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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ENGLISH FRANCA : Academic Journal of English Language and Education JEES: Journal of English Educational Study Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Education International Journal of English and Applied Linguistics (IJEAL) EBONY SUBSERVE: Community Service and Empowerment Journal
Wijaya, Beni
English Department, Politeknik Negeri Sriwijaya, Palembang, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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EMPOWERING ENGLISH DEBATING COMMUNITY IN VOCATIONAL HIGHER EDUCATION: THE BRITISH PARLIAMENTARY FORMAT Beni Wijaya; Nate Mandigo; Zakaria Zakaria; Leni Rohliah; Fathur Rohman; Balqis Cahaya Kautsar; Aditya Setiawan
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.194

Abstract

For students in vocational higher education, the development of critical thinking, public speaking, and argumentation abilities is crucial. Members of Politeknik Negeri Sriwijaya's English Debating Society (EDS) encountered difficulties in comprehending and using the British Parliamentary (BP) debate format, which is used in national and international competitions. Through organized training and mentorship exercises, this community service program sought to improve members' debate skills. 35 EDS members participated in the program, which included workshops, debate simulations, adjudication practice, and one-on-one feedback sessions. Pre-tests, post-tests, participant surveys, and observations were used to evaluate the program. The findings showed that participants' comprehension of BP debate structure, argument creation, rebuttal strategies, and Point of Information (POI) delivery had significantly improved. Between the pre-test and the post-test, the average participant score rose from 62.4 to 84.7. During debate sessions, participants also showed improved critical thinking abilities and increased self-assurance in public speaking. The program effectively improved vocational higher education students' debating skills and offered a long-lasting paradigm for debate instruction in student organizations.
Navigating Technology-Supported English Learning in Vocational Higher Education: Insights from the First-Year Indonesian Polytechnic Students Beni Wijaya; Sri Endah Kusmartini; Darmaliana Darmaliana; Eli Yeny
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2749

Abstract

Despite the growing integration of digital technology into English language instruction in vocational higher education, little research has explicitly looked at how technology-supported learning affects learner autonomy, English proficiency, and learning challenges among Indonesian vocational college students. This study examined how first-year students at Politeknik Negeri Sriwijaya, Indonesia, learned English with the aid of technology based on their patterns of technology use, perceptions, contributions and challenges. Data from 474 students were gathered via an online survey utilizing a descriptive quantitative methodology, and descriptive statistics were used for analysis. The results showed that students regularly employed digital technologies to help them learn English (M=3.79, SD=0.95), with online videos, mobile applications, artificial intelligence (AI) tools, and online resources being widely used. Additionally, students showed positive perceptions of technology-supported English learning (M=3.98, SD=1.01), especially with regard to simple access to educational resources, heightened enthusiasm for learning, and enhanced comprehension of lessons. Additionally, it was believed that technology improved English language proficiency (M=3.92, SD=0.98), particularly speaking, listening, and reading. Additionally, the results demonstrated that technology fosters learner autonomy (M=3.81, SD=0.96) by allowing students to autonomously access resources, participate in self-directed learning, and assume more accountability for their educational journey. Despite these advantages, students reported a number of difficulties (M=3.40, SD=0.98), such as the need for more teacher supervision, inadequate internet access, technological difficulties, and learning distractions. Overall, the study shows that technology significantly improves vocational higher education students' English learning experiences, language growth, and learner autonomy. To optimize the advantages of technology-supported English learning, the results emphasize the significance of efficient technology integration, sufficient infrastructure, and pedagogical support.
Unveiling the Final Report Writing Journey: A Phenomenological Study of Final-Year Vocational EFL Students Beni Wijaya; Zakaria; Munaja Rahma; Darmaliana; Sri Endah Kusmartini; Eli Yeny
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.8928

Abstract

For final-year English as a Foreign Language (EFL) students, producing final reports is an important academic milestone. However, little research has been done on how students feel about this process in vocational higher education settings. The purpose of this study was to look into the actual experiences of final-year Diploma III EFL students when preparing their final reports. Twelve final-year students from Politeknik Negeri Sriwijaya's English Study Program participated in semi-structured interviews to gather data using a qualitative phenomenological approach. Thematic analysis was then used for analysis. Academic and research-related difficulties, emotional experiences, sources of support, coping mechanisms, and academic and personal development were the five main themes that emerged from the findings. Finding pertinent references, writing literature reviews, analyzing data, structuring ideas, and using academic writing conventions in English were all challenges faced by the participants. Stress, perplexity, frustration, exhaustion, anxiety, and self-doubt frequently accompanied these difficulties. However, students were able to handle them and maintain their motivation with the help of peers, family, supervisors, and online resources. Goal-setting, time management, asking for help, sticking to regular work schedules, and self-motivation were among the coping mechanisms used by them. The final report writing process was seen as a life-changing event that improved research competency, academic writing skills, critical thinking, independence, resilience, confidence, and problem-solving abilities despite the obstacles. The study comes to the conclusion that writing final reports is a significant learning experience that advances students' academic, personal, and professional development in addition to being a graduation requirement.
Professional Development Training Based-Innovation Technology and Pedagogy for Vocational English Language Teachers Wijaya, Beni; Zakaria, Zakaria; Darmaliana, Darmaliana; Kusmartini, Sri Endah; Yeny, Eli; Rienvillia, Nafizsha Donna; Alditria, Amalia Hayyu; Eriyanto, Syavira Riski
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5245

Abstract

Through innovative technology and pedagogy-based training, this community service program sought to improve the professional competency of vocational English teachers. The primary issue found was the inadequate use of cutting-edge digital technology and student-centered pedagogy in vocational English classrooms, which had an impact on both student engagement and teaching effectiveness. Focus Group Discussions (FGD), seminars, and workshops were used in a professional development program for fifteen English instructors at SMKN 2 Palembang in order to address this problem. Teachers were able to investigate technology-enhanced learning platforms, creative teaching methods, digital assessment tools, and vocational-context English education through the program's collaborative and participatory techniques. Observations, interviews, surveys, and reflective assessment sheets were used to gather data. The results showed that teachers' comprehension and practical abilities in incorporating cutting-edge technology and pedagogy into classroom activities had considerable improvement from 13.33% before the training to 86.67% after the training. Teachers showed greater assurance when utilizing digital technologies to create interactive, student-centered learning resources. The sustainability of technology-based professional development programs was positively perceived by the participants. The program came to the conclusion that innovative technology and pedagogy-based training successfully enhanced the professional competency of vocational English teachers and promoted more flexible, interesting, and pertinent English learning strategies in vocational education settings.
Intercultural communication barriers in South Korea: The case of Indonesian international students Beni Wijaya; Putri Sanawiyah; Zakaria Zakaria; Darmaliana Darmaliana; Leni Rohliah; Sintia Pertiwi
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 1 (2025): July 2025
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v10i1.15752

Abstract

This study aimed to identify the barriers to intercultural communication that Indonesian international students encounter in South Korea and to propose a solution. A qualitative descriptive methodology, utilizing in-depth interviews for data gathering, was employed. The study involved interviews with 27 IISMA recipients to gain insights into their experiences with intercultural communication. The results showed that participants struggled to communicate effectively with people from other cultures while studying in South Korea. These problems included anxiety, the assumption that people were more alike than different, ethnocentrism, assumptions, biases, language difficulties, and difficulties with nonverbal communication. This study identified methods to overcome intercultural communication obstacles, enabling international students to develop self-awareness and deepen their cultural understanding, thereby fostering positive relationships with peers, learning the Korean language, utilizing translation applications, being kind and leaving a positive impression on the South Korean local community.
Co-Authors Aditya Setiawan Alditria, Amalia Hayyu Amalia Hayyu Alditria Balqis Cahaya Kautsar Darmaliana Darmaliana Darmaliana Dewi Warna Eka Sartika, Eka Eli Yeny Ellse Tertanti Eriyanto, Syavira Riski Fadhil, Mohamad Fathur Rohman Hilma Suryani Kamilah, Athirah Putri Leni Rohliah Muhammad Nadjmuddin munaja rahma Nafizsha Donna Rienvillia Nate Mandigo Nurul Aryanti Pipit Husnulhotimah Putri Sanawiyah Rienvillia, Nafizsha Donna Rohliah, Leni Sintia Pertiwi Sri Endah Kusmartini Syavira Riski Eriyanto Tania Janesa Utami Tiur Simanjuntak Winny Agustia Riznanda Zakaria Zakaria Zakaria Zakaria