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All Journal Jurnal Ilmiah Bahasa dan Sastra Wikrama Parahita : Jurnal Pengabdian Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan JSHP (Jurnal Sosial Humaniora dan Pendidikan) IJELR: International Journal of Education, Language, and Religion Lexeme : Journal of Linguistics and Applied Linguistics SALEE: Study of Applied Linguistics and English Education Mitra Teras: Jurnal Terapan Pengabdian Masyarakat JR-ELT (Journal of Research in English Language Teaching) GEMBIRA (Pengabdian Kepada Masyarakat)
Putri, Rahmadila Eka
Politeknik Negeri Sriwijaya
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Community-Based English Training for Enhancing the Professional Competence of Religious Pilgrimage Tour Guides in Palembang Rahmadila Eka Putri; Welly Ardiansyah; Nurvia Nathasya; Debby Fifiyanti; Faridatuljana Binti Mohd Noor; Priyanka Sasadara Pracena Putri; Marsya Hilwatullisah; Muhammad Rifqi Al Aufa
Wikrama Parahita : Jurnal Pengabdian Masyarakat Vol. 10 No. 1 (2026): May 2026
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/jpmwp.v10i1.11635

Abstract

Religious tourism constitutes not only a form of spiritual practice but also a channel for cultural diplomacy and global engagement. In Palembang, the annual Ziarah Kubro pilgrimage attracts a growing number of domestic and international visitors. However, limited English proficiency among local pilgrimage guides and pesantren communities constrains the effective communication of religious values, historical narratives, and local wisdom. This community service program aimed to enhance the English communication skills of students at Pesantren Al-Amalul Khair who are directly involved in pilgrimage-related activities, thereby supporting the professionalization of religious tourism services at the community level. The program employed a contextualized English for Tourism framework and commenced with a language needs analysis conducted through field observations, semi-structured interviews, and diagnostic pre-tests to identify participants’ communicative needs. Participants were selected based on their active roles in guiding, hospitality, and religious tourism support. Training activities consisted of role-play simulations of guiding scenarios, guided speaking exercises, visual-based vocabulary instruction, and the collaborative development of bilingual digital brochures. Authentic communicative practice was reinforced through field mentoring during actual pilgrimage activities. Program evaluation was carried out using pre- and post-test, performance-based observation, and qualitative participant feedback. The findings indicated marked improvements in vocabulary mastery, functional guiding expressions, cultural interpretation abilities, and communicative confidence among participants. To ensure sustainability, the program facilitated the establishment of an English Club and provided bilingual learning resources tailored to religious tourism contexts. Overall, the program demonstrates that context-based English training integrated into community practices can effectively strengthen local capacity, enhance community engagement, and support the development of religious tourism services with global orientation.
Play-based Andragogy through 3D Jigsaw Puzzle: Enhancing Social Engagement and Collaborative Descriptive Writing Rahmadila Eka Putri
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.16030

Abstract

Play-based approach, traditionally associated with childhood education, has shown significant potential in higher education by fostering cognitive and social engagement among emerging adults. This study examined the effectiveness of a play-based approach using 3D jigsaw puzzles in enhancing social engagement and descriptive writing skills among first-semester students in the English for Business and Professional Communication program at State Polytechnic of Sriwijaya. Using a quasi-experimental design with total sampling (n = 43), students were divided into an experimental group (n = 23) and a control group (n = 20). A mixed-method approach, combining pre- and post-tests, rubric-based analysis, closed-ended questionnaire, and non-participative observation, ensured comprehensive evaluation and triangulation of findings. Results revealed that the experimental group demonstrated more positive perceptions and greater improvement in descriptive writing (+13 points, 18.31%) compared to the control group (+8 points,11.11%). Rubric analysis indicated richer details, clearer organization, and stronger sensory language, while observation highlighted higher engagement, lower stress, and improved collaboration. The study concludes that the play-based approach using 3D jigsaw puzzles effectively enhances social engagement and descriptive writing, reaffirming its pedagogical value as an innovative andragogical framework for fostering creativity, collaboration, and holistic development in higher education.
Vocational English Grammar: Computer Engineering Students’ Misformation Error Analysis on Auxiliary Verbs of Passive Voice in TOEIC Reading Rahmadila Eka Putri
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
COLLABORATIVE PROJECT-BASED TRANSLATION IN BILINGUAL MENU BOOKLETS: METACOGNITION AND CULTURAL CHALLENGES Rahmadila Eka Putri; Mutia Nasution; Sulistya Ningrum
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 13 No. 1 (2026): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v13i1.13956

Abstract

This study investigated collaborative project-based translation of bilingual Indonesian–English menu booklets as a pedagogical context where linguistic, cultural, and cognitive demands intersect. Central to this process was students’ metacognitive awareness, which regulates how they plan, monitor, negotiate, and revise translation decisions when confronting culturally embedded culinary texts. Although menu translation plays a crucial role in culinary tourism and intercultural communication, its pedagogical implementation particularly through collaborative Project-Based Learning (PjBL) frameworks foregrounding metacognitive strategy use remains underexplored in translation studies. Addressing this gap, the study adopted a qualitative case study design grounded in constructivist pedagogy and PjBL. Twenty vocational higher education students were purposively selected and divided into five collaborative groups, each assigned to translate a themed Indonesian menu (vegan, fusion food, sweets, street food, and seafood) into a bilingual booklet. Data were triangulated from student-produced menu booklets, non-participant classroom observations, and semi-structured interviews, and analyzed using thematic and document analysis. The findings reveal persistent challenges related to culture-specific culinary terms, lexical gaps, and tensions between cultural authenticity and communicative clarity. To address these challenges, students employed metacognitive strategies such as strategic planning, peer negotiation, self-monitoring, and reflective revision, alongside translation techniques including descriptive equivalence, borrowing, amplification, and literal translation. However, uneven application of these strategies exposed conflicts between domestication and foreignization, and between linguistic accuracy and audience accessibility. Despite limitations such as inconsistent terminology, unequal participation, and absence of authentic client feedback, collaborative project-based translation enhanced students’ translation competence by fostering metacognitive awareness, intercultural sensitivity, and multimodal design skills.
Retrospective Study: Integrating English for Medical Purposes and Edutainment through English-Subtitled K-Drama “Daily Dose of Sunshine” to Enhance Nursing Students’ Psychiatric Vocabulary Rahmadila Eka Putri
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.
Co-Authors Agustina, Mahraini Chalisah, Nabilah Debby Fifiyanti Faridatuljana Binti Mohd Noor Marsya Hilwatullisah Maulidia Berlianti Muhammad Rifqi Al Aufa Mutia Nasution Nasution, Mutia Nurvia Nathasya Prananda, Pramudia Priyanka Sasadara Pracena Putri Ramadhani, Delara Putri Rasya, Muhammad Sulistya Ningrum Welly Ardiansyah