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Improving Students' Reading Comprehension of Recount Text Through Jigsaw Method at VIII Grade Student of SMP Negeri 3 Limboto Mey Datumula; Rasuna Rasid Talib; Irmawaty Umar
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i2.230

This study aims to investigate the effectiveness of the Jigsaw cooperative learning method in improving students’ reading comprehension of recount texts. The research was carried out at SMP Negeri 3 Limboto, involving 23 eighth-grade students during the 2024/2025 academic year. Employing a quantitative approach with a pre-experimental design, the study implemented one group pre-test and post-test. The research procedure included an initial pre-test to assess students’ baseline reading comprehension, followed by four treatment sessions in which the Jigsaw technique was applied, and concluded with a post-test to measure improvement. The pre-test results indicated that most students fell into the “weak” category, with an average score of 26.43. After the treatment, the post-test results revealed a substantial improvement, with the mean score rising to 70.78. A paired sample t-test was conducted to determine the statistical significance of the difference between pre-test and post-test scores. The analysis produced a significance value of 0.000 (p < 0.05), confirming that the improvement was statistically significant. The findings suggest that the Jigsaw method fosters active participation, peer collaboration, and deeper understanding, which in turn enhances reading comprehension skills. Specifically, the approach was effective in enabling students to identify key ideas, sequence events, and comprehend details within recount texts. Based on these results, the Jigsaw technique is recommended as a practical instructional strategy for teaching reading comprehension in junior high schools.

Challenges and Possibilities of Implementing Deep Learning Approach in English Language Learning at Junior High School Dhea Ayu Astuti Olii; Soleman Bouti; Irmawaty Umar
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.v14i1.8494

This study examines the challenges and possibilities of implementing a Deep Learning approach in English language learning at MTs Al Islah Gorontalo. Using a qualitative case study involving observations, interviews with three English teachers, and analysis of lesson plan documents, the study identified that implementation is in a transitional stage. Possible outcomes include teachers' established initial understanding of the Deep Learning concept. Furthermore, classroom observations revealed high student participation, cognitive engagement (questioning and discussion), and enthusiasm, indicating the successful creation of a conducive and meaningful learning environment. Challenges include the acknowledged difficulty in designing truly meaningful and differentiated tasks for students. Structural barriers also emerged, with heavy administrative workloads consuming teachers' time, limiting the space needed for deep learning innovation and creative instructional design. The study concludes that despite these pedagogical and structural barriers, the Deep Learning approach holds significant potential for transformative English language education.

The Transformation of the Character Einar Wegener to A Transgender Woman in the Film ‘The Danish Girl’: A Psychological Point of View Rusni Podungge; Rosma Kadir; Irmawaty Umar; Andre Niode
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 2 (2023): 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.v3i2.11

This present work aimed to determine the process of transforming one’s identity from a man to a woman when one must overcome obstacles in a real-life condition depicted in the film The Danish Girl. It is based on Freud’s theory about the human psychological level, with the addition of Queer Theory in completing this research. This descriptive qualitative research obtained data source from the biographical film The Danish Girl directed by Tom Hopper, released in 2015. The subject studied is limited on the main character analysis, who later became Transgender and changed his name to Lili Elbe. In this case, this research focuses on changing the character of a man to a woman in a film and also the limitation used to examine this study is to pay attention to the psychological point of view by using and applying two theories as an approach to reviewing this research. Thus, based on the data, it was discovered there were 39 scenes of Einar transforming into transgender, of which 27 scenes represented ID, 7 represented EGO and 5 scenes were SUPEREGO. The objective of this study are expected to enrich issues related to the development of the human psyche. The researcher hoped that the result of this study also could enrich the next researcher’s knowledge about the psychological problem, especially about The Transformation of the Characters Einar Wegener to Transgender Women. In conclusion, Einar's transformation does not necessarily affect what is inside of him, but everything proceeds according to the time before he becomes a Transgender. The research opens up avenues for further exploration and analysis in the field of transgender studies, gender identity, and psychological development. It encourages future researchers to delve deeper into the topic and conduct more comprehensive studies on the representation of transgender individuals in various media forms.

Integrasi Media Audio-Visual dalam Song-Based Language Instruction pada pembelajaran Bahasa Ingggris bagi Siswa Sekolah Dasar Irmawaty Umar
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 1 (2026): Januari
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i1.9141

This community service program was conducted at SDN 88 Kota Gorontalo to enhance young learners’ engagement and participation in English learning through the integration of audio-visual media within a song-based instructional approach. English instruction at the elementary level often faces challenges related to limited attention span, low motivation, and minimal exposure to authentic language input. To address these issues, this program implemented an instructional design combining songs with audio-visual support to create a more engaging and meaningful learning environment.The activity was carried out in three main stages: material presentation, structured practice, and interactive performative activities. Audio-visual media were utilized to provide contextualized language input, reinforce pronunciation, and stimulate students’ multimodal learning experiences. Songs were selected based on age appropriateness, linguistic simplicity, and thematic relevance to the topic of parts of the body.The results indicated increased student participation, improved pronunciation accuracy, and greater confidence in responding to English instructions. Students demonstrated higher enthusiasm and were more actively involved during singing and movement-based activities. The integration of visual and auditory stimuli helped learners better comprehend and retain vocabulary.This program implies that combining audio-visual media with song-based instruction can serve as an effective pedagogical strategy for young learners. The approach not only supports language acquisition but also fosters a positive and enjoyable classroom atmosphere in elementary English education.

Pengenalan Kosakata Bahasa Inggris bagi Siswa Sekolah Dasar sebagai Upaya Meningkatkan Kemampuan Vocabulary Dasar Irmawaty Umar
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 1 (2026): Januari
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i1.9142

This community service program was conducted in response to the limited exposure of elementary school students to basic English vocabulary, particularly words related to objects in their immediate learning environment. Vocabulary mastery at an early age is essential to support the development of students’ foundational English skills, including listening and speaking. Therefore, this activity aimed to introduce and improve students’ English vocabulary through the topic “Things in the Classroom.”. The program was implemented at SDN 91 Kota Gorontalo and involved a group of elementary students as participants. The method applied interactive and student-centered teaching strategies, including the use of real classroom objects, visual aids, repetition drills, question-and-answer sessions, and educational games. These approaches were designed to create an enjoyable learning atmosphere and to encourage active participation. The activity was conducted in one instructional session consisting of vocabulary presentation, guided practice, and simple production activities. The results indicated that students showed high enthusiasm and active engagement throughout the session. Most participants were able to recognize, pronounce, and correctly mention classroom-related vocabulary at the end of the activity. The use of contextual and game-based learning strategies helped students understand and retain the new vocabulary more effectively. This program implies that interactive and contextual vocabulary instruction is effective in supporting young learners’ English acquisition. It is recommended that similar community service programs be conducted continuously to strengthen students’ basic English competence and increase their confidence in using simple English vocabulary.

THE EFFECTIVENESS OF SHADOWING TECHNIQUE IN ENHANCING PRONUNCIATION SKILL OF EIGTH GRADE STUDENT AT SMP NEGERI 8 GORONTALO Alief Bahasoan; Hanisah Hanafi; Irmawaty Umar
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/xgep1x97

This study investigates the effectiveness of the shadowing technique in improving word-stress pronunciation of eighth-grade students at SMP Negeri 8 Gorontalo. Using a one-group pretest–posttest quantitative design, thirty-two students (class VIII-2) participated in six scaffolded shadowing sessions. Pronunciation performance on a 10-item word list was recorded and scored using the Speakometer application; pretest and posttest scores were subsequently analyzed with a paired-samples t-test. Results indicate a substantial improvement in mean scores from 37.65 (SD = 11.29) at pretest to 70.03 (SD = 11.90) at posttest, and the difference was statistically significant (paired t, p = .000), supporting the alternative hypothesis that shadowing significantly enhances word-stress accuracy. Classroom observations suggested that gains stemmed from improved stress placement, clearer vowel reduction in unstressed syllables, and greater prosodic automaticity following graded practice and peer/teacher feedback. While limitations include the single-group design, single-class sample, and short intervention window, findings suggest that teacher-guided shadowing combined with app-based feedback is a practical and effective method for addressing word-stress issues in EFL middle-school contexts. Implications for pedagogy and directions for controlled, larger-scale studies are discussed.

Touch the Color: Penguatan Kosakata Warna Bahasa Inggris melalui Pembelajaran Berbasis Gerak pada Siswa Kelas Awal Sekolah Dasar Fahria Malabar; Irmawaty Umar; Sri Widyarti Ali
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21555958

Kegiatan pengabdian ini bertujuan memperkuat kemampuan awal siswa kelas 1 SDIT Qurratu A’yun Kota Gorontalo dalam mengenali kosakata warna bahasa Inggris melalui pembelajaran berbasis gerak. Program dilaksanakan melalui tiga tahap, yaitu observasi awal, pelaksanaan kegiatan, dan evaluasi. Sebanyak 24 siswa mengikuti pembelajaran menggunakan flashcards, kartu warna, benda konkret, lagu, serta aktivitas Touch the Color dan Show Me the Color. Evaluasi dilakukan melalui observasi individual terhadap kemampuan siswa mengenali sedikitnya lima dari delapan kosakata warna, menirukan minimal empat kosakata, merespons sekurang-kurangnya tiga instruksi sederhana, dan berpartisipasi aktif. Hasil observasi menunjukkan bahwa seluruh peserta memenuhi keempat indikator selama kegiatan berlangsung. Hasil ini memperlihatkan bahwa integrasi gerakan, media visual, dan permainan mendukung terciptanya pembelajaran yang konkret, menyenangkan, dan sesuai dengan karakteristik siswa kelas awal. Kegiatan juga menghasilkan media yang dapat digunakan kembali oleh guru untuk memperkenalkan kosakata dasar lainnya.

Touch the Color: Penguatan Kosakata Warna Bahasa Inggris melalui Pembelajaran Berbasis Gerak pada Siswa Kelas Awal Sekolah Dasar Fahria Malabar; Irmawaty Umar; Sri Widyarti Ali
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21555958

Kegiatan pengabdian ini bertujuan memperkuat kemampuan awal siswa kelas 1 SDIT Qurratu A’yun Kota Gorontalo dalam mengenali kosakata warna bahasa Inggris melalui pembelajaran berbasis gerak. Program dilaksanakan melalui tiga tahap, yaitu observasi awal, pelaksanaan kegiatan, dan evaluasi. Sebanyak 24 siswa mengikuti pembelajaran menggunakan flashcards, kartu warna, benda konkret, lagu, serta aktivitas Touch the Color dan Show Me the Color. Evaluasi dilakukan melalui observasi individual terhadap kemampuan siswa mengenali sedikitnya lima dari delapan kosakata warna, menirukan minimal empat kosakata, merespons sekurang-kurangnya tiga instruksi sederhana, dan berpartisipasi aktif. Hasil observasi menunjukkan bahwa seluruh peserta memenuhi keempat indikator selama kegiatan berlangsung. Hasil ini memperlihatkan bahwa integrasi gerakan, media visual, dan permainan mendukung terciptanya pembelajaran yang konkret, menyenangkan, dan sesuai dengan karakteristik siswa kelas awal. Kegiatan juga menghasilkan media yang dapat digunakan kembali oleh guru untuk memperkenalkan kosakata dasar lainnya.

Penerapan Rima dan Chant sebagai Sarana Pembelajaran Kreatif Irmawaty Umar; Magvirah El Walidayni Kau
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22056210

Introducing English to early childhood learners requires engaging and age-appropriate learning activities that can stimulate their interest and active participation. At an early stage of language learning, children need opportunities to listen to, recognize, imitate, and produce English sounds through meaningful and enjoyable activities. Rhymes and chants can serve as creative learning media because they combine sound patterns, rhythm, repetition, and verbal interaction, which are suitable for young learners. This community service program, entitled “Applying Rhymes and Chants as Creative Media for Introducing English Sounds to Early Childhood Learners,” was conducted at SDN 91 Kota Gorontalo. The program aimed to introduce basic English sounds and simple vocabulary through enjoyable activities using rhymes and chants. The implementation consisted of several stages, including initial observation, preparation of learning materials, implementation of rhymes and chants-based activities, and evaluation. During the activities, the children listened to and repeated English words and expressions, practiced selected sounds, and participated in rhythmic activities accompanied by simple movements. The activities were designed to provide repeated exposure to English sounds while creating an enjoyable and participatory learning environment. The implementation demonstrated that rhymes and chants encouraged children to participate actively, imitate English sounds and words, and engage enthusiastically in the learning activities. The use of rhythm and repetition also provided children with meaningful opportunities to become familiar with the sound patterns of English. Therefore, rhymes and chants can be utilized as simple, creative, and enjoyable media for introducing English sounds to early childhood learners.

Penerapan Rima dan Chant sebagai Sarana Pembelajaran Kreatif Irmawaty Umar; Magvirah El Walidayni Kau
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22056210

Introducing English to early childhood learners requires engaging and age-appropriate learning activities that can stimulate their interest and active participation. At an early stage of language learning, children need opportunities to listen to, recognize, imitate, and produce English sounds through meaningful and enjoyable activities. Rhymes and chants can serve as creative learning media because they combine sound patterns, rhythm, repetition, and verbal interaction, which are suitable for young learners. This community service program, entitled “Applying Rhymes and Chants as Creative Media for Introducing English Sounds to Early Childhood Learners,” was conducted at SDN 91 Kota Gorontalo. The program aimed to introduce basic English sounds and simple vocabulary through enjoyable activities using rhymes and chants. The implementation consisted of several stages, including initial observation, preparation of learning materials, implementation of rhymes and chants-based activities, and evaluation. During the activities, the children listened to and repeated English words and expressions, practiced selected sounds, and participated in rhythmic activities accompanied by simple movements. The activities were designed to provide repeated exposure to English sounds while creating an enjoyable and participatory learning environment. The implementation demonstrated that rhymes and chants encouraged children to participate actively, imitate English sounds and words, and engage enthusiastically in the learning activities. The use of rhythm and repetition also provided children with meaningful opportunities to become familiar with the sound patterns of English. Therefore, rhymes and chants can be utilized as simple, creative, and enjoyable media for introducing English sounds to early childhood learners.

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