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All Journal EXPOSURE JOURNAL IRJE (Indonesian Research Journal in Education) JURNAL EDUCATION AND DEVELOPMENT JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Jurnal Dedikasi Teaching English as a Foreign Language Overseas Journal (TEFLO) Jurnal Keguruan dan Ilmu Pendidikan English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment JOEEL (Journal of English Education and Literature) Jurnal Edulanguage: Jurnal Pendidikan Bahasa Jurnal Pengabdian Indonesia Journal of Language Studies
Viktor Siumarlata
Universitas Kristen Indonesia Toraja
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengajaran Bahasa Inggris Menggunakan Metode Real English for Kids di Lembang Rantedada, Tana Toraja Siumarlata, Viktor; Sallata, Yizrel Nani; Arrang, Judith Ratu Tandi
DEDIKASI Vol 25, No 2 (2023): JURNAL DEDIKASI
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/dedikasi.v25i2.58905

Abstract

Abstrak. Tujuan dari kegiatan pengabdian masyarakat ini ialah untuk meningkatkan kemampuan Bahasa Ingris anak-anak dengan mengunakan metode pengunaan Real English yang diadopsi dari metode kontekstual learning yang mendekatkan Bahasa Inggris ke lingkungan pribadi anak-anak.. Kegiatan Pengabdian kepasa Masyarakat ini bermitra dengan Mitra dalam kegiatan pengabdian ini ialah anak-anak di 4 dusun di Lembang Rantedada, Mengkendek, Tana Toraja, Sulawesi Selatan. Tahap pelaksanaan kegiatan pengabdian ini terdiri atas 3 tahap yakni persiapan, pelaksanaan, dan evaluasi. Hasil evaluasi menunjukkan bahwa kemampuan Bahasa Inggris mengalami peningkatan, kepercayaan diri anak untuk meningkat dalam berbicara Bahasa Inggris dari yang dahulu merasa malu sekarang mereka bisa berdiri di depan teman-teman mereka untuk memperkenalkan diri dan bercerita tentang pengalaman mereka.   Kata Kunci:  anak, real english, kontekstual, rantedada
PKM EDUAGROPRENEUR INTEGRATIF MELALUI EDUKASI PERTANIAN PEKARANGAN DAN PENGAJARAN KOSA KATA BAHASA INGGRIS DI LEMBANG PAKALA TANA TORAJA Siumarlata, Viktor; Kristanto, Kristanto; Sallata, Yizrel N.; Rachel, Rachel; Sutrigno, Sutrigno
Jurnal Education and Development Vol 14 No 1 (2026): Vol 14 No 1 Januari 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i1.7770

Abstract

Program Eduagropreneur-English yang dilaksanakan di Lembang Pakala Kecamatan Mengkendek bertujuan memberdayakan anak-anak melalui edukasi pertanian sederhana yang dipadukan dengan pengajaran kosa kata bahasa Inggris. Kegiatan ini melibatkan anak-anak dalam praktik menanam sayuran di pekarangan rumah dengan memanfaatkan media sederhana seperti tanah humus dan barang bekas, serta memperkenalkan kosakata bahasa Inggris yang relevan, seperti nama sayuran, warna, dan bagian tanaman. Hasil kegiatan menunjukkan bahwa pendekatan kontekstual dan partisipatif tidak hanya menumbuhkan minat anak-anak terhadap pertanian dan kepedulian lingkungan, tetapi juga memperkaya keterampilan bahasa Inggris mereka secara alami. Integrasi pertanian, kewirausahaan, dan pembelajaran bahasa terbukti efektif meningkatkan rasa percaya diri, kreativitas, serta wawasan global anak-anak. Program ini memiliki potensi untuk dikembangkan lebih lanjut sebagai strategi pemberdayaan generasi muda dalam mendukung ketahanan pangan keluarga sekaligus memperkuat kompetensi bahasa asing yang kontekstual.
Technology Integration in Language Learning to Improve Learning Outcomes Jatmiko Juhairi; Viktor Siumarlata; Adeena Yaqoob
Journal of Language Studies Vol. 2 No. 2 (2026): Journal of Language Studies, April 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jols.v2i2.286

Abstract

The integration of technology in language learning has become a critical strategy to enhance students’ learning outcomes in the digital era. This study aims to examine how technological tools influence learner motivation, engagement, and overall language proficiency. Employing a qualitative descriptive approach through a systematic literature review, this research analyzes 30 scholarly works published between 2023 and 2025. The findings reveal that technology integration significantly improves language learning outcomes by promoting interactive learning environments, providing real-time feedback, and facilitating personalized learning experiences. Furthermore, tools such as mobile applications, virtual classrooms, and artificial intelligence contribute to increased student motivation and autonomy. However, challenges such as digital literacy gaps and unequal access remain significant barriers. The study concludes that effective implementation of technology requires strategic pedagogical planning and institutional support. This research contributes to the development of technology-enhanced language learning frameworks and offers recommendations for educators and policymakers.
Exploring Dynamic Motivation in Virtual EFL Classrooms: A Qualitative Case Study in Indonesia Asis Salurante; Nehru P. Pongsapan; Viktor Siumarlata
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.416

Abstract

The proliferation of virtual learning environments in English as a Foreign Language (EFL) education has necessitated a deeper understanding of how these digital contexts shape student motivation, particularly in developing country settings where technology-mediated instruction presents unique challenges and opportunities. This qualitative case study investigates the dynamics of student motivation in synchronous online English learning among ninth grade students at a junior high school in Indonesia. Through in-depth semi-structured interviews with ten students, the study employed thematic analysis within Miles and Huberman's interactive framework to explore the multidimensional factors influencing learner motivation in virtual classrooms. The findings reveal that student motivation in synchronous online learning is not a static trait but a dynamic phenomenon shaped by twelve interconnected factors operating across individual, social, instructional, and environmental levels. Interactive and gamified activities particularly quizzes, breakout room discussions, and polling features generated high engagement, while passive instructional approaches such as extended lectures and excessive reading precipitated rapid disengagement. The teacher emerged as the most influential motivational factor, with instructional clarity, appropriate pacing, positive demeanor, and strategic use of praise significantly enhancing student engagement. Platform features played crucial mediating roles, with the chat function effectively reducing speaking anxiety by enabling text-based participation. Peer presence exerted bidirectional influence, as active classmates modeled engagement while collective silence diminished individual motivation. Technical challenges related to internet connectivity and home environment distractions posed significant barriers, yet students demonstrated resilience through adaptive coping strategies. The study contributes theoretical insights into the contextual nature of L2 motivation in digital environments and offers practical implications for educators, curriculum designers, and policymakers seeking to optimize student engagement in virtual EFL classrooms.
ACADEMIC INTEGRITY IN THE AI ERA: A PHENOMENOLOGICAL STUDY ON STUDENTS’ ETHICAL STRATEGIES IN RESEARCH PROPOSAL WRITING Viktor Siumarlata; Judith Ratu Tandi Arrang; Yizrel Nani Sallata
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2026): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.12.1.2026.49-62

Abstract

The present study aims to investigate the strategies employed by students to uphold academic integrity and demonstrate responsibility when utilizing artificial intelligence tools in the research proposal writing process. A descriptive qualitative design with a phenomenological orientation was utilized in this research. The design was to investigate the lived experiences of participants. The subjects of this study consisted of three intentionally chosen undergraduate students from the English Education Study Program at a university in Toraja. They were engaged in the preparation of research proposals utilizing artificial intelligence support. Data collection involved semi-structured interviews and direct observations. The analysis was conducted through iterative qualitative techniques such as data reduction, coding, theme categorization, data display, and conclusion drawing with verification. The findings reveal ongoing issues related to academic integrity and transparency, particularly regarding the inconsistent citation of sources produced by artificial intelligence and differing approaches to paraphrasing. The findings show that the participants exhibited ethical behavior by paraphrasing and verifying outputs. on the other hand, they also relied heavily on tools without adequate critical assessment, prompting inquiries into accountability for content accuracy. The findings indicate that the ethical application of artificial intelligence in scholarly writing necessitates a combination of ethical understanding and technical proficiency. It follows that educational programs are required to integrate teachings on the ethical utilization of digital resources, while institutions must establish transparent policies to maintain integrity in student writing.
The Implementation of a Local Wisdom-Based English Learning Model to Improve Students’ English Proficiency at SDN 11 Mengkendek Tana Toraja Viktor Siumarlata; Rachel Rachel; Matius Tandikombong; Selviana Songgo
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7372

Abstract

This study investigated the effectiveness of a local wisdom-based English learning model in enhancing the English proficiency of fifth-grade students at SDN 11 Mengkendek, Tana Toraja, Indonesia. The model integrates Torajan cultural values into English instruction to provide students with meaningful and contextually relevant learning experiences. Employing a quantitative experimental design with a one-group pretest–posttest approach, the study involved 23 participants selected through cluster sampling. Data were collected using an English proficiency test measuring vocabulary and sentence structure, while data analysis was conducted using PSPP software. Statistical analyses included descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank Test, and the calculation of effect size (r). Results revealed a significant improvement in students’ posttest scores (Z = −4.02, p = 0.000), with a very large effect size (r = 0.84), indicating that the model had a substantial pedagogical impact. The findings affirm that embedding local culture such as the Torajan values of kasianggaran, kasiuluran, and kasialamasean into English learning fosters stronger engagement, comprehension, and cultural identity. This study supports the principles of Contextual Teaching and Learning (CTL) and highlights the importance of culturally responsive pedagogy in improving English education within Indonesia’s multicultural settings.
The Use of Local Tourism Pictures as Learning Media to Enhance Students’ Motivation and English Vocabulary Mastery Yizrel Nani Sallata; Viktor Siumarlata; Selvina Songlo; Alfiani Romanita Taruk
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7374

Abstract

This study investigates the effect of using local tourism pictures as English learning media on students’ vocabulary mastery and learning motivation at the elementary level. The research was motivated by the persistent challenges Indonesian learners face in understanding, memorizing, and retaining English vocabulary, which often leads to low motivation and limited engagement. A quantitative one-group pretest–posttest design was employed, involving 21 fifth-grade students from UPT SDN 14 Mengkendek, South Sulawesi. Vocabulary and motivation data were collected through pre- and post-tests and analyzed using paired-sample t-tests. Results revealed significant improvements in both vocabulary mastery (M = 52.62 to 72.14, p < .001) and learning motivation (M = 44.81 to 53.10, p < .001). These findings suggest that the use of local tourism images—such as Torajan landmarks—effectively supports vocabulary retention and fosters a stronger emotional connection to learning materials. The integration of culturally relevant visual media aligns with the principles of Contextual Teaching and Learning (CTL) and Self-Determination Theory, showing that when students learn through familiar, locally grounded visuals, they become more motivated and engaged. Overall, the findings contribute to English language education for young learners by providing empirical evidence that culturally relevant, contextual, and visual materials enhance learners’ engagement, comprehension, and motivation, and by offering practical pedagogical insights for teachers in designing culturally responsive and meaningful English learning materials at the primary school level.
PENGUATAN KOMPETENSI KOMUNIKATIF DAN KEPERCAYAAN DIRI ANAK-ANAK SEKOLAH MINGGU MELALUI PROGRAM ENGLISH CONVERSATION DI STASI SANTO PETRUS TAMPO Viktor Siumarlata; Yizrel Nani Sallata; Linerda Tulaktondok; Normalia Sirande; Matius Tandikombong; Agnesia Paki’da’
Jurnal Pengabdian Indonesia (JPI) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/jpi.v2i2.2621

Abstract

Kemampuan berkomunikasi dalam Bahasa Inggris merupakan salah satu kompetensi yang penting untuk dikembangkan sejak usia dini. Namun, anak-anak di daerah pedesaan sering kali memiliki keterbatasan kesempatan untuk mempraktikkan penggunaan Bahasa Inggris dalam situasi komunikasi yang nyata. Oleh karena itu, kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kemampuan komunikasi dasar, motivasi belajar, dan kepercayaan diri anak-anak Sekolah Minggu di Stasi Santo Petrus Tampo, Kabupaten Tana Toraja, melalui program pengajaran English Conversation. Kegiatan dilaksanakan selama tiga bulan, yaitu dari Maret hingga Mei 2026, dengan melibatkan anak-anak usia sekolah dasar sebagai peserta. Metode yang digunakan adalah pendekatan komunikatif (Communicative Language Teaching) yang diterapkan melalui praktik percakapan, permainan bahasa, tanya jawab, dan aktivitas interaktif berbasis topik kehidupan sehari-hari. Program dilaksanakan dalam 21 pertemuan dengan materi yang mencakup aktivitas harian, keluarga, sekolah, hewan, profesi, transportasi, cuaca, dan topik lain yang dekat dengan pengalaman peserta. Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta dalam menggunakan kosakata dan ungkapan sederhana dalam percakapan Bahasa Inggris. Selain itu, peserta menunjukkan peningkatan motivasi belajar, partisipasi aktif selama pembelajaran, serta kepercayaan diri dalam menggunakan Bahasa Inggris untuk berkomunikasi. Meskipun terdapat beberapa kendala, seperti ketidakkonsistenan kehadiran peserta dan faktor cuaca, kegiatan dapat terlaksana dengan baik dan mencapai tujuan yang telah ditetapkan. Program ini menunjukkan bahwa pendekatan komunikatif efektif digunakan dalam pembelajaran Bahasa Inggris bagi anak-anak di lingkungan nonformal dan dapat menjadi salah satu bentuk kontribusi perguruan tinggi dalam mendukung peningkatan kualitas pendidikan masyarakat.
Co-Authors Adeena Yaqoob Agnesia Paki’da’ Alfiani Romanita Taruk Asis Salurante Ba’dung, Yabes Cherady, Jones Dorkas Yufice Ariyanti Kale Jackson, Jannet Jatmiko Juhairi Judith Arrang Judith Ratu Tandi Arrang Kinda, Susana Rante Kondo, Nadia Kristanto Kristanto Lendrati, Ratu Linerda Tulaktondok Matius Tandikombong, Matius Nehru Pasoloran Pongsapan Normalia Sirande Pagampa, Yanti Inna Panggua, Selvi Patanduk, Sushy Teko Patandung, Yosef Payangan, Synthia Rachel Rachel Rachel Sallata, Yizreel Nani Sallata, Yizrel N. Sallata, Yizrel Nani Selviana Songgo Selvina Songlo Sutrigno, Sutrigno Veronika Veronika Yizrel Nani Sallata Yunita Pamarruan