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All Journal Jurnal PENA : Penelitian dan Penalaran Al Ishlah Jurnal Pendidikan EDUVELOP (Journal of English Education and Development) Pendas : Jurnah Ilmiah Pendidikan Dasar JKIP (Jurnal Keguruan dan Ilmu Pendidikan) JURNAL PENA EDUKASI FOSTER: Journal of English Language Teaching Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pengabdian Papua Research Horizon Jurnal Pengabdian Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan JURNAL FLOBAMORATA MENGABDI
Naing, Ince Rezky
Universitas Cenderawasih
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Mempengaruhi Keputusan Calon Pelamar CPNS Dosen Melalui Webinar Kiat Sukses Memilih Formasi Wangsa, Arma; Naing, Ince Rezky; Yansa, Hajra; Salido, Achmad; Rahman, Gusti Arviana; Firdaus, Andi Mulawakkan; Wijaya, Ariyadi
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 5 No. 4 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN) Edisi September - Desembe
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v5i4.4763

Abstract

There are prospective applicants for Civil Servant Candidate (CPNS) positions, particularly for lecturer roles, who still feel uncertain about the formations they plan to apply for. This uncertainty stems from several factors, including the time and selection process, the number of available positions, the number of applicants, and the passing score threshold. In light of these considerations, this article seeks to explain how the webinar on tips for successfully choosing lecturer formations influenced the decisions of prospective CPNS applicants in selecting a formation. The webinar was conducted in three main phases: pre-implementation, implementation, and evaluation. The results of this community service initiative show that the webinar influenced the decisions of prospective CPNS lecturer applicants in choosing a formation. Before attending the webinar, only about 30.8% felt confident in their decision, but after attending, this percentage increased to around 93.3%. Participants who were initially unsure about their choices became more confident after the webinar, with two main outcomes. The first was that participants became more confident in their original choice, and the second was that participants felt confident to switch to another formation.
Exploring the Role of Digital Tools in Vocabulary Acquisition: A Qualitative Study in the Context of English Education in Papua Naing, Ince Rezky; Nemo, Maximus Leonardus; Rafra, Precilia
JURNAL PENA Vol 12 No 1 (2025)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jp.v12i1.17198

Abstract

The use of digital learning tools has become increasingly influential in language education, particularly in facilitating vocabulary acquisition. However, in contexts such as Papua, Indonesia is characterized by limited resources and significant cultural diversity, the integration of these tools presents distinct challenges and opportunities. This study investigated the role of digital tools in enhancing vocabulary acquisition among English Education students in Papua, examined the challenges encountered by educators and learners, and proposes strategies for adapting these tools to better reflect the region's unique cultural and linguistic landscape. Adopting a qualitative research approach, the study gathered data through semi-structured interviews, classroom observations, and document analysis involving participants from both teachers and students of Papua. Thematic analysis was employed to extract key themes and patterns from the data. The findings indicated that digital tools, such as Kahoot, Quizziz, Quizlet and Duolingo, support vocabulary development by offering gamified, interactive, and self-directed learning opportunities. Nonetheless, their impact is constrained by infrastructural deficiencies, disparities in access to technology, and limited digital literacy among educators and students. Furthermore, the absence of culturally relevant content diminished engagement and reduced the tools’ effectiveness within the local context. The study concluded that while digital tools hold significant potential to enhance English Education, their successful implementation necessitates addressing infrastructural challenges, enhancing educator training, and developing culturally adapted resources. The research contributes to a deeper understanding of the complexities of digital learning in multilingual and under-resourced environments, offering actionable recommendations for improving language education in Papua.
Pelatihan Keterampilan Presentasi Berbahasa Inggris Bagi Praja IPDN Kampus Papua untuk Meningkatkan Kompetensi Komunikasi Global Naing, Ince Rezky; Nemo, Maximus Leonardus; Rafra, Precilia
Jurnal Flobamorata Mengabdi Vol. 3 No. 2 (2025): JURNAL FLOBAMORATA MENGABDI
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jfm.v3i2.2777

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan presentasi dan seminar berbahasa Inggris bagi Praja IPDN Papua sebagai upaya membangun kompetensi komunikasi global. Program pelatihan dilaksanakan pada bulan Oktober 2025 dengan melibatkan 55 praja sebagai peserta aktif. Pelatihan dilaksanakan selama tiga kali pertemuan, masing-masing berdurasi dua jam, menggunakan kombinasi metode ceramah, simulasi, praktik langsung, dan role-play. Materi pelatihan meliputi opening speech, presenting topic, handling Q&A, dan body language dalam konteks akademik, dengan pendekatan experiential learning yang menekankan pengalaman langsung dan refleksi performa. Hasil kegiatan berdasarkan kuesioner pasca-pelatihan menunjukkan bahwa 72,7% peserta sangat setuju dan 21,8% setuju bahwa pelatihan meningkatkan kepercayaan diri mereka dalam berbicara bahasa Inggris, sementara 5,5% peserta bersikap netral dan tidak terdapat respons negatif. Selain itu, 94,6% peserta menyatakan bahwa pelatihan membantu mereka dalam menyusun struktur presentasi berbahasa Inggris secara lebih sistematis. Pada aspek relevansi materi, 94,5% peserta menyatakan bahwa materi handling Q&A dan body language sesuai dengan kebutuhan mereka dalam konteks akademik. Berdasarkan temuan tersebut, kegiatan pelatihan ini menunjukkan kontribusi positif terhadap penguatan kepercayaan diri, kemampuan presentasi, serta keterampilan non-verbal peserta dalam seminar berbahasa Inggris. Kegiatan serupa direkomendasikan untuk dikembangkan secara berkelanjutan dengan durasi yang lebih panjang serta dilengkapi dengan penilaian performatif agar peningkatan kompetensi komunikasi akademik dapat terukur secara lebih objektif.
Pelatihan Pembuatan Ilustrasi Cerita Anak Bagi Guru Sekolah Dasar Wigati Yektiningtyas; Ince Rezky Naing
JURNAL PENGABDIAN PAPUA Vol 10 No 1 (2026)
Publisher : LPPM Uncen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jpp.v10i1.4916

Abstract

Based on readability tests at several schools, picture storybooks were well-liked by students and motivated them to read. However, not many teachers can draw to enhance their work. Meanwhile, illustration fees in Papua are relatively expensive. This community service activity aimed to provide training for teachers to create illustrations for the children's stories. This service activity involved six elementary school teachers in Jayapura City. The activity, conducted from June to July 2025, used a participatory and collaborative method between lecturers, illustrators as trainers, and students. The chairperson and members collaborated to prepare participants, trainers, training materials, story materials, and training designs. The trainers taught how to create illustrations using Canva based on stories prepared by the team. This activity resulted in three picture storybooks: "Lula and Luli," "Amerensi Boat," and "Betel Leaf from Grandma's Garden." Through the results of the limited readability test, the children understood the stories and enjoyed the pictures in the stories. Furthermore, through this activity, the participants gained insight and knowledge to improve the children's stories they wrote with their own illustrations. They also resolved to disseminate what the learned to their fellow teachers. 
University Students’ Speaking Anxiety in a Papuan EFL Classroom: A Qualitative Case Study Ince Rezky Naing; Windy Puspitasari Suparto; Precilia Rafra
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.405

Abstract

Speaking anxiety remains one of the most persistent affective barriers that hinders students’ oral performance in English as a Foreign Language (EFL) classrooms, particularly in contexts with limited exposure to English communication. This study aims to explore how university students experience speaking anxiety, identify classroom situations that trigger anxiety, examine its influence on participation and oral performance, and investigate students’ coping strategies in a Papuan EFL classroom. A qualitative case study design was employed involving 20 second-semester English Education students at a public university in Papua. Data were collected through classroom observations, semi-structured interviews, and written reflections over eight weeks, and were analyzed thematically. The findings reveal that students experience anxiety through nervousness, fear of negative evaluation, and low self-confidence, which often lead to silence, hesitation, and avoidance of speaking tasks. Anxiety was particularly triggered by public speaking, spontaneous questioning, and peer judgment. These conditions reduced students’ fluency and participation. However, students adopted coping strategies such as preparation, peer collaboration, and repeated practice to manage their anxiety. The study highlights the importance of supportive classroom climates and low-pressure communicative activities to foster students’ confidence and oral engagement in EFL learning.
STUDENTS’ EXPERIENCES OF AI AS A SPEAKING PARTNER IN AN EFL CLASSROOM IN PAPUA Ince Rezky Naing; Aqzhariady Khartha; Maximus Leonardus Nemo; Muthmainnah Bahri A. Bohang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45046

Abstract

The accelerating growth of artificial intelligence (AI) has started to transform the landscape of language learning, opening up new possibilities for interactive and personalized educational support. In EFL settings, particularly in geographically isolated and resource-limited regions, students frequently encounter restricted access to authentic speaking partners and inadequate opportunities for oral practice. Although AI-powered tools hold considerable promise in addressing this gap by simulating conversational exchanges, empirical investigations into how students personally experience AI as a speaking partner within real classroom environments remain scarce, particularly in higher education settings across Eastern Indonesia. This study seeks to examine the experiences of university students who used AI as a conversational partner in an EFL speaking classroom in Papua, Indonesia. Employing a qualitative case study approach, the research was conducted with one intact class of undergraduate students enrolled in a speaking course. Data were gathered through classroom observations, students' reflective journals, and semi-structured interviews, and were subsequently analyzed thematically to uncover meaningful patterns and interpretations.The findings indicate that AI-assisted speaking activities strengthened learners' confidence, alleviated anxiety, and encouraged greater learner autonomy by enabling flexible and repeated practice opportunities. Students also viewed AI as a non-judgmental conversation partner that aided in vocabulary building and idea formulation. Nonetheless, challenges pertaining to technological access and over-dependence on AI were also identified. The study highlights the pedagogical significance of incorporating AI into speaking instruction and offers practical insights for technology-enhanced language teaching in similarly underserved contexts, with broader implications for fostering learners' communicative competence and digital readiness.
Co-Authors A. Gusti Efendy Abin, Rais Aqzhariady Khartha Arayani Arayani Ariyadi Wijaya Arma Wangsa Astiantih , Susi Efendi, Rian eko putra, eko Elieser Kulimbang Fazryani Mazita Torano Fikstif Donal Lintong Firdaus, Andi Mulawakkan Hajra Yansa Hamid, Radiah Happy Cruzia Rini Hariadi Syam, Hariadi Inriyatni Sri Pertiwi Ginting L. Nemoq, Maximus Makmum Ashari Mingle A Pistanty Mutaqin, Alim Muthmainnah Bahri A. Bohang Nemo, Maximus Leonardus Nesliani Paotonan Novianti Akhriani Novita Pratiwi Nurhasanah Nurhasanah Nurul Haerani Pangesti Wiedarti Pratiwi, Alifiah Precilia Rafra Putri, Ade Yustika Rafra, Precilia Rahman, Gusti Arviana Ray Suryadi, Ray Rian Efendi Rina Ananta Sumawardani Sitepu Salido, Achmad sultan Syahria, Nur Wigati Yektiningtyas Windy Puspitasari Suparto