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All Journal FOSTER: Journal of English Language Teaching Getsempena English Education Journal IJORER : International Journal of Recent Educational Research Khidmatuna : Jurnal Pengabdian Kepada Masyarakat ELITERATE : Journal of English Linguistics and Literature Studies Journal of English Literature and Linguistic Studies (JELLS) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat Axiology
Yunitari Mustikawati
Universitas Negeri Makassar
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE USE OF VERBAL HUMOR OF THE MAIN CHARACTER JAKE PERALTA Muh. Fauzan Fahriyah Pattisahusiwa; Yunitari Mustikawati; Fitriyani Bakri
Journal of English Literature and Linguistic Studies Vol 4, No 2 (2026): Journal of English Literature and Linguistic Studies (JELLS)
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v4i2.84001

Abstract

This study aims to identify the verbal humor techniques employed by Jake Peralta and explain the function of humor in his interactions with other characters. This study uses a qualitative descriptive method with Berger's (1993) humor technique theory to analyze the verbal humor techniques employed by Jake Peralta and and Nilsen & Nilsen's (2018) humor function theory to analyze the functions of verbal humor used by Jake Peralta. Data were taken from Jake Peralta's dialogues in nine episodes selected purposively. The results show that there are 13 humor techniques, including puns, sarcasm, irony, ridicule, insults, facetiousness, exaggeration, absurdity, ignorance, impersonation, imitation, mimicry, and parody. In terms of the function of humor, it was found that the social function was the most common, followed by the psychological function. Jake Peralta used verbal humor to create a  more relaxed working atmosphere, strengthen relationships with his colleagues, and ease tension in stressful situations. These results show that Jake Peralta's verbal humor is not just entertainment, but also an important communication strategy in building character dynamics and storyline in Brooklyn Nine-Nine.
PENGUATAN CRITICAL LISTENING MAHASISWA CALON GURU BAHASA INGGRIS MELALUI KLINIK AUDIO-VISUAL BERBASIS HOTS Fitri Radhiyani; Suci Amaliah; Ismail Rahim; Yunitari Mustikawati; Muftihaturrahmah Burhamzah
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Program pengabdian kepada masyarakat ini bertujuan memperkuat keterampilan critical listening mahasiswa calon guru bahasa Inggris melalui klinik audio-visual berbasis Higher Order Thinking Skills (HOTS). Kegiatan ini merespons kecenderungan pembelajaran menyimak yang masih diposisikan sebagai latihan pemahaman literal, padahal komunikasi akademik dan digital menuntut pendengar mengidentifikasi klaim, mengevaluasi bukti, membaca isyarat multimodal, dan merefleksikan bias. Metode pengabdian menggunakan pendampingan partisipatif melalui identifikasi kebutuhan, kurasi materi, pemodelan strategi, praktik terbimbing, diskusi berbasis bukti, refleksi pedagogis, dan penyusunan rencana tindak lanjut. Kegiatan menghasilkan siklus CERDAS Listening, lembar analisis, rubrik pendampingan, serta rancangan mini pembelajaran menyimak reflektif. Hasil menunjukkan peningkatan kesadaran peserta terhadap konsep critical listening, pergeseran respons dari opini umum ke jawaban berbasis bukti dengar/visual, serta kesiapan awal dalam merancang instruksi listening yang melampaui pemeriksaan jawaban. Program ini menegaskan kontribusi pengabdian dosen dalam menyiapkan calon guru sebagai fasilitator pembelajaran bahasa Inggris yang kritis, reflektif, dan bertanggung jawab di tengah arus informasi digital.
ENGLISH CREATIVE COMPETITION: PENGEMBANGAN KREATIVITAS DAN KEPERCAYAAN DIRI SISWA SMK MELALUI KOMPETISI BAHASA INGGRIS Asriati; Mardiyanah Nasta; Yunitari Mustikawati; Ika Yuli Wahyuni; Agung Rinaldy Malik; Nurhuzaifah; Andi Isti Fatirah; Tazkiatun Nafs; Miftahul Jannah; Silkiah Ramadani Ridwan
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kemampuan berbahasa Inggris menjadi salah satu kompetensi penting yang perlu dikembangkan pada peserta didik, khususnya dalam menghadapi tantangan pendidikan dan dunia kerja global. Namun, proses pembelajaran bahasa Inggris di sekolah sering kali masih berfokus pada aspek teoritis sehingga kesempatan siswa untuk mengekspresikan kemampuan bahasa secara kreatif masih terbatas. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kreativitas, kepercayaan diri, dan keterampilan berbahasa Inggris siswa melalui program English Creative Competition. Kegiatan dilaksanakan pada tanggal 4 Mei 2026 di UPT SMK Negeri 10 Makassar dengan menghadirkan tiga cabang perlombaan, yaitu Spelling Bee, Story Telling, dan Reading Poetry. Metode pelaksanaan meliputi tahap persiapan lomba, sosialisasi kegiatan, pelaksanaan kompetisi, serta evaluasi kegiatan berdasarkan respons peserta. Hasil kegiatan menunjukkan bahwa peserta memberikan respons positif dengan antusiasme yang tinggi selama perlombaan berlangsung. Siswa menunjukkan semangat berkompetisi yang baik dan mengikuti setiap cabang lomba dengan sungguh-sungguh. Kegiatan ini mampu menciptakan suasana pembelajaran bahasa Inggris yang menyenangkan, interaktif, dan bermakna bagi peserta didik.
Penguatan Kompetensi Penyiaran Mahasiswa melalui Pelatihan Berbasis Praktik di Radio Telstar 102.7 FM Lely Novia; Nurdin Noni; Sukardi Weda; Yunitari Mustikawati; Asriati
Aktualisasi Pengabdian Masyarakat Vol. 4 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/akdimas.v4i1.8601

Abstract

Radio remains an important communication medium in the digital era; however, practice-based broadcasting skills among students are still limited due to a lack of direct field experience. This community service activity aims to improve students’ understanding and skills in radio broadcasting through a practice-based training approach. The method applied is experiential learning, which includes classroom theoretical briefing, a visit to Radio Telstar 102.7 FM, limited on-air practice, and follow-up classroom training for reinforcement. The results indicate an improvement in participants’ understanding of radio production processes, communicative delivery skills, as well as awareness of journalistic ethics and digital media utilization. In addition, participants demonstrated increased confidence and active participation in communication practices. This activity provides contextual learning through the integration of theory and practice, although it is limited by time constraints and the scope of practical involvement. Therefore, practice-based training shows strong potential for further development in enhancing students’ competencies in broadcasting
ChatGPT and Critical Thinking in Academic Writing: A Case Study of Indonesian Graduate Students Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.402

Abstract

This qualitative case study investigates how three master students in the English Language Education Program at Universitas Negeri Makassar implement ChatGPT to support critical thinking in academic writing. Data were collected through triangulation of four sources, direct observations, semi-structured interviews, self-reflective journals, and documentation, and analyzed using Miles and Huberman's (1994) interactive model of data reduction, display, and conclusion drawing, guided by Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework. Findings reveal that students implement ChatGPT systematically across four writing stages: brainstorming and idea development, argument development and organization, information verification and validation, and comparative evaluation with traditional methods. The study's key contribution is its empirical demonstration that effective ChatGPT implementation functions as a cognitive scaffold that enhances rather than replaces critical thinking, provided students engage purposefully, verify outputs against academic sources, and adapt, rather than adopt, AI-generated content. These findings offer practical guidance for pedagogy and institutional policy on responsible AI integration in graduate academic writing.
ENHANCING ENGLISH ESSAY WRITING THROUGH AI-BASED DIGITAL TOOLS: INSIGHTS FROM INDONESIAN EFL STUDENTS Muh. Al Fachrizah Fitra; Sultan Baa; Samtidar Samtidar; Yunitari Mustikawati; Ulvah Sari
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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Abstract

The increasing integration of artificial intelligence (AI)-based digital tools has reshaped English writing instruction, particularly in EFL contexts where students often struggle with idea development, linguistic accuracy, vocabulary use, and textual coherence. This study investigates how Indonesian senior high school students utilize AI-based digital tools in writing English essays, with particular attention to ChatGPT, Grammarly, and DeepL. Employing a qualitative descriptive design, the study analyzed 28 final essays written by twelfth-grade students in the Language Studies major at a public senior high school in Makassar, Indonesia. The essays were examined through thematic analysis using four analytical dimensions: structure and organization, grammar and syntax, vocabulary use, and coherence and cohesion. The findings reveal that AI-based tools contributed most visibly to improved essay organization, lexical expansion, and local textual flow. Students’ essays showed clearer paragraph sequencing, more academic and topic-specific vocabulary, and stronger use of cohesive devices. However, grammatical accuracy and idiomatic control remained uneven, with persistent issues such as tense inconsistency, article errors, translation-like syntax, and mechanical transitions. This study contributes to AI-assisted EFL writing research by offering text-based evidence from an underexplored secondary-school context and by conceptualizing AI support as a multi-tool writing ecology rather than a single technological intervention.
Pendampingan Model CARADDE (Copilot-Assisted Adaptive Reading, Articulation, Design, and Digital Education) Berbasis AI untuk Penguatan Pembelajaran Adaptif dan Literatif Guru Bahasa Inggris Lely Novia; Indrawaty Asfah; Nurdin Noni; Yunitari Mustikawati; Riny Jefri
Khidmatuna: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 1 (2026): Khidmatuna: Jurnal Pengabdian kepada Masyarakat
Publisher : Institut Agama Islam Sunan Kalijogo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51339/khidmatuna.v7i1.5030

Abstract

Perkembangan teknologi kecerdasan buatan (AI) dalam dunia pendidikan menuntut guru untuk memiliki keterampilan pedagogik-digital yang fleksibel, terutama dalam pengajaran Bahasa Inggris di sekolah vokasi. Namun, banyak pengajar masih menghadapi kendala dalam mengintegrasikan AI secara efektif ke dalam perencanaan dan pelaksanaan pembelajaran. Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan guru Bahasa Inggris dalam menerapkan model CARADDE (Copilot-Assisted Adaptive Reading, Articulation, Design, and Digital Education) yang berbasis AI. Metode yang diterapkan adalah pelatihan partisipatif yang berfokus pada praktik, dimulai dengan survei kebutuhan, sosialisasi melalui WhatsApp, serta pelatihan sehari di sekolah yang mencakup pre-test, penyampaian materi, simulasi penggunaan alat-alat seperti Microsoft Copilot, Canva, Heyzine, Reading Coach, dan Rehearse with Coach, diakhiri dengan post-test. Kegiatan dilanjutkan dengan pendampingan melalui grup WhatsApp dan tugas kelompok untuk menyusun perangkat ajar. Hasil dari kegiatan ini menunjukkan peningkatan signifikan dalam pemahaman guru jika dibandingkan antara pre-test dan post-test. Guru juga menunjukkan kemampuan dalam membuat Modul Ajar, Lembar Kerja Peserta Didik (LKPD), soal-soal ujian, serta rubrik penilaian berbasis AI. Selain itu, para guru berhasil mengembangkan modul interaktif yang menyertakan video pembelajaran dan memanfaatkan fitur AI untuk meningkatkan keterampilan membaca, berbicara, dan presentasi siswa. Kegiatan ini memberikan dampak positif terhadap peningkatan literasi AI serta kreativitas guru dan kualitas pembelajaran Bahasa Inggris yang lebih adaptif dan interaktif di SMKN 4 Gowa.
Co-Authors Abduh, Amirullah Abdullah Abdurrahman Hi. Usman Agung Rinaldy Malik Ahmad Sukri Aisyah Aulia Tahir Ananda Dwi Putri Caesary Andi Isti Fatirah Asriati Awaludin Rizal Baso Jabu, Baso Devi Triani Agussalim Duta Aisyah Pratiwi Fitriyani Bakri Ika Yuli Wahyuni Indrawaty Asfah Ismail Rahim Keysha Nizalytha Tualle La Sunra Lely Novia Mardiyanah Nasta Mega Fatimah Rosana Miftahul Jannah Muftihaturrahmah Burhamzah Muh. Al Fachrizah Fitra Muh. Fauzan Fahriyah Pattisahusiwa Muhammad Basri Muhammad Tahir Munir Murni Mahmud Nurdin Noni Nurhuzaifah Riny Jefri Riska Humaera Ryan Rayhana Sofyan Samtidar Samtidar Silkiah Ramadani Ridwan Sita Aprilia Suci Amaliah Sukardi Weda Sultan Baa Syarifuddin Dollah Tazkiatun Nafs Ulvah Sari