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All Journal JURNAL PENDIDIKAN TAMBUSAI JSHP (Jurnal Sosial Humaniora dan Pendidikan) IJELR: International Journal of Education, Language, and Religion SALEE: Study of Applied Linguistics and English Education Mitra Teras: Jurnal Terapan Pengabdian Masyarakat GEMBIRA (Pengabdian Kepada Masyarakat)
Putri, Rahmadila Eka
Politeknik Negeri Sriwijaya
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENDAMPINGAN PEMBUATAN BUKLET DIGITAL MENU BERBAHASA INGGRIS SEBAGAI SARANA PROMOSI KONTEMPORER DI TOKO ANI CAKE, PALEMBANG Eka Putri, Rahmadila; Nasution, Mutia; Agustina, Mahraini; Berlianti, Maulidia
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 2 No 06 (2024): DESEMBER 2024
Publisher : Media Inovasi Pendidikan dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Buklet digital (E-booklet) merujuk pada buku saku elektronik berupa lembaran-lembaran elemen visual yang dikemas ringkas namun lugas dan komunikatif. Buklet digital lazim dimanfaatkan sebagai media publikasi yang atraktif melalui kombinasi grafis, gambar, dan keterangan teks untuk mempromosikan produk atau jasa dari suatu bisnis termasuk pada UMKM (Usaha Mikro, Kecil, dan Menengah). Akan tetapi, pelaku usaha produktif pada level ini, seperti toko Ani Cake, cenderung terkendala masuk ke pasar konsumen sebab belum dikenal masif oleh publik. Hal ini disinyalir sebab toko Ani Cake masih dominan menggunakan strategi pemasaran getok tular (Word of Mouth (WOM)) konvensional padahal strategi ini dapat dioptimalkan melalui media digital sehingga lebih interaktif, berjangkauan luas, efektif dan efisien apalagi dilengkapi versi Bahasa Inggris untuk memperluas pangsa pasar. Oleh sebab itu, tim pengabdi melalui program Pengabdian Kepada Masyarakat (PKM) menunjang promosi toko Ani Cake, sebagai mitra, melalui pendampingan pembuatan buklet digital (E-Booklet) menu berbahasa Inggris. Melalui kombinasi strategi pemasaran konvensional (mulut ke mulut) dan kontemporer (media sosial) tersebut, program ini diharapkan membantu toko Ani Cake untuk menarik kuantitas calon konsumen yang lebih banyak.
Vocational English Grammar: Computer Engineering Students’ Misformation Error Analysis on Auxiliary Verbs of Passive Voice in TOEIC Reading Eka Putri, Rahmadila
JSHP : Jurnal Sosial Humaniora dan Pendidikan Vol 9, No 1 (2025)
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Politeknik Negeri Balikpapan.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32487/jshp.v9i1.2324

Abstract

Vocational English in vocational college, such as polytechnic, is structured on their academic and professional potential. This notion also prevails on Computer Engineering students at State Polytechnic of Sriwijaya who learn English for 200 questions-TOEIC which is a widely recognized standardized test to assess the English proficiency in work-related setting. Particularly in TOEIC Incomplete Sentence in Reading section, a good mastery of grammar is necessary, yet students appear to be struggling due to the absence of rules in their mother tongue, resulting in error, for instance on misformation in passive-active questions. Therefore, this study is aimed to disclose their misformation error analysis to improve learning outcome particularly in passive-active form on Incomplete Sentence of TOEIC Reading. Research design for this study was quantitative descriptive with the population of 125 Computer Engineering students taking TOEIC preparation course (Bahasa Inggris 4) while the sample was 30 participants taken by purposive sampling technique. The research instrument was Multiple Choice Cloze Test consisted of 50 passive form questions adopted and adapted from Longman TOEIC Preparation dan Barron’s TOEIC. These questions were segmented equally for five common type of Tenses and discovered that the misformation error analysis in Simple Present Tense (33%; Good), Past Tense (29%; Good), Present/Past Continuous Tense (41%; Moderate), Future Tense (20%; Very Good), and Present Perfect Tense (41%; Moderate). In summary, Computer Engineering students at State Polytechnic of Sriwijaya’s error analysis was regarded “Good” (37%). However, they still need further practice with the grammatical pattern in passive voice across different tenses.Keywords: Vocational English, TOEIC, grammar, error analysis, passive voice
Penguatan Inklusivitas Melalui Pengabdian Linguistik Terapan:  Optimalisasi Keterampilan Lisan Bahasa Inggris Anak Panti Asuhan dengan Metode Simulasi Peran dalam Drama Interaktif Putri, Rahmadila Eka; Nasution, Mutia; Agustina, Mahraini
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 1 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 4 Number 1, June 2025
Publisher : PT. Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/

Abstract

Enhancing inclusivity in English language instruction for children residing in orphanages necessitates pedagogical interventions that are not only linguistically responsive but also critically engaged with the participants’ socio-cultural realities. Structural constraints such as limited access to non-formal education, the absence of familial support systems, and the prevailing dominance of instructional paradigms within formal education have collectively contributed to the passive positioning of orphanage children, both within classroom practices and broader social structures that perpetuate marginalization. Their institutional status is often accompanied by social stigma, assumptions of dependency, a lack of affective reinforcement, and the absence of dialogic spaces essential for self-expression and active participation. This community service initiative employs interactive drama simulation as a core strategy, framed within the principles of experiential learning and critical applied linguistics. The pedagogical design seeks to cultivate a participatory, dialogic, and contextually grounded learning environment. Orphanage children are engaged not merely as learners, but as co-constructors of meaning, drawing upon their lived experiences through narrative, role-play, and performative expression. English, in this context, functions not solely as a communicative skill but as a medium of social emancipation and identity articulation. The program outcomes demonstrate significant improvements in communicative confidence, oral articulation, and critical language awareness. As such, this applied linguistic intervention illustrates the transformative potential of experience-based pedagogy in shifting power relations in education, enabling meaningful participation, and advancing a more dialogic, contextual, and socially empowering language learning framework.   Abstrak Penguatan inklusivitas dalam pengajaran Bahasa Inggris bagi anak anak panti asuhan memerlukan intervensi pedagogis yang tidak hanya responsif secara linguistik, melainkan juga kritis terhadap realitas sosial peserta. Keterbatasan akses pendidikan non formal, ketiadaan dukungan keluarga inti, serta dominasi pendekatan instruksional dalam sistem pendidikan formal berkontribusi terhadap posisi pasif anak panti, tidak hanya dalam proses belajar, tetapi juga dalam struktur sosial yang kerap memarjinalkan mereka. Status sebagai anak panti sering kali disertai stigma ketergantungan sosial, minimnya dukungan afektif, dan kurangnya ruang dialogis yang menghambat ekspresi diri serta partisipasi aktif dalam pendidikan dan masyarakat. Pengabdian ini mengadopsi metode simulasi drama interaktif dalam kerangka experiential learning dan linguistik terapan kritis untuk menciptakan ruang belajar yang lebih partisipatif, dialogis, dan kontekstual. Anak anak panti tidak hanya dilibatkan sebagai peserta, tetapi juga sebagai aktor yang merekonstruksi pengalamannya melalui narasi, peran, dan ekspresi performatif. Penggunaan Bahasa Inggris dalam konteks ini tidak sekadar sebagai kompetensi komunikatif, melainkan sebagai sarana emansipasi sosial. Hasil kegiatan menunjukkan peningkatan keberanian berbicara, kemampuan artikulasi, serta kesadaran reflektif terhadap bahasa sebagai alat untuk menyuarakan identitas dan aspirasi. Dengan demikian, pengabdian linguistik terapan ini memperlihatkan bagaimana intervensi pedagogis berbasis pengalaman dapat menggeser relasi kuasa dalam pendidikan, membuka ruang partisipasi bermakna bagi anak panti, serta menjadi strategi transformatif bagi pengembangan pedagogi bahasa yang lebih dialogis, kontekstual, dan berorientasi pada pemberdayaan sosial. 
English for Hospitality: A Representation of Oral Communication Practices in Food and Beverage (F&B) Services in the British Mini-Series “Boiling Point” Eka Putri, Rahmadila
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11783

Abstract

English proficiency constitutes a pivotal competency in the professional hospitality industry, particularly within Food & Beverage (F&B) services, where oral communication significantly influences service quality, customer satisfaction, and overall operational effectiveness. This study examined the representation of English for Hospitality in high-pressure hospitality environments as depicted in British mini-series “Boiling Point” (2023) where linguistic precision, contextual awareness, and pragmatic competence were integral at ensuring effective interactions. Utilizing a descriptive-qualitative research design and purposive sampling, this study investigated verbal exchanges among restaurant staff and customers, focusing on essential communicative functions of order placement, complaint resolution, and small talk through pragmatic strategies. Thematic analysis revealed that effective order placement involved decision-making discourse and mitigated directives, ensuring clarity while minimizing imposition. In handling complaints, service recovery strategies such as explicit apologies, immediate corrective actions, and reassurance were essential for restoring customer trust and maintaining service excellence. Small talk served as a vital interpersonal engagement strategy, fostering rapport, enhancing guest experience, and reinforcing customer loyalty. Furthermore, this research highlighted the pedagogical potential of audiovisual media, particularly films or series, as instructional tools for English for Hospitality education. By bridging the gap between theoretical linguistic instruction and real-world hospitality practices, film-based instruction not only reinforces communicative competence but also cultivates students’ adaptability in professional service interactions through contextualized understanding of industry-specific discourse and cultural expectations. The immersive pedagogical approaches by incorporating film-based instruction, such as simulations and role-playing activities inspired by audiovisual content, can further strengthen learners’ ability to navigate workplace communication challenges. This study also contributes to the broader discourse on English for Specific Purposes (ESP) by demonstrating the efficacy of audiovisual-based learning in vocational education. Lastly, integrating AI-driven simulations and virtual reality into hospitality communication training can refine these methodologies, ensuring that professionals acquire linguistic and pragmatic skills aligned with global service standards.
Retrospective Study: Integrating English for Medical Purposes and Edutainment through English-Subtitled K-Drama “Daily Dose of Sunshine” to Enhance Nursing Students’ Psychiatric Vocabulary Eka Putri, Rahmadila
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1655

Abstract

English for Medical Purposes (EMP) focuses on teaching domain-specific vocabulary in clinical settings, including psychiatry. However, psychiatric terminology poses particular challenges for novice nursing students due to linguistic complexity and mental health stigma. To address these issues, this study incorporated the English-subtitled K-Drama “Daily Dose of Sunshine” as an edutainment tool to support vocabulary acquisition and foster more constructive perceptions of psychiatric content. A retrospective descriptive design was employed to analyse existing data from researcher’s previous EMP instructional period at a health-focused higher education institution. This approach aimed to evaluate the pedagogical impact of audiovisual integration in psychiatric English instruction and to generate evidence-based insights for English for Specific Purposes (ESP) practice in researcher’s current vocational context. Data were collected through proportionate stratified sampling of 30 nursing students. The study utilized Likert-scale questionnaire to investigate students’ perceptions of using audiovisual media, Vocabulary Recognition Task (VRT) to measure psychiatric English vocabulary acquisition, and documentation to explore potential patterns between the two datasets. The findings indicated notable vocabulary gains, particularly among students with lower initial proficiency, and improved contextual understanding. These outcomes underscore the potential of edutainment in facilitating domain-specific language learning and reducing stigma. Furthermore, it offers valuable implications for the advancement of ESP instruction in specialized educational contexts.
Penguatan Inklusivitas Melalui Pengabdian Linguistik Terapan:  Optimalisasi Keterampilan Lisan Bahasa Inggris Anak Panti Asuhan dengan Metode Simulasi Peran dalam Drama Interaktif Putri, Rahmadila Eka; Nasution, Mutia; Agustina, Mahraini
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 1 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 4 Issue 1, June 2025
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0401.03

Abstract

Enhancing inclusivity in English language instruction for children residing in orphanages necessitates pedagogical interventions that are not only linguistically responsive but also critically engaged with the participants’ socio-cultural realities. Structural constraints such as limited access to non-formal education, the absence of familial support systems, and the prevailing dominance of instructional paradigms within formal education have collectively contributed to the passive positioning of orphanage children, both within classroom practices and broader social structures that perpetuate marginalization. Their institutional status is often accompanied by social stigma, assumptions of dependency, a lack of affective reinforcement, and the absence of dialogic spaces essential for self-expression and active participation. This community service initiative employs interactive drama simulation as a core strategy, framed within the principles of experiential learning and critical applied linguistics. The pedagogical design seeks to cultivate a participatory, dialogic, and contextually grounded learning environment. Orphanage children are engaged not merely as learners, but as co-constructors of meaning, drawing upon their lived experiences through narrative, role-play, and performative expression. English, in this context, functions not solely as a communicative skill but as a medium of social emancipation and identity articulation. The program outcomes demonstrate significant improvements in communicative confidence, oral articulation, and critical language awareness. As such, this applied linguistic intervention illustrates the transformative potential of experience-based pedagogy in shifting power relations in education, enabling meaningful participation, and advancing a more dialogic, contextual, and socially empowering language learning framework. Abstrak Penguatan inklusivitas dalam pengajaran Bahasa Inggris bagi anak anak panti asuhan memerlukan intervensi pedagogis yang tidak hanya responsif secara linguistik, melainkan juga kritis terhadap realitas sosial peserta. Keterbatasan akses pendidikan non formal, ketiadaan dukungan keluarga inti, serta dominasi pendekatan instruksional dalam sistem pendidikan formal berkontribusi terhadap posisi pasif anak panti, tidak hanya dalam proses belajar, tetapi juga dalam struktur sosial yang kerap memarjinalkan mereka. Status sebagai anak panti sering kali disertai stigma ketergantungan sosial, minimnya dukungan afektif, dan kurangnya ruang dialogis yang menghambat ekspresi diri serta partisipasi aktif dalam pendidikan dan masyarakat. Pengabdian ini mengadopsi metode simulasi drama interaktif dalam kerangka experiential learning dan linguistik terapan kritis untuk menciptakan ruang belajar yang lebih partisipatif, dialogis, dan kontekstual. Anak anak panti tidak hanya dilibatkan sebagai peserta, tetapi juga sebagai aktor yang merekonstruksi pengalamannya melalui narasi, peran, dan ekspresi performatif. Penggunaan Bahasa Inggris dalam konteks ini tidak sekadar sebagai kompetensi komunikatif, melainkan sebagai sarana emansipasi sosial. Hasil kegiatan menunjukkan peningkatan keberanian berbicara, kemampuan artikulasi, serta kesadaran reflektif terhadap bahasa sebagai alat untuk menyuarakan identitas dan aspirasi. Dengan demikian, pengabdian linguistik terapan ini memperlihatkan bagaimana intervensi pedagogis berbasis pengalaman dapat menggeser relasi kuasa dalam pendidikan, membuka ruang partisipasi bermakna bagi anak panti, serta menjadi strategi transformatif bagi pengembangan pedagogi bahasa yang lebih dialogis, kontekstual, dan berorientasi pada pemberdayaan sosial.
The Effect of TAI (Team-Assisted Individualization) Method on Mechanical Engineering Students’ Achievement in Writing Narrative Text Nasution, Mutia; Putri, Rahmadila Eka; Agustina, Mahraini
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i2.14928

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh signifikan metode TAI (Team-Assisted Individualization) terhadap penulisan teks narasi pada mahasiswa Teknik Mesin kelas satu Politeknik Negeri Sriwijaya. Populasinya adalah seluruh siswa kelas satu yang berjumlah 160 siswa. Sampel berjumlah 40 siswa yang diambil secara cluster random sampling. Penelitian ini dilakukan melalui metode eksperimen untuk mengetahui hubungan sebab akibat. Kemudian data dikumpulkan dengan menggunakan bingkai narasi sebagai instrumen penelitian. Berdasarkan analisis data yang dianalisis dengan menggunakan rumus Uji-t diperoleh t0 lebih besar dari tt (6,33>2,00) yang berarti metode TAI (Team-Assisted Individualization) secara nyata memberikan trend yang positif dibandingkan metode Konvensional dalam meningkatkan kemampuan siswa. dalam menulis teks narasi.
Co-Authors Agustina, Mahraini Berlianti, Maulidia Nasution, Mutia