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All Journal Jurnal ABDIKU Jurnal Ilmiah Wahana Pendidikan
Penton, Serly Susanti
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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PEMBERDAYAAN ANAK DAN REMAJA DI DESA PESISIR MELALUI ENGLISH FOR TOURISM Penton, Serly Susanti
JA (Jurnal Abdiku) : Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2024): Jurnal Abdiku
Publisher : Penerbit LPPM- STKIP PGRI Bangkalan

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The English language training for children and teenagers in Retta, South Pura village, Pura district, Alor regency aims to enhance their communication skills in preparation for opportunities in tourism sector. This training was conducted for three days, from October 26 – 28, 2024, at GMIT Bethel Retta church. Various learning methods were employed, including group discussions, presentations, simulations, and interactive conversation practice. The training materials covered basic English, effective communication techniques, and role-playing to build participants’ confidence in using English. This activity involved various stakeholders and was supported by English study program students as group facilitators. The results of the training indicate that participants experienced an improvement in their understanding and communication skills in English. Additionally, there was an increase in confidence in speaking and a higher enthusiasm for learning among the participants. This training is expected to serve as an initial step in developing local human resources who are ready to compete in the tourism industry.
Pengaruh Pembelajaran Berbasis Game Menggunakan Kahoot Terhadap Penguasaan Kosakata Bahasa Inggris Mahasiswa Baru Penton, Serly Susanti
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 6.D (2025): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

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This research investigates the impact of game-based learning through the kahoot platform on the English vocabulary proficiency of first-year students enrolled in the English study program at Tribuana university of Kalabahi. Utilizing a quasi-experimental design featuring a single group with pre-tests and post-tests, the study include 22 students from the 2024/2025 academic year. Data collection methods comprised vocabulary tests, questionnaires, classroom observations, and semi-structures interviews. The findings indicated a statistically significant enhancement in students’ vocabulary scores following the kahoot-based intervention (p < 0.001), with the average score increasing by 4 points. Insights from the the questionnaires and interviews highlighted elevated levels of student motivation, enjoyment, and engagement. Students expressed that kahoot’s interactive elements, including real-time feedback and gamified quizzes, enriched their learning experience and facilitated more effective vocabulary acquisition. Observations also revealed heightened participation and collaboration during the learning sessions. Despite encountering minor issues such as internet connectivity, these challenges did not substantially impede the learning process. It can be said that kahoot serves as an effective digital learning resource for improving vocabulary mastery while promoting a more dynamic, inclusive, and student-centered learning atmosphere. These results imply that incorporating gamified learning platforms can be a beneficial approach in English language instruction, especially with higher education settings taht cater to diverse learner needs.
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