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All Journal EXPOSURE JOURNAL Jurnal SOLMA EDUVELOP (Journal of English Education and Development) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Studi Guru dan Pembelajaran ACITYA Journal of Teaching & Education Unri Conference Series: Community Engagement EduLine: Journal of Education and Learning Innovation Decode: Jurnal Pendidikan Teknologi Informasi English Language Teaching Methodology (ELTM) E-Amal: Jurnal Pengabdian Kepada Masyarakat
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English Education Study Program, Universitas Muhammadiyah Bone, Bone, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Implementation of the Pancasila Lima Dasar Game in English Learning to Improve Vocabulary of Students in SB Hulu Langat, Malaysia Putri Ainun Niza; Gunawan; Dewi Sartika
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 8 No. 1 (2025): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v8i1.5588

Abstract

This article examines the implementation of the "Pancasila Lima Dasar" game in English language learning at the Hulu Langat Guidance Studio, Malaysia as one of the interactive learning methods to improve English vocabulary for students in grades 4, 5, and 6. With a descriptive qualitative approach that describes the implementation process and the development of activities and their impact on student vocabulary. Some students showed an increase in vocabulary although there were still differences in their ability to grasp the learning. With this Activity, immigrant students abroad are expected to be able to provide a new understanding of the development of interactive learning methods. Games are a learning method that is widely used by teachers when teaching. In language subjects, many types of games can be used to improve students' vocabulary. This game is played in groups by sitting in a circle and taking turns mentioning vocabulary according to the specified letters.
Transformasi Limbah Kulit Pepaya Menjadi Papaya Flour: Berbasis Pemberdayaan Rumah Tangga di Desa Labuaja Nurfadilla Nurfadilla; Andi Muhammad Irfan Taufan Asfar; Andi Muhamad Iqbal Akbar Asfar; Andi Nurannisa; Gunawan; Aulia Nanda
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.21031

Abstract

Background: Limbah kulit pepaya merupakan salah satu limbah organik rumah tangga yang sering terbuang tanpa pemanfaatan, padahal memiliki potensi sebagai bahan pangan fungsional. Kegiatan pengabdian ini bertujuan memberdayakan Kelompok Dasawisma Lestari di Desa Labuaja melalui pengolahan kulit pepaya menjadi papaya flour sebagai alternatif pangan sehat sekaligus pengelolaan limbah organik rumah tangga. Metode: Program dilaksanakan dengan pendekatan Participatory Action Research (PAR) melalui empat tahapan, yaitu Mix and Match, Learning by Doing, Sustain for Future dan Collaboration for Empowerment. Sebanyak sepuluh ibu rumah tangga dilibatkan dalam pelatihan praktik mulai dari pencucian, penjemuran, penggilingan, hingga pengemasan produk. Hasil: Evaluasi kegiatan menunjukkan peningkatan keterampilan mitra, dimana 80% peserta mampu memproduksi papaya flour secara mandiri, terbentuk dua kelompok baru hasil kaderisasi serta terjalin kolaborasi kelembagaan melalui penandatanganan MoU dengan pemerintah desa dan OPD terkait. Kesimpulan: Program ini berhasil meningkatkan keterampilan teknis, mengurangi timbulan limbah organik, memperkuat ketahanan pangan keluarga serta mendukung Sustainable Development Goal (SDGs) desa nomor 12 tentang konsumsi dan produksi yang bertanggung jawab.
Bilingual Identity Construction through Social Media: A Study of English Influenced Code Mixing Abdul Rahman; Gunawan Gunawan; Dian Riani Said; Mardi Mardi
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 2 (2025): Mei - Agustus 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.2.2025.5842

Abstract

Code-mixing on social media is a complex phenomenon that is not merely caused by limited proficiency in Indonesian or English but is also influenced by various social and psychological factors. In today’s digital and globalized era, understanding how code-mixing contributes to the construction of bilingual identity is crucial, especially given the increasing cross-language interactions on online platforms. Therefore, this study aims to examine the role of English-influenced code-mixing in shaping the bilingual identity of social media users. This research employs a qualitative approach with a single embedded case study design conducted at Universitas Cahaya Prima Bone. The participants consisted of 15 second-semester students selected through purposive sampling and 3 English lecturers or linguists knowledgeable about bilingualism and digital communication. Data were collected through semi-structured interviews and analyzed using data reduction, presentation, conclusion drawing, and triangulation to ensure validity. The findings reveal that code-mixing practices on social media reflect complex socio-cultural dynamics and function as an effective communication strategy as well as a means of constructing bilingual identity in the digital era. Code-mixing also enhances expressive abilities and supports informal English learning and vocabulary development. However, uncontrolled use of code-mixing in formal academic contexts may cause issues related to grammatical accuracy and language consistency. This study offers practical contributions to language education development and identity studies in the digital age by emphasizing the importance of approaches that integrate linguistic understanding and identity construction within online communication environments.
Case Based English Learning for Enhancing Public Policy Analysis Abdul Rahman; Gunawan Gunawan; Mardi Mardi; Heri Afian; Zainal Zainal
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7315

Abstract

This study explores how the integration of Case-Based Learning (CBL) and English for Specific Purposes (ESP) enhances students’ analytical, linguistic, and reflective competencies in public policy analysis within the Public Administration Study Program at Cahaya Prima Bone University. Students' poor academic English proficiency in public administration and their incapacity to critically examine policies served as the driving forces behind the study. the objective of this research is to design, implement, and evaluate the effectiveness of a Case-Based English Learning model tailored to public policy analysis. Utilizing a qualitative methodology with a descriptive design , the study involved first-semester Public Administration students at Universitas Cahaya Prima Bone, selected using a purposive sampling technique. Data were gathered through direct observation, in-depth interviews with students and lecturers, and document analysis. Analysis was conducted interactively using data reduction, data presentation, and inductive conclusion drawing.The results show that when Case-Based Learning (CBL) and English for Specific Purposes (ESP) are combined, students' critical thinking, academic literacy, and contextual understanding of public policy are all significantly enhanced, and their interpersonal and collaborative abilities are also fostered. Group case study and classroom discussions were identified as the most successful activities, encouraging participation and peer interaction. However, a number of issues surfaced, such as differences in English language ability and a lack of time for in-depth conversations on difficult subjects. Despite these drawbacks, lecturers and students concurred that the Case-Based Learning approach effectively links linguistic competency and analytical reasoning. In conclusion, Case-Based English Learning is a pedagogical innovation that supports the development of graduates in public administration who are globally competent by linking language learning with professional policy analytic skills. It is advised that future studies apply this paradigm to other non-linguistic fields in order to investigate its wider pedagogical and institutional implications.
Oral Argumentation under Constraints: A Qualitative Study of Critical Thinking in Indonesian Higher Education Gunawan; Sahril; Amirullah Abduh; Samtidar; Muhammad Jafar
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6216

Abstract

This study aims to explore the constraints that hinder the realization of critical thinking in students’ oral argumentation in higher education contexts. The study employed an interpretive qualitative case study design. The participants were four purposively selected lecturers who teach speaking courses emphasizing argumentative discussion at Universitas Muhammadiyah Bone. They had at least one semester of experience facilitating academic speaking activities and were selected through maximum variation sampling to capture diverse instructional perspectives. Data were collected through classroom observations, audio recordings of academic speaking activities, and interviews with lecturers. Thematic analysis was conducted iteratively to identify recurring linguistic, affective, and pedagogical constraints. The findings indicate that students’ oral argumentation is largely dominated by descriptive claims, with limited use of evidence, warrants, and rebuttals, revealing a gap between students’ critical thinking potential and their oral performance. This gap is affected by related language issues, like having a small vocabulary and not speaking smoothly; emotional factors, such as anxiety and fear of being judged; and teaching conditions, like not having enough training in argumentation and support for academic reading and writing. The study concludes that critical thinking in oral argumentation should be understood as a context-dependent and discursive practice rather than merely an individual cognitive ability. So, the research highlights the importance of teaching methods that combine language skills, emotional support, and clear training in argumentation to help improve critical thinking through speaking in higher education.
Co-Authors A. Asgar Abduh, Amirullah Abdul Rahman Andi Muhamad Iqbal Akbar Asfar Andi Muhammad Iqbal Akbar Asfar Andi Muhammad Irfan Taufan Asfar Andi Muhammad Irfan Taufan Asfar Andi Nurannisa Asfar, Andi Muhamad Iqbal Akbar Aulia Nanda Dewi Sartika Dewi Sartika Dewi Sartika Dian Riani Said Fahriadi Muhdar Geminastiti Sakkir Hasbi Hasbi Heri Afian Mardi Mardi Marlina Marlina Muhammad Jafar Nurfadilla Nurfadilla Putri Ainun Niza Putri Damayanti Rahmiati Rinia Rinia Sahril Samtidar Syarifuddin Dollah Syarifuddin Syarifuddin Taslim Taslim Windi Sintiani Zainal Zainal