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All Journal International Journal of Multilingual Education and Applied Linguistics Masyarakat Mandiri: Jurnal Pengabdian Dan Pembangunan Lokal Educational Dynamics: International Journal of Education and Social Sciences
Halim Ahmad Faizin
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences

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English for Little Learners: Program Kreatif Pengenalan Literasi Bahasa Inggris bagi Anak Usia Dini A’thi Fauzani Wisudawati; Muhyiddin Aziz; Halim Ahmad Faizin; Muhammad Isa; Yulius Harry Widodo; Ita Permatasari
Masyarakat Mandiri : Jurnal Pengabdian dan Pembangunan Lokal Vol. 2 No. 4 (2025): Oktober: Masyarakat Mandiri : Jurnal Pengabdian dan Pembangunan Lokal
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/masyarakatmandiri.v2i4.2241

Abstract

English literacy at early childhood is a crucial foundation for language development, cognitive growth, and academic readiness. TK Desa Bagi 01, despite its high academic achievements, faces several challenges in teaching English, including a busy daily schedule, limited learning time, and restricted access to interactive learning media. This community service program was designed to address these challenges by introducing English literacy to young learners in a creative and engaging manner while simultaneously enhancing teachers’ skills in employing interactive and contextually relevant teaching media. The program employed several methods: observation of current teaching practices, planning and development of creative learning media such as flashcards, posters, storybooks, and puppets, implementation of learning activities through play-based approaches, and evaluation of student and teacher outcomes. The results indicate a significant increase in student enthusiasm, active participation, and comprehension of basic English vocabulary. Teachers also demonstrated improved creativity and confidence in using various teaching media to support literacy learning. This program shows that English literacy can be effectively fostered in early childhood using simple, locally relevant, and sustainable media. Furthermore, it highlights the importance of teacher development in enhancing the quality of English learning in rural school contexts. Overall, the initiative provides a practical model for integrating interactive English literacy education in early childhood settings with long-term potential for rural education improvement.
Examining Students’ Perceptions of an Smalltalk2Me Powered Conversation Assistant in the Speaking Class Ita Permatasari; Rizka Maulina Wulandari; Dian Palupi; Halim Ahmad Faizin; Bima Pramudya Waskito Adji
Educational Dynamics: International Journal of Education and Social Sciences Vol. 2 No. 4 (2025): Educational Dynamics: International Journal of Education and Social Sciences
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v2i4.243

Abstract

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.
Improving English Speaking Skill By Structured Dialogue through Problem Based Learning (PBL) Imam Mudofir; Alief Sutantohadi; Halim Ahmad Faizin; Muhyiddin Aziz; Eda Maaliah; Yulius Harry Widodo; Moh. Farid Maftuh
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.388

Abstract

In this study, which began with an initial speaking score of 60.5, the main objective was to enhance students’ English-speaking skills through structured dialogue by applying Problem-Based Learning (PBL). The research was conducted using a Collaborative Classroom Action Research approach, which followed four key stages: planning, action, observation, and reflection. These stages were carried out in distinct cycles, with each cycle consisting of two meetings. Data were collected through several instruments, including structured dialogue tasks to measure speaking performance, questionnaires to evaluate students’ perceptions of PBL practice, and field notes to capture classroom dynamics. The participants of this study were fourth-semester students of the D3 English Study Program at the State Polytechnic. The findings indicated a significant improvement in students’ English-speaking performance across the two cycles. In Cycle I, the total score achieved was 1,500, with an average of 75 and a success percentage of 70%. In Cycle II, the total score increased to 1,700, with an average of 85 and a success percentage of 90%. This shows a substantial enhancement not only in terms of numerical achievement but also in students’ active engagement and confidence during structured dialogue activities. Furthermore, the effectiveness of the PBL approach in facilitating learning also improved notably. In Cycle I, the average effectiveness score was 6.4, while in Cycle II, it rose to 9.4. These findings suggest that integrating structured dialogue with PBL provides an effective strategy to foster students’ speaking proficiency. It also highlights the potential of collaborative classroom action research in promoting reflective teaching practices and sustained learning improvement.
Co-Authors Alief Sutantohadi A’thi Fauzani Wisudawati Bima Pramudya Waskito Adji Dian Palupi Eda Maaliah Ita Permatasari Moh. Farid Maftuh Mudofir, Imam Muhammad Isa Muhyiddin Aziz Rizka Maulina Wulandari Yulius Harry Widodo