Article Per Year (5 Year)
p-Index From 2021 - 2026
3.761
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya Lingua Research Review: Jurnal Ilmiah Multidisiplin Journal of English Teaching and Linguistic Issues (JETLI) Socius: Social Sciences Research Journal Journal of Language Education International Journal of Education, Culture, and Society Journal of Community Services on Multidisciplinary Sciences Jurnal bahasa, sastra, seni, dan pengajarannya Jurnal Literasi Indonesia International Journal of Social and Education (INJOSEDU) Serambi: Jurnal Pengabdian Masyarakat
Kartin Lihawa
Universitas Negeri Gorontalo
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Pendekatan Deep Learning dalam Pembelajaran Bahasa Inggris bagi Siswa Kelas IX di SMNPN 10 Kota Gorontalo Kartin Lihawa
SERAMBI: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2026): SERAMBI: Jurnal Pengabdian Masyarakat
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/serambi.v3i2.48

Abstract

Artikel pengabdian kepada masyarakat ini membahas penerapan model Deep Learning dalam pembelajaran bahasa Inggris bagi siswa kelas IX di SMPN 10 Kota Gorontalo. Berdasarkan analisis situasi, kemampuan bahasa Inggris siswa masih relatif sama dengan kemampuan siswa sekolah menengah pertama pada umumnya di Indonesia. Siswa menghadapi beberapa kendala, antara lain keterbatasan penguasaan kosakata, kurangnya kepercayaan diri dalam berbicara karena takut melakukan kesalahan, serta rendahnya minat belajar bahasa Inggris. Untuk mengatasi permasalahan tersebut, pendekatan Deep Learning diterapkan dalam proses pembelajaran guna meningkatkan kompetensi bahasa Inggris dan motivasi belajar siswa. Pendekatan ini menekankan partisipasi aktif dalam diskusi kelompok, pengalaman belajar yang bermakna, kolaborasi, berpikir kritis, serta kegiatan pembelajaran yang interaktif. Penerapan model Deep Learning menunjukkan hasil yang positif terhadap antusiasme dan partisipasi siswa selama proses pembelajaran. Siswa menjadi lebih percaya diri dalam mempraktikkan bahasa Inggris, lebih aktif dalam diskusi kelas, serta lebih termotivasi untuk mempelajari kosakata dan keterampilan berbicara. Hasil belajar siswa juga menunjukkan capaian yang memuaskan. Dari 27 siswa yang mengikuti evaluasi, sebanyak 6 siswa (22,22%) memperoleh kategori sangat baik dengan nilai antara 85%–100%, sedangkan 21 siswa (77,78%) memperoleh kategori baik dengan nilai antara 75%–84%. Temuan ini menunjukkan bahwa pendekatan Deep Learning merupakan model pembelajaran yang efektif untuk mendukung pembelajaran bahasa Inggris, meningkatkan keterlibatan dan pencapaian siswa, serta meningkatkan penguasaan kosakata bahasa Inggris dan keterampilan menyimak, berbicara, membaca, menonton/memirsa, dan menulis melalui pengalaman belajar yang bermakna dan kontekstual.
The Implementation of the Storyline Approach in EFL Writing Instruction: A Case Study of Teacher Practices and Student Responses at SMP Negeri 2 Gorontalo, Indonesia Tresmina Paputungan; Kartin Lihawa; Novriyanto Napu
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.8725

Abstract

This study investigates the implementation of the Storyline Approach in English as a Foreign Language (EFL) writing instruction, with a focus on teacher practices and student responses at SMP Negeri 2 Gorontalo. It aims to explore how the Storyline Approach is operationalized in classroom instruction and to examine its impact on students’ writing development and perceptions. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, and document analysis of lesson plans, complemented by analysis of students’ writing scores from pre-tests and post-tests. The findings reveal that the teacher implemented the Storyline Approach systematically through clearly defined stages, including context creation, character and setting development, plot construction, language focus, and reflection, thereby creating a meaningful and contextualized learning environment that actively engaged students in the writing process. Quantitative evidence from students’ writing scores indicates consistent improvement across multiple themes, particularly in grammar, text organization, content development, and coherence. In addition, students demonstrated positive responses toward storyline-based instruction, reflected in increased motivation, participation, and confidence in writing. The study concludes that the Storyline Approach constitutes an effective and sustainable instructional strategy for enhancing EFL writing skills at the junior secondary school level and contributes to the growing body of research on contextual and student-centered approaches in EFL writing instruction in Indonesian educational settings.
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.
TEACHING PROCEDURE TEXT IN ENGLISH BASED  ON LOCAL CULTURE CONTEXT AT SMAN 1 WONOSARI, BOALEMO Kartin Lihawa
Journal of Community Services on Multidisciplinary Sciences Vol. 4 No. 1 (2026): Journal of Community Services on Multidisciplinary Sciences
Publisher : Journal of Community Services on Multidisciplinary Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 The purpose of this community service activity is to address common problems faced by high school students, particularly those at SMAN 1 Wonosari, namely their limited English-speaking ability. This problem arises from the lack of daily English communication and insufficient mastery of essential vocabulary. Overcoming this issue, the program aims to improve students’ speaking skills through classroom learning uses “Procedure Texts” as teaching material, contextualized within the students’ local cultural environment. This approach stimulates students’ thinking, facilitates idea expression, and builds confidence in speaking English. Moreover, it is expected to encourage peer influence and community engagement. The activity began with consultations with the school principal and class teachers, followed by the selection of suitable materials. Eclectic, Direct, and Indirect methods were applied, emphasizing individual speaking tasks using culturally relevant topics. A speaking assessment rubric was used to evaluate progress. Among 32 tenth-grade students, initial evaluation showed 26 received D category due to limited vocabulary and low fluency. After implementation, results improved significantly: 3 students achieved A, 16 obtained B, and 13 reached C categories. Comparing those two resutls of students’ speaking evaluation shows us that appying teaching material based on cultural context resulted high students’ ability in English speaking skills. 
DESIGNING COMMUNICATIVE AND NEEDS-BASED ENGLISH TEACHING MATERIALS THROUGH TRAINING AND MENTORING Kartin Lihawa
Journal of Community Services on Multidisciplinary Sciences Vol. 4 No. 2 (2026): Journal of Community Services on Multidisciplinary Sciences
Publisher : Journal of Community Services on Multidisciplinary Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This community service program aimed to design communicative and needs-based English teaching materials through training and mentoring activities for junior high school English teachers. The program was conducted in response to problems in English teaching, particularly the limited use of communicative learning methods, teachers’ dependence on grammar-focused instruction, limited teaching materials, and students’ low motivation and English achievement. The objective of the program was to improve teachers’ knowledge and skills in developing learner centered and contextual English teaching materials based on needs analysis. The program applied a participatory approach through workshops, group discussions, hands-on practice, and continuous mentoring sessions. Participants were introduced to communicative language teaching principles, needs analysis techniques, and strategies for designing interactive learning materials. The mentoring process also assisted teachers in revising and implementing the materials in classroom practice. As a result, participants demonstrated improved understanding, creativity, confidence, and competence in developing relevant, interactive, and communicative English teaching materials.
Denotative, Connotative, and Myth in The Nun Ii: A Semiotic Analysis of Supernatural Communication in Religious Horror Cinema Nizmawati Amran; Kartin Lihawa; Usman Pakaya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10480

Abstract

This study analyzes the denotative, connotative, and mythical meanings embedded in the communication between human characters and supernatural beings in The Nun II (2023), a religious horror film produced by Warner Bros. Pictures as part of The Conjuring Universe. Employing Roland Barthes' semiotic theory as the primary analytical framework, this research adopts a qualitative descriptive method to examine twenty selected scenes from the film. Data were collected through systematic observation and documentation of visual symbols, dialogues, sound effects, and cinematic elements. Analysis was conducted across three levels of signification: denotation, connotation, and myth. At the denotative level, the film presents literal depictions of supernatural phenomena, including possessions, apparitions, whispers, distorted religious symbols, and sacred relics. At the connotative level, these signs acquire culturally constructed meanings associated with spiritual vulnerability, divine protection, fear, and moral resistance. At the mythological level, the film systematically naturalizes the ideological belief that religious faith constitutes the ultimate power against supernatural evil. The findings reveal that possession functions as the most recurrent semiotic strategy, reinforcing the ideological message that spiritual weakness renders humans susceptible to demonic influence. Binary oppositions—light versus darkness, silence versus sound, isolation versus community—structure the film's entire semiotic system and consistently resolve in favor of divine authority. Furthermore, the inversion of the nun's sacred image into a demonic figure constructs a powerful mythological statement about the corruption of sanctity. This study concludes that The Nun II functions not merely as entertainment but as a culturally coded text that disseminates religious ideology through cinematic signs. The research confirms the continued relevance of Barthes' semiotic theory in analyzing ideological meaning-making within contemporary popular media.
The Effect of the Duolingo Application on Junior High School Students’ Vocabulary Mastery at MTsN 2 Gorontalo Regency Annisyah Cesar M Deluma; Rahmawaty Mamu; Kartin Lihawa
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.v5i2.566

Abstract

This study aims to determine the effect of using the Duolingo application on the English vocabulary mastery of students at MTsN 2 Gorontalo Regency. The study employed a quantitative approach with a pre-experimental research design, specifically a one-group pre-test and post-test design. The participants were given a pre-test to measure their vocabulary mastery before receiving the treatment. They then participated in learning activities using the Duolingo application as a learning medium. After the treatment, a post-test was administered to measure changes in students’ vocabulary mastery following the use of the application. The research data were obtained from the students’ pre-test and post-test scores and were subsequently analyzed using the N-Gain score to determine the level of improvement in students’ vocabulary mastery. The results showed an improvement in students’ vocabulary mastery after the implementation of Duolingo in the learning process. This improvement was indicated by the difference between the students’ scores before and after the treatment. The N-Gain calculation demonstrated that the use of the Duolingo application contributed positively to students’ vocabulary improvement. In addition, Duolingo can serve as an engaging learning medium because it provides interactive learning activities and opportunities for students to practice vocabulary independently. Therefore, the use of Duolingo can positively contribute to improving the English vocabulary mastery of students at MTsN 2 Gorontalo Regency and can be considered an alternative learning medium to support English language instruction.
Co-Authors Adimawati Helingo Adimawati Helingo Agus Lahinta Annisyah Cesar M Deluma Bouti, Suleman Cholila Achmad Juri Delawati Hida Fatrisia Hasan Fatsah, Hassanuddin Gobel, Fakhirah Haris Danial Hasanuddin Hasanuddin Hassanudin Fatsah Helingo, Adimawati Helingo, Adimawati Jefriyanto Saud Karmila Machmud Lidya Putri Anggraini Mohammad Malvino Erlanditya Dilapanga Mohamad Syahrun Ibrahim Muzdalifah Mahmud Muziatun Mukadji Nizmawati Amran Novriyanto Napu Pakaja, Marina Pandji, Nur' Ain Rahman Taufiqrianto Dako Rahmawaty Mamu Rasuna Thalib Septriana Dewi Sri Rahayu Malingkas Sri Rumiyatiningsih Luwiti Tasya Rahim Thalib, Rasuna Thalib, Rasuna Tresmina Paputungan Usman Pakaya Wasilah Wasilah Yunita Hatibie Yunus, M. Tegar