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All Journal Innovations in Language Education and Literature Jurnal Sipakatau
Reski Reski
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.
Prezi in EFL Classrooms: Reading Comprehension Outcomes and Student Perceptions in Indonesian Junior High School Wanda Wahyuna; Ahmad Junaedi; Fajriani Fajriani; Reski Reski; Asdar Asdar
Innovations in Language Education and Literature Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v3i1.6511

Abstract

Reading comprehension remains a persistent challenge in Indonesian EFL classrooms, where conventional instruction frequently fails to sustain meaningful student engagement with written texts. This study examined the effectiveness of Prezi, a web-based, zoomable presentation platform, as a digital teaching medium for improving eighth-grade students' reading comprehension, and explored student perceptions toward its use. A quasi-experimental design with a non-equivalent control group was employed, involving 48 students from two intact classes at SMP Negeri Mapilli, West Sulawesi, assigned to either Prezi-based instruction or conventional teaching across four treatment sessions. Data were collected through pre- and post-tests measuring literal, inferential, and critical reading comprehension, and a validated 14-item Likert-scale perception questionnaire. An independent sample t-test revealed a statistically significant between-group difference (t(46) = 6.311, p = .000), with the experimental group achieving a mean post-test score of 75.83 compared to 57.71 in the control group. The N-Gain score of 60.66% indicated sufficiently effective learning gains attributable to Prezi-based instruction. Student perceptions were strongly positive, yielding an overall score of 81.07%, classified as Very Successful. These findings suggest that Prezi holds meaningful pedagogical value as an engaging multimodal medium for EFL reading instruction in Indonesian junior high school contexts.
Co-Authors Adi Isma Ahmad Junaedi Amrang Amrang Asdar Asdar Fajriani Fajriani Ikhsan Ikhsan Rahmatullah Syaripuddin Ridwan Ridwan Rusdiah Rusdiah Wanda Wahyuna