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Kris Widiyanti
Universitas Abdurachman Saleh Situbondo, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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CHARACTER AND ENVIRONMENTAL EDUCATION IN ISLAMIC SCHOOLING IN THAILAND Kris Widiyanti; Saleefah Tehyor
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8302

Abstract

This article reports on an international community service program conducted at Santiwit School, Songkhla, Thailand, that aimed at supporting holistic student development in a faith-based elementary school context. The partner institution is a private Islamic school implementing the Thai national curriculum integrated with Islamic values, with many of its students residing in a school dormitory. Using a Participatory Action Research approach, this community service program was implemented over two months through stages of observation, planning, implementation, monitoring, and reflection. Structured, routine-based, and some mentoring activities, including Hello Morning, Evening Light, ABC Fun Club, Friday Burdah, Move and Clean, and Khotmil Quran, were designed collaboratively with the school stakeholders. The findings indicate remarkable, positive changes in students’ daily discipline, literacy skills, religiosity, social inclusivity, and environmental awareness. Ultimately, the study also demonstrates that participatory and context-sensitive community service programs can effectively support holistic education while simultaneously promoting long-term institutional sustainability and intercultural understanding.
LEVEL UP AND TUNE IN: Fitriatul Maghfiroh; Kris Widiyanti
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 2 No 2 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v2i2.8104

Abstract

This community service study investigates the challenges of low student participation, limited vocabulary mastery, and lack of confidence among learners at Safira English Course in Situbondo. Preliminary observations indicate that conventional instructional practices, primarily based on memorization and repetitive exercises, have not effectively fostered communicative competence or active engagement. To address these issues, an innovative pedagogical intervention integrating vocabulary songs and game-based learning was implemented. The program was conducted through systematic stages, including needs analysis, instructional design, classroom implementation, and continuous evaluation over two weeks. The intervention combined auditory and kinesthetic learning through song-based repetition and interactive activities such as Fastest Finger and Snake Word. The findings reveal a marked improvement in students’ engagement, vocabulary retention, and speaking confidence. Learners demonstrated increased participation, better recall of lexical items, and greater willingness to communicate in English. These results suggest that multimodal and student-centered approaches significantly enhance the effectiveness of English language instruction. It is concluded that the integration of songs and educational games provides a sustainable and impactful strategy for improving learning outcomes in non-formal EFL contexts
Co-Authors Fitriatul Maghfiroh Saleefah Tehyor