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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Jurnal SOLMA JMM (Jurnal Masyarakat Mandiri) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal Ketahanan Pangan Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) International journal of education and learning Jurnal Penelitian, Pendidikan, dan Pembelajaran Journey: Journal of English Language and Pedagogy Englisia ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Sholihah, Fitri Awaliyatush
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Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Bahasa Inggris sebagai Sarana Pemberdayaan Warga Kampung Semar dalam Pariwisata Go Green Ismiatun, Febti; Sholihah, Fitri Awaliyatush; Ni’mah, Dzurriyyatun
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.19640

Abstract

Background: Limited English proficiency has become a major barrier for the residents of Kampung Semar, Malang, in communicating with foreign tourists, especially amidst ongoing efforts to promote sustainable, community-based go green tourism. This program aims to improve the residents’ basic English communication skills so that they can interact with foreign tourists and support sustainable tourism promotion. Method: To address this challenge, a basic English communication training program was conducted through six face-to-face sessions. The methods used included interactive presentations, group discussions, role-playing, and contextual exercises tailored to the residents’ daily needs and situations. The program’s effectiveness was evaluated through surveys involving 15 participants and semi-structured interviews with three randomly selected individuals. Results: The evaluation results showed a significant improvement in the residents’ basic English communication skills, which supported their ability to introduce the village’s potential and welcome foreign visitors. Residents also demonstrated increased enthusiasm and active participation in promoting local tourism activities. Conclusion: This program proved effective in enhancing the basic English communication skills of residents and shows strong potential for replication in other communities facing similar challenges in developing sustainable tourism.
Student’s Willingness to Communicate in English in EFL Digital Context: A Narrative Inquiry Lutfi Ro’ihatul Jannah; Fitri Awaliyatush Sholihah; Dzurriyyatun Ni’mah
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.830

Abstract

This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.
LITERASI DIGITAL GURU BAHASA INGGRIS: MEMBANGUN KAPASITAS DALAM PENGEMBANGAN MODUL AJAR BERBANTUAN ARTIFICIAL INTELLIGENCE Sholihah, Fitri Awaliyatush; Azami, Mochamad Imron; Ismiatun, Febti
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36909

Abstract

Abstrak: Transformasi pembelajaran berbasis teknologi menuntut guru bahasa Inggris memiliki literasi digital dan kemampuan memanfaatkan kecerdasan buatan (AI) dalam pengembangan perangkat ajar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas guru dalam menyusun modul ajar, media pembelajaran, dan asesmen digital berbasis AI. Metode pelaksanaan meliputi analisis kebutuhan, pelatihan terstruktur, pendampingan praktik, dan evaluasi kegiatan. Peserta berjumlah 28 yang terdiri dari guru bahasa Inggris jenjang SD/MI, SMP/MTs, SMA/MA, serta calin guru. Evaluasi keberhasilan kegiatan dilakukan melalui kuesioner pra dan pasca pelatihan untuk mengukur peningkatan pengetahuan dan keterampilan peserta dalam pemanfaatan AI. Hasil evaluasi menunjukkan peningkatan rata-rata kompetensi peserta dari 56% menjadi 88% pada aspek literasi AI. Selain itu, peserta melaporkan peningkatan efisiensi waktu dalam penyusunan perangkat ajar serta dapat meningkatkan motivasi belajar siswa. Kegiatan ini menunjukan bahwa pelatihan berbasis AI efektif dalam mendukung pengembangan profesional guru dan implementasi kurikulum merdeka maupun pembelajaran berdampak. Abstract: Technology-driven learning transformation requires English teachers to possess digital literacy and the ability to utilize artificial intelligence (AI) in developing instructional materials. This community service program aimed to enhance teachers’ capacity to design AI-based teaching modules, instructional media, and digital assessments. The implementation method comprised needs analysis, structured training, guided practice, and program evaluation. The participants consisted of 28 individuals, including English teachers from elementary, junior high, and senior high schools, as well as prospective teachers. Program effectiveness was evaluated through pre- and post-training questionnaires to measure improvements in participants’ knowledge and skills in utilizing AI. The evaluation results indicate an average increase in participants’ competencies from 56% to 88% in AI literacy, the development of AI-based teaching modules using Magic School, the creation of interactive instructional media using Gamma, and the design of gamified digital assessments through Quizizz AI. In addition, participants reported improved time efficiency in preparing instructional materials and increased student learning motivation. These findings demonstrate that AI-based training is effective in supporting teachers’ professional development and the implementation of the Merdeka Curriculum.
Bridging the gap between ESP theory and classroom practice: A study of vocational school teachers’ knowledge, attitudes, and instructional practices Mochamad Imron Azami; Fitri Awaliyatush Sholihah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.137

Abstract

English for Specific Purposes (ESP) in vocational education has been considered as an essential requirement however, it is not consistently practiced within the classroom. In this context, the study explores Vocational English teachers’ conceptual awareness of ESP as well as their pedagogical understanding, orientation and practice concerning its implementation. A quantitative survey approach was employed to gather data and 30 vocational high school English teachers completed a questionnaire measuring familiarity with ESP, conceptual knowledge, perceived competence, attitudes and reported teaching practices. The results reveal that teachers are highly aware of ESP and they have a common idea about its need-analysis and field-specific orientation. Teachers in general also show the favorableness of attitudes to ESP and interest, feeling has to update their professional competence. However, this positive attitude is somewhat not realized in classroom. Although a large number of teachers claim to functionally include materials and vocabulary specific to the area, significant ESP elements such as systematic needs analysis, real material development or involvement with professionals in the industry are irregularly utilized. These results indicate that the ESP implementation in vocational schools is still an ad hoc practice and not systematic support through the curriculum. It is recommended to improve esp teachers’ conceptual understanding of esp and their practical classroom work by enhancing teacher development, instructional materials, and institutional correspondences.
BLENDED LEARNING AND EXTENSIVE LISTENING: A PROMISING COLLABORATION TO ENHANCE LISTENING SKILL Fitri Awaliyatush Sholihah; Mukhamad Bayu Permadi; Atik - Umamah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 3 No. 2 (2018): DECEMBER 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v3i2.3323

Abstract

This research aimed at describing how blended learning strategy by integrating portfolio-based extensive listening activity can improve students’ listening skill. This action research was the response of the classroom problem identified in Listening 2 course in class 2E of English Department, Universitas Islam Malang. The problem was the average score of this class was low (68.86) and only 45% of the students achieved the standard minimum score (≥ 75). Data from interview uncovered that the major cause was insufficient exposure to authentic listening input. The instruments used to gain the data were portfolio and test. The criterion of success set was that 70% of the students obtained the standard minimum score. This research was conducted in two cycles with four meetings for each. At the end of cycle 1, the average score was 75.36 but only 55% of the students achieved the standard minimum score. The test result in cycle 2 indicated that the average score was 78.36 and 73% of the students reached the standard minimum score, meaning that the criterion of success was achieved. This implies that the implementation of blended learning approach with portfolio-based extensive listening activity can significantly enhance listening skill.
Co-Authors Andi Normaladewi Atik Umamah Azami, Mochamad Imron Dzurriyyatun Ni'mah Dzurriyyatun Ni’mah Fariz, Maksum Febti Ismiatun Ghozali, Imam Ali Ma’sum Hafidz, Ayu Mara Fatimah Putri Hamiddin Hamiddin Ismiatun, Febti Laksono, Prayitno Tri Lutfi Ro’ihatul Jannah Moh. Badrih Muhammad Yunus Mukhamad Bayu Permadi Ni’mah, Dzurriyyatun Putri Saniatul Iklima Rahmawati, Henny Rulam Ahmadi Sunismi Sunismi