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All Journal Journal of English Language Studies EDUVELOP (Journal of English Education and Development) MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran JUDIKA (JURNAL PENDIDIKAN UNSIKA) ELT in Focus LADU: Journal of Languages and Education Journal of Educational Sciences Innovative: Journal Of Social Science Research Prosiding Seminar Nasional Pascasarjana EduInovasi: Journal of Basic Educational Studies Jurnal Pengabdian Masyarakat Inovasi Indonesia
Pujiawati, Nia
Universitas Singaperbangsa Karawang
Religion Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Peningkatan Kompetensi Literasi Digital Guru Melalui Pelatihan Anotasi Digital dalam Kegiatan Membaca Kolaboratif Kabupaten Karawang Maya Rahmawati; Nia Pujiawati; Putri Kamalia Hakim; Een Nurhasanah
Jurnal Pengabdian Masyarakat Inovasi Indonesia Vol 4 No 3 (2026): JPMII - Juni 2026
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jpmii.1234

Abstract

Pelatihan anotasi digital dalam metode membaca kolaboratif merupakan instrumen krusial bagi guru untuk mengembangkan inovasi pedagogis yang dapat meningkatkan keterampilan pemahaman membaca siswa. Di era kelimpahan informasi digital, kecakapan membaca kritis dan berkolaborasi menjadi kompetensi yang kian mendasar. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi literasi digital guru dalam merancang aktivitas membaca kolaboratif melalui pemanfaatan media anotasi digital. Metode yang digunakan adalah lokakarya (workshop) interaktif dengan pendekatan praktik langsung selama satu hari yang diikuti oleh 15 guru di SMPN 1 Cilamaya Kulon. Tingkat keberhasilan program diukur secara objektif melalui instrumen survei pre-test dan post-test. Hasil evaluasi menunjukkan adanya lonjakan kompetensi peserta yang sangat signifikan; pemahaman teoretis dan metodologis guru mengenai sintaks membaca kolaboratif meningkat tajam dari kondisi awal hingga mencapai 100% pada evaluasi akhir. Selain itu, sebanyak 85% peserta telah menguasai keterampilan praktis dalam mengoperasikan aplikasi anotasi digital untuk diadopsi dalam pembelajaran. Kegiatan ini berhasil mengubah pendekatan pembelajaran literasi, dari aktivitas mandiri menjadi pembelajaran digital yang interaktif dan kolaboratif.
Investigating EFL Learners’ Challenges and Strategies in Writing A Text Through Process Approach Aghenov Rizdaka; Nia Pujiawati; Hilmansyah Saefullah
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9244

Abstract

This study aims to investigate the challenges faced by EFL students and the strategies they employ in writing hortatory exposition texts through the process approach. The background of this study stems from the complexity of writing as a productive skill, where EFL learners often struggle with generating ideas, selecting appropriate vocabulary, organizing sentence structures, and applying proper grammar and punctuation. Although the process approach is known to enhance writing skills effectively, research examining its implementation in Indonesian high school contexts remains limited, particularly regarding students’ challenges and the strategies they apply. This research employed a qualitative method with a case study design, involving eight XI grade students from a senior high school in Karawang who had been taught how to write hortatory exposition texts using the process approach. Data were gathered through semi-structured written interviews conducted during each stage of the writing process: pre-writing, drafting, revising, editing, and publishing. The findings revealed that students encountered challenges in selecting suitable topics, developing main ideas, organizing paragraphs, and overcoming low self-confidence during the publication stage. To respond to these issues, students applied various strategies such as exploring digital platforms for topic selection, reading journal articles, creating writing outlines, requesting peer feedback, rereading drafts, and using online grammar checkers. These strategies helped the students complete their writing more confidently and systematically. The findings are expected to serve as a valuable reference for teachers and future researchers in developing more effective writing instruction.
A Needs Analysis-Based ESP Model for Islamic Education Management: Integrating Linguistic Expertise and Professional Practice Fikri Asih Wigati; Nia Pujiawati
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1201-1213

Abstract

This study examines the gap between theoretical English language learning and practical application in Islamic education.English language teachers lack specialized expertise in the subject matter being taught, while Islamic education practitioners have real-world experience but limited teaching skills. This study used a mixed approach to examine the needs of ESP instructional design in an Islamic Education Management program. A survey was conducted with 60 students to assess their specific English language needs, while in-depth interviews with 10 practitioners working in Islamic educational institutions revealed the professional communication demands they face. The needs analysis revealed a significant gap between students' current linguistic abilities and the professional communication needs in an Islamic education environment. Students demonstrated high motivation for practical skills but lacked exposure to authentic workplace communication scenarios. Based on these findings, the study developed an innovative collaborative ESP model that integrates English language learning with practical application through systematic collaboration between English language teachers and practitioners. This model addresses fundamental incongruities in traditional ESP approaches by combining linguistic expertise and authentic professional experience, producing work-ready graduates with language competency and professional communication skills.
Prompt Engineering to CEFR Alignment: Investigating Generative AI for the Creation of English Listening Assessments Fikri Asih Wigati; Putri Kamalia Hakim; Nia Pujiawati; Maya Rahmawati
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6207

Abstract

Meeting the increasing demand for internationally benchmarked English listening exams is difficult, especially in educational settings with limited resources. In a human–AI collaboration framework, this study investigates the feasibility of using generative artificial intelligence, specifically ChatGPT-4, to support the early development of English listening scripts and test items aligned with the CEFR. Using an exploratory research design, the study generated 20 listening scripts and matching multiple-choice questions across CEFR reference levels A2, B1, B2, and C1 using an iterative prompt engineering technique called Progressive-Hint Prompting (PHP). The produced materials were examined using Text Inspector's descriptive linguistic metrics, which included qualitative assessments of spoken discourse characteristics, topical coverage, and distractor plausibility, as well as lexical profile, readability, and script length. The results show that when guided by structured prompts and ongoing human evaluation, ChatGPT-4 can perform well as a drafting aid. The created scripts demonstrated systematic linguistic variance across CEFR reference levels, particularly in lexical range and text complexity. Nevertheless, several drawbacks were noted, including unequal topical distribution, decreased pragmatic naturalness at higher competence levels, and inconsistent calibration of spoken discourse features. To ensure that distractors were text-based and aligned with assessment criteria, item quality needed to be refined iteratively. These results imply that iterative human-AI interaction, rather than automated generation alone, determines the quality of AI-generated listening materials. The study emphasizes the ongoing importance of professional human oversight while highlighting the potential of generative AI as a resource-efficient support tool for the development of listening assessments. To investigate the efficacy of AI-assisted materials in operational assessment contexts, future research should focus on empirical validation with test takers.
Co-Authors Aghenov Rizdaka Chyntia Heru Woro Prastiwi Een Nurhasanah Evi Karlina Ambarwati Fikri Asih Wigati Fikri Asih Wigati Hilmansyah Saefullah Maya Rahmawati Maya Rahmawati Muhammad Fazri Halawany Putri Kamalia Hakim Putri Kamalia Hakim Wigati, Fikri Asih Yasir Riady