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Afandi, Mujad Didien
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Learning English through Literary Works Afandi, Mujad Didien; Muflihah, Tatik; Aquariza, Novi Rahmania; Machmudah, Machmudah
Indonesia Berdaya Vol 3, No 4: August-October 2022
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.2022331

Abstract

Background. The lack of awareness and knowledge possessed by English teachers about the importance of literary works in learning English in elementary schools is a significant factor that makes English learning does not runs optimally. Therefore, this community service program (PKM) needs to be carried out to help students at one of MI (Islamic Elementary School) in Pranti village, Sidoarjo learn English effectively through literary works in the form of fairy tales. Method. The implementation of this program was divided into three stages, namely planning, implementation, and evaluation. At the planning stage, location survey and preliminary observation were conducted to get an overview of the partners. The team also discussed the problems experienced by the school and offered solutions. The implementation stage was carried out by conducting dissemination on learning English through literary works and implementation of English language learning through literary works. This program involved 25 third graders of the MI. Results. The result of the pretest revealed that all of the students (25 students) had unsatisfying scores.  After the implementation, the scores increased. All of the students (100%) achieved satisfying scores. The pretest and posttest scores showed a significantly different result as evidenced by the N-Gain score of 0.72 (72.2%). Conclusion. The community service program reveals that literary works in the form of fairy tales involved in classroom English learning through a short movie and flashcards is fairly effective to help the students learn English, especially in mastering the vocabulary. Abstrak: Kurangnya kesadaran dan pengetahuan yang dimiliki oleh guru bahasa Inggris akan pentingnya karya sastra dalam pembelajaran bahasa Inggris di sekolah dasar menjadi faktor signifikan yang menyebabkan pembelajaran bahasa Inggris menjadi kurang maksimal.Oleh karena itu, program pengabdian kepada masyarakat (PKM) ini perlu dilakukan untuk membantu siswa di salah satu MI (Madrasah Ibtidaiyah) di Desa Pranti, Sidoarjo mempelajari bahasa Inggris secara efektif melaui karya sastra yang berbentuk cerita dongeng. Metode. Pelaksanaan program ini dibagi dalam tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi.  Pada tahap perencanaan, survei lokasi dan observasi awal dilakukan untuk mendapatkan gambaran dari mitra. Tim ini juga mendiskusikan masalah yang dialami oleh sekolah tersebut serta menawarkan solusinya. Tahap pelaksanaan berisi kegiatan diseminasi tentang pembelajaran bahasa Inggris melalui karya sastra (berupa cerita dongeng), implementasi pembelajaran bahasa Inggris melalui karya sastra, monitoring dan bimbingan tentang penggunaan karya sastra dalam pembelajaran bahasa Inggris. Pada tahap terakhir, evaluasi pelaksanaan program dan keberlanjutan program setelah kegiatan PKM selesai. Program ini melibatkan 25 siswa kelas 3 di MI tersebut Hasil. Hasil pretes mengungkapkan bahwa semua siswa (100%) menghasilkan nilai yang tidak memuaskan. Setelah implementasi, nilai mereka meningkat. Semua siswa memperoleh nilai yang memuaskan. Nilai pretes dan posttes menunjukkan perbedaan signifikan yang dibuktikan dengan nilai N-Gain sebesar 0,72 (72,2%). Kesimpulan. Program PKM ini mengungkapkan bahwa karya sastra dalam bentuk cerita dongeng yang dilibatkan dalam pembelajaran bahasa Inggris di kelas melalui film pendek dan flashcards cukup efektif membantu siswa dalam mempelajari bahasa Inggris, khususnya dalam penguasaan kosakata
Creative Writing Using Scaffolding of Vladimir Propp Theory-Based Basuki, Edi Pujo; Djuwari, Djuwari; Saputri, Tiyas; Authar, Nailul; Afandi, Mujad Didien
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 1 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i1-8

Abstract

Purpose – This research aims to prove whether students’ writing creativity can be increased by implementing the plot of the Black Adam movie based on Propp’s morphology structure as scaffolding in making a narrative story. This study was conducted because students feel the necessity and lack self-motivation to create their own story. Methods – This research was quantitative with an experimental design. The data collected from the pre-test and post-test results were then analyzed by quantitative analysis through SPSS 25. The sample for this research was 25 students of English education in the first Semester, at the University of Nahdlatul Ulama Surabaya. There were two kinds of instruments for this data, such as tests (pre-test and post-test) and questionnaires. The questionnaire was collected by diagram through a Google form.Findings – The result of this study showed students’ writing creativity increased by using the Vladimir Propp structure in making fairy tale stories, with p = 0.00 > 0.05. This suggests that the implementation of the Black Adam movie’s plot in creative writing based on Propp’s Morphology of Fairytale improved students’ writing ability in making narratives and helped students learn more easily. Research Implications – This research is limited by a small sample, a short duration, and a single-group design. Generalizing findings is challenging, and future research should consider larger and more diverse samples, extended study durations, and diverse pedagogical approaches for a comprehensive understanding of effective creative writing instruction.
Enhancing EFL Students’ Speaking Skills through Digital Storytelling in Podcast Projects Khoirunnisa, Rahma Arsila; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7152

Abstract

Speaking is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL). Many students experience difficulties in expressing their ideas orally due to limited opportunities for practice, anxiety about making mistakes, and a lack of confidence when communicating in English. These challenges often hinder the development of speaking proficiency in language classrooms. Therefore, innovative and engaging teaching strategies are needed to create supportive learning environments that encourage students to practice speaking more actively. This study investigates the use of digital storytelling through podcast projects as a pedagogical approach to enhance EFL students’ speaking proficiency. The research employed a qualitative design involving ten students from the English Education Department at Nahdlatul Ulama University Surabaya. The participants were engaged in a digital storytelling activity in which they created their own podcasts, beginning with the process of selecting a story topic, writing scripts, rehearsing their narration, and finally recording and sharing their storytelling podcasts. Data were collected through semi-structured interviews in order to explore students’ perceptions and experiences during the podcast project. The collected data were then analyzed using thematic analysis to identify key patterns and themes related to students’ speaking development. The findings of the study indicate that the use of digital storytelling in podcast projects contributed positively to students’ speaking abilities. Participants reported increased confidence when speaking English, improved fluency, and better pronunciation as a result of repeated practice during the recording process.
Literature Review of Animated Films to Enhance Narrative Text Comprehension in Indonesian Elementary Students Ningrum, Retno Dwi; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8024

Abstract

Narrative text comprehension is a fundamental skill for Indonesian elementary students learning English as a foreign language. However, many students still face challenges in understanding vocabulary, language features, and story structure. One effective medium to address these difficulties is the use of animated films, which combine visual and auditory elements to create a more engaging and meaningful learning experience. This study aims to review previous literature on the use of animated films to improve narrative text comprehension among Indonesian elementary students, identify effective teaching practices, and highlight existing research gaps. The method employed in this study is a systematic literature review of peer-reviewed journal articles, theses, and academic reports published over the last ten years. The review focuses on studies that examine the integration of animated films in English language learning, particularly in developing narrative comprehension skills. The findings indicate that animated films, when supported by structured learning activities such as pre-viewing preparation, guided discussions during viewing, and post-viewing reflections, can significantly enhance students’ understanding of story elements, improve vocabulary acquisition, and increase classroom participation. Furthermore, animated films support multimodal learning by enabling students to process information through both visual and verbal channels simultaneously, which helps them better grasp the meaning of the text. Despite these benefits, research specifically conducted in Indonesian elementary school settings remains limited. In addition, practical guidelines for teachers on how to effectively integrate animated films into classroom instruction are still insufficient.
Students` Perceptions of YouTube Videos as a Tool for Developing Listening Skills Aqmarina, Amanda Zatil; Authar, Nailul; Afandi, Mujad Didien; Aquariza, Novi Rahmania; Basuki, Edi Pujo
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8040

Abstract

This study explores college students’ perceptions of using YouTube videos as a tool to enhance their listening skills. With the rapid integration of digital media into education, YouTube has become a widely accessible and valuable resource for language learning. The study adopts a qualitative approach by collecting data through semi-structured interviews and focus group discussions involving students who actively use YouTube for English listening practice. The findings, analyzed using thematic analysis, reveal several advantages of YouTube as a learning medium. Students report that it provides exposure to authentic language use, a wide variety of accents, and flexible features such as adjustable playback speed, which help improve comprehension. Additionally, the platform allows learners to access diverse topics that match their interests, increasing engagement and motivation. However, the study also identifies several challenges faced by students. Many participants find it difficult to select appropriate and level-appropriate content due to the vast amount of videos available. Furthermore, distractions from unrelated or entertaining content often reduce learning effectiveness. These issues indicate that while YouTube offers significant potential as a supplementary tool for improving listening skills, its success largely depends on students’ ability to manage their learning process. Overall, the study concludes that YouTube can effectively support listening skill development when used strategically. Therefore, educators are encouraged to guide students in selecting suitable content and developing focused learning habits to maximize the educational benefits of YouTube.
Co-Authors Achda, Imam Alamsyah, Badril Andini Hardiningrum Aqmarina, Amanda Zatil Aquariza, Novi Rahmania Authar, Nailul Basuki, Edi Pujo BERDA ASMARA Destita Shari Destita Shari Djuwari Djuwari IRENE ROSALINA Jauharotur Rihlah Khoirunnisa, Rahma Arsila Machmudah, Machmudah Muflihah, Tatik Ningrum, Retno Dwi Pramudita, Niken Ayu Saputri , Tiyas Savira Zaniar Siti Maimunah Tiyas Saputri