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All Journal LINGUISTIK : Jurnal Bahasa dan Sastra Jurnal Kreativitas PKM Jurnal Ilmiah Bina Bahasa Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) JELL (Journal of English Language Learning Journal of Community Empowerment
Yentri anggeraini
Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences

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Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Empowering Learner Soft Skills in Digital Teaching: A Study of Teacher Perspectives Yentri Anggeraini; Fitria Aprilia; Muhammad Yazir; Lianasari; Nopa Yusnilita
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.17000

Abstract

The necessity of soft skills for digital native learners is paramount, underscoring the urgency of integrating them into pedagogical processes to equip students with essential life competencies for navigating the digital age. This study investigates English educators' perspectives and implementation strategies for fostering eight key soft skills (communication, collaboration, critical thinking, creativity, adaptability, emotional intelligence, leadership, and time management) within the English as a Foreign Language (EFL) classroom. A mixed-methods approach was employed, gathering data from 35 English teachers using both interviews and a closed-ended questionnaire. The qualitative and quantitative analysis revealed that teachers successfully implement a range of project-based and interactive activities. Specifically, the findings demonstrate that activities such as peer tutoring, role-playing, mini drama projects, group presentations, reader's theatre, and self-peer feedback are effective in empowering all eight targeted soft skills in EFL learners. The study concludes that diversified and project-based activities are highly effective pedagogical tools for the simultaneous development of a broad spectrum of soft skills in the digital teaching environment. These findings offer practical implications for curriculum designers and educators seeking to enhance soft skill development in language education.
Teachers’ Practices in Integrating Instructional Media into English Teaching in Elementary Classrooms Yentri Anggeraini; Nopa Yusnilita; Nurul Afifah
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.18707

Abstract

Abstract: The integration of instructional media has become an important part of English teaching in elementary classrooms, particularly in supporting young learners who need engaging, interactive, and meaningful learning experiences. However, understanding how teachers integrate instructional media into daily classroom practices remains important, especially in contexts where teachers utilize various resources to support student learning. This study aims to explore teachers’ practices in integrating instructional media into elementary school teaching and to examine how these practices support students’ learning engagement and classroom participation. A qualitative case study design was employed at SD Negeri 123 OKU, Indonesia. The participants consisted of three elementary school teachers and students involved in the classroom activities. Data were collected through observations, a focus group discussion with the participating teachers, and document analysis of teaching modules. The collected data were analyzed using thematic analysis to identify patterns related to instructional media integration. The findings revealed that teachers utilized various instructional media, including visual media, audio-visual media, realia, and digital media such as LCD projectors, to support classroom instruction. The findings also indicated that instructional media encouraged students’ active participation through exploration, group activities, discussion, and hands-on learning experiences. However, the study also found that the effectiveness of instructional media depended on the selection of appropriate activities that matched young learners’ characteristics, particularly their need for interaction and movement during learning. This study highlights the importance of purposeful instructional media integration in creating engaging, meaningful, and student-centered learning environments in elementary education. The findings provide practical implications for English teachers in designing learning activities that effectively combine instructional media with appropriate pedagogical strategies.  
Code-Switching in Commercial Activities at Moneng Sepati Market Muhammad Yazir; Yentri Anggeraini
Linguistik : Jurnal Bahasa dan Sastra Vol 11, No 2 (2026): LINGUISTIK : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v11i2.484-491

Abstract

One of the phenomena that most often occurs and is discussed in a speech event is code switching. Code switching is the transition from one code to another. The phenomenon of code switching occurs at least in bilingual and even multilingual speech communities; on the contrary, this phenomenon will not occur in monolingual speech communities. The Lubuklinggau community which is a non-monolingual speech community, also experienced the phenomenon of code switching. The code, which is a speech system in the Lubuklinggau Society, consists of various variants. Code switching in the community in Lubuklinggau is very easy to find in the market, where people often make buying and selling transactions, and one of them is in the market Moneng Sepati. Code switching, which consists of various variants, also has various social functions.
CONSTRUCTING IRAN IN THE GUARDIAN: A CRITICAL DISCOURSE ANALYSIS Muhammad Yazir; Firma Pradesta Amanah; Yentri Anggeraini; Faiza Naurah
Jurnal Ilmiah Bina Bahasa Vol 19 No 1 (2026): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/92dhcs38

Abstract

This study examines how Iran is represented in a The Guardian news article that discusses post-ceasefire Iran–United States relations. The focus is placed on how media language, while appearing neutral, can still carry ideological meanings through subtle linguistic choices. The study draws on Critical Discourse Analysis (CDA), supported by Systemic Functional Linguistics and pragmatic analysis, to examine ten selected excerpts. These excerpts contain features such as modality, nominalization, negation, hedging, and rhetorical questioning, which are used to shape how Iran is linguistically constructed in the text. The analysis suggests that Iran is represented as a state actor with strategic positioning and resilience. This representation is not stated directly but emerges through repeated patterns of wording and grammatical choices across the text. In this way, language contributes to how geopolitical actors are understood in relation to power, legitimacy, and conflict. Rather than treating the news text as purely objective reporting, this study highlights how micro-linguistic patterns contribute to the framing of geopolitical actors in news discourse. However, the findings are limited to a single article and are not intended to represent Western media in general.
Pelatihan Penggunaan Culturally Responsive Teaching bagi Guru untuk Penguatan Pembelajaran Literasi Fiftinova Fiftinova; Sofendi Sofendi; Soni Mirizon; Eryansyah Eryansyah; Ismail Petrus; Zuraida Zuraida; Hariswan Putera Jaya; Alhenri Wijaya; Nova Lingga Pitaloka; Lianasari Lianasari; Yentri Anggeraini; Fitria Aprilia
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 8 (2026): Volume 9 Nomor 8 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i8.26927

Abstract

ABSTRAK Literasi merupakan kemampuan penting bagi siswa yang dapat menunjang keberhasilan belajar, pertumbuhan individu dan berkomunikasi. Sekolah berperan penting untuk berkontribusi pada upaya peningkatan kemampuan literasi siswa, dan salah satu caranya adalah dengan menerapkan pendekatan Culturally Responsive Teaching (CRT). Pelatihan ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan CRT pada pembelajaran literasi serta memfasilitasi guru mengembangkan materi berbasis budaya. Metode pelaksanaan adalah pendampingan teknis (Participatory Action Research), dengan 7 sesi luring/daring, evaluasi pre dan post survey, observasi dan dokumentasi tugas. Sebanyak 81,25% guru menunjukkan peningkatan kompetensi; seluruh materi ajar yang dihasilkan berada pada kategori baik hingga sangat baik. Pelatihan CRT berhasil meningkatkan pemahaman konseptual, keterampilan literasi berbasis budaya, dan kemampuan merancang materi ajar kontekstual bagi guru di Desa Tanjung Baru, Ogan Ilir. Kata Kunci: Literasi, Kemampuan Literasi, Pengajaran Literasi, Culturally Responsive Teaching.  ABSTRACT Literacy is an important skill that can support students’ learning success, personal growth, and communication. Schools, alongside homes, play an important role in improving students’ literacy skills, and one way to do this is by implementing Culturally Responsive Teaching (CRT). This training aims to improve teachers’ understanding and skills in integrating CRT into literacy learning and facilitate teachers in developing culture-based materials. The implementation method is technical assistance (Participatory Action Research) with 7 face-to-face/online sessions, pre and post surveys, observation, and task documentation. 81.25% of teachers showed improved competence; all teaching materials produced were rated as good to excellent. CRT training successfully improved conceptual understanding, culture-based literacy skills, and contextual teaching material design abilities for teachers in Tanjung Baru Village, Ogan Ilir. Keywords: Training, Literacy Skills, Literacy Teaching, Culturally Responsive Teaching.
PENDAMPINGAN PENGAJARAN BAHASA INGGRIS MELALUI MEDIA AUDIO VISUAL DI TK FATIMAH 7 PALEMBANG Yentri anggeraini; Lianasari Lianasari; Fitria Aprilia; Firma Pradesta Amanah
Journal of Community Empowerment Vol 5, No 1 (2026): Maret
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v5i1.38678

Abstract

ABSTRAKPembelajaran Bahasa Inggris pada anak usia dini memerlukan pendekatan yang kontekstual, menarik, dan sesuai dengan karakteristik perkembangan kognitif anak. Namun, keterbatasan penggunaan media pembelajaran yang inovatif masih menjadi permasalahan utama, termasuk di TK Fatimah 7 Palembang, yang berdampak pada rendahnya motivasi dan keterlibatan siswa dalam pembelajaran kosakata Bahasa Inggris. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kualitas pembelajaran Bahasa Inggris melalui pendampingan penggunaan media audio visual serta meningkatkan kompetensi pedagogik guru dalam merancang dan menerapkan media pembelajaran berbasis teknologi. Metode yang digunakan adalah pendekatan partisipatif dan kolaboratif yang meliputi tahap persiapan, pelaksanaan, dan evaluasi. Mitra kegiatan adalah TK Fatimah 7 Palembang dengan peserta sebanyak 5 guru dan 15 siswa kelompok A dan B. Pengumpulan data dilakukan melalui observasi partisipatif dan dokumentasi selama proses pembelajaran berlangsung. Hasil kegiatan menunjukkan bahwa penggunaan media audio visual mampu meningkatkan motivasi belajar siswa yang ditandai dengan partisipasi aktif, kemampuan mengikuti pengucapan kosakata secara bersama-sama, serta respons terhadap instruksi sederhana dalam Bahasa Inggris. Suasana pembelajaran menjadi lebih kondusif, interaktif, dan menyenangkan. Selain itu, kegiatan ini juga meningkatkan kompetensi pedagogik guru dalam menyusun materi ajar, memilih media yang sesuai, dan menerapkannya secara efektif di kelas. Dengan demikian, integrasi media audio visual terbukti efektif dalam meningkatkan motivasi dan hasil belajar kosakata Bahasa Inggris anak usia dini serta memperkuat kapasitas profesional guru dalam pembelajaran berbasis teknologi.Kata kunci : Audio Visual; Bahasa Inggris; Pengabdian; Guru; TK. ABSTRACTlearner requires a contextual, engaging approach that aligns with the characteristics of children's cognitive development. However, the limited use of innovative learning media remains a major issue, including TK Fatimah 7 Palembang, resulting in low student motivation and engagement in English vocabulary learning. This community service activity aims to improve the quality of English learning through mentoring the use of audio-visual media and enhancing teachers' pedagogical competence in designing and implementing technology-based learning media. The method used is a participatory and collaborative approach, encompassing preparation, implementation, and evaluation. The activity partner was TK Fatimah in Palembang, with five teachers and 15 students from groups A and B participating. Data collection was conducted through participant observation and documentation during the learning process. The results showed that the use of audio-visual media increased student motivation, characterized by active participation, the ability to follow along with vocabulary pronunciation, and responsiveness to simple instructions in English. The learning environment became more conducive, interactive, and enjoyable. Furthermore, this activity also improved teachers' pedagogical competence in developing teaching materials, selecting appropriate media, and implementing them effectively in the classroom. Thus, the integration of audio-visual media has proven effective in increasing motivation and learning outcomes for early childhood English vocabulary, as well as strengthening teachers' professional capacity in technology-based learning.Keywords: Audio Visual; English; Community Service; Teacher; Kindergarten.
Co-Authors Alhenri Wijaya Amrullah ERYANSYAH, ERYANSYAH Faiza Naurah Fiftinova Fiftinova, Fiftinova Firma Pradesta Amanah Firma Pradesta Amanah Fitria Aprilia Hariswan Putera Jaya Hesti Wahyuni Anggraini Ismail Petrus Lianasari Lianasari Lianasari Machdalena Vianty Muhammad Yazir Nopa Yusnilita Nopa Yusnilita Nova Lingga Pitaloka Nurul Afifah Sofendi Sofendi Soni Mirizon Tita Ratna Wulan Dari Zuraida Zuraida Zuraida