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All Journal JEES: Journal of English Educational Study English Education and Literature Journal (E-jou) JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Al-Irsyad: Journal of Education Science Jurnal Pelayanan dan Pemberdayaan Masyarakat
Ilinawati, Ilinawati
STKIP Persada Khatulistiwa Sintang
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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INCORPORATING MIND MAPPING INTO THE INSTRUCTION OF TEACHING WRITING PROCEDURE TEXTS AT SMKN 1 DEDAI Sijono, Sijono; Ilinawati, Ilinawati; Tuti, Tuti; Agnes, P. Angela
Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i1.3425

Abstract

This study explores the effectiveness of the Mind Mapping technique in enhancing students' writing abilities and their active participation in learning activities, specifically in Class X Multimedia of SMKN 1 Dedai. Drawing on various theories of writing instruction and motivation, as well as the benefits of Mind Mapping, the research aims to address students' writing challenges through innovative teaching methodologies.Utilizing Classroom Action Research (CAR) as the methodological framework, the study follows a four-step cycle: Planning, Action, Observing, and Reflecting. Researchers actively engage in teaching writing procedures using the Mind Mapping technique, while observing student interactions and responses in the classroom. Data collection involves observations, tests, field notes, and interviews conducted across two research cycles.The findings reveal significant improvements in student engagement and writing proficiency throughout the research process. Despite initial challenges, such as low motivation and participation, the implementation of the Mind Mapping technique leads to notable enhancements in student participation rates, writing skills, and overall learning experiences.Analysis of data from both cycles demonstrates a marked increase in student participation, with average scores rising from 69.21% to 82.89%. Moreover, test results indicate substantial advancements in students' writing proficiency, particularly in content, organization, language use, vocabulary, and mechanics. This study underscores the importance of innovative teaching methodologies, such as Mind Mapping, in fostering student engagement and improving learning outcomes. By actively integrating such techniques into classroom instruction, educators can create dynamic learning environments conducive to student participation and skill development. Keywords: Mind mapping technique, teaching writing, procedure text
Unlocking Descriptive Writing Skills with Picture Word Inductive Model (PWIM): A Study with Tenth-Grade Students at SMK Negeri 1 Sungai Tebelian Ilinawati, Ilinawati; Dharma, Yokie Prasetya; Irawandi, Hery
English Education and Literature Journal (E-Jou) Vol 5 No 02 (2025): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v5i02.1600

Abstract

This Classroom Action Research (CAR) study explores the effectiveness of the Picture Word Inductive Model (PWIM) in improving tenth-grade students' descriptive writing skills and classroom participation at SMK Negeri 1 Sungai Tebelian in the 2023/2024 academic year. The research aimed to evaluate how PWIM, a student-centered approach involving visual aids and inductive reasoning, influenced students' engagement and writing outcomes over two cycles. Data were collected from a variety of sources, including classroom observations, field notes, writing tests, student interviews, and video recordings, which provided both quantitative and qualitative insights. In the first cycle, despite the introduction of PWIM, students were hesitant and passive, resulting in average writing scores and limited participation. Observations revealed that students were unsure about the new approach and lacked confidence. To address these issues, several instructional adjustments were made for the second cycle, including providing additional scaffolding, promoting group discussions, and offering more explicit modeling of writing tasks. These changes contributed to an improved classroom atmosphere where students felt more comfortable and confident. The second cycle showed significant improvements. Student participation rose from 69.95% in Cycle I to 77.62% in Cycle II, reflecting a more active and engaged class. Writing scores also improved, with the average score increasing from 68.15 to 75.6, representing a 10.93% improvement. Interviews with students revealed that visual aids helped them generate ideas and write more detailed descriptive texts, boosting their writing fluency. This study concludes that PWIM is an effective method for enhancing both participation and writing skills in descriptive text learning. The findings highlight the importance of teacher adaptability and reflective practice in achieving sustained improvements in student performance. These insights offer valuable guidance for educators seeking innovative, research-based strategies to enhance writing instruction
HAND PUPPET SEBAGAI MEDIA PEMBELAJARAN UNTUK MENSTIMULUS KEMAMPUAN BERBICARA SISWA PADA TK & SD BETHEL Ilinawati, Ilinawati
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 4 No 1 (2023): Jurnal Pengabdian Pendidikan Masyarakat (JPPM)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v4i1.1066

Abstract

Hand Puppet merupakan salah satu media atau alat bantu guru yang dapat digunakan untuk merangsang atau memotivasi siswa untuk berbicara. Boneka Tangan ini merupakan tiruan manusia atau tokoh tertentu yang sangat familiar bagi anak usia sekolah dasar. Penggunaan boneka ini sebenarnya sangat sederhana dengan memainkan karakter boneka tersebut dalam percakapan singkat dengan siswa. Dalam hal ini, siswa secara otomatis terlibat langsung dalam praktik berbicara. Dalam hal ini boneka merupakan alat atau media pembelajaran yang dianjurkan untuk digunakan dalam merangsang psikomotorik anak. Tujuan penggunaan media boneka ini adalah agar siswa dapat belajar berbicara dengan menganggap bahwa boneka tangan adalah bagian dari lawan bicara dalam percakapan singkat. Oleh karena itu, siswa dapat belajar tentang istilah atau kosa kata baru, serta dapat memahami arah pembicaraan dan menanggapi pembicara.
ENGLISH CLUB FOR YOUTH: WADAH KREATIF PEMUDA PERBATASAN DALAM MENGUASAI BAHASA INGGRIS Tuti, Tuti; Sijono, Sijono; Ilinawati, Ilinawati
JPPM: Jurnal Pelayanan dan Pemberdayaan Masyarakat Vol 4, No 1 (2025): Edisi April
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jppm.v4i1.4864

Abstract

Penguasaan bahasa Inggris menjadi keterampilan esensial bagi pemuda di daerah perbatasan guna meningkatkan peluang akademik dan profesional mereka. Kegiatan English Club for Youth ini bertujuan untuk menganalisis peran English Club sebagai wadah kreatif dalam meningkatkan kemampuan berbahasa Inggris pemuda di wilayah perbatasan. Salah satu langkah utama dalam program ini adalah meningkatkan akses terhadap sumber daya pembelajaran dengan mengidentifikasi kebutuhan materi, mengumpulkan bahan ajar melalui donasi atau kerja sama, serta mendistribusikan materi dalam bentuk cetak dan digital. Selain itu, program ini mengembangkan akses e-learning agar peserta dapat belajar secara fleksibel. Monitoring dan evaluasi juga dilakukan secara berkala untuk memastikan efektivitas penggunaan sumber daya yang telah disediakan. Adapun hasil yang dicapai dalam kegiatan ini adalah terbentuknya Komunitas Belajar Bahasa Inggris. Komunitas tersebut berhasil menciptakan lingkungan yang mendukung bagi peserta untuk berlatih bahasa Inggris secara aktif. Selain itu, kegiatan ini telah berhasil memberikan dampak positif dalam meningkatkan keterampilan bahasa Inggris, kepercayaan diri, serta motivasi belajar para peserta. Program ini tidak hanya menyediakan akses pembelajaran yang lebih baik melalui materi dan sesi interaktif, tetapi juga membentuk komunitas belajar yang aktif dan berkelanjutan.Program ini merekomendasikan pengembangan program yang lebih terstruktur dan kolaborasi dengan institusi pendidikan untuk mendukung keberlanjutan English Club di komunitas perbatasan.Kata kunci: English Club, pemuda perbatasan, pembelajaran bahasa Inggris, kreativitas, komunitas belajar 
AN APPLIED RESEARCH ON INTEGRATING READING AND SPEAKING ACTIVITIES TO FOSTER CRITICAL THINKING IN EFL STUDENTS Yokie Prasetya Dharma; Ilinawati, Ilinawati; Itu Meo, Ferdinanda
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Januari 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.496

Abstract

This study explored the impact of an integrated reading–speaking instructional model, From Text to Talk, on the critical-thinking, reading comprehension, and oral communication skills of 32 third-semester EFL students at STKIP Persada Khatulistiwa Sintang. Using a one-group pretest–posttest design, the students’ mean score rose from 45.88 (SD = 19.65) to 63.97 (SD = 11.70); a paired-samples t-test revealed a significant difference (t(31) = 10.65, p < .001) with a large effect size (Cohen’s d = 1.88). Qualitative interviews with six students uncovered key challenges — including anxiety, vocabulary and pronunciation issues, and classroom monotony — yet also highlighted gains in critical engagement, text interpretation, and spoken interaction. By triangulating quantitative and qualitative data, the study confirms that the integration of reading and speaking fosters deeper cognitive processing, authentic communication practice, and more consistent performance across learners. It further suggests the importance of scaffolded speaking tasks, emotionally safe environments, varied interactive activities, and recognition of reading as a springboard to oral reasoning in EFL instruction.
Co-Authors Agnes, P. Angela Dharma, Yokie Prasetya Irawandi, Hery Itu Meo, Ferdinanda Sijono Tuti, Tuti Yokie Prasetya Dharma