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All Journal Jurnal Masyarakat Madani Indonesia MATAI: International Journal of Language Education JALC : Journal of Applied Linguistics and Studies of Cultural
Umarella, Rahmatul Firdausa
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Peningkatan Minat Belajar Bahasa Inggris Siswa SMPN 11 Ambon Melalui Lagu, Games Dan Short Movie Umarella, Rahmatul Firdausa; Kamanasa, Louisa Sarah; Polhaupessy, Delona Ria; Camerling, Bella C. F.; SaQuarella, Juan Yeremia; Pesurnay, Feky J. I.; Siwa, Arleyd Z. M.; Pesurnay, Arfransia M.; Lokollo, Sheryl Gresiany
Jurnal Masyarakat Madani Indonesia Vol. 4 No. 4 (2025): November
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/xsk9p964

Abstract

Siswa di SMPN 11 Ambon menunjukkan rendahnya motivasi dan partisipasi dalam pembelajaran Bahasa Inggris, yang disebabkan oleh metode pengajaran yang monoton dan kurang kontekstual. Untuk menjawab tantangan tersebut, kegiatan pengabdian kepada masyarakat ini dirancang dengan pendekatan berbasis praktik yang menyenangkan dan partisipatif. Tujuan kegiatan adalah meningkatkan minat belajar Bahasa Inggris melalui integrasi media interaktif berupa lagu anak-anak, permainan edukatif, dan film pendek. Metode pelaksanaan terdiri dari empat tahap: identifikasi kebutuhan melalui observasi dan diskusi dengan guru, persiapan media dan materi, implementasi langsung di kelas, serta refleksi dan evaluasi. Lagu digunakan untuk melatih pelafalan dan memperkaya kosakata, permainan edukatif seperti kompetisi mengeja mendorong interaksi dan kepercayaan diri, sedangkan film pendek dimanfaatkan untuk membangun kemampuan berpikir kritis dan pemahaman nilai moral dalam konteks Bahasa Inggris. Hasil kegiatan menunjukkan peningkatan signifikan dalam antusiasme, keberanian berbicara, dan keterlibatan siswa. Evaluasi dilakukan secara kualitatif melalui observasi dan wawancara informal. Kegiatan ini terbukti efektif dan relevan dengan kebutuhan siswa, serta berpotensi untuk direplikasi sebagai model pembelajaran kontekstual di sekolah lain.
Trends and Challenges in Teaching Paragraph Writing: A Comprehensive Literature Review of Recent Studies Kainta, Erwin; Umarella, Rahmatul Firdausa
JALC : JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL Vol. 3 No. 2 (2025): November (Article in Press)
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Paragraph writing constitutes a crucial element in English language education, forming the foundation for developing coherent and logical written expression. Despite its importance, many learners continue to struggle with organizing their ideas, maintaining unity, and applying appropriate paragraph structures. To address these persistent issues, numerous scholars have examined innovative pedagogical approaches and the use of technology to enhance paragraph writing instruction. This study employs a Systematic Literature Review (SLR) method to identify current trends and challenges in teaching paragraph writing. A total of twenty-one research articles published in 2025 were selected from Google Scholar, following specific inclusion criteria related to paragraph writing in the field of English language education. The analysis followed three main procedures: identifying central themes, categorizing emerging trends and instructional challenges, and synthesizing findings through descriptive and thematic analysis. The results indicate a growing focus on integrating digital tools, applying process-based instruction, and emphasizing feedback-driven teaching practices. On the other hand, recurring challenges include students’ limited vocabulary, weak coherence, and teachers’ difficulties in adapting to technology-enhanced learning environments. The review concludes by offering pedagogical implications and proposing future research directions to enhance the effectiveness of paragraph writing pedagogy in EFL settings.
Fostering Grade 10 Students' Speaking Confidence through Procedure Text Videos: A Descriptive Qualitative Study at SMKS Jayanegara Ambon Umarella, Rahmatul Firdausa; Kainta, Erwin
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.22579

Abstract

This study explores how video-based procedure text tasks can foster speaking confidence among senior high school students learning English. Speaking is frequently the language skill that causes the anxiety for learners, particularly in environments where students fear making mistakes or being judged. By integrating structured genre pedagogy with video production, this research investigates how students engage with language in a low-pressure setting that encourages rehearsal, reflection, and self-expression. Conducted in a Grade 10 classroom at SMKS Jayanegara Ambon, the study employed semi-structured interviews, observation checklists, and teacher field notes to capture students’ emotional and behavioral responses. Findings reveal that most students experienced increased self-awareness, reduced anxiety, and greater motivation when completing video tasks. The procedure text format provided a clear linguistic framework, helping students organize their thoughts and deliver instructions with clarity. Video recording allowed students to practice and revise their speech, minimizing the fear associated with live performance. While some students faced challenges related to editing, pronunciation, and group collaboration, the overall impact on speaking confidence was positive. The study demonstrates that combining procedural language with video-based learning offers a meaningful way to support oral communication skills. This approach encourages autonomy, creativity, and emotional readiness, making it a valuable strategy for enhancing speaking instruction in English classrooms.
Co-Authors Camerling, Bella C. F. Kainta, Erwin Kamanasa, Louisa Sarah Lokollo, Sheryl Gresiany Pesurnay, Arfransia M. Pesurnay, Feky J. I. Polhaupessy, Delona Ria SaQuarella, Juan Yeremia Siwa, Arleyd Z. M.