices in multilingual EFL contexts. The review synthesized empirical research from peer-reviewed journals accessed through ERIC, Scopus, Google Scholar, and JSTOR databases. Selection criteria focused on empirical studies reporting original data collection in multilingual classroom settings where translanguaging intersected with assessment practices. Analysis organized findings into three thematic categories: translanguaging pedagogical practices, formative assessment techniques, and implementation challenges. Results show that translanguaging supports comprehension, metalinguistic awareness, and learner confidence, while affirming multilingual identities. When integrated into formative assessment, translanguaging enables students to demonstrate knowledge through their complete linguistic repertoires, producing more valid evidence of learning than English-only assessment. Teachers gain accurate insights into student understanding, facilitating responsive instruction based on actual knowledge rather than language proficiency limitations. Students engage more actively in peer and self-assessment processes and develop stronger academic confidence. Implementation faces substantial barriers: contradictory language policies mandating English-only assessment despite multilingual classroom realities, high-stakes testing pressures restricting formative translanguaging practices, insufficient teacher preparation in both translanguaging pedagogy and assessment literacy, and practical challenges managing linguistically diverse classrooms. The review identifies critical research gaps requiring longitudinal investigation of learning outcomes, comparative studies examining context-specific effectiveness, and participatory research centering on student perspectives. The findings indicate that realizing translanguaging assessment's equity potential requires coordinated systemic change across policy frameworks, professional development models, teacher education curricula, and institutional support structures rather than isolated teacher-level innovations.
An Evaluation of Survival English Textbook Used in Teaching Speaking for First Semester Students in English Education Study Program Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2019.8.2.73-78

Abstract

Textbooks are one of the important components in language program. It plays significant roles to provide the basis for content of the lesson, the balance of skills taught and the kinds of language practice that students involve in (Richards, 2001). Due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring actual learning experience to students. In addition to the selection, the evaluation of the textbooks in EFL context are also at the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. This study was aimed to evaluate the suitability of the Survival English textbook based on the Content and Contexts criteria of a good English textbook, which proposed by Mukundan (2011), Mukundan et al (2012) and Miekley (2015). The list of statements in a form of questionnaire were addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. The results of the study were found substantial as the input to develop further Survival English textbook
Dinamika Hubungan Kekuasaan antara Dosen Pembimbing dan Mahasiswa dalam Konteks Feodalisme Akademik Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2058

Abstract

This study explores the dynamics of the power relationship between supervisors and students in the context of academic feudalism in Indonesian higher education. This study uses an interpretive phenomenological approach, this study involves in-depth interviews with 10 students of the English Language Education Study Program at Pattimura University. The analysis process is iterative and involves constant comparisons between raw data, themes, and interpretations. The results revealed that students face various challenges due to rigid hierarchical structures, including restrictions on creativity and academic autonomy, communication barriers, inhibitions of critical thinking, and negative psychological impacts. However, students also show resilience by developing strategies such as assertive communication, finding alternative resources, building solidarity between students, negotiation, and compromise, and developing academic independence. These findings suggest a gradual shift in power dynamics in Indonesian higher education, where students are actively negotiating their positions in a hierarchical system. The study highlights the need for institutional reforms, faculty professional development, and student support programs to create a more egalitarian and collaborative academic environment
Pelatihan Bahasa Inggris Dasar bagi Pemuda Desa Wisata di Tiakur dan Sekitarnya: Pengabdian Tiwery, Yulina; F.J. Lekawael, Rosina; Lekatompessy, Jeny; Tiataliu, Lukas; Lerrick, Julen
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4622

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi komunikasi pemuda desa wisata di Tiakur, Kabupaten Maluku Barat Daya, melalui pelatihan English for Tourism berbasis konteks lokal. Kabupaten MBD memiliki potensi wisata bahari dan budaya Kalwedo yang besar, namun belum diimbangi dengan kesiapan sumber daya manusia, khususnya dalam keterampilan berbahasa Inggris. Melalui pendekatan English for Specific Purposes (ESP), kegiatan ini dirancang untuk menjawab kebutuhan komunikasi lintas budaya sekaligus memperkuat identitas lokal peserta. Pelatihan melibatkan 15 pemuda anggota organisasi Angkatan Muda Ranting Teodosia, dengan empat sesi utama: Bahasa Inggris dasar, simulasi percakapan wisata (role play), kosakata atau istilah lokal dalam lintas budaya Kalwedo, dan desain brosur promosi digital menggunakan Canva. Metode participatory workshop dan pendekatan pembelajaran kontekstual berbasis lokalitas digunakan agar peserta terlibat aktif dan mampu menerapkan langsung materi dalam konteks pelayanan wisata. Media sederhana seperti flashcard, booklet dua bahasa, dan video tutorial digunakan untuk membantu memperkuat kemampuan Bahasa Inggris. Hasil observasi dan kuesioner menunjukkan respons positif dari seluruh peserta (100%) begitu juga dengan tingkat kepuasaan mengikuti kegiatan mencakup peningkatan motivasi belajar, kepercayaan diri berbicara, literasi digital, serta kesadaran terhadap potensi budaya lokal. Hal ini menunjukkan keberhasilan kegiatan dalam aspek akademik dan sosial. Kegiatan ini juga membuktikan bahwa sinergi antara metode partisipatif, pendekatan kontekstual, dan integrasi teknologi mampu menciptakan model pelatihan ESP berbasis lokalitas yang efektif, berkelanjutan, dan dapat direplikasi di desa-desa wisata lain di wilayah Maluku Barat Daya.
Fostering Multimodal Literacy through Creative English Songwriting Activities Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Journal of Community Service and Society Empowerment Том 4 № 01 (2026): Journal of Community Service and Society Empowerment
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jcsse.v4i01.2266

Abstract

Many EFL students spend years studying English without ever feeling confident enough to actually use it. This community service program at SMP Negeri 49 Maluku Tengah sought to address that gap by introducing creative English songwriting to build multimodal literacy among 40 eighth-grade students. The program ran across four stages: listening to and discussing selected English songs, writing original lyrics collaboratively in small groups, transforming those lyrics into complete musical compositions using Suno AI, and presenting the finished work to peers. Data were gathered through direct observation and reflective documentation throughout each session. Findings showed that students engaged with English more actively and more personally than conventional classroom tasks typically allow. The listening stage drew sustained attention from students who normally disengage during text-heavy instruction. The songwriting stage generated genuine collaboration and purposeful language use. The AI audio stage produced curiosity and investment that carried through to the final presentation. Students did not just practice English; they used it to make something. These findings suggest that multimodal songwriting activities can offer EFL learners a qualitatively different relationship with the language, one grounded in creative expression rather than academic compliance.
Co-Authors Acher, Sandra Ati Camerling, Bella F.J. Lekawael, Rosina Jacqualine Loppies, Hellien Jusak Patty Karolis Anaktototy Lekatompessy, Felicia Miranda Lekawael, Rosina Fransisca Joan Lerrick, Julen Lewier, Christian Albert Liya, Ade Loppies, Hellien Loppies, Hellien J. Magdalena Rijoly, Helena Magelang, Mira Manuputty, Richard Notanubun, Fitri Faradila Relmasira, Mega Victoria Tiataliu, Lukas Tiwery, Yulina Ulath, Safitri