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Pendampingan Pembuatan Tirai Bambu bagi Masyarakat Tanagurah Barat Hanifah Hanifah; Kholik Kholik; Moh Hafidz
Jumat Ekonomi: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2023): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/abdimasekon.v4i1.3532

Kuliah Kerja Nyata (KKN) merupakan sebuah bentuk intrakurikuler yang merupakan implementasi dari Tridharma Perguruan Tinggi memberikan pengalaman bekerja dan belajar mahasiswa dalam pemberdayaan masyarakat. Kegiatan kuliah kerja nyata menjadi peluang emas bagi mahasiswa yang cerdas, kritis, inovatif dan kreatif dalam mencarikan solusi, formulasi dan strategi yang tepat untuk berbagai permasalahan unit- unit usaha/UMKM yang tidak produktif dan pengembangan yang ada didesa. Penempatan lokasi mahasiswa KKN banyak diarahkan pada desa yang memiliki potensi yang unggul namun masih minim skill masyarakat dalam pengelolaan hasil alamnya. Ini menjadi tantangan tersendiri untuk kelompok peserta kuliah nyata untuk mengubah potensi unggul desa yang ada bernilai ekonomis melalui program kerja pemberdayaan masyarakat. Metode pengabdian masyarakat yang dilakuakan oleh mahasiswa KKN yaitu melalui pembekalan KKN, penyuluhan dan pendampingan kewirausahaan, seminar edukasi dan evaluasi kegiatan KKN. Adapun sasaran dalam kegiatan ini yaitu masyarakat sekitar lokasi KKN yang terdiri atas ibu-ibu rumah tangga, personal pemilik usaha mikro dan anak-anak

PENDAMPINGAN LITERASI DAN NUMERASI BERBASIS PENGUATAN MOTIVASI INTRINSIK MELALUI LES GRATIS DI DESA KO’OL KLAMPIS Mariyatul Kiptiyah; Tera Athena; Untung Untung; Marilyn Morales Obod; Moh. Hafidz; Nurfaiza Tunnisya; Anafa Masruroh
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 03 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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Tujuan dari program pendampingan literasi dan numerasi berbasis penguatan motivasi intrinsik melalui les gratis di Desa Ko’ol, Kecamatan Klampis, bertujuan meningkatkan kemampuan literasi, numerasi, dan motivasi belajar anak-anak. Kegiatan dilaksanakan melalui tahapan identifikasi kebutuhan, perencanaan, pelaksanaan pendampingan, serta evaluasi dengan pendekatan pembelajaran yang interaktif dan berpusat pada anak-anak. Materi meliputi membaca pemahaman, pengembangan kosakata, penalaran numerasi, dan penyelesaian masalah kontekstual yang dipadukan dengan strategi penguatan motivasi intrinsik. Hasil kegiatan menunjukkan adanya peningkatan kemampuan membaca, memahami informasi, berpikir logis, serta menyelesaikan masalah numerasi. Selain itu, anak-anak menunjukkan motivasi belajar, kepercayaan diri, dan partisipasi yang lebih baik selama proses pembelajaran. Keterlibatan orang tua, mahasiswa, relawan, dan pemerintah desa turut menciptakan ekosistem pendidikan yang mendukung terbentuknya budaya belajar positif. Program ini berpotensi menjadi model penguatan literasi dan numerasi berbasis masyarakat yang berkelanjutan.

The Truth and Dare Technique to Embed Writing and Interpersonal Skills Saichul Kirom; Moh. Hafidz
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Writing and interpersonal skills are two essential abilities that complement each other in effective communication. However, many students in English courses still face difficulties in expressing ideas in writing and interacting confidently. This study aims to describe the implementation of the Truth and Dare technique in integrating students’ writing and interpersonal skills at an English course in Bangkalan. The research employed a qualitative method with a case study design. Data were collected through observation, interviews, and documentation. Research instruments included observation checklists, interview guides, and written documentation. The findings revealed that the Truth and Dare technique enhanced students’ learning motivation, encouraged logical thinking, strengthened collaboration, and created an enjoyable learning atmosphere. Students demonstrated improved ability to construct coherent sentences, express personal ideas honestly, and build positive interactions with peers. This technique proved effective in combining writing instruction with the development of interpersonal skills in a creative and interactive learning environment.

Wordwalls Application In Teaching Writing Skill Experimental Research At Junior High school Nikmatul Laili; Moh. Hafidz
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.6294

In the academic year 2024–2025, this study intends to examine how the Wordwall program affects the writing abilities of eighth-grade students at SMP Junior High School. Writing is often a challenging skill for students, particularly at the junior high school level, where issues such as limited vocabulary, grammatical errors, and lack of motivation are common. Wordwall, an educational tool designed to enhance learning through interactive exercises, was used as the medium in this study. The study used a one-group pre-test-post-test design and a quantitative pre-experimental methodology. The sample consisted of 38 students from class VIII-B. The pre-test measured students' initial writing abilities, followed by a treatment using Wordwall that focused on vocabulary enhancement, writing strategies, and real-time feedback. A post-test was carried out following the procedure to assess improvements in writing skills. Statistical analysis using a one-sample t-test showed a notable enhancement in pupils' writing skills, with the post-test scores (mean = 73.39) being higher than the pre-test scores (mean = 54.44). The results indicated the pupils' writing abilities were enhanced by using Wordwall, especially in vocabulary acquisition, idea generation, and writing organization. The findings suggest that Wordwall is an effective tool for improving junior high school pupils' writing abilities, offering an enjoyable and engaging approach to learning. The study concludes that Wordwall can be an influential resource in improving writing competencies in the digital era.

TEACHING READING SKILL WITH BUSUU APPLICATION BASED: A CASE STUDY RESEARCH DESIGN SENIOR HIGH SCHOOL Silviani Silviani; Moh Hafidz
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.13197

Reading instruction in junior high schools is often dominated by textbook-based and teacher-centered practices, limiting students' engagement and reading comprehension. Although previous studies have reported that the Busuu application improves vocabulary acquisition, learner autonomy, and learning motivation, little research has qualitatively examined how Busuu is implemented in reading instruction and how students respond throughout the learning process. This study aims to describe the implementation of the Busuu application in teaching reading skills and to explore students' responses to its use. A qualitative approach with a case study design was employed. The participants were 30 seventh-grade students at SMPN 1 Klampis, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings revealed that Busuu was implemented through text introduction, vocabulary activities, reading practice, comprehension exercises, and immediate feedback. Students responded positively, reporting that the application was easy to use, enriched vocabulary, improved reading comprehension, and enhanced learning motivation and classroom participation. Despite limitations related to internet connectivity and device availability, the learning process remained effective. The novelty of this study lies in providing a comprehensive qualitative description of Busuu implementation and students' responses in junior high school reading instruction, offering practical insights for integrating digital learning applications into English classrooms. ABSTRAK Pembelajaran membaca bahasa Inggris di tingkat SMP masih didominasi oleh penggunaan buku teks dan pembelajaran yang berpusat pada guru sehingga keterlibatan siswa dalam memahami teks masih terbatas. Berbagai penelitian menunjukkan bahwa aplikasi Busuu mampu meningkatkan kosakata dan motivasi belajar, namun masih sedikit penelitian yang mengkaji secara mendalam proses implementasinya dalam pembelajaran membaca di kelas menggunakan pendekatan kualitatif. Penelitian ini bertujuan mendeskripsikan implementasi aplikasi Busuu dalam pembelajaran keterampilan membaca serta mengidentifikasi respons siswa terhadap penggunaannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan penelitian terdiri atas 30 siswa kelas VII SMPN 1 Klampis yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Busuu diimplementasikan melalui kegiatan pengenalan teks, pembelajaran kosakata, latihan membaca, latihan pemahaman bacaan, serta pemberian umpan balik secara langsung. Siswa memberikan respons positif karena aplikasi mudah digunakan, memperkaya kosakata, meningkatkan pemahaman bacaan, serta mendorong motivasi dan partisipasi belajar. Meskipun terdapat kendala keterbatasan perangkat dan koneksi internet, pembelajaran tetap berlangsung efektif. Kebaruan penelitian ini terletak pada penyajian deskripsi komprehensif mengenai proses implementasi Busuu dan respons siswa dalam pembelajaran membaca pada konteks SMP sebagai acuan integrasi media pembelajaran digital.

COLLABORATIVE TEACHING WITH CANVA COMIC STRIPS IN PARAGRAPH WRITING Adinda Intan Dwi Wulandari; Moh. Hafidz
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6381

The purpose of this study is to assess how students at SMP Nurul Ikhlas Abusiri perceive comic strips as an educational resource in the context of collaborative writing instruction enabled by the Canva program. During the academic year 2025-2026, the lead researcher taught seventh-grade English using a descriptive qualitative methodology. Data were collected using a diverse strategy that included semi-structured interviews, surveys, documentation of student assignments, and systematic classroom observations. The findings show that the educator successfully implemented a systematic instructional framework consisting of five separate stages: introduction and familiarization, visual precomposition, linguistic composition, cooperative peer assessment, and concluding adjustments. The combination of visually diversified comic panels and Canva's digital design platform acted as an effective learning aid, tackling common student writing issues such as restricted vocabulary and disconnected sentence construction. Participants had notably positive emotional, intellectual, and creative reactions, indicating that immediate peer interaction and visual support reduced apprehension about writing, fostered a comfortable educational environment, and significantly increased self-confidence in their writing abilities. The findings indicate that adding digital platforms with diverse modalities into collaborative writing processes constitutes a significant development for second language acquisition in secondary education.

Learning of Cross-Cultural Based Writing Skill in The English Camp Program (ECP) of English Education Department Mohammad Hafidz; Maulana Yusuf Aditya
Tell : Teaching of English Language and Literature Journal Vol 7 No 2 (2019): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v7i2.3409

Learning of cross cultural based writing skills is the process of conveying different cultural values to be consciously understood and presented in written text. The purpose of the research is to convey and apply the new culture of various national capitals in learning writing skills. This study used a qualitative descriptive approach with a case study design, the data were collected directly by observingÂ the activities of ECP (English Camp Program). in Mojokerto. Then, researcher analyzed the dat using content analysis of social treatment withÂ reducing, presenting data and drawing conclusions.The result is cross-cultural based learning makes ECP participants easy to write because of the availability of a variety of theoretically and practically references. Cross-cultural based learning is not a psychological problem but a very interesting scientific study to be applied into real life. Cross-cultural understanding is the main element in producing comprehensive writing skill.

The Rapid Writing Strategy in Writing Classroom during the Covid-19 Pandemic Nurul Hidayah; Moh Hafidz; Mariyatul Kiptiyah
Tell : Teaching of English Language and Literature Journal Vol 10 No 1 (2022): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i1.9887

Writing skill is an ability to share an idea in written text based on the genre of the text, the rapid writing strategy is one of appropriate strategy to make a good paragraph especially in descriptive text because most of the participants are from rural area and different writing achievements. The aim of this research is to investigate the procedure of the rapid writing strategy behaves in the teaching-learning of writing skill. Researcher descriptively used the qualitative method that specifically uses a case study design by observing the field via Whats App platform. The instrument of this research is observation checklist and taking notes to get a complete data either from personal or group Whats App. The teacher and students activities inside and outside the class becomes a primary source of data.Â Results, the rapid writing strategy is a fast writing practice strategy without paying attention to what has been written in advance so that writing is completed quickly and completely the rapid writing strategy helps students explore writing more without worrying about grammatical accuracy, content and vocabulary for students to do tasks in descriptive text. In addition, this strategy makes teachers more motivated, interested and fun in teaching-learning process of writing skill.Â Keywords: Writing, rapid strategy, teaching-learning, descriptive text.Writing skill is an ability to share an idea in written text based on the genre of the text, the rapid writing strategy is one of appropriate strategy to make a good paragraph especially in descriptive text because most of the participants are from rural areas and different writing achievements. The aim of this research is to investigate the procedure of the rapid writing strategy behaves in the teaching-learning of writing skills. The researcher descriptively used the qualitative method that specifically uses a case study design by observing the field via Whats App platform. The instrument of this research is an observation checklist and taking notes to get complete data either from personal or group Whats App. The teacher and students' activities inside and outside the class become a primary source of data.Â Results, the rapid writing strategy is a fast writing practice strategy without paying attention to what has been written in advance so that writing is completed quickly and completely the rapid writing strategy helps students explore writing more without worrying about grammatical accuracy, content, and vocabulary for students to do tasks in descriptive text. In addition, this strategy makes teachers more motivated, interested, and fun in the teaching-learning process of writing skills.Â

PEMANFAATAN PERMAINAN EDUKATIF (WORDWALL) DALAM PEMBELAJARAN BAHASA Moh Hafidz; Mohammad Arief Wahyudi; Mohammad Kurdi Wijaya; Zainal Arifin; Rendra Sakbana Kusuma
JA (Jurnal Abdiku) : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 2 (2025): Jurnal Abdiku
Publisher : Penerbit LPPM- STKIP PGRI Bangkalan

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Pelatihan ini bertujuan untuk meningkatkan keterampilah bahasa khusunya bahasa Inggris disemua jenjang pendidikan mulai tingkat dasar sampai sekolah lanjutan tingkat atas denganaplikasi Wordwall. Aplikasi tersebut sederhana dan mudah digunakan dalam pembelajaranbahasa. Pelatihan ini menggunakan metode praktik langsung dengan berbasis penelitianterdahulu. Peserta pelatihan ini terdiri dari 22 guru bahasa, mayoritas Adalah guru bahasaInggris. Lokasi pelatihan ini di lembaga pendidiakan swasta di Bangkalan. Hasil pelatihan ini,menunjukkan bahwa pemanfaatan permainan edukatif melalui aplikasi Wordwall dapatmengikatkan pembelajaran lebih efektif, bermakna dan berkelanjutan. Juga, dapatmeningkatkan keterampilan menulis bagi peserta pelatihan. Keterampilan tersebut tampakdalam pembuatan gagasan atau ide, pengembangan kalimat dan strukturnya dengan baik.

The Truth and Dare Technique to Embed Writing and Interpersonal Skills Saichul Kirom; Moh. Hafidz
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 1 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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

Writing and interpersonal skills are two essential abilities that complement each other in effective communication. However, many students in English courses still face difficulties in expressing ideas in writing and interacting confidently. This study aims to describe the implementation of the Truth and Dare technique in integrating students’ writing and interpersonal skills at an English course in Bangkalan. The research employed a qualitative method with a case study design. Data were collected through observation, interviews, and documentation. Research instruments included observation checklists, interview guides, and written documentation. The findings revealed that the Truth and Dare technique enhanced students’ learning motivation, encouraged logical thinking, strengthened collaboration, and created an enjoyable learning atmosphere. Students demonstrated improved ability to construct coherent sentences, express personal ideas honestly, and build positive interactions with peers. This technique proved effective in combining writing instruction with the development of interpersonal skills in a creative and interactive learning environment.

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