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All Journal JURNAL TAHURI Indo-MathEdu Intellectuals Journal Pattimura Excellence Journal of Language and Culture MATAI: International Journal of Language Education Gaba-Gaba
Ferdinandus, Marcy Saartje
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Arts Education Languange, Linguistic, Communication & Media Mathematics Other

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Improving Students' Vocabulary Mastery Through Digital Storytelling Technique at XI MIA2 Class of SMA Negeri 7 Tual Ferdinandus, Marcy Saartje; Tharob, Theresia
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.v5i6.2093

Abstract

This research aims to improve the mastery of English vocabulary of grade XI MIA2 students at SMA Negeri 7 Tual through digital storytelling techniques. The type of research used is Classroom Action Research (CAR) research which is carried out in two cycles to determine the significant improvement in students' vocabulary mastery after the application of this method. Data collection techniques use tests, questionnaires, observations, documentation. Data analysis was carried out descriptively on all research data. The results of the data analysis showed that the proportion of students who met the minimum completeness criteria increased significantly from the first cycle to the second cycle. The positive response of students to the use of Digital Storytelling in English learning also confirms this finding. Thus, it can be concluded that the Digital Storytelling technique is an effective approach in improving vocabulary mastery and providing a more engaging and interactive learning experience for students
PENGUATAN KAPASITAS GURU BAHASA INGGRIS DALAM PEMBELAJARAN MEMBACA DAN MENULIS DENGAN PENDEKATAN DIAGNOSTIC TEACHING MODEL (DTM) Patty, Jusak; Loppies, Hellien Jequelin; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 2 No 2 (2022): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss2pp31-36

Abstract

Kegiatan ini bertujuan untuk melatih guru-guru Bahasa Inggris pada komunitas MGMP SMP di Kabupaten Kepulauan Aru, Provinsi Maluku untuk mengembangkan model pembelajaran membaca dan menulis dengan Model Pembelajaran Diagnostik (Diagnostic Teaching Model). Hal ini merupakan respon terhadap pembelajaran literasi yang menjadi faktor penting dalam kurikulum prototype 2022. Dengan dilakukannya kegiatan ini, diharapkan bahwa para guru dapat mengembangkan rancangan pembelajaran yang bermakna sebagai sarana untuk memberi eksposure terhadap input Bahasa target kepada peserta didik. Selain itu, guru juga dilatih untuk mengajar siswa untuk membuat desain pembelajaran yang aktif, ramah dan responsif secara khusus dalam pengembangan literasi Bahasa Inggris siswa sekolah menengah. Kegiatan ini dilakukan dengan menggunakan metode pelatihan pengembangan rancangan pembelajaran dengan menerapkan Model Pembelajaran Diagnostik pada tanggal 7 April 2022. Peserta terdiri dari 31 orang guru Bahasa Inggris di Kabupaten Kepulauan Aru, Provinsi Maluku.
MENJADI GURU PROFESIONAL ABAD 21 Binnendyk, Sophia; Lekawael, Rosina Fransisca Joan; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 3 No 2 (2023): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol3iss2pp40-45

Abstract

Peran dan fungsi guru sangat penting dalam meningkatkan kualitas peserta didik Mereka memiliki peran dan fungsi yang sangat penting dalam membentuk kepribadian anak, guna menyiapkan dan mengembangkan sumber daya manusia (SDM), serta mensejahterakan masyarakat, kemajuan Negara dan bangsa. Pembelajaran Abad 21 merupakan pembelajaran yang mengintegrasikan kemampuan literasi, kecakapan pengetahuan, keterampilan dan sikap, serta penguasaan terhadap teknologi. Literasi menjadi bagian terpenng dalam sebuah proses pendidikan, peserta didik yang dapat melaksanakan kegiatan literasi dengan maksimal tentunya akan mendapatkan pengalaman belajar lebih dibanding dengan peserta didik lainnya.
MENUMBUHKAN EMPATI DAN KEPEDULIAN MELALUI PLP I: REFLEKSI AWAL DI SMP NEGERI 4 AMBON Bilmona, Hanafi; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 2 No 1 (2022): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss1pp14-19

Abstract

Program Pengenalan Lapangan Persekolahan (PLP) I bukan hanya menjadi media observasi bagi calon guru, tetapi juga merupakan ruang pembelajaran untuk menumbuhkan empati dan kepedulian, dan kesadaran profesionalisme. PLP I yang dilaksanakan di SMP Negeri 4 Ambon memberi kesempatan kepada mahasiswa untuk menyelami kehidupan sekolah secara utuh melalui pengamatan, interaksi, dan refleksi. Mahasiswa tidak hanya belajar dari apa yang mereka lihat, tetapi juga dari nilai-nilai yang terbangun di antara warga sekolah. Temuan menunjukkan bahwa pengalaman PLP I memicu kesadaran mahasiswa akan kompleksitas dunia pendidikan serta pentingnya peran guru sebagai pembimbing sekaligus panutan. Kegiatan ini menegaskan bahwa pengenalan lingkungan sekolah sejak dini sangat penting untuk membentuk karakter guru yang peduli, adaptif, dan reflektif.
Using Audiovisual Media to Improve Student Writing Skills at SMP Negeri 4 Ambon Ferdinandus, Marcy Saartje
Pattimura Excellence Journal of Language and Culture Vol 1 No 2 (2021): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v1.i2.pp83-90

Abstract

Writing includes the ability to express students' opinions or be taught clearly and effectively in written form. Using audiovisual media can improve students writing skills. The purpose of this study is to find out the process and results of improving writing skills by using audiovisual media. The method used Class Action Research (CAR) with a qualitative approach. In collecting the data using observation and documentation. To analyze the success rate or percentage of student success after the teaching and learning process each cycle is done by providing the same evaluation in the form of written test questions at the end of each cycle. After the data is collected, data analysis is calculated using simple statistics that are to assess formative tests and learning completion. The result of the reduction of the data is presented in the form of a data display and then last concluded. The research procedures are planning, implementation, observation, and reflection. The results have shown the average student learning outcome was 72.33% and the number of students who had completed there was 25 children was 83.33%, and the unfinished 5 children (16.67%). This research was said to be successful if the average test score of students writing above KKM scores, which is 70, and students who score above KKM is at least 80%. At the end of Cycle 2 obtained data: the average student learning outcome was 72.33% and the number of students who had completed there was 25 children was 83.33%, and the unfinished 5 children (16.67%). So, based on data on cycle 2 of Class Action Research is said to have been successful. The findings showed that using audiovisual media could better give a positive effect on the motivation and attention of less active students. The result of this study is that audiovisual media in the form of animated videos can improve students' writing skills in English. Learning by using audiovisual media in the form of animated videos will awaken the spirit of student learning amid the saturation of online learning.
PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS BERBASIS DIGITAL VISUAL LITERACY Loppies, Hellien J; Maruanaya, Hendrik Jacob; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 1 No 2 (2021): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss1pp56-63

Abstract

Pengembangan bahan ajar Bahasa Inggris pada level Pendidikan SMP/SMA/SMK dengan pemanfaatan potensi teknologi komunikasi dan media internet merupakan isu penting dalam pengembangan profesionalisme guru pada abad ke 21 sekarang ini. Menyikapi hal ini, tim PPM (Pemberdayaan dan Pembelajaran Masyarakat) pada program studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pattimura telah melaksanakan kegiatan pelatihan pengembangan bahan ajar Bahasa Inggris bagi guru-guru Bahasa Inggris pada kelompok MGMP SMP/SMA/SMK pada Kabupaten Seram Bagian Barat (SBB) Provinsi Maluku. Pelaksanaan pelatihan ini dilaksanakan sebagai respon terhadap kebutuhan peningkatan kapasistas guru Bahasa Inggris untuk mengembangkan bahan ajar berbasis Digitial Visual Literacy yang merupakan keterampilan penting yang perlu dimiliki guru untuk memfasilitasi proses belajar Bahasa Inggris yang bermakna dan komunikatif. Pelatihan ini telah dilakukan dalam tiga tahap kegiatan, yaiut; persiapan, pelatihan dan pendampingan. Kegiatan pelatihan dilakuan dalam bentuk pelatihan dalam jariangan (daring). Hasil dari kegiatan pelatihan ini menyimpulkan bahwa guru Bahasa Inggris memiliki tanggapan positif dan responsive terhadap pengembangan bahan ajar berbasis Visual literacy. Guru-guru Bahasa Inggris juga memiliki motivasi yang tinggi dalam mengembangkan bahan ajar dengan aplikasi Digital Story Book dan Model Photo story.
Interplay Between Reading Strategies and Comprehension Challenges in Academic Reading: Insights from Indonesian EFL Learners Ferdinandus, Marcy Saartje; Simantuak, Jamaludin
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page1-19

Abstract

Reading academic texts in a second or foreign language involves substantial cognitive and linguistic demands, particularly for learners in English as a Foreign Language (EFL) contexts. Although various reading strategies, global, problem-solving, and support, have been widely theorized, their dynamic interaction with comprehension challenges remains underexplored, especially in Indonesian higher education. This study investigates the interplay between reading strategies and comprehension challenges among Indonesian EFL learners. Using a mixed-method design, 60 English Department students at Pattimura University were purposively selected. Quantitative data were collected through the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and a researcher-developed Reading Comprehension Challenges Inventory, while qualitative data were obtained via semi-structured interviews with 10 participants. Quantitative results showed that global and problem-solving strategies were most frequently used, with their effectiveness varying by challenge type. Correlation and regression analyses revealed that global strategies aided conceptual connections, whereas problem-solving strategies addressed lexical and syntactic barriers. Thematic analysis showed that support strategies often failed with abstract concepts. These findings highlight an interactive, rather than linear, relationship between strategy use and comprehension challenges. The study contributes to applied linguistics by proposing a strategy–challenge interplay model and demonstrates the value of integrated methodological approaches for informing pedagogical practices in academic reading instruction.
Improving Students' Vocabulary Mastery Through Digital Storytelling Technique at XI MIA2 Class of SMA Negeri 7 Tual Ferdinandus, Marcy Saartje; Tharob, Theresia
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.v5i6.2093

Abstract

This research aims to improve the mastery of English vocabulary of grade XI MIA2 students at SMA Negeri 7 Tual through digital storytelling techniques. The type of research used is Classroom Action Research (CAR) research which is carried out in two cycles to determine the significant improvement in students' vocabulary mastery after the application of this method. Data collection techniques use tests, questionnaires, observations, documentation. Data analysis was carried out descriptively on all research data. The results of the data analysis showed that the proportion of students who met the minimum completeness criteria increased significantly from the first cycle to the second cycle. The positive response of students to the use of Digital Storytelling in English learning also confirms this finding. Thus, it can be concluded that the Digital Storytelling technique is an effective approach in improving vocabulary mastery and providing a more engaging and interactive learning experience for students
Inclusive Strategies: A Qualitative Study of Practices and Perceptions in the English Education Program, Pattimura University Ferdinandus, Marcy Saartje; Lewier, Christian Albert
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22524

Abstract

This study explores inclusive strategies in English Language Teaching (ELT), focusing on how teachers can effectively address students’ diverse social, cultural, and linguistic backgrounds as well as their varying learning styles and proficiency levels. Grounded in a descriptive qualitative approach, the research draws from literature analysis, document reviews, and previous studies on inclusive pedagogical practices. The findings reveal that differentiated instruction, technology integration, and culturally responsive materials significantly enhance learner engagement, equity, and motivation. Recognizing students’ individual learning preferences—whether visual, auditory, or kinesthetic—enables teachers to design varied activities that support participation and foster confidence. Furthermore, incorporating multicultural and local content in English classrooms promotes cultural awareness and a sense of belonging, particularly in mixed-ability settings and underserved regions such as Indonesia’s 3T areas. Peer and cooperative learning, task differentiation, and adaptive feedback are also found to be effective strategies for bridging learning gaps. These inclusive approaches not only support language development but also nurture intercultural competence, empathy, and collaborative skills essential in global communication. The study concludes that English teachers should adopt empathy-driven, flexible, and culturally sensitive pedagogical approaches to ensure equitable learning opportunities for all learners. Continuous professional development is also recommended to strengthen teachers’ capacity to implement inclusive practices effectively.
Co-Authors Binnendyk, Sophia Hanafi Bilmona Jusak Patty Lekawael, Rosina Fransisca Joan Lewier, Christian Albert Loppies, Hellien J Loppies, Hellien Jequelin Maruanaya, Hendrik Jacob Simantuak, Jamaludin Tharob, Theresia