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All Journal English Focus: Journal of English Language Education Indonesian Research Journal on Education Servis : Jurnal Pengabdian dan Layanan kepada Masyarakat
Izza Aisyah Nurmahati
Universitas Al-Khairiyah
Religion Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Investigating the Utilization of Vocabulary Builder Courseware in Broadening EFL Learners’ Vocabulary Mastery Nurmahati, Izza Aisyah
Indonesian Research Journal on Education Vol. 4 No. 3 (2024): irje 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i3.838

Abstract

The mastery of vocabulary is a crucial component of language learning, particularly in the context of English as a Foreign Language (EFL). A strong vocabulary foundation not only facilitates better comprehension and communication but also enables learners to engage more deeply with the language. However, expanding one''s vocabulary in a non-native language presents significant challenges, often requiring innovative instructional methods to enhance learning outcomes. In recent years, Vocabulary Builder courseware has emerged as a promising tool in the educational technology landscape, offering structured and interactive approaches to vocabulary acquisition. This research employed qualitative method in analyzing the data from the questionnaire. Teaching a language also highly needs technology assistance to make it easier and more effective. By combining both traditional method and technology, many research have proven that it is more way better than just using the traditional one. To that reason, teaching a vocabulary through a courseware will give a great result since it is not only emphasized in introducing a new word but also pronunciation is promoted.
PENDAMPINGAN ENGLISH CLUB UNTUK PENGUATAN KOMPETENSI BERBAHASA INGGRIS DI LINGKUNGAN MADRASAH ALIYAH KOTA CILEGON Izza Aisyah Nurmahati; Maya Amelia; ⁠Novy Yuliyanti; Latif Sufi Alhamdan; Pipin Hayadi; Arief Robi; ⁠Pilda Nugraha Firdaus; Romadhon Romadhon
Servis : Jurnal Pengabdian dan Layanan kepada Masyarakat Vol. 4 No. 2 (2026): Juni
Publisher : CV. Nature Creative Innovation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58641/servis.v4i2.229

Abstract

Kemampuan komunikasi bahasa Inggris siswa madrasah aliyah kerap terkendala minimnya kesempatan berlatih di luar kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi pembentukan English Club perdana di MA Al-Khairiyah Citangkil, Cilegon, sebagai wahana pengembangan kompetensi berbahasa Inggris yang berkelanjutan. Kegiatan berlangsung dalam dua pertemuan pada Maret 2026 bersama 35 siswa kelas 10 dan 11. Pertemuan pertama difokuskan pada pengenalan model kegiatan English Club melalui ice breaking, role play, dan workshop teknik dasar komunikasi berbasis pendekatan Communicative Language Teaching (CLT). Hasil kegiatan menunjukkan peningkatan pada kepercayaan diri berbicara bahasa Inggris, penguasaan kosakata, serta kemampuan menyusun kalimat sederhana dalam konteks komunikasi. Rata-rata skor kemampuan berbicara siswa meningkat dari 58,7 menjadi 74,3 (peningkatan 26,6%). Pertemuan kedua diarahkan pada pembentukan organisasi secara resmi, mencakup diskusi visi dan misi, pemilihan pengurus, penyusunan program kerja, serta seremoni peresmian. Tim pengabdi turut menyerahkan modul kegiatan sebagai panduan operasional English Club secara mandiri. Pihak sekolah menyambut antusias dan berkomitmen memberikan dukungan bagi keberlangsungan English Club.
Understanding Feedback in Academic Contexts: Students’ Perceptions and Its Role in Improving Learning Outcomes Hidayat, Muhammad; Nurmahati, Izza Aisyah
Jurnal Bahasa Inggris Vol 9 No 2 (2026)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i2.217

Abstract

Feedback in higher education has been widely recognized as a crucial component in supporting students’ learning and academic development; however, its effectiveness largely depends on how it is perceived and utilized by students as well as how it is delivered by lecturers. This study aims to explore how students define feedback based on their learning experiences and examine its role in improving their understanding of subject matter. This qualitative descriptive design involved 33 students from the English Department in a higher education context. Data were collected through online survey and analyzed using thematic content analysis to identify key patterns and themes in students’ responses. The findings reveal that students conceptualize feedback in three main ways: as performance evaluation, as academic scaffolding, and as effective support. Furthermore, feedback was found to play a significant role in enhancing students’ understanding by clarifying concepts, identifying errors and areas for improvement, and supporting deeper comprehension. However, its effectiveness is strongly influenced by the quality, clarity, and method of delivery. In conclusion, feedback should be designed and delivered as a clear, constructive, and supportive process that addresses both cognitive and emotional aspects of learning to promote meaningful learning experiences in higher education.
Beyond being Digital Natives: Examining Technological Pedagogical Content Knowledge (TPACK) among Pre-Service English Teachers Nurmahati, Izza Aisyah; Amelia, Maya
Jurnal Bahasa Inggris Vol 8 No 2 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v8i2.228

Abstract

  The term digital natives is often used to suggest that young pre-service teachers are naturally prepared to use technology in teaching. This assumption needs to be examined carefully because everyday familiarity with digital tools is different from the professional knowledge needed to design technology-supported instruction. This study investigated the self-perceived Technological Pedagogical Content Knowledge (TPACK) of 28 pre-service English teachers from different universities in Serang and Cilegon, Indonesia. It also examined whether their perceived TPACK differed according to teaching practicum experience and participation in educational technology training. Using a quantitative descriptive survey design, data were collected through a 21-item questionnaire adapted from Schmidt et al. (2009), covering the seven TPACK domains. The data were analyzed using descriptive statistics, Cronbach’s alpha reliability coefficients, Spearman’s rho correlations, and Mann-Whitney U tests. The results showed that all seven domains were in the High category. Technological Content Knowledge received the highest mean score, while Pedagogical Content Knowledge received the lowest. Participants who had completed teaching practicum reported higher mean scores across all domains, although the differences were not statistically significant. Participation in educational technology training was also not significantly related to higher TPACK scores. These findings indicate that regular technology use may build confidence with digital tools, but it is still insufficient for developing pedagogically grounded technology integration. English teacher education programs need to provide more explicit, subject-specific, and practice-oriented opportunities for pre-service teachers to develop TPACK.
Co-Authors AMELIA, MAYA Arief Robi Latif Sufi Alhamdan Maya Amelia Muhammad Hidayat Pipin Hayadi Romadhon Romadhon ⁠Novy Yuliyanti ⁠Pilda Nugraha Firdaus