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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) Jurnal Bahasa, Sastra, dan Budaya Al-Lisan Jurnal Pendidikan Usia Dini IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Script Journal: Journal of Linguistic and English Teaching Proceedings of ISELT FBS Universitas Negeri Padang Jambura Journal of English Teaching and Literature British: Jurnal Bahasa dan Sastra Inggris Ideas: Jurnal Pendidikan, Sosial dan Budaya Bubungan Tinggi: Jurnal Pengabdian Masyarakat Al-Lisan: Jurnal Bahasa Research Review: Jurnal Ilmiah Multidisiplin Journal of English Language Teaching, Linguistics, and Literature Studies ELOQUENCE: Journal of Foreign Language IICSDGs Madani: Multidisciplinary Scientific Journal Estungkara: Jurnal Pengabdian Pendidikan Sejarah Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service International Journal of Sustainable Applied Sciences (IJSAS) Journal of Humanities and Social Studies Advances In Social Humanities Research ELLITE Journal Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) Serambi: Jurnal Pengabdian Masyarakat
Moon Hidayati Otoluwa
Univeritas Negeri Gorontalo
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Manadonese culture-based English teaching materials for Madrasah Ibtidaiyah students: A needs analysis Indah Saud; Moon Hidayati Otoluwa
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7767

Abstract

Background: In order to provide contextual, relevant, and culturally responsive learning, especially in primary school, it has become more crucial to incorporate local culture into English language instruction. The incorporation of Manadonese culture into English teaching materials, especially at the elementary madrasah level, has been the subject of little empirical research. As a result, it emphasizes the necessity of examining the needs of both teachers and students in order to provide pertinent instructional resources. Aims: The purpose of this study is to examine how teachers and students need to integrate Manadonese local culture into English language learning resources, and to identify cultural components that can help Madrasah Ibtidaiyah Negeri (MIN) in Manado City, Indonesia creates contextual English teaching materials for fifth-grade pupils. Methods: This preliminary study represents the Analysis phase of the ADDIE instructional design model, selected because needs analysis provides essential information about learners’ characteristics, difficulties, and cultural resources as the foundation for developing relevant teaching materials. The participants were 51 students and two English teachers from MIN I and MIN II Manado. Data were collected through questionnaires and interviews and analyzed descriptively. Results: The results indicate that students need additional contextualized learning materials since they have trouble understanding fundamental English items, especially nouns and adjectives. The creation of English resources based on local culture was endorsed by 95% of pupils. Concrete cultural content, such as customary games, regional cuisine, and tourism destinations, was preferred by the students. Teachers likewise had positive opinions on incorporating Manadonese culture, but they also mentioned difficulties with a lack of instructional resources and implementation support. Implications: This study contributes to the development of culturally responsive English teaching materials by providing empirical evidence of learners’ and teachers’ needs and identifying relevant cultural elements for contextual learning resources.
Manadonese culture-based English teaching materials for Madrasah Ibtidaiyah students: A needs analysis Indah Saud; Moon Hidayati Otoluwa
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7767

Abstract

Background: In order to provide contextual, relevant, and culturally responsive learning, especially in primary school, it has become more crucial to incorporate local culture into English language instruction. The incorporation of Manadonese culture into English teaching materials, especially at the elementary madrasah level, has been the subject of little empirical research. As a result, it emphasizes the necessity of examining the needs of both teachers and students in order to provide pertinent instructional resources. Aims: The purpose of this study is to examine how teachers and students need to integrate Manadonese local culture into English language learning resources, and to identify cultural components that can help Madrasah Ibtidaiyah Negeri (MIN) in Manado City, Indonesia creates contextual English teaching materials for fifth-grade pupils. Methods: This preliminary study represents the Analysis phase of the ADDIE instructional design model, selected because needs analysis provides essential information about learners’ characteristics, difficulties, and cultural resources as the foundation for developing relevant teaching materials. The participants were 51 students and two English teachers from MIN I and MIN II Manado. Data were collected through questionnaires and interviews and analyzed descriptively. Results: The results indicate that students need additional contextualized learning materials since they have trouble understanding fundamental English items, especially nouns and adjectives. The creation of English resources based on local culture was endorsed by 95% of pupils. Concrete cultural content, such as customary games, regional cuisine, and tourism destinations, was preferred by the students. Teachers likewise had positive opinions on incorporating Manadonese culture, but they also mentioned difficulties with a lack of instructional resources and implementation support. Implications: This study contributes to the development of culturally responsive English teaching materials by providing empirical evidence of learners’ and teachers’ needs and identifying relevant cultural elements for contextual learning resources.
Kahoot: Its Effect on Students’ Vocabulary Mastery Safina Nur Khalisah Hiola; Rasuna Talib; Yunita Hatibie; Moon Hidayati Otoluwa; Sri Rumiyatiningsih Luwiti
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.571

Abstract

Vocabulary mastery is an essential component of English language learning, yet seventh-grade students may experience difficulties in understanding and using vocabulary due to limited learning engagement and less interactive learning approaches. This study aimed to investigate the effect of using Kahoot as an audio-visual learning medium on seventh-grade students’ vocabulary mastery, with a specific focus on nouns, verbs, and adjectives at SMP Negeri 1 Botupingge. This research employed a quantitative method with a pre-experimental one-group pretest-posttest design involving 26 seventh-grade students selected through purposive sampling. Data were collected using a 25-item multiple-choice vocabulary test administered as a pre-test and post-test and analyzed using a paired sample t-test after the data were confirmed to be normally distributed. The findings showed that students’ mean score increased from 50.29 in the pre-test to 75.14 in the post-test, representing an increase of 24.85 points, with a significance value of 0.000 (p < 0.05) and a t-value of -8.291. Improvements were also observed across the three targeted word classes, with noun mastery increasing from 56% to 90.63%, adjective mastery from 48% to 87.50%, and verb mastery from 55% to 82.31%. These findings indicate that the implementation of Kahoot was associated with a significant improvement in students’ vocabulary mastery and demonstrate its potential as an interactive audio-visual learning medium for vocabulary instruction.
Co-Authors Abdjul, Putri Fatra Abduh, Amirullah Abid, Abid Adelmi Kurniawati Ds Adriansyah Abu Katili Agustin Is Saidi Ahmad Mustamir Waris Ana Mariana, Ana Ana Rosida Anastasia, Happy Andi Asma Anuli, Wadan Y Arhanuddin Salim Assifa, Khoirotun Nisa Bahar - Bahar Chintia Brevieta Sako Dahlia Husain Darise, Gina Nurvina daud, enni akhmad Dumbela, Utari Apriliyani Elisa Z. Puteri Tamuu Fadhlan Saini Fahria Malabar Fitrianita Febrina Ali Hanisah Hanafi Hasanah, Atiq Aqiqotul Hassanudin Fatsah Helena Badu Herlina Usman Herlina Usman Husain, Sabrina Wardatul Jannah Ilham Huntoyungo Indah Saud Indah Wardaty Saud Ismail, Abdul Kadir Ivan Rismi Polontalo Jolanda Debora Pilongo Kadir Kadir Khoirotun Nisa Assifa Lahiking, Sri Nigshi Leni Cahyani Mustapa Lia Nurhayati Lovonita, Mohamad Adriansyah Magvirah El Walidayni Kau Magvirah El Walidayni Kau Mery Balango Moh. Alfi Syahrin Mukhsin, Hasna Nurain Muziatun Mukadji Nonny Basalama Novriyanto Napu Ntamwana, Simon Ntuiyo, Mohamad Akmal R. Nur Halimah Nurhayati, Lia Nurlaila Husain Nusi, Budiarto Padanggi, Alfin J. R Agi, Sarina Rahmawaty Mamu Rasuna Rasid Talib Rasuna Talib Ratna Botutihe Ririn Djimun Rosalin Tanaiyo Rosalin Tanaiyo Safina Nur Khalisah Hiola Sako, Chintia Brevieta Salsabila, Azzehra Sartin T. Miolo Sartin T. Miolo Saud, Indah Wardaty Siti Mutmainnah Dauhi Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Suparsa, I Gede Aldi Tambengi, Wulan Mayasari Tamola, Mifta Sulistia Tangkilisan, Sesar Taufiqrianto Dako, Rahman Usman Pakaya Wardatul Jannah Husain, Sabrina Wardaty Saud, Indah Yunita Hatibie Zein Mowuu