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All Journal Publikasi Pendidikan Al Ishlah Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) Lectura : Jurnal Pendidikan ELT-Lectura Proceedings of ISELT FBS Universitas Negeri Padang JOURNAL OF ENGLISH FOR ACADEMIC GERVASI: Jurnal Pengabdian kepada Masyarakat Journal of English Language Teaching and Linguistics JEE (Journal of English Education) Jurnal Pengabdian UNDIKMA Journal of English Language and Education ABDINE Jurnal Pengabdian Masyarakat Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Sintaks: Jurnal Bahasa dan Sastra Indonesia INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Journal of Innovative and Creativity Indonesian Journal of Social Sciences, Policy and Politics (IJSSPP) KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Satriani, Estika
Universitas Islam Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Pelatihan Aplikasi ENFORCE dalam Mempromosikan Independent Learning bagi Siswa Jurusan Manajemen Perkantoran SMKS Budi Dharma Dumai Sri Wahyuni; Estika Satriani; Fauzul Etfita; Asnawi Asnawi
Jurnal Pengabdian UNDIKMA Vol. 4 No. 1 (2023): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v4i1.6610

Abstract

This service aims to increase the knowledge and capability of SMKS Budi Dharma Dumai students regarding the application of ENFORCE in promoting independent learning. This service method employed training with three stages: first, the pre-activity stage; second, the core activity stage; and third, the evaluation stage. The number of participants in this dedication was nine tenth-grade students majoring in Office Management. The instrument for evaluating this activity used a questionnaire and was analyzed descriptively. The results of this dedication showed that most students favorably responded that ENFORCE was very useful in learning English for office because the material was presented in an exciting and precise manner. From personalization, authenticity, and connectivity, this application is easily accessible, provides original resources, and provides opportunities for self-study. After participating in this training, students stated that they would use this application as an additional learning reference at school and home.
Pelatihan Desain Konten Pembelajaran yang Kreatif dan Inovatif berbasis Aplikasi Moodle Estika Satriani; Sri Wahyuni; Muklis Muklis
Jurnal Pengabdian UNDIKMA Vol. 4 No. 1 (2023): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v4i1.6866

Abstract

The purpose of this community service is to increase teachers' understanding and skills in designing creative and innovative learning content using the Moodle application. The method used in this service is training with a classical and individual approach. The service partners are 15 (fifteen) teachers of Budhi Darma Dumai SMKS. The instrument for evaluating this activity uses a questionnaire and is analyzed with an interval assessment. The results of this service show that 85% of teachers are able to design learning with creative and innovative content. Training on designing creative and innovative learning content through the Moodle application is proven to have increased teacher knowledge and skill development in utilizing technology in learning.
Errors Analysis: Students’ Pronunciation Assessment through IPA Application Idayani, Andi; Estika Satriani; Via Elmanisa; Betty Sailun
ELT-Lectura Vol. 11 No. 1 (2024): ELT-Lectura Studies and Perspective in English Language Teaching-in progress
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v11i1.19227

Abstract

Pronunciation is one of the most crucial subskills of English speaking. This study aims to determine students' pronunciation errors when pronouncing English short vowels in the fifth semester of English Language Education using the English Pronunciation IPA application and to determine the factors that influence their pronunciation errors. In this study, the researcher used a qualitative method design. It was conducted on students in fifth semester of English Language Education. The researcher collected data with two tools: pronunciation tests and interviews. Students can use the English Pronunciation IPA application as a help for taking long vowel pronunciation examinations. The researcher selected five students to serve as resource people for interviews. Based on the study results, the English Pronunciation IPA application was used to administer a pronunciation test to students. The results showed that, on average, students scored 15.57, with short vowels scoring 3.70 points. Pronouncing short vowels on the /ɒ/ and /æ/ sound are where students make the greatest mistakes. Then, interference and phonological knowledge are the factors that affect pupils' pronunciation issues in English.
Pelatihan Pemanfaatan E-learning Moodle dalam Mengeksplorasi Asynchronous Learning di MA Diniyah Putri Pekanbaru Estika Satriani; Syafriyani Nofitri; Resy Oktadela; Destry Pryanti Kadar
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 5 No. 1 (2025): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v5i1.8170

Abstract

The Community Service Program (PkM) implemented at MA Diniyyah Putri Pekanbaru aimed to improve teachers' capacity in utilizing the Moodle Learning Management System (LMS) as a learning tool, particularly in implementing asynchronous learning models. This activity employed a participatory approach with three core stages: planning, implementation, and evaluation. During the planning stage, the implementation team conducted observations and interviews to identify teachers' needs and challenges in using learning technology. The implementation stage then focused on delivering materials, hands-on practice using Moodle, and intensive mentoring in designing asynchronous learning content tailored to students' needs. Evaluation of the program was conducted through a questionnaire with 20 participating teachers, which provided an overview of the training's effectiveness. The results showed a significant improvement in teachers' abilities in compiling digital materials, managing virtual classes, giving assignments, and monitoring students' online learning activities. Teachers also began to be able to design asynchronous learning that was more interactive and flexible, and encouraged students' independent learning. Another visible impact was the increased creativity of teachers in utilizing Moodle features to support distance learning. These findings align with previous studies that emphasize Moodle's superiority in supporting digital learning while strengthening the professionalism of educators. This training is expected to foster a relevant and sustainable technology-based professional development model, particularly in Islamic boarding schools and similar educational institutions. This will enable teachers to be more adaptable to the challenges of the digital era and able to provide meaningful learning experiences for students. These findings align with previous studies that emphasize Moodle's superiority in supporting distance learning and enhancing teacher creativity. This training is expected to serve as a model for technology-based teacher professional development in Islamic boarding schools and similar educational institutions.
Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom Fauzul Etfita; Sri Wahyuni; Estika Satriani; Asnawi Asnawi; Fermita Yuliasma
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3380

Abstract

Gamification is a learning approach that uses element from games to motivate students in the learning process and enhance feelings of enjoyment and engagement with the learning process This research aimed to investigate the students’ perception toward gamification as applied in English Language Education. This research was conducted at a private university in Riau, and the sample was 47 students of the sixth semester. This research used descriptive-quantitative approach, and the instrument is questionnaire. The questionnaire consists of 35 questions, divided into 7 indicators. The results of this study were processed quantitatively using the Likert scale formula. The result of this research indicates that students were dominant agreed with the 35 statements of 7 indicators about gamification. The research found that the 1st indicator agreed with index 68.65%, the 2nd indicator agreed with index 71.47%, the 3rd indicator agreed with index 68.65%, the 4th indicator agreed with index 67.16%, the 5th indicator agreed with index 71.1%, the 6th indicator agreed with index 71.7%, and 7th indicator agreed with index 70.8%. Therefore, gamification is a platform that suitable for teachers and students in the learning process, especially in learning English for specific purposes.
Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course Estika Satriani; Sri Wahyuni; Fauzul Etfita; Arimuliani Ahmad; Safriani Novitri
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3500

Abstract

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned.  This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.
DEVELOPING A DIGITAL PICTURE BOOK FOR SPEAKING COMPETENCE Safriyani Novitri Yani; Estika Satriani; Wilda Srihastuty Handayani Piliang
Indonesian Journal of Social Sciences, Policy and Politics Vol. 1 No. 1 (2023): February 2023, Indonesian Journal of Social Sciences, Policy and Politics (IJSS
Publisher : Yayasan Wayan Marwan Pulungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69745/ijsspp.v1i1.12

Abstract

This study aims to prepare a new product in the process of learning English, especially for semester 1 students. The product to be prepared is a digital picture book-based learning medium (e-book). Digital picture books (e-books) are made specifically to guide students to become more skilled in learning English according to ethical norms and customary values. Digital picture books or e-books will be packaged more independently and can be used directly by students with the help of the teacher or personally. This research uses the development method by adapting the IDI model, which has three stages of development: planning, design, and development. All processes will be adjusted based on the students' needs in terms of English skills. Quantitative data were collected through questionnaires and testing, and qualitative data were collected through interviews. To develop learning materials to offer students, researchers sought to find needs analysis, effectiveness, and practicality of the products in designing and implementing. Based on the research findings, the study was considered valid and practical and could be used to improve the quality of English comprehension among students.
THE IMPACT OF MOBILE-ASSISTED INTENSIVE READING ON EFL STUDENTS’ MOTIVATION AND READING FLUENCY Estika Satriani; Miranti Eka Putri; Yulianto Yulianto
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4590

Abstract

This study inspects the impact of Mobile-Assisted Intensive Reading (MAIR) on the motivation and reading fluency of EFL students. The study used a quasi-experimental approach that consisted of an experimental and a control group. A questionnaire was used to assess students' motivation and reading fluency. The result of analysis data showed both motivation and reading fluency increasing score compared to the control group. Statistical analysis showed that the average motivation scores were from 68.45 to 82.30, while the reading fluency scores increased from 72.10 to 85.75 after the implementation of MAIR. In contrast, the control group showed only slight improvements, with the motivation score from 69.10 to 72.15, and reading fluency from 71.85 to 74.20. The MANOVA results revealed a statistically significant difference between the experimental and control groups on the combined dependent variables, F(2, 57) = 38.75, p < 0.001, Wilks’ Λ = 0.421. The effect size (Partial η² = 0.579) indicates a large effect, suggesting that the treatment had a substantial impact. Besides that, MAIR had a significant effect on students’ motivation (p < 0.001). MAIR also had a significant effect on reading fluency (p < 0.001). Both variables confirm the effectiveness of the treatment. These findings suggest that MAIR fosters a more engaging learning environment, encourages learner independence, and allows for repeated interaction with the text, all of which are important for improving EFL students' reading fluency. Future researchers are advised to explore long-term impact of MAIR on students' reading comprehension, vocabulary growth, motivation, and reading fluency..
THE EFFECTIVENESS OF DIGITAL PROJECT-BASED LEARNING MODEL ON STUDENTS' ENGLISH ACADEMIC VOCABULARY COMPETENCE Arimuliani Ahmad; Estika Satriani; Fauzul Etfita; Affidah Binti Morni; Yulianto Yulianto
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4600

Abstract

Enhancing academic vocabulary is an essential element in studying the English language because it is fundamental for academic literacy and professional communication. Since it is crucial, many students experience obstacles in determining it fluently because traditional teaching methods focus on memorization rather than on using it in a meaningful way. This research aim to determine the significant effect of using digital project-based learning on students' academic vocabulary competence. A quasi-experimental design was implemented by a one-group pre-test and post-test. There were thirty undergraduate students from the English Language Education Department. Data were gathered by an academic vocabulary test and analyzed by using descriptive statistics and a paired-sample t-test. The results showed that digital project-based learning has a significant effect on students’ English academic vocabulary competence, with a significance value of 0.000 (p < 0.05). This finding proved that digital project-based learning is an effective model for enhancing students’ English academic vocabulary in higher education.
Co-Authors Affidah Binti Morni Afrizal Afrizal Ahmad, Arimuliani Algaziah Kurnia Difa Asnawi Asnawi Asnawi, Asnawi Betty Sailun Bulan Anugrah Destry Pryanti Destry Pryanti Kadar Fauzul Etfita Fauzul Etfita Fermita Yuliasma Haura Nadya Idayani, Andi Johari Afrizal Miranti Eka Putri Muklis Muklis Nadila Mudea N Novia Nazirun Oktadela, Resy Piliang, Wilda Srihastuty Handayani Safriani Novitri Safriyani Novitri Safriyani Novitri Yani Sri Wahyuni Sri Wahyuni Syafriyani Nofitri Via Elmanisa Yulianto Yulianto