Pelatihan Aplikasi ENFORCE dalam Mempromosikan Independent Learning bagi Siswa Jurusan Manajemen Perkantoran SMKS Budi Dharma Dumai

Sri Wahyuni, Estika Satriani, Fauzul Etfita, Asnawi Asnawi


This service aims to increase the knowledge and capability of SMKS Budi Dharma Dumai students regarding the application of ENFORCE in promoting independent learning. This service method employed training with three stages: first, the pre-activity stage; second, the core activity stage; and third, the evaluation stage. The number of participants in this dedication was nine tenth-grade students majoring in Office Management. The instrument for evaluating this activity used a questionnaire and was analyzed descriptively. The results of this dedication showed that most students favorably responded that ENFORCE was very useful in learning English for office because the material was presented in an exciting and precise manner. From personalization, authenticity, and connectivity, this application is easily accessible, provides original resources, and provides opportunities for self-study. After participating in this training, students stated that they would use this application as an additional learning reference at school and home.


Training; ENFORCE; Independent Learning; Office; Smartphone.


Arista, F. S., & Kuswanto, H. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16.

Barton, B. A., Adams, K. S., Browne, B. L., & Arrastia-Chisholm, M. C. (2021). The effects of social media usage on attention, motivation, and academic performance. Active Learning in Higher Education, 22(1), 11–22.

Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11(7), 1–23.

Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318.

Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020.

Ma, Q. (2016). An evidence-based study of Hong Kong University Students’ mobile-assisted language learning (MALL) experience. In World-CALL: Sustainability and computer-assisted language learning (Issue January, pp. 211–229).

McCardle, L., Webster, E. A., Haffey, A., & Hadwin, A. F. (2017). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153–2169.

Meng, H., Cao, H., Hao, R., Zhou, N., Liang, Y., Jiang, L., Deng, L., Lin, Z., Lin, X., & Zhang, J. (2020). Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities.

Muhammed, A. A. (2014). The impact of mobiles on language learning on the part of english foreign language (EFL) university students. Procedia - Social and Behavioral Sciences, 136, 104–108.

Mukhlis, S., Japar, M., Maksum, A., & Adiansha, A. A. (2018). Improving discipline and learning independence of PKn through reinforcement. American Journal of Educational Research, 6(7), 1033–1039.

Nasrullah, S., & Khan, M. S. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages, and Linguistics, 11(1), 66–71.

Peel, K. L. (2020). Everyday classroom teaching practices for self-regulated learning. Issues in Educational Research, 30(1), 260–282.

Sam, C., Keo, O., Ros, V., & Sophal, P. (2012). Factors promoting independent learning among foundation year students. The Cambodian Reviews of Language Learning and Teaching, 2(October), 37–52.

Steel, C. (2012). Fitting learning into life: Language students’ perspectives on benefits of using mobile apps. ASCILITE 2012 - Annual Conference of the Australian Society for Computers in Tertiary Education, November 2012, 875–880.

Steel, C. H., & Levy, M. (2013). Language students and their technologies: Charting the evolution 2006–2011. ReCALL, 25(3), 306–320.

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252–275.

Tran, V. D. (2019). Does cooperative learning increase students’ motivation in learning? International Journal of Higher Education, 8(5), 12–20.

Wahyuni, S., & Etfita, F. (2019). Designing an android smartphone app for office english: Focus on students’ opinions toward the app. International Journal of Recent Technology and Engineering, 8(2), 152–158.

Wahyuni, S., & Etfita, F. (2020). Pengembangan Aplikasi Android sebagai Bahan Pengajaran. Pedagogia : Jurnal Pendidikan, 9(1), 53-65.



  • There are currently no refbacks.

Copyright (c) 2023 The Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pengabdian UNDIKMA

ISSN: 2722-5097 (Online)

Published by LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Email: [email protected]

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.