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All Journal Journal of English Language and Education Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat LETS: Journal of Linguistics and English Teaching Studies
Ilham Sahabuddin
Universitas Muhammadiyah Parepare
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Transformasi Gula Aren menjadi Produk Cair Kemasan untuk Pemberdayaan UMKM Desa Malimpung Ilham Sahabuddin; Dini Maulida; Masdiana Masdiana; Nurfadillah Nurfadillah; Muhammad Faturrahman; Riskiawang Riskiawang; Tenri Abang; Nabila Nabila; Anisa Nurhumaerah; Andrialdy Taqwa; Hasman Hasman; Wahyuddin Wahyuddin; Andi Miftah Sahran
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 6 (2025): November 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i6.928

Abstract

Desa Malimpung, secara geografis berlokasi di Kabupaten Pinrang, memiliki potensi besar dalam produksi gula aren, namun masih menghadapi tantangan dalam pengolahan, pemasaran, dan inovasi produk. Program pengabdian masyarakat ini bertujuan untuk memberikan peningkatan keterampilan terhadap masyarakat dalam mengolah gula aren menjadi produk cair kemasan yang bernilai jual tinggi, serta mengembangkan model pemasaran yang efektif. Metode yang digunakan mencakup pelatihan pengolahan gula aren, pengemasan produk sesuai standar pasar, dan pemasaran digital. Pelatihan ini telah menghasilkan dan menunjukkan peningkatan secara signifikan dalam hal pengetahuan dan keterampilan masyarakat, dengan penerapan teknik pengolahan dan pengemasan yang sesuai standar pasar. Selain itu, terjadi peningkatan daya saing UMKM di Desa Malimpung dengan volume penjualan yang meningkat pesat dan jangkauan pasar yang lebih luas. Kesimpulan dari kegiatan ini adalah transformasi gula aren menjadi produk cair kemasan dapat meningkatkan daya saing UMKM, namun perlu dilanjutkan dengan pengembangan pemasaran digital yang lebih intensif. 
Recreational Roblox Usage and English Language Learning Engagement Among University Students Siti Hajar Larekeng; Ilham Sahabuddin; Wahyuddin Wahyuddin
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2174

Abstract

This study investigates the relationship between recreational Roblox usage and English language learning engagement among university students, addressing a gap in literature focused largely on younger learners or structured pedagogical settings.  Within the framework of technology-enhanced language learning (TELL), the research examines how this immersive gaming platform shapes the language learning concentration and academic motivation of EFL university students. Employing a Sequential Explanatory Mixed-Methods Design, the study collected data from 53 university students  via questionnaires and semi-structured interviews. This data were then analyzed using descriptive statistics and Spearman rank correlation. The results indicate that Roblox usage is predominantly social and recreational rather than compulsive.  Although 58.5% of respondents spend  more than two hours per session,  the majority maintain functional boundaries by prioritizing English assignments  over gaming. Crucially, no participants reported severe psychological dependency, though a segment  admitted to occasional procrastination. Furthermore, the platform's English-dominant interface and collaborative gameplay  expose students to authentic language input, fostering informal second language acquisition (SLA) through peer interaction. Ultimately, the study concludes that while severe concentration disruption is uncommon, subtle procrastination remains a  self-regulation challenge. These findings   highlight the need for targeted digital wellness frameworks and pedagogical guidance,  which can help EFL students harness immersive recreational gaming as a language learning tool   while preserving academic focus.
Behaviorism Approach through Operant Conditioning: Motivating Students in English Speaking Class Ilham Sahabuddin; Asriadi Rasyid; Khadijah Maming; Sianna Sianna; Wahyuddin Wahyuddin
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1682

Abstract

This study investigates whether applying behaviorist operant conditioning can better use reinforcement in EFL classrooms to increase students’ speaking confidence, skills, and motivation. Using a quasi-experimental, non-equivalent control-group design, an experimental class received reinforcement while a control class followed conventional instruction; pre/post tests and a Likert-scale motivation questionnaire were analyzed with t-tests. Results show significant gains for the experimental group: mean speaking scores rose to Satisfactory (82.37) versus the control’s Adequately outcome (69.12), score dispersion narrowed (SD 10.21 to 6.01), and post-test distributions shifted to Satisfactory. Motivation outcomes were robust, with most students reporting high motivation after reinforcement. We conclude that operant conditioning effectively strengthens desirable speaking behaviors, increases engagement, and reduces performance variability, offering a practical approach for speaking classes. Implications include integrating reinforcement, feedback, and repetition into classroom pedagogy to sustain gains.
Imaginative versus Non-Imaginative Texts for Lower-Secondary EFL Reading Comprehension: A Quasi-Experiment Ilham Sahabuddin; Wahyuddin Wahyuddin; Siti Hajar Larekeng; Hasman Hasman; Sudarmanto Sudarmanto
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3174

Abstract

Reading comprehension remains challenging for many lower-secondary EFL learners, creating a need for texts that support active meaning construction. This study asked whether, under a shared four-meeting reading sequence, a Grade 8 class using imaginative texts would achieve higher posttest reading-comprehension scores than a class using non-imaginative texts. Imaginative texts were operationalized as story-based texts intended to evoke mental imagery and engagement with represented events and situations; the comparison texts were not categorized as imaginative. A nonequivalent pretest-posttest quasi-experimental design involved 42 students, with 21 students in each intact class. Both groups received topic activation, individual reading, vocabulary clarification, comprehension questions, and retelling. Pretest scores were low (experimental M = 40.38, SD = 5.62; control M = 40.95, SD = 12.77), and no statistically detectable between-group difference was found, t(40) = -0.18, p = .858; this result does not establish equivalence. At posttest, the experimental group (M = 75.29, SD = 12.93) outperformed the control group (M = 56.57, SD = 12.83) on raw posttest scores, t(40) = 4.49, p .001, Cohen's d = 1.39. Fifteen experimental students (71.43%) versus three control students (14.29%) reached the good or very good categories. The findings suggest a context-specific advantage for imaginative texts within structured EFL reading instruction, while the intact-class design, brief intervention, repeated test form, and incomplete psychometric documentation limit causal and generalizable claims.
Co-Authors Andi Miftah Sahran Andrialdy Taqwa Anisa Nurhumaerah Asriadi Rasyid Dini Maulida Hasman Hasman Khadijah Maming Masdiana Masdiana Muhammad Faturrahman Nabila Nabila Nurfadillah Nurfadillah Riskiawang Riskiawang Siti Hajar Larekeng Sudarmanto Sudarmanto Tenri Abang Wahyuddin Wahyuddin