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All Journal JURNAL PENGABDIAN KEPADA MASYARAKAT Community Development Journal: Jurnal Pengabdian Masyarakat Journal of English Language and Education Jurnal Karya Abdi Masyarakat International Journal of Education and Digital Learning (IJEDL) Fleksibel: Jurnal Pengabdian Kepada Masyarakat TELL - US JOURNAL Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat
Resy Oktadela
Universitas Islam Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Transportation Other

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Journal : Journal of English Language and Education

 1 
The Effect of RAP Paraphrasing Strategy and Semantic Map Strategy on Reading Comprehension Yusti Elida; Resy Oktadela
Journal of English Language and Education Vol 7, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i1.235

Abstract

This research was a causal comperative design. The aims of this research are (1) to investigate whether there is any significant difference on students’ reading comprehension between using RAP Paraphrasing and Semantic Map strategy in comprehending reading text, (2) to determine which one is more effective of the two strategies. The research design used in this study was Pre-test and Post-test Comparison Group Design. The writer took the sample as cluster sampling. The total sample was 50 students. The form of the test were essay test. The research finding were:  first the writer found that significant probabilities was higher than 0.05 (sig 0.05) in multiple comparison one way ANOVA. The level of significance of students’ reading comprehension post-test mean score between experimental class and experimental group II in sig (2-tailed) is 0.017 means that Ha is accepted. The second finding is thatthe value of sig (2-tailed) is 0.000 and it is lower than significant probabilities 5% (P 0.05. The third finding that the value of sig (2-tailed) is 0.00 and it is lower than significant probabilities. The fourth finding that  the value of eta square is 0,74. it is higher than 0,20 (0,74 0,20). The value 0,74 is included in Moderate Effect (0,51 – 1,00). The result of the fifth hypothesis testing shows that Ha is accepted. The last finding, by using RAP Paraphrasing strategy gave better result than using Semantic Map strategy which can be proven from the result value of eta square is 0,74 and 0,71. 
The Use of Problem Based Learning in Improving Students’ Speaking Skill Resy Oktadela; Yusti Elida
Journal of English Language and Education Vol 7, No 2 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i2.309

Abstract

This study aims to develop a model of  PBL ( Problem Based Learning) in English teaching . It belongs to research and development (R D), which includes research and information collection, planning, developing preliminary form of product, preliminary field testing, product revision, field testing, operational product revision, field operational testing, final product revision, and dissemination and implementation. Based on the stages of R D, the findings can be explained as follows. Firstly, based on the study of the concept  of PBL model, five stages proposed by Glickman were implemented, namely: (1) pre-conference with the lecturer; (2) classroom observations; (3) the analysis and interpretation of the observation results and set up the konverensi approach; (4) meetings after observing; (5) evaluating the four stages. All stages were carried out by utilizing information. Secondly,students’ and lecturer’s perception or understanding on PBL model is yet complete. Thirdly, PBL Model based on the character can be considered as a breakthrough for guiding teachers to improve their teaching competence.
Improving English Vocabulary through Artificial Intelligence (AI) Chatbot Application Resy Oktadela; Yusti Elida; Syofianis Ismail
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.308

Abstract

This study aim to use of Artificial Intelligence (AI) chatbots in improving the vocabulary of students at SD-IT Iman Syafei Pekanbaru. The purpose of this training is to cultivate and develop the interest and creativity of trainees in English by enriching English vocabulary, it is a chatbot application that can be used to send digital messages in English.The purpose of this activity is to increase the vocabulary of participants to be able to communicate well in English; provide procedural explanations of the use of AI chatbot applications regarding the use of technology in English language learning and how to practice it through android applications; facilitate participants with independent learning. Furthermore, this activity also hones participants' skills to create and convey ideas in communicating in writing in English. This activity is carried out through lecture and demonstration methods. Then proceed with handsonpractice. Demonstration methods and examples involve more about deciphering and demonstrating something through examples or in other words learning by doing or learning bypractice which emphasizes learning by doing, so it's not just theory. So, trainees are given the opportunity to practice using AI chatbots Application. In addition, students make a short writing for English conversation with the help of the service team and students involved in this activity. The results of this training show that all participants are enthusiastic, happy, and motivated because this application is still unfamiliar to participants. Participants also know the use of this application, so they can indirectly learn independently whenever and wherever participants.
Co-Authors Annisa Ramadina Cyintia Kumalasari Khulaifiyah, Khulaifiyah Marhamah Miranti Eka Pratiwi Nawir, Erna Nurmalinda Nurmalinda Rahma Sarita Safriyani Novitri Shalawati Shalawati Sri Yuliani Syofianis Ismail Syofianis Ismail Syofianis Syofiani Yulianto Yulianto Yusti Elida Yusti Elida Yusti Elida