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All Journal Jurnal Sipakatau GLENS: Global English Insights Journal
Rusdiah Rusdiah
Universitas Sulawesi Barat, Indonesia
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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Strengthening Academic Literacy through a National Webinar on Strategies for Writing Scopus-Indexed Articles Adi Isma; Amrang Amrang; Rahmatullah Syaripuddin; Fajriani Fajriani; Rusdiah Rusdiah; Ridwan Ridwan; Reski Reski; Ikhsan Ikhsan
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Vol. 2 No. 3 (2025): Jurnal Sipakatau
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v2i3.2512

Abstract

Enhancing academic literacy remains a major challenge in promoting scientific publication productivity in Indonesia, particularly in internationally reputable journals such as Scopus. This article describes the implementation and evaluation of a national webinar entitled “Write It Right: Strategies for Writing Scopus-Indexed Scientific Articles,” organized by the English Education Study Program of Universitas Sulawesi Barat. The webinar aimed to strengthen the academic capacity of lecturers, students, and education practitioners in writing scientific articles that meet international standards. The event was conducted online via the Zoom Meeting platform on January 30, 2025, featuring experienced speakers in the field of international publication. A total of 407 participants registered, with 334 participants attending until the end of the session. The event evaluation was carried out through an online form, covering participants' satisfaction with the material, the speaker’s delivery, and the relevance of the content to their academic needs. The evaluation results indicated a high level of satisfaction, with most participants reporting that they gained practical insights and new motivation for writing scientific articles. Participant feedback also revealed that the webinar enhanced their understanding of scientific writing strategies and opened opportunities for future research collaboration. These findings underscore the importance of organizing online academic training as an effective strategy to strengthen the culture of scientific literacy within higher education institutions.
Google Classroom for EFL Reading Task Management: Student Perceptions, Practices, and Challenges Adi Isma; Ikhsan Ikhsan; Ridwan Ridwan; Rusdiah Rusdiah
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.829

Abstract

Google Classroom (GC) has been widely adopted as a learning management system in higher education; however, limited studies have specifically examined its role as a task management platform in EFL reading courses, particularly in regional universities with digital infrastructure disparities. This study examines the perceptions, practices, and challenges of 98 third-semester EFL students enrolled in the Reading for Information course at Universitas Sulawesi Barat, Indonesia. A concurrent mixed-methods design was employed, combining a structured questionnaire with Focus Group Discussion (FGD) sessions involving 34 student groups across five class sections. The findings show that 94.9% of students use GC regularly, with Likert-scale effectiveness ratings ranging from M = 4.31 to M = 4.57 across four task management dimensions. The deadline notification feature was identified as most beneficial by 95.9% of respondents; as a key external scaffold, it actively supported students' academic self-regulation throughout the course. Students widely appreciated GC's role in consolidating task organization and enhancing instructional transparency. However, unstable internet connectivity remained the primary structural challenge, disproportionately affecting students in rural areas. Interpreted through TAM and SRL theory, the findings underscore GC's pedagogical value and the urgent need for equity-responsive institutional connectivity policies in digitally underserved higher education contexts.
Co-Authors Adi Isma Amrang Amrang Fajriani Fajriani Ikhsan Ikhsan Rahmatullah Syaripuddin Reski Reski Ridwan Ridwan