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Peran Mahasiswa dalam Upaya Pelestarian Nilai Kebudayaan melalui Pendidikan Seni Tradisional dan Kerajinan Kreatif Hanum Roudhotul; Kafidin Muzakki; Nurus Syifiansyah Tahta Alfina; Mirda Oktafia; Khoirotul Ainiyah; Khoiriyah; Eriza Izza Sofiyanti; Siti Ayu Ananda; Hertina Rhodhothul De Putri; Adinda Eka Kurnia
Nusantara Community Empowerment Review Vol. 4 No. 1 (2026): Nusantara Community Empowerment Review
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/m0fnjf24

Abstract

Kegiatan pengabdian masyarakat di Desa Kali Tengah bertujuan untuk melestarikan nilai-nilai kebudayaan lokal melalui pendekatan edukatif dan kreatif. Program ini difokuskan pada dua kegiatan utama, yaitu pelatihan tari tradisional dan pembuatan kerajinan tangan berbasis teknik ecoprint. Salah satu bentuk pelestarian budaya diwujudkan melalui pengenalan Tari Kepis Ronjot, sebuah tarian yang merepresentasikan kehidupan nelayan di wilayah pesisir Sidoarjo. Tarian ini tidak hanya berfungsi sebagai sarana hiburan, tetapi juga sebagai media edukasi yang mengandung nilai-nilai kearifan lokal. Selain itu, kegiatan kerajinan tangan dilakukan dengan mengajarkan teknik ecoprint metode pounding, yang dipilih karena praktis, efisien, dan memanfaatkan bahan alami seperti daun dan bunga untuk menghasilkan motif pada kain. Hasil wawancara, observasi, dan studi dokumentasi menunjukkan adanya respons positif dan antusiasme tinggi dari masyarakat, khususnya anak-anak yang memiliki semangat besar dalam mempelajari keterampilan baru. Program ini diharapkan mampu menumbuhkan kesadaran kolektif akan pentingnya pelestarian budaya serta mendorong pemanfaatan sumber daya alam secara kreatif, inovatif, dan berkelanjutan. Community service activities in Kali Tengah Village aim to preserve local cultural values ​​through an educational and creative approach. The program focuses on two main activities: traditional dance training and ecoprint-based handicrafts. One form of cultural preservation is realized through the introduction of the Kepis Ronjot Dance, a dance that represents the life of fishermen in the coastal areas of Sidoarjo. This dance serves not only as a means of entertainment but also as an educational medium containing local wisdom values. In addition, handicraft activities are carried out by teaching the pounding ecoprint technique, which was chosen because it is practical, efficient, and utilizes natural materials such as leaves and flowers to create motifs on fabric. The results of interviews, observations, and documentation studies showed a positive response and high enthusiasm from the community, especially children who are eager to learn new skills. This program is expected to foster collective awareness of the importance of cultural preservation and encourage the creative, innovative, and sustainable use of natural resources.
Inflectional Verb Errors in Narrative Text Produced by Eighth-Grade Students at SMP Islam Sidoarjo Adinda Eka Kurnia; Ruri Fadhilah Kurniati; Ana Christanti; Masyitah Noviyanti
Jetlal Vol 10 No 2 (2026): Journal of English Teaching, Literature, and Applied Linguistics
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research attempts to determine the types of inflectional verb errors found in narrative texts written by Grade 8-1 students at SMP Islam Sidoarjo, and to identify the most dominant error type. A qualitative research approach using document analysis was employed in this study. The data consisted of 22 narrative texts produced by students and were analyzed based on the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982). The analysis focused on four categories of errors: omission, addition, misformation, and misordering. The findings revealed 47 inflectional verb errors, consisting of 14 omission errors (29.79%), 11 addition errors (23.40%), and 22 misformation errors (46.81%), while no misordering errors were identified. Misformation was found to be the most dominant error type, showing that students had greater challenges in implementing correct past tense verb forms, especially irregular verbs, than in constructing sentence structures. These findings suggest that students possess basic knowledge of English grammar but still face challenges in applying inflectional verb forms accurately in narrative writing. Therefore, teachers need to provide more focused practice on verb inflections, particularly irregular past tense forms, to improve students’ difficulties in English language learning contexts.