Articles
<![CDATA[The Implementation of Classpoint in Learning English: A Case Study ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Shalawati, Shalawati]]>;
<![CDATA[Hadiyanti, Putri Octa]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ismail, Syofianis]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i3.516
<![CDATA[The use of Information and Communication Technology (ICT) in instructional and learning activities significantly impacts enhancing the quality of education, especially in the current era of the industrial revolution 4.0. Classpoint is a learning platform that facilitates IT-based educational activities. This study aims to assess the implementation of Classpoints in teaching English to fifth graders at SD IT Imam Syafei Pekanbaru during the 2023/2024 academic year. The research adopts a qualitative approach, specifically case study research. Data collection methods include observation and interviews. The techniques used for data analysis are data reduction, data presentation, and conclusion drawing. To ensure data validity, data triangulation, method triangulation, and source triangulation were employed. The research findings indicate that the implementation of Classpoint at SD IT Imam Syafei Pekanbaru is highly effective for teaching English.]]>
<![CDATA[Implementation of Augmented Reality (AR) Technology in English Learning ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ismail, Syofianis]]>;
<![CDATA[Hartono, Wira Jaya]]>
<![CDATA[ Journal of English Language and Education Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v8i2.457
<![CDATA[This study aims to use of augmented reality-based learning media to improve elementary school students' critical thinking skills and digital literacy. This research method was Research and Development (RD) with the ADDIE model. The research results showed: (1) the analysis stage was carried out by media, curriculum, and material analyses as guidelines for efficient and effective media design; (2) the design stage was carried out by designing an augmented reality media framework and making research instruments; (3) the development stage was carried out by developing the design of learning media and research instruments, assessments from experts with very decent results and revising the media based on criticism and suggestions; (4) the implementation stage was carried out through AR media development trials and pretest-posttest analysis of critical thinking skills and digital literacy using normality test, N-gain score, and independent t-test; and (5) the evaluation stage was carried out with the final revision and analysis of student response questionnaires which indicated that the level of practicality of the product was categorized as very practical. This research concluded that AR media effectively improved elementary school students' critical thinking skills and digital literacy.]]>
<![CDATA[Improving English Vocabulary through Artificial Intelligence (AI) Chatbot Application ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ismail, Syofianis]]>
<![CDATA[ Journal of English Language and Education Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v8i2.308
<![CDATA[This study aim to use of Artificial Intelligence (AI) chatbots in improving the vocabulary of students at SD-IT Iman Syafei Pekanbaru. The purpose of this training is to cultivate and develop the interest and creativity of trainees in English by enriching English vocabulary, it is a chatbot application that can be used to send digital messages in English.The purpose of this activity is to increase the vocabulary of participants to be able to communicate well in English; provide procedural explanations of the use of AI chatbot applications regarding the use of technology in English language learning and how to practice it through android applications; facilitate participants with independent learning. Furthermore, this activity also hones participants' skills to create and convey ideas in communicating in writing in English. This activity is carried out through lecture and demonstration methods. Then proceed with handsonpractice. Demonstration methods and examples involve more about deciphering and demonstrating something through examples or in other words learning by doing or learning bypractice which emphasizes learning by doing, so it's not just theory. So, trainees are given the opportunity to practice using AI chatbots Application. In addition, students make a short writing for English conversation with the help of the service team and students involved in this activity. The results of this training show that all participants are enthusiastic, happy, and motivated because this application is still unfamiliar to participants. Participants also know the use of this application, so they can indirectly learn independently whenever and wherever participants.]]>
<![CDATA[MENGAJAR BERBICARA BAHASA INGGRIS MELALUI STRATEGI INFORMATION GAP ACTIVITIES (IGA) SISWA SMK YAPIM SIAK HULU ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Kumala, Cyntia]]>;
<![CDATA[Jamil, Poppy Camenia]]>;
<![CDATA[Ismail, Syofianis]]>;
<![CDATA[Elida, Yusti]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v4i6.23534
<![CDATA[Tujuan penelitian ini untuk mengajarkan keterampilan berbicara bahasa inggris melalui strategi Information Gap Activities (IGA) berbasis gambar. Implementasi strategi IGA membagi siswa menjadi kelompok yang sama. Siswa kelompok A dan kelompok B adalah salah satu bagian dari kegiatan inti informasi. Kegiatan ini memberi siswa SMK Yatim Siak Hulu alasan perlunya berbicara menggunakan bahasa inggris. Berdasarkan pengalaman di lapangan, terdapat beberapa permasalahan siswa dalam belajar bahasa inggris siswa. Permasalahan tersebut datangnya dari faktor siswa dan faktor dari guru itu sendiri. Faktor penyebab yang datangnya dari siswa adalah; siswa memiliki rasa takut dan motivasi yang rendah dalam belajar bahasa inggris, mereka memiliki permasalahan dalam pronunciation, mereka masih memiliki rasa percaya diri yang rendah dalam berbicara, dan siswa masih kurang memiliki kosakata bahasa inggris..berdasarkan kondisi tersebut, penulis mencoba untuk menerapkan IGA (Information Gap Activities) untuk mengatasi masalah tersebut. Kegiatan pengabdian masyarakat ini memberi siswa SMK alasan pentingnya bahasa inggris untuk bahasa komunikasi. Adapun peningkatan keterampilan berbicara siswa smk yatim siak hulu menunjukkan 80 % hingga 100 % berhasil diprakttikan kemajuan sikap siswa aktif dan senang dalam berbicara bahasa inggris. Penelitian ini menyimpulkan bahwa penggunaan strategi pembelajaran IGA dapat meningkatkan keterampilan berbicara bahasa inggris siswa.]]>
<![CDATA[Pelatihan Pemanfaatan Aplikasi Classpoint untuk Meningkatkan Motivasi Belajar Bahasa Inggris Siswa SMA-IT Imam Syafe’i Pekanbaru ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Shalawati, Shalawati]]>;
<![CDATA[Hadiyanti, Putri Octa]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ismail, Syofianis]]>
<![CDATA[ Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 2 No. 2 (2024): Dedikasi 2024 ]]>
Publisher : <![CDATA[Institut Teknologi Pendidikan Indonesia ]]>
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DOI: 10.31004/dedikasi.v2i2.57
<![CDATA[Dewasa ini, perkembangan internet semakin cepat dan telah merambah ke berbagai bidang, termasuk pendidikan. Media pembelajaran juga mengalami perkembangan dengan munculnya berbagai media pembelajaran interaktif. Aplikasi Classpoint adalah salah satu perangkat lunak yang dapat terintegrasi dengan Microsoft PowerPoint, memungkinkan pembuatan media pembelajaran yang lebih interaktif dan inovatif. Terdapat banyak fitur yang dapat dimanfaatkan oleh para guru untuk menciptakan materi pengajaran melalui aplikasi ini. Sayangnya, guru-guru SD-IT Imam Syafe’I Pekanbaru belum terampil menggunakan aplikasi Classpoint, padahal aplikasi ini memiliki potensi untuk meningkatkan kemampuan literasi dan numerasi siswa di sekolah. Oleh karena itu, Tim Pengabdian Kepada Masyarakat Universitas Islam Riau (UIR) menginisiasi pelatihan penggunaan aplikasi Classpoint bagi guru-guru dan siswa. Pelatihan ini diikuti oleh 20 peserta, yang terdiri dari guru dan perwakilan murid dari SMA IT-Imam Syafe’I Pekanbaru. Evaluasi pelatihan dilakukan berdasarkan pemahaman peserta pada setiap sesi. Hasil evaluasi menunjukkan bahwa penggunaan Classpoint sangat bermanfaat bagi para guru dalam pengembangan media pembelajaran interaktif. Respon peserta pelatihan terhadap penggunaan aplikasi ini secara keseluruhan dinilai sangat baik.]]>
<![CDATA[Development of Rossi: Enhancing English Reading Skills by Using the Literacy Wheel Media ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Shalawati, Shalawati]]>;
<![CDATA[Hadiyanti, Putri Octa]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Nurrahmi, Nurrahmi]]>
<![CDATA[ Journal of English Language and Education Vol 9, No 6 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v9i6.607
<![CDATA[This research stems from the low reading proficiency observed among students during the the process of teaching English learning, which impacted various sectors, including primary education. The issue was especially prominent in English, a mandatory subject that needs to be mastered from an early age. Consequently, efforts were made to support students in learning English through the development of an interactive educational tool called "Roda Literasi" (Rossi), designed to enhance students' learning motivation. This study focuses on evaluating the validity and practicality of the developed learning media. The research involved third-grade students from SD IT Imam Syafei’I and followed a Research and Development (RD) approach using the ADDIE model. Data collection included preliminary interviews, validation by subject matter and media experts, and feedback from teachers and students through questionnaires. Results indicated that "Roda Literasi" aligned with 95% of the subject matter and achieved a 98% validity score for educational use. Additionally, 88.93% of students reported enjoying the use of the tool. Based on these findings, the researcher recommends expanding the content of Roda Literasi to include other subjects.]]>
<![CDATA[A Literature Review on the Application of Evaluation Design in English Educational Settings ]]>
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ambiyar, Ambiyar]]>;
<![CDATA[Oktadela, Resy]]>
<![CDATA[ J-SHMIC : Journal of English for Academic Vol. 12 No. 1 (2025): J-SHMIC: Journal of English for Academic ]]>
Publisher : <![CDATA[UIR Press ]]>
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<![CDATA[Evaluation design plays a crucial role in enhancing English language education by assessing program effectiveness and improving teaching practices. While evaluation has gained increasing attention in educational settings, gaps remain between theoretical frameworks and their practical implementation. This literature review examines the application of evaluation design in English education, focusing on formative and summative approaches. It explores key models such as Kirkpatrick’s Four-Level Model and Scriven’s Goal-Free Evaluation, alongside methodologies commonly used in assessing language programs. The review also highlights challenges educators face in integrating evaluation into teaching, including aligning assessments with curriculum objectives and addressing diverse learner needs. The findings suggest that contextual factors, such as institutional policies, student proficiency levels, and pedagogical goals, significantly influence evaluation effectiveness. This study contributes to the field by providing a clearer understanding of how adaptable evaluation frameworks can bridge the gap between theory and practice, ultimately supporting more effective language teaching and learning.]]>
<![CDATA[Enhancing Elementary School English Learning: The Power of AI-Based Problem-Based Learning (PBL) Model ]]>
<![CDATA[Elida, Yusti]]>;
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Hadiyanti, Putri Octa]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i2.679
<![CDATA[The integration of Artificial Intelligence (AI) in language learning has the potential to enhance student engagement and improve educational outcomes. However, research on its effectiveness in elementary English education remains limited. This study examines the impact of AI-assisted Problem-Based Learning (PBL) on students’ English proficiency, engagement, and motivation at SD IT Imam Syafii Cendikia Pekanbaru. A quasi-experimental design was employed, with an experimental group receiving AI-powered PBL instruction and a control group following traditional methods. Pre-test and post-test assessments, engagement observations, and motivation surveys were used for data collection. The findings reveal that the experimental group showed a 31.1% improvement in English proficiency, significantly higher than the control group’s 15.9%. Additionally, AI-assisted PBL fostered greater student engagement and motivation. These results suggest that AI-enhanced PBL is an effective instructional approach for improving elementary students’ English learning outcomes.]]>
<![CDATA[Pelatihan Pemanfaatan Aplikasi Classpoint untuk Meningkatkan Motivasi Belajar Bahasa Inggris Siswa SMA-IT Imam Syafe’i Pekanbaru ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Shalawati, Shalawati]]>;
<![CDATA[Hadiyanti, Putri Octa]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Ismail, Syofianis]]>
<![CDATA[ Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 2 No. 2 (2024): Dedikasi 2024 ]]>
Publisher : <![CDATA[Institut Teknologi Pendidikan Indonesia ]]>
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DOI: 10.31004/dedikasi.v2i2.57
<![CDATA[Dewasa ini, perkembangan internet semakin cepat dan telah merambah ke berbagai bidang, termasuk pendidikan. Media pembelajaran juga mengalami perkembangan dengan munculnya berbagai media pembelajaran interaktif. Aplikasi Classpoint adalah salah satu perangkat lunak yang dapat terintegrasi dengan Microsoft PowerPoint, memungkinkan pembuatan media pembelajaran yang lebih interaktif dan inovatif. Terdapat banyak fitur yang dapat dimanfaatkan oleh para guru untuk menciptakan materi pengajaran melalui aplikasi ini. Sayangnya, guru-guru SD-IT Imam Syafe’I Pekanbaru belum terampil menggunakan aplikasi Classpoint, padahal aplikasi ini memiliki potensi untuk meningkatkan kemampuan literasi dan numerasi siswa di sekolah. Oleh karena itu, Tim Pengabdian Kepada Masyarakat Universitas Islam Riau (UIR) menginisiasi pelatihan penggunaan aplikasi Classpoint bagi guru-guru dan siswa. Pelatihan ini diikuti oleh 20 peserta, yang terdiri dari guru dan perwakilan murid dari SMA IT-Imam Syafe’I Pekanbaru. Evaluasi pelatihan dilakukan berdasarkan pemahaman peserta pada setiap sesi. Hasil evaluasi menunjukkan bahwa penggunaan Classpoint sangat bermanfaat bagi para guru dalam pengembangan media pembelajaran interaktif. Respon peserta pelatihan terhadap penggunaan aplikasi ini secara keseluruhan dinilai sangat baik.]]>
<![CDATA[Efektivitas Program Bimbingan Belajar Bahasa Inggris untuk Siswa SD IT Imam Syafi’i Pekanbaru ]]>
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Elida, Yusti]]>;
<![CDATA[Hadiyanti, Putri Octa]]>;
<![CDATA[Herman, Herman]]>;
<![CDATA[Yuliani, Sri]]>
<![CDATA[ Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 3 (2025): Abdira, Juli ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdira.v5i3.767
<![CDATA[This tutoring program was organized to provide assistance in learning English for elementary school children, as an effort to improve their ability to communicate in English. This community service activity was carried out at SD IT Imam Syafi’i in Pekanbaru. The program involved 25 elementary school students from grades 4 to 6 at the school. The tutoring sessions were conducted over a period of two months. The methods used in the implementation of this program included socialization, training, and mentoring.The results of the activity showed that the children were very enthusiastic and interested in the program. Before participating in the program, the initial test results showed that only 1 out of 25 students passed, with an average score of 55. This indicated the need for additional guidance in English. After participating in the tutoring program, the final test results showed a significant improvement: all participants successfully passed. According to the data, 9 children scored between 60–69, while 13 children scored between 70–79, with the overall average score increasing to 70.Thus, this English tutoring program has proven to significantly improve the learning abilities of elementary school children.]]>
