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All Journal Abjadia, International Journal of Education Teaching English and Language Learning English Journal Jurnal Pengabdian Masyarakat
Zendrato, Oktoberlianus
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Training on Animated English Material Development Using Video Scribe for Second-Semester English Education Students Halawa, Arif Wahyu; Mawati Zai, Irene Netalis; Zendrato, Oktoberlianus; Telaumbanua, Yasminar Amaerita
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.34934

Abstract

The use of animation-based digital tools has grown more and more important in preparing pre-service teachers for classrooms in the twenty-first century. This study examines the efficacy of a focused training program that exposed Nias University English education students to Videoscribe, an animated instructional video creation tool. The program focused on learning through practice, reflection, and visual-verbal integration, and it was based on the experiential learning theory (Kolb, 1984) and multimedia learning theory (Mayer, 2021). A hands-on session with a descriptive qualitative approach was attended by nine participants. Field notes, observation checklists, and questionnaires were used to gather data. The results demonstrated that when utilizing VideoScribe to teach English, participants' technical proficiency, pedagogical knowledge, and self-confidence all significantly improved. These difficulties show how important ongoing mentoring and scaffolded help are. According to the study's findings, short-term, hands-on training can help close the knowledge gap between theory and digital teaching proficiency. Additionally, it adds to the increasing amount of data supporting the inclusion of digital media literacy in teacher preparation programs. The consequences go beyond curriculum design and policy-making, indicating that in order to foster future educators' confidence and inventiveness, technology integration should be methodically incorporated into teacher training programs.
DEEP INTERACTIVE LEARNING ACTIVITIES FOR IMPROVING YOUNG LEARNERS’ ENGLISH VOCABULARY AT PPA IO- 0133 KRAMMER HILINA’A Harefa, Afore Tahir; Harefa, Wina Anjelina; Mendrofa, Sharley Grace; Zalukhu, Christian Pradana Putra; Waruwu, Friska Putri; Zendrato, Oktoberlianus
BESIRU : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2026): BESIRU : Jurnal Pengabdian Masyarakat, Januari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/besiru.v3i1.2329

Abstract

This community service program was conducted to address young learners’ limited basic English vocabulary in a non-formal educational setting at PPA Krammer Hilina’a Church. The program aimed to improve students’ vocabulary mastery through deep learning–based interactive learning activities that emphasize meaningful understanding and active use of language. The participants were 23 students aged 9 to 11 years. The program was implemented in two cycles using planning, action, observation, and reflection stages. Interactive activities such as gesture-based learning, picture-based tasks, pair work, and guided sentence construction were employed to support deep learning through repeated exposure and contextual practice. Quantitative data were collected through vocabulary tests, while qualitative data were obtained from observation sheets and field notes. The results indicated a significant improvement, as students in the Good and Very Good categories increased from 21.74% in Cycle 1 to 69.57% in Cycle 2, while students in the Poor and Very Poor categories decreased from 39.13% to 0%. These findings demonstrate that deep learning–based interactive learning activities effectively support basic English learning in community-based programs.
The Effect of Speech Disfluency on English Speaking Performance among Third-Semester Students: Manuscript Submission: Speech Disfluency in EFL Speaking Performance Mendrofa, Nur Shiyam; N.Cui, Siti Khafifah Shaleh; Zendrato, Oktoberlianus
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9965

Abstract

This study investigates the effect of speech disfluency on English speaking performance among third-semester students of the English Education Study Program at Universitas Nias. Grounded in psycholinguistic perspectives, speech disfluency is viewed as a natural outcome of cognitive processing during speech production, particularly in a second language context. A quantitative descriptive research design was employed, involving ten students selected through purposive sampling. Data were collected through audio-recorded English self-introduction tasks and transcribed for analysis. The analysis focused on identifying and quantifying common disfluency features, including fillers, repetitions, and pauses. The findings reveal that speech disfluency frequently occurs in students’ spoken English and is closely associated with difficulties in speech planning and lexical retrieval. Rather than indicating communicative failure, these disfluencies reflect ongoing language development among EFL learners. The study highlights the importance of considering speech disfluency as an informative aspect of speaking performance evaluation in higher education EFL contexts.
Co-Authors Halawa, Arif Wahyu Harefa, Afore Tahir Harefa, Wina Anjelina Mawati Zai, Irene Netalis Mendrofa, Nur Shiyam Mendrofa, Sharley Grace N.Cui, Siti Khafifah Shaleh Waruwu, Friska Putri Yasminar Amaerita Telaumbanua Zalukhu, Christian Pradana Putra