Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) The Journal of English Literacy Education
Amrullah
Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
DIGITAL TOOLS IN ESSAY WRITING: PERSPECTIVES FROM ENGLISH EDUCATION STUDENTS Tri Puja; Amrullah
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.43

Abstract

This study explores the use of technological writing tools in the essay-writing process, focusing on how these tools help address common challenges such as grammatical errors, plagiarism, translation, and paraphrasing. It investigates the perceptions of sixth-semester students in an English Education Study Program regarding the use of grammar checkers, plagiarism detectors, translation tools, and paraphrasing tools within the context of an essay writing course. A cross-sectional survey design was employed, and data were collected through structured questionnaires. The responses were statistically analysed using descriptive analysis methods in SPSS to identify usage patterns and student attitudes. The results show that students generally have positive views toward the use of technological tools, with most reporting that these tools assist them in overcoming various writing-related difficulties. The findings also indicate that students make use of a variety of tools, depending on their specific needs. The study recommends further research into the pedagogical integration of such tools in academic writing instruction.
Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Co-Authors Firma Pradesta Amanah Hesti Wahyuni Anggraini Ismail Petrus Lianasari Machdalena Vianty Muhammad Yazir Tita Ratna Wulan Dari Tri Puja Yentri anggeraini Zuraida