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All Journal Jurnal Bahasa, Sastra, dan Budaya English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jambura Journal of English Teaching and Literature Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI Journal of English Teaching and Applied Linguistics (JETAL) TRANS-KATA: Journal of Language, Literature, Culture, and Education International Journal of Community Service Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Jurnal Pengabdian Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Language Education EDUJ : English Education Journal Journal of Community Services on Multidisciplinary Sciences INTERACTION: Jurnal Pendidikan Bahasa
Muzdalifah Mahmud
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Designing a Model of Case Method Strategy to Enhance Reading Comprehension in EAP Courses for Higher Education Syarifuddin Achmad; Sartin Miolo; Muzdalifah Mahmud; Helena Badu
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 1 (2024): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i1.104

Abstract

Improving education quality for the 21st century necessitates a strong focus on English Reading Comprehension for Academic Purposes (REAP), particularly in higher education. This competency is essential for enabling students to engage with global information and meet the demands of a competitive, interconnected world. Therefore, enhancing reading comprehension in English is vital, especially by employing a strategy that is innovative, creative, and effective. The Case Method Strategy, rooted in Problem-Based Learning (PBL), is identified as one of the most effective approaches to elevate REAP competencies. This strategy fosters creative thinking, inquiry-based learning, and problem-solving skills, allowing students to analyze academic texts critically. Within the REAP course framework, which aligns with Outcome-Based Education (OBE), the objective is for students to develop metacognitive abilities to interpret complex academic texts at an advanced level. To support the Case Method Strategy, complementary techniques, such as Inquiry Method and Discovery Learning, can be integrated into REAP learning. This study aims to present a comprehensive model for implementing the Case Method Strategy to improve REAP outcomes. Ultimately, the findings contribute valuable insights to English Language Teaching (ELT) by offering an effective, alternative teaching technique that enhances applied linguistics and reading comprehension in university-level education.
ENVIRONMENT-BASED ENGLISH LEARNING FOR VERY YOUNG LEARNERS (VYLs) : PEMBELAJARAN BAHASA INGGRIS BERBASIS LINGKUNGAN DI KAWASAN TELUK TOMINI Rachmi Laya; Muzdalifah Mahmud
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 01 (2026): JANUARI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Pembelajaran bahasa Inggris pada anak usia dini membutuhkan pendekatan yang kontekstual, bermakna, dan sesuai dengan karakteristik perkembangan anak. Program Environment-based English for Young Learners dikembangkan untuk memperkenalkan kosakata bahasa Inggris dasar melalui bermain, lagu, gerakan, dan cerita yang berorientasi tema lingkungan (eco-literacy). Kegiatan dilaksanakan pada siswa TK Aisyiyah Bustanul Athfal (ABA) I, salah satu lembaga PAUD di kawasan Teluk Tomini, dengan melibatkan mahasiswa dan didamping oleh dosen dari jurusan Pendidikan Bahasa Inggris, Universitas Negeri Gorontalo sebagai fasilitator pengajaran. Hasil kegiatan menunjukkan bahwa anak-anak mampu mengenali dan menggunakan kosakata dasar bertema lingkungan melalui aktivitas multisensori yang menyenangkan. Selain itu, integrasi nilai kecintaan lingkungan dalam pembelajaran mendorong terbentuknya perilaku peduli pada diri anak, seperti memilah sampah dan merawat tanaman sekolah. Program ini juga memberikan manfaat pedagogis bagi mahasiswa melalui praktik langsung pengajaran sebagai bagian dari project akhir mata kuliah Teaching English to Young Learners (TEYL) yang berbasis bermain dan konteks lokal. Secara keseluruhan, implementasi Eco-English terbukti efektif dalam meningkatkan pemerolehan bahasa yang menyenangkan sekaligus menumbuhkan sikap peduli terhadap lingkungan sejak dini.
INTEGRASI SPELLING, WORD BUILDING, LAGU DAN PERMAINAN DALAM PENGUATAN LITERASI AWAL BAHASA INGGRIS DI SEKOLAH DASAR Muzdalifah Mahmud; Magdalena Baga; Farid Muhamad
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 04 (2026): JULI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Literasi awal merupakan fondasi penting dalam pembelajaran bahasa Inggris di sekolah dasar. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat literasi awal bahasa Inggris siswa kelas 2 MI Al-Wathaniyah, Provinsi Gorontalo melalui pembelajaran yang mengintegrasikan pengenalan kosakata, spelling, word building, lagu edukatif dan permainan. Kegiatan dilaksanakan menggunakan pendekatan partisipatif-edukatif melalui tahap persiapan, pelaksanaan dan evaluasi dengan melibatkan dosen dan mahasiswa Prodi Pendidikan Bahasa Inggris, Universitas Negeri Gorontalo sebagai fasilitator bersama guru kelas. Hasil observasi menunjukkan bahwa siswa berpartisipasi aktif dalam setiap aktivitas pembelajaran dan menunjukkan antusiasme selama kegiatan berlangsung. Integrasi spelling, word building, lagu dan permainan memberikan pengalaman belajar yang interaktif serta mendukung pengenalan huruf, pelafalan kosakata dan pembentukan kata sederhana. Selain memberikan pengalaman belajar bagi siswa, kegiatan ini juga memperkaya pengalaman pedagogis mahasiswa dalam pembelajaran TEYL serta memperkuat kolaborasi antara perguruan tinggi dan sekolah mitra.
Maritime Vocabularies Learning In English For Children and Teenagers In The Geopark Area of The Bajo-Tilamuta Ethnic Village Magdalena Baga; Muzdalifah Mahmud; Farid Muhamad
International Journal Of Community Service Vol. 4 No. 4 (2024): November 2024 (Indonesia - Thailand - Malaysia)
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v4i4.821

Abstract

Boalemo Regency selected the Bajo-Tilamuta Ethnic Village as a Cultural Diversity site for the Gorontalo Geopark due to the uniqueness of this ethnic group's way of life. The Bajo-Tilamuta tribe, one of the Bajo tribes, can be found on the coast of Gorontalo Province, specifically in Boalemo Regency. Despite residing on the coast, the Bajo-Tilamuta tribe remains isolated and distant from the broader population's settlements. However, the intensity of meetings between the Bajo and Gorontalo tribes often occurs through activities as fishermen and marriages between the Bajo and Gorontalo tribes. The Bajo tribe is known as a nomadic tribe at sea. Because of its spread beyond national borders, this tribe is known as a free border crosser. The Bajo tribe's reliance on the sea for shelter has led to their spread to various parts of the world, particularly in Southeast Asia. In the past, the Bajo tribe was known for exclusively living at sea, meaning they were born, lived, and died on boats. The Bajo people's way of life has now changed. Although the Bajo people still live on the sea's edge, their lives tend to settle in one place, leading many of their children to attend school and become graduates. The potential of the Bajo village as an ethnic geopark village hinges on the availability of human resources capable of supporting the village's designation as a geopark tourism village. Therefore, children and teenagers in the Bajo-Tilamuta Village require foreign language training, such as English. We take this action to prepare for the potential arrival of foreign tourists in the future. Through community service integrated with KKN (Community Service Program), students use the English teaching method for young learners by introducing maritime English vocabulary whose objects are in the daily lives of the Bajo Community, namely the sea and its environment.
Masculinity in the Song Lyrics of Imagine Dragons: How it is represented Fatrisia Hasan; Muzdalifah Mahmud; Kartin Lihawa
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

Abstract

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
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

Abstract

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.
TASK-BASED TEACHING IN THE ERA OF ARTIFICIAL INTELLIGENCE: CHALLENGES, AFFORDANCES AND PEDAGOGICAL IMPLICATIONS Muzdalifah Mahmud
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 2 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

The use of artificial intelligence (AI) in the field of education has changed the way teachers teach and students learn. Despite the convenience it offers, AI provide us with opportunities as well as new challenges in education. This conceptual paper discusses how AI can support Task-Based Teaching (TBT), a teaching approach that encourages students to learn by completing meaningful and real-world tasks. The paper is a review of studies on  AI and TBT that have been done worldwide. The article proposes that AI should be used to strengthen, not replace, the main principles of TBT. AI can support learning by providing personalized feedback, learning assistance, and access to useful learning resources. However, it also brings about concerns such as plagiarism, overdependence on AI, digital inequality, ethical issues, and teacher readiness. Therefore, teachers should continue to play the main role in guiding learning, while AI serves as a learning assistant. Successful integration of AI into TBT requires responsible use, digital literacy, and thoughtful teaching practices.
Co-Authors Abdullah Abdullah Abu Katili, Adriansyah Adriansyah Abu Katili Ahsan Muzri.S Delawati Hida Elsje Louise Sambouw Farid Muhamad Farid Muhammad Fatia Hanapi Fatma Patadjenu Fatrisia Hasan Geminastiti Sakkir Hasanuddin Fatsah Helena Badu Ibrahim, Moh Syahrun Indy Rahmawani Malle Jumrah Juni, Muliana Karmila Machmud Kartin Lihawa Kartin Lihawa La Sunra La Sunra Magdalena Baga Magdalena Baga Moh. Mirza Er. Pateda Mokoolang, Adi Tia Muziatun Mukadji Nur Ayini S Lalu Panigoro, Fadlia Patadjenu, Fatma Rachmi Laya Rahman Taufiqrianto Dako Sambouw, Elsje Louise Sartin T. Miolo Sri Rumiyatiningsih Luwiti Syarifuddin Achmad Syarifuddin Achmad, Syarifuddin Syarifuddin Dollah Syariruddin Dollah Talibana, Srirahayu