Garuda - Garba Rujukan Digital

Magvirah El Walidayni Kau

Universitas Negeri Gorontalo

Author-ID : 4263341

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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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.

PENGUATAN KEMAMPUAN INTONASI DAN TEKANAN KATA MELALUI PELATIHAN DIGITAL STORYTELLING UNTUK SANTRI PONDOK PESANTREN AL-FALAH GORONTALO Magvirah El Walidayni Kau
Publikasi Ilmiah Bidang Pengabdian Kepada Masyarakat (SIKEMAS) Vol. 5 No. 1 (2026): Artikel Pengabdian bulan April-Juni 2026
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/sikemas.v5i1.5277

English competitions or academic contests serve as an important means of measuring students' abilities while also enhancing their motivation to learn, making it essential to continuously strengthen students' English language skills, particularly intonation and word stress. This training in community service aims to examine the effectiveness of digital storytelling in improving intonation and word stress skills among secondary-level English language learners as preparation for various language competitions. The method used was activity-based training that engaged students in listening to, understanding, and retelling short stories through digital media, with attention to pronunciation, intonation, and word stress. The results show that students demonstrated high interest and enthusiasm throughout the training process and experienced improvement in their speaking, especially in practicing intonation and word stress. It can be concluded that digital storytelling effectively enhances students' intonation and word-stress competence; however, this success requires continuous collaboration between teachers and schools in providing materials and learning strategies, so that students are better prepared mentally and competently to participate in English competitions at various levels.

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