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All Journal International Journal of Education English Review: Journal of English Education UICELL Conference Proceeding Globish: An English-Indonesian Journal for English, Education, and Culture Journal of English Education Studies CCIT (Creative Communication and Innovative Technology) Journal SENSITEK PROJECT (Professional Journal of English Education) Abdimas Universal SALEE: Study of Applied Linguistics and English Education Jurnal Pengabdian kepada Masyarakat Prosiding University Research Colloquium Universal Raharja Community (URNITY Journal) Jurnal Nusantara Berbakti International Journal of Educational Research Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL)
Suharti, Dwi Sloria
Universitas Muhammadiyah Tangerang
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Prewriting Activities in Teaching EFL Writing Dwi Sloria Suharti; Nurbaiti Eka Permanasari; Ihsana El Khuluqo
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (821.334 KB)

Abstract

In this paper, the researchers would like to propose a teaching EFL writing course: News Story, which the researchers have used in an EFL classroom context. This effort is different from others in some occasions. Firstly, in the stages of developing ideas of a news story: a biography news, the researchers encourage students to seek for related information for their composition through pre writing activities such as, the activity of research that is by interviewing: preparing some questions and asking those questions to the (intended person) source. Secondly, at the phase of drafting, the researchers ask students to work cooperatively, to construct the main ideas and supporting ideas this activity ends with the results which are sentences then paragraphs. Furthermore, before the researchers provide a writing task: writing a biography news, students are given transitional words to make their composition coherently. Lastly, they upload their composition in their blog. In short, in the proposed teaching EFL writing: a biography news story, by interviewing, students can understand how to organize the writing material according to the necessities of the writing task; writing biography News. To sum up, prewriting activities; through interviewing can assist EFL students to generate the ideas which can inspire and aid them realize both what they want to write and how to write it on their writing task: A Biography News.
PERAN BLOG DALAM MEMOTIVASI SISWA UNTUK MENINGKATKAN KEMAMPUAN MENULIS BAHASA INGGRIS Syaadiah Arifin; Hamzah Puadi Ilyas; Dwi Sloria Suharti
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 8: Januari 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v1i8.968

Abstract

Pada saat ini teknologi meningkat dengan pesat dalam bidang pendidikan. Pengintegrasian teknologi dalam pengajaran dan pembelajaran tidak dapat dihindari lagi. Begitu juga pengajaran dan pembelajaran bahasa Inggris sangat diuntungkan dengan integrasi teknologi ini. Pada saat banyak media yang tersedia untuk digunakan belajar bahasa Inggris seperti: Podcast, Youtube, Instagram, dan blog. Blog sendiri merupakan media yang baik dalam meningkatkan kemampuan berbahasa Inggris siswa dalam skil menulis. Tujuan mengadakan Pengmas ini adalah untuk mengeksplorasi penggunaan blog dalam memotivasi siswa untuk meningkatkan kemampuan menulis bahasa Inggris. Pengmas berlangsung di salahsatu SMA Muhammadiyah yang berlokasi di Jakarta. Peserta yang terlibat ada tiga-puluh siswa kelas XI dan seorang guru. Instrument berupa bahan pengajaran berbentuk ppt, latihan grammar, interview, dan observasi. Pelatihan berlangsung selama tujuh jam selama dua hari. Media lain yang digunakan adalah Whatsapp untuk berdiskusi dan menerangkan tata bahasadan juga tanya jawab mengenai tenses. Hasil yang diperoleh dapat terlihat siswa mulai tertarik menulis paragraph sederhana dan berhati hati dalam menggunakan tata bahasa yang benar. Berdasarkan hasil wawancara siswa merasa lebih nyaman menulis di blog karena waktu yang fleksibel sehingga mereka dapat menulis dengan santai dan dapat bertanya kepada teman, melihat kamus atau melihat catatan ketika mendapat kesulitan
Critical Perspectives on Global Englishes in Asia: Language Policy, Curriculum, Pedagogy and Assessment: edited By Fan Fang, Handoyo Puji Widodo, Multilingual Matters, 2019, 224 pp., ISBN 978-1-788-92409-2 Yanda, Fikri; Suharti, Dwi Sloria
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 1 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v4i1.631

Abstract

A NEEDS ANALYSIS OF TECHNOLOGY-INTEGRATED BASIC ENGLISH GRAMMAR COURSE IN THE INDONESIAN CONTEXT Suharti, Dwi Sloria; Musthafa, Bachrudin; Yusuf, Fazri Nur
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50391

Abstract

Needs analysis is essential for developing a curriculum and teaching materials. Integration of technology in courses provides a supportive environment for learners across a wide range of courses. However, the needs analysis on the technology-integrated Basic English Grammar course learning is insufficient. This report aims to determine students' needs for studying Basic English Grammar courses through technology integration. For this purpose, the researchers used a descriptive qualitative design by distributing questionnaires. Twenty-four students completed the questionnaire, and the researchers recruited several students for interviews. The results of this study reveal students' expectations for technology-integrated assignments, such as submitting writing caption chores to Instagram, with a 48 per cent success rate. The technology-integrated Basic English Grammar course learning presences depict the most commonly used technologies such as YouTube, Instagram, the Quiz app, Google Classroom, Webbing, and e-Books. The researchers identified the lack of internet connection and an overabundance of information that perplexes students—this suggests the necessity to provide training to cope with the technological challenges of learning Basic English Grammar. The study proposes a teaching-learning situation in the Basic English Grammar course with technology integration as learning activities materials in the syllabus so that the teachers as the curriculum makers can develop the curriculum according to the needs of students. This report highlights that lecturers and universities perform periodic assessments of their students' needs as a basis for developing a curriculum with these reflective needs. In addition, the pedagogical implications for technology-integrated tools in the Basic English Grammar course are discussed.
SOSIALISASI TEKNOLOGI AUGMENTED REALITY DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA LINGKUP PENGAJARAN YANG TERINTEGRASI Aryani, Diah; Suharti, Dwi Sloria; Noviandi, Noviandi; Ariessanti, Hani Dewi
Universal Raharja Community (URNITY Journal) Vol. 4 No. 1 (2024): URNITY (Universal Raharja Community)
Publisher : UNIVERSITAS RAHARJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/urnity.v4i1.3047

Abstract

Because of its emphasis on superimposing virtual information on top of real environments, augmented reality (AR) technology in education has emerged as a cutting-edge and promising field in both research and practice. This sets learning in a different context from traditional learning and opens up a whole new creative realm for learning.. The gap between teaching methods and the technological environment is increasing as a result of students' disinterest and low motivation when using traditional teaching approaches as well as teachers' reluctance to implement learning with technology. The lack of knowledge and ability of teachers at SDN Larangan 5, Tangerang City in the use and use of integrated technology in classroom teaching is still limited, especially for Augmented Reality (AR) technology, so boredom and lack of variety in the disclosure of their teaching materials often occur, which has an impact on learning outcomes. which is not optimal. This community service activity aims to achieve knowledge transfer by socializing learning content by utilizing Augmented Reality (AR) technology using a smartphone or tablet which will later be used to see and observe objects from the markers that have been provided. This activity uses the Community-Based Participatory Action Research (CBPAR) method with three core stages of the CBPAR action cycle, namely: planning, implementation and evaluation. And the results of the analysis of this activity state that there has been an increase in knowledge and interest regarding the use of technology, especially Augmented Reality (AR) technology which is included in learning activities with analysis results of 50%. Keywords: Augmented Reality, Community Based Participatory Action Research (CBPAR), learning content
Pelatihan Penulisan Berita Berbahasa Inggris Berbasis Blog dan Genre Pedagogy untuk Meningkatkan Literasi Digital Santri Al-Mansyuriyah Dwi Sloria Suharti; Gufron Gufron; Tatu Zakiyatun Nufus; Ade Mahmud; Hatami Hatami
Jurnal Nusantara Berbakti Vol. 4 No. 1 (2026): Januari: Jurnal Nusantara Berbakti
Publisher : Universitas Kristen Indonesia Toraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jnb.v4i1.704

Abstract

This community service program was conducted at Madrasah Aliyah/Pondok Pesantren Al-Mansyuriyah, Tangerang, to provide students with structured experience in English news writing and digital publication through blogs. The program responded to three main partner needs: limited experience in structured English news writing, limited use of blogs for publication, and the need to strengthen students’ digital literacy and writer identity. The activity was designed as a participatory and practice-based training program through three workshops: EFL News Writing, Blogging for EFL News Writing, and English Journal Writing. The evaluation used a pre-survey, a post-survey, observation, and documentation of student blog posts. The pre-survey involved 46 students; 31 students (67.4%) had written English news articles, but 42 students (91.3%) had never used blogs or written blog posts. The post-survey involved 45 students; all respondents (100%) reported that they understood ethical blog publication, and 42 students (93.3%) reported that they could use blogs, images, links, and videos to support their writing. The program produced six student blog posts on pesantren activities, National Santri Day, Teacher’s Day, new student admission, and literacy events. These findings indicate that blog-based genre pedagogy can provide an authentic medium for introducing EFL news writing, digital publication, ethical awareness, and students’ emerging writer identity. Further mentoring is needed to evaluate and improve the linguistic accuracy, news structure, and multimodal quality of students’ writing.
Teacher-Centered Digital Pedagogy for Informal AI-Mediated EFL Vocabulary Instruction: A Conceptual Framework Dwi Sloria Suharti; Dayu Retno Puspita
Prosiding University Research Colloquium Proceeding of The 22nd University Research Colloquium 2026: Bidang Pendidikan, Humaniora, dan Agama
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

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

Abstract

The rapid development of artificial intelligence (AI) is reshaping how English as a Foreign Language (EFL) teachers support vocabulary learning beyond formal classroom instruction. Existing studies have mostly examined learners' autonomous use of AI tools,while the teacher's role in mediating AI through everyday instructional planning remains under-theorized. This conceptual paper proposes a teacher-centered framework that explains how informal AI-mediated planning can enhance EFL vocabulary instruction. Synthesizing vocabulary acquisition theory, teacher cognition, learner engagement, and digital pedagogy, the framework links teacher decision-making to informal AI-supported planning, pedagogical mediation, learner engagement, and vocabulary development. The framework positions AI as a planning resource whose instructional value depends on teachers' professional judgment rather than as an independent instructional agent. The model provides a foundation for future empirical research and practical guidance forpedagogically grounded AI integration in vocabulary instruction.
Penguatan Kompetensi Digital Guru PKBM Maleo melalui Pelatihan Pemanfaatan Aplikasi Artificial Intelligence untuk Persiapan Pembelajaran Aryani, Diah; Asri, Jefry Sunupurwa; Asianto, Andriyanti; Akbar, Habibullah; Sutejo, Bayu Sulistiyanto Ipung; Suharti, Dwi Sloria
Abdimas Universal Vol. 8 No. 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Balikpapan (LPPM UNIBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/abdimasuniversal.v8i1.2832

Abstract

The development of Artificial Intelligence (AI) technology has opened up new opportunities to improve the efficiency of the learning process, particularly in terms of how teachers can prepare teaching materials more innovatively and efficiently. However, the use of AI technology in education still faces several challenges, primarily due to teachers' limited digital literacy. The purpose of this Community Service (PKM) activity is to help PKBM Maleo teachers improve their digital competency by teaching them how to use AI applications, specifically ChatGPT, when preparing lessons. In this activity, Participatory Action Research (PAR) is the approach method used in this activity. PAR supports active partner participation in every step of the process, such as problem identification, program planning, training implementation, evaluation, and reflection. The training activity was held in January 2026 with 14 teachers participating, with the results of the activity evaluation carried out using pre-test and post-test methods to measure the level of participants' understanding of the material provided. The pre-test results showed a significant increase in participant understanding, with an average score of 97.14, while the post-test results showed an increase to 85.7% to 100%. The results of this PKM activity demonstrate that AI training with ChatGPT can help teachers improve their digital literacy skills and better prepare learning materials. It is hoped that this activity will encourage the wise and productive use of artificial intelligence technology in learning in non-formal schools.
Implementasi Game Edukasi Adaptif untuk Anak Berkebutuhan Khusus di Yayasan Yenaiz Kota Tangerang Ariessanti, Hani Dewi; Asri, Jefry Sunupurwa; Laksana, Ryan Putra; Suharti, Dwi Sloria; Fikri, Muhammad; Dzaki, Muhammad Thifaal; Erlangga, Ravi Era; Fathir, Mohammad Nafilah; Putraku, Daniel Marciano; Raditya, Paramadinah Aqil
Abdimas Universal Vol. 8 No. 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Balikpapan (LPPM UNIBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/abdimasuniversal.v8i1.2841

Abstract

This community service activity aims to improve the quality of learning and the well-being of children with special needs through the use of mobile-based technology. The partner institution faces several challenges, including limited adaptive learning media, the continued use of conventional teaching methods, and a shortage of caregivers for optimal assistance, resulting in less structured learning processes and limited support for children's independence. To address these issues, an adaptive educational game was implemented as a mobile application designed with simple visuals, interactive features, and offline usability to suit the children's needs. The implementation method included program socialization, training for caregivers on how to use the application, direct application in daily activities, and evaluation through observation and discussion. The results show that the use of the educational game increases children's engagement in learning activities, helps them understand daily routines more effectively, and supports caregivers in providing more efficient assistance. Therefore, the adaptive educational game can serve as an effective, user-friendly, and sustainable learning medium for children with special needs.
Reading Assignment: Group Work, Impacts on Students’ Reading Comprehension Dwi Sloria Suharti
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 8 No. 1 (2019): Globish: An English-Indonesian journal for English, Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v7i2.1199

Abstract

The objective of the research was to know the differences between the ninth grade students of SMPN 1 Rajeg in reading comprehension used group work technique and those used conventional method. The research was conducted to the ninth grade students of SMPN 1 Rajeg which consist of two classes as sample, IX.G as experiment class and IX.J as control class. The IX.G used group work technique in teaching reading comprehension while IX.J used conventional method. The methodology of the research was quasi experimental design and quantitative method. The data of this research were collected by giving the test (pre-test and post-test) to the sample. The collected data were analyzed by using t-test formula. It was used to test hypothesis to know whether there is difference in reading comprehension between the students given group work technique and those given conventional method. The result of the data analysis showed that  was 4.78 higher than  1.99 with 5% of significant level. The data  was higher than   (4.78 > 1.99). It was mean that Hı was accepted while Ho was rejected. It also means that there was significance of students’ reading comprehension between students in experiment class who were taught by group work technique and the students in control class who were taught by using conventional method at SMPN 1 Rajeg. Keyword: Group Work Technique, Reading Comprehension
Co-Authors Ade Mahmud Adela, Cahya Akbar, Habibullah Andriyanti Asianto Arjulayana Arjulayana Ary Budi Warsito Ary Budi Warsito Bachrudin Musthafa Bayu Sulistiyanto Ipung Sutejo Diah Aryani, Diah Dzaki, Muhammad Thifaal Edi Ramawijaya Putra Eka Ugi Sutikno Eka Ugi Sutikno Emi Taufanawati Erlangga, Ravi Era Fathir, Mohammad Nafilah Fazri Nur Yusuf Fikriasih Wigati Gufron Gufron Hamzah Puadi Ilyas Hani Dewi Aries Santi Hani Dewi Ariessanti Hanim, Imtihan - Hatami Hatami Ignatius Joko Dewanto Ihsana El Khuluqo Jefry Sunupurwa Asri Mayra Armiantyara Muhammad Fikri Noviandi Noviandi Nurbaiti Eka Permanasari Nurti Rahayu Nurti Rahayu Permanasari, Nurbaiti Eka Puspita, Dayu Retno Putraku, Daniel Marciano Raditya, Paramadinah Aqil Rumawan, Maya Tri Ryan Putra Laksana Safitri, Alvio Arisia Suhendar, Asep Syaadiah Arifin Syaadiah Arifin Tatu Zakiyatun Nufus Yanda, Fikri