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Masculinity in the Song Lyrics of Imagine Dragons: How it is represented Hasan, Fatrisia; Mahmud, Muzdalifah; Lihawa, Kartin
Journal of Language Education (JoLE) Vol. 2 No. 4 (2024): Desember
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v2i4.260

This study examines the representation of masculinity in the song lyrics of Imagine Dragons through a semantic analysis approach. Using Lyons' (1981) theory of contextual meaning and Chafetz's (1978) theory of masculinity, the research identifies how the contextual meaning representing masculinity is conveyed in three selected songs: Demons (2012), Thunder (2017), and Eyes Closed (2024). The findings based on contextual analysis reveal five categories of masculinity: other personality traits, interpersonal thinking, intelligence thinking, emotional control, and sexual aggression. The study highlights that Imagine Dragons' lyrics often reflect traditional masculinity values such as ambition, independence, resilience, and emotional restraint, with an emphasis on personal struggles and self-discovery. The results contribute to the understanding of masculinity in contemporary Western popular music and its impact on gender representation. Keywords: contextual meaning, Imagine Dragons, masculinity, semantics, song lyrics

Authentic Projects in Teaching Listening: An Overview of Project-Based Learning (PBL) in Listening for Professional Contexts Muzdalifah Mahmud; La Sunra; Syariruddin Dollah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v11i2.501

The study focused on how project-based learning (PBL) is applied as a demonstrative learning method to foster the listening skills of second-year students of the English Language Education Study Program (ELESP) in Universitas Negeri Gorontalo (UNG) for a real-world purpose. This qualitative case study explored the implementation of project-based learning (PBL) to develop listening skills among university students, utilizing classroom observations, student interactions, and document analysis for comprehensive insights. Thematic analysis of classroom observations and document analysis unveiled three significant themes: Critical Listening Competence; Active Engagement and Collaboration; Real-Life Context of Listening Skills The results show that students made considerable progress with their listening skills by utilizing real-world projects that emulate authentic communication situations. Collaborative activities provide opportunities for peer engagement and critical thinking, creating a supportive learning environment. The study also emphasizes that educators need to adapt teaching methods, incorporating technology, and provide a variety of listening resources to prepare students for the complexities of professional listening demands. To address these challenges, recommendations for improving the implementation of PBL, including additional educator’s training and the use of effective assessment tools, were made. In conclusion, the research shows how experiential learning can enhance students’ listening skills.

The Impact of Social Media and 4C Skills (Critical Thinking, Communication, Creativity, Collaboration) in English Language Learning: Students’ voices Juni, Muliana; Mahmud, Muzdalifah; Machmud, Karmila
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1871

This study explores students’ subjective perspectives on the use of social media platforms (e.g., TikTok, Instagram, YouTube) in developing their 21st-century 4C skills (Critical Thinking, Communication, Creativity, Collaboration) within an English Language Learning (ELL) context. Using descriptive qualitative methods with semi-structured interviews, this study synthesizes wide-ranging perceptions on the use of platforms and how they facilitate students in improving 4C skills in English learning. The results were further analyzed thematically. Key findings indicate that, although students recognized that social media is an accessible and engaging tool for English learning, its use for developing 4C skills is not without significant challenges. Students posited that social media effectively facilitates the practice of communication skills (writing and speaking), stimulates creativity, and supports online collaboration skills. However, they also suggested that the development of critical thinking is hampered by the difficulties in evaluating the credibility of information online. The practical implications of this study highlight the need for lecturers to design structured pedagogical support and for policymakers to integrate digital literacy into the curriculum. Without strategic guidance, the potential of social media to enhance 4C skills is at risk of being underutilized.

Using Environmental Vocabulary to Compose Poems Katili, Adriansyah Abu; Mahmud, Muzdalifah
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 4 (2025): July 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16405162

This is an article about a community service activity conducted by the author at SMP Negeri 3, Gorontalo City. The goal of this activity was to improve the vocabulary skills of junior high school students and foster their creativity in language. The method of the activity was to introduce vocabulary for each object in nature. Then, they were guided to compose a simple poem using the vocabulary they had learned. They then wrote the poem in their notebooks, keeping it as a memory and study resource. As a result, they were able to master vocabulary and compose it into a simple poem.

Using Environmental Vocabulary to Compose Poems Katili, Adriansyah Abu; Mahmud, Muzdalifah
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 4 (2025): July 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16405162

This is an article about a community service activity conducted by the author at SMP Negeri 3, Gorontalo City. The goal of this activity was to improve the vocabulary skills of junior high school students and foster their creativity in language. The method of the activity was to introduce vocabulary for each object in nature. Then, they were guided to compose a simple poem using the vocabulary they had learned. They then wrote the poem in their notebooks, keeping it as a memory and study resource. As a result, they were able to master vocabulary and compose it into a simple poem.

Exploring Nature in English: Belajar Kosakata Bahasa Inggris Dasar tentang Alam Mahmud, Muzdalifah
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 4 (2025): July 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16895767

Vocabulary acquisition is one of the fundamental aspects of English language learning, especially for primary school-aged children who are in the early stages of language acquisition. Basic vocabulary related to nature was chosen because it has proximity to the child’s daily life, making it more understandable and interesting to learn. This community service activity was implemented by Gorontalo State University English Education lecturers with the aim of introducing basic English vocabulary on nature to primary school children of grades 4-6 in Tilongkabila Subdistrict, Bone Bolango County, Gorontalo Province. The activity implementation method uses a nature-based exploration approach through outdoor learning in the courtyard. Activities take place in one encounter with stages in the form of ice breaking, vocabulary introduction using pictured cards and real objects, as well as simple game activities to reinforce comprehension. Evaluation was conducted qualitatively through observation of children’s responses during the activity, including enthusiasm, engagement, and ability to pronounce the taught vocabulary. Activity results showed that the children were very enthusiastic, active, and capable of naming a number of basic nature-related vocabulary although with pronunciation that still needed guidance. These activities provide a fun learning experience, increase motivation, and foster children’s interest in continuing to learn English through a contextualized nature-based approach.

Menyingkap Ekspresi Ketuhanan dalam Puisi: Telaah Kognitif Pragmatik atas Bahasa Spiritual Abu Katili, Adriansyah; Mahmud, Muzdalifah
Jurnal Bahasa, Sastra, dan Budaya Vol 15, No 2 (2025): (Mei 2025
Publisher : Jurusan Pendidikan Bahasa & Sastra Indonesia, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jbsb.v15i1.34055

This article explores the expression of divinity in poetry. The poems analyzed are"Siang Arafah" by Suminto A. Sayuti and "God's World" by Edna St. Millay. Thisresearch was conducted using a cognitive pragmatic approach, incorporatingAustin's speech act theory and Sperber and Wilson's theory of relevance. Theresearch method employed the principles of discourse analysis, namely theprinciples of local interpretation and analogy. This study found that Sayuti's poemsutilize expressive speech acts. Using relevance theory, it was found that the poetsfrequently use diction that clarifies the meaning of the expressive speech acts to thereader. Meanwhile, Millay's poem "God's World" contains expressive speech acts.Millay also uses diction to enable the reader to interpret the meaning of theutterances. The meaning of both poems is a longing for God.

Exploring Nature in English: Belajar Kosakata Bahasa Inggris Dasar tentang Alam Mahmud, Muzdalifah
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 4 (2025): July 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16895767

Vocabulary acquisition is one of the fundamental aspects of English language learning, especially for primary school-aged children who are in the early stages of language acquisition. Basic vocabulary related to nature was chosen because it has proximity to the child’s daily life, making it more understandable and interesting to learn. This community service activity was implemented by Gorontalo State University English Education lecturers with the aim of introducing basic English vocabulary on nature to primary school children of grades 4-6 in Tilongkabila Subdistrict, Bone Bolango County, Gorontalo Province. The activity implementation method uses a nature-based exploration approach through outdoor learning in the courtyard. Activities take place in one encounter with stages in the form of ice breaking, vocabulary introduction using pictured cards and real objects, as well as simple game activities to reinforce comprehension. Evaluation was conducted qualitatively through observation of children’s responses during the activity, including enthusiasm, engagement, and ability to pronounce the taught vocabulary. Activity results showed that the children were very enthusiastic, active, and capable of naming a number of basic nature-related vocabulary although with pronunciation that still needed guidance. These activities provide a fun learning experience, increase motivation, and foster children’s interest in continuing to learn English through a contextualized nature-based approach.

Why Starting Writing Is So Difficult? An Analysis On Students’ Experiences In Writing Narrative Text Delawati Hida; Kartin Lihawa; Muzdalifah Mahmud
Journal of Language Education (JoLE) Vol. 3 No. 2 (2025): June
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v3i2.417

This research was conducted based on the problem, namely second semester students in the English Education Program FSB UNG face the problem of lack of knowledge in composing narrative texts, especially strategies for getting ideas and organizing them into paragraphs. This condition makes most students reluctant to learn to write. There are complicated rules in writing that cannot be ignored, when students write something, they must pay more attention to spelling, punctuation, diction, grammar, the purpose of their writing, and their own writing ideas. In addition, they are confused about how to start writing ideas into a good narrative text. This study collected qualitative data using observation techniques, narrative writing tests, and interviews. The results are; first, students have difficulty organizing ideas in narrative writing. Second; lack of vocabulary, which makes students write sentences that are less communicative. Finally; students are confused about the correctness of the grammar they compose. Based on the results of the analysis, the researcher concluded that there are three reasons that cause students to have difficulty in starting to write. First, organizing ideas, when students are able to express what they want to write but have difficulty putting it into written form. Second, a lack of vocabulary leads students to write less communicative sentences. Finally, due to a lack of grammatical accuracy, students are confused about their writing. Previous research has found similar student difficulties with vocabulary, grammar, and linguistics, including research by Marzona et al. (2019), Nandha et al. (2022), and Fadilah et al. (2024). All of these issues make it difficult for students to begin writing.

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