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All Journal Jurnal Bahasa, Sastra, dan Studi Amerika Jurnal Pengabdian Masyarakat dan Riset Pendidikan ELite Journal: International Journal of Education, Language and Literature JEELL (Journal of English Education, Linguistics and Literature)
Tatik Irawati
Universitas PGRI Jombang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Pelatihan Pembuatan Media Interaktif dan Menerjemahkan Teks Pendek dengan Aplikasi Storyline Bagi Guru di Yayasan Al-Imroniyah Perak Jombang : Pelatihan Pembuatan Media Interaktif dan Menerjemahkan Teks Pendek dengan Aplikasi Storyline Bagi Guru di Yayasan Al-Imroniyah Perak Jombang Tatik Irawati; Stevanus Rendy P.S; Surya Rahma Putri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.1938

Abstract

Dalam era digital, pemanfaatan teknologi informasi dalam pembelajaran menjadi kebutuhan mendesak agar proses belajar mengajar lebih efektif dan relevan dengan tuntutan abad ke-21. Yayasan Al-Imroniyah Perak Jombang menghadapi permasalahan berupa keterbatasan keterampilan guru dalam merancang media interaktif menggunakan Articulate Storyline dan kesulitan menerjemahkan teks pendek berbahasa Inggris dari sumber global. Untuk mengatasi hal tersebut, program pengabdian ini bertujuan meningkatkan kompetensi guru melalui pelatihan intensif dan pendampingan berfokus pada dua aspek, yakni pembuatan media pembelajaran interaktif serta penerjemahan teks secara kontekstual. Metode pelaksanaan menggunakan pendekatan praktik langsung (hands-on), presentasi, demonstrasi, simulasi pembelajaran, dan diskusi reflektif, yang dibagi menjadi tiga tahap: persiapan (analisis kebutuhan, penyusunan modul, dan pembentukan kelompok), pelaksanaan workshop, serta pendampingan dan evaluasi. Hasil kegiatan menunjukkan peningkatan signifikan pada keterampilan guru dalam membuat media interaktif berbasis Storyline yang memuat teks, gambar, audio, dan navigasi, serta kemampuan mengintegrasikan hasil terjemahan ke media. Antusiasme peserta tampak dari keaktifan dalam sesi pelatihan dan kesediaan mengimplementasikan hasil karya di kelas. Selain menghasilkan produk media dan teks terjemahan siap pakai, program ini membentuk komunitas belajar daring untuk keberlanjutan, yang diharapkan berdampak pada penguatan budaya pembelajaran berbasis teknologi dan literasi bahasa asing yang adaptif, kreatif, dan kontekstual di lingkungan Yayasan Al-Imroniyah..
Grammarly Through the Lens of Student Perception A'isyah Nurhidayah; Tatik Irawati
Jurnal Bahasa, Sastra, dan Studi Amerika Vol 30, No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jbssa.v30i1.87858

Abstract

Grammarly serves as an online grammar checker that allows users to identify and rectify errors in grammar, pronunciation, punctuation, and plagiarism. This study aims to explore students' perceptions regarding the use of Grammarly as a writing assistant in essay classes. Employing a qualitative case study approach, data were collected through questionnaires and structured interviews. The participants were English major students at Universitas PGRI Jombang enrolled in essay writing classes, with 23 students responding to the questionnaires and 4 participating in interviews. The findings indicate a positive perception among students towards Grammarly as a helpful tool for writing English essays. They appreciate its user-friendly interface, helpful advice, clear explanations, accurate grammar checks, and prompt corrections. Moreover, they find it beneficial for enhancing writing skills and boosting self-confidence, particularly in essay writing. The study also highlights Grammarly's role in facilitating learning about English grammar rules. Despite utilizing only the free version, nearly all students highly recommend Grammarly for supporting English students in essay writing. They value its straightforward feedback, which aids in understanding complex grammar issues and enables them to refine their writing while reducing common errors. In conclusion, students consider Grammarly a valuable tool for enhancing their essay writing skills. Not only does it assist in correcting grammatical errors, but it also serves as an educational resource that enriches students' understanding of English grammar. Therefore, integrating Grammarly into the essay writing curriculum can greatly benefit English students, providing them with an accessible and effective resource to improve their writing proficiency.
Unlocking EFL Collaboration: Transformative Insights from Google Docs Savina Nur Fitriani; Tatik Irawati
Jurnal Bahasa, Sastra, dan Studi Amerika Vol 30, No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jbssa.v30i1.87862

Abstract

This research aims to explore the practical application of Google Docs to facilitate collaborative writing within an EFL writing class at Universitas PGRI Jombang. Engaging 22 EFL students enrolled in an English paragraph writing course, the study employed participant observation and structured interviews as data collection methods. While all 22 students used Google Docs for collaborative writing during the participant observation phase, only a subset of 10 students were chosen for in-depth structured interviews to uncover their experiences. The findings revealed a positive reception among students toward Google Docs' functionalities, particularly real-time editing, commenting, and auto-saving. These tools significantly eased the exchange of ideas, fostering productive discussions and seamless real-time cooperation. However, the study also identified certain challenges, including uneven participation levels among students and potential distractions within the digital realm.
THE EFFECTIVENESS OF USING PIXTON.COM IN WRITING STORYBOARD OF JUNIOR HIGH SCHOOL Isti Chomah; Tatik Irawati
JEELL (Journal of English Education, Linguistics and Literature) Vol. 11 No. 1 (2024): JEELL Volume 11 Number 1 September 2024
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3p48bm46

Abstract

This study explores the effectiveness of Pixton.com in improving English writing skills among eighth-grade students. Using a quasi-experimental design, the research compares an experimental group that used Pixton.com with a control group that used conventional teaching methods. The focus was on students' ability to write storyboards about daily routines. The study involved two classes of eighth-grade students at MTs UW, selected based on teacher recommendations, with data collected through pre-test and post-test assessments. The results, analyzed using SPSS 25, revealed that the experimental group outperformed the control group, demonstrating a significant improvement in writing skills. The ANCOVA test further confirmed this significant difference, showing that Pixton.com had a positive impact on students' writing performance. The study also found that Pixton.com increased students’ motivation, creativity, and engagement in the writing process. Based on these findings, the study concludes that Pixton.com is an effective digital tool for enhancing students’ writing abilities and fostering a more interactive and engaging learning environment. Recommendations for English teachers include incorporating Pixton.com in writing lessons to improve language proficiency. Further research is suggested to investigate its broader applications in other educational contexts.
TEENS, TEXT, AND TECHNOLOGY: THE PERCEPTION OF HIGH SCHOOL EFL WRITERS OF ARTIFICIAL INTELLIGENCE Luthfia Yuha Rofiidah; Tatik Irawati
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.102

Abstract

This study investigated senior high school EFL students’ perceptions of artificial intelligence (AI) in English writing activities. The study employed a qualitative descriptive design with purposive sampling involving eight EFL students in Jombang Regency who had prior experience using AI. Data were collected through open-ended questionnaires distributed via Google Forms and analyzed using thematic analysis. The results revealed two main themes: Academic Writing Support and Usability and Accessibility. Students perceived AI as beneficial for generating ideas, improving grammar, enhancing sentence clarity, organizing writing structures, increasing writing efficiency, and boosting their writing confidence. They also considered AI tools easy to learn, accessible across devices, and suitable for self-directed learning, although minor technical issues and concerns about dependence were noted. Beyond extending the constructs of perceived usefulness and ease of use from the Technology Acceptance Model, the results highlighted AI’s role as both a cognitive and emotional support system in writing. The study concluded that AI functioned not only as a technical aid but also as a reflective learning partner, shaping students’ autonomy and identity as writers. These insights suggested that AI could be integrated effectively into English language learning, provided that it is used ethically and supported by pedagogical guidance.
EFL STUDENTS' CHALLENGES IN SCRATCH-BASED COLLABORATIVE WRITING: A DESCRIPTIVE SURVEY STUDY Rahma Amelia Putri; Rosi Anjarwati; Tatik Irawati; Ika Lusi Kristanti
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p64-77

Abstract

The use of digital learning tools has provided new opportunities to support collaborative writing in the English as a Foreign Language (EFL) classroom. Scratch is one of the digital learning platforms that can be utilized to support collaborative writing activities through its multimedia and storytelling features; however, students may experience various challenges during its implementation. Therefore, this study aimed to investigate EFL students' challenges in using Scratch as a digital learning tool for collaborative writing. This study employed a quantitative descriptive survey design involving 54 eleventh-grade students at SMA Negeri Jogoroto, Jombang, who had experience using Scratch in collaborative writing activities. Data were collected through a 20-item closed-ended questionnaire using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviations, which were subsequently categorized according to a predetermined mean-interval classification. The findings showed that students experienced challenges categorized as high across all three dimensions examined. Digital Literacy Levels of Students was the most prominent challenge (M = 3.62), followed by Limited Access to Technological Infrastructure and Resources (M = 3.53) and Technical Issues and Compatibility Problems (M = 3.50). These findings indicate that students still faced difficulties with digital skills, technological resources, internet access, software compatibility, and technical support when using Scratch. In conclusion, the successful integration of Scratch in collaborative writing requires adequate digital literacy, reliable technological infrastructure, and continuous technical support. Therefore, English teachers and schools should provide sufficient training, improve technological facilities, and strengthen technical assistance to optimize the implementation of Scratch in EFL collaborative writing activities.
Co-Authors A'isyah Nurhidayah Ika Lusi Kristanti Isti Chomah Luthfia Yuha Rofiidah Rahma Amelia Putri Rosi Anjarwati Savina Nur Fitriani Stevanus Rendy P.S Surya Rahma Putri