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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal Journal of Dedicators Community Voices of English Language Education Society Didaktik : Jurnal Ilmiah PGSD STKIP Subang Aphorisme: Journal of Arabic Language, Literature, and Education Lingua Franca Jurnal Pengabdian Masyarakat Bangsa Metta: Jurnal Penelitian Multidisiplin Ilmu Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Ilmiah Literasi Indonesia
Ambarini, Ririn
Faculty Of Language And Arts Education, Universitas PGRI Semarang,
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Figurative Language in Album “Purpose” by Justin Bieber Muhammad Syahril Sidiq; Indri Kustantinah; Ririn Ambarini
Lingua Franca Vol. 2 No. 1 (2023): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v2i1.2022

Abstract

This study aims to (1) find out the figurative language in the album "Purpose" by Justin Bieber, (2) find out the meaning of the lyrics using figurative language in the album "Purpose" by Justin Bieber, (3) find out the most dominant type of figurative language in the album "Purpose" Purpose" by Justin Bieber. This research is qualitative with a library research model. As literary research, the research data is figurative language in the album "Purpose" by Justin Bieber. Data collection techniques using documentation. At the same time, data analysis is done by analyzing song lyrics, interpretation, classification, and conclusion. The study results indicate several types of figurative language in the album "Purpose" by Justin Bieber, namely metaphors, similes, hyperboles, metonymy, apostrophes, and symbols. This study concludes that simile is the most dominant type of figurative language in the album "Purpose" by Justin Bieber.
The Improving Student’s Vocabulary through Rewriting English Song Lyric “The Shawn Mendes Foundation Playlist” Bayu Laveresa; AB Prabowo; Ririn Ambarini
Lingua Franca Vol. 3 No. 1 (2024): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v3i1.2581

Abstract

The research investigates the efficacy of using English song lyrics, specifically drawn from Shawn Mendes' album "The Shawn Mendes Foundation Playlist," to enhance vocabulary skills among tenth-grade students at SMA Negeri 1 Comal. Employing a quantitative experimental approach, the research involved 70 students divided into experimental and control groups, undergoing pre-tests and post-tests to gauge vocabulary improvement. Results indicated a significant enhancement in vocabulary scores among students in the experimental group exposed to the treatment of rewriting English song lyrics. Conversely, the control group exhibited mixed outcomes, with some students experiencing declines, while others maintained or slightly improved their scores. Despite encountered difficulties in comprehending song lyrics and articulating ideas, proposed solutions included frequent exposure to English songs and active engagement in predicting song meanings. The findings underscore the potential of utilizing song lyrics, particularly from popular albums, as a valuable pedagogical tool for fostering vocabulary development in English language learning settings, thus advocating for their integration into language curricula.
Peningkatan Literasi Gizi Santri melalui Pelatihan Gaya Hidup Sehat dalam Program Pesantren 4.0 Dian Ayu Zahraini; Hadi Riwayati Utami; Ririn Ambarini
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 10 (2025): Desember
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i10.3570

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi gizi santri melalui pelatihan gaya hidup sehat di Pondok Pesantren Assalafi Al Fithrah Semarang. Kegiatan diikuti oleh 400 santri tingkat SMP dan MA, meliputi pre-test, penyampaian materi gizi, demonstrasi praktik, diskusi interaktif, serta post-test untuk mengukur efektivitas pelatihan. Hasil kegiatan menunjukkan peningkatan signifikan pada aspek pengetahuan gizi dasar, kebiasaan memilih jajanan sehat, hidrasi, dan kesadaran aktivitas fisik. Perilaku santri juga berubah ke arah positif, terlihat dari bertambahnya frekuensi konsumsi air putih, peningkatan kebiasaan membawa bekal sehat, serta meningkatnya aktivitas olahraga. Tingkat kepuasan peserta yang berada pada kategori sangat tinggi menunjukkan bahwa materi dan metode pelatihan mudah dipahami dan relevan dengan kebutuhan kehidupan pesantren. Temuan ini menunjukkan bahwa pelatihan gaya hidup sehat efektif dalam meningkatkan literasi gizi dan mendorong pembentukan perilaku sehat santri. Program ini direkomendasikan untuk dilaksanakan secara berkelanjutan sebagai bagian dari pembinaan kesehatan di lingkungan pesantren.
Implementasi Socratic Play-Based Inquiry untuk Meningkatkan Kreativitas dan Partisipasi Pembelajaran Guru Lintas Mata Pelajaran di MA Darut Taqwa Semarang Ririn Ambarini; Hadi Riwayati Utami; Dian Ayu Zahraini; Nur Hidayat
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 11 (2026): Januari
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i11.3656

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogis guru di MA Darut Taqwa Semarang melalui pelatihan dan pendampingan penerapan metode Socratic Play-Based Inquiry (SPI). Permasalahan utama yang dihadapi madrasah adalah rendahnya kreativitas guru dalam merancang pembelajaran inovatif serta minimnya partisipasi siswa selama proses belajar. Kegiatan dilaksanakan melalui empat tahapan, yaitu analisis kebutuhan, pelatihan konsep SPI, pendampingan implementasi, dan evaluasi. Hasil kegiatan menunjukkan peningkatan signifikan pada pemahaman guru mengenai prinsip SPI, kemampuan dalam menyusun perangkat pembelajaran berbasis dialog dan permainan edukatif, serta peningkatan partisipasi dan interaksi siswa selama pembelajaran berlangsung. Guru mampu mengadaptasi SPI ke berbagai mata pelajaran dengan memanfaatkan media low-cost yang mudah diterapkan. Temuan ini menegaskan bahwa SPI merupakan pendekatan yang efektif, fleksibel, dan relevan untuk mendorong pembelajaran aktif di madrasah. Kegiatan pengabdian ini diharapkan menjadi model berkelanjutan dalam pengembangan profesional guru dan inovasi pembelajaran di lingkungan pendidikan Islam.
Pemberdayaan Santri Pesantren melalui Literasi Digital dan Pembelajaran Bilingual pada Mata Pelajaran PJOK untuk Mendukung Gaya Hidup Sehat Menuju Pesantren 4.0 Ririn Ambarini; Hadi Riwayati Utami; Dian Ayu Zahraini; Yulia Ratimiasih; Listyaning Sumardiyani
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 12 (2026): Februari
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i12.4025

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan di Pondok Pesantren Al Fithrah Semarang dengan tujuan meningkatkan kompetensi santri di era digital melalui penguatan literasi digital, pembelajaran bilingual, dan gaya hidup sehat yang terintegrasi secara khusus dalam mata pelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK). Kegiatan ini dilatarbelakangi oleh kebutuhan pesantren dalam menyiapkan santri yang adaptif terhadap perkembangan teknologi, mampu memahami istilah olahraga dalam Bahasa Inggris, serta memiliki kesadaran tinggi terhadap pola hidup sehat. Metode pelaksanaan dilakukan melalui delapan kali kunjungan tematik yang mencakup pelatihan instruksi PJOK bilingual, penggunaan media digital seperti Canva, Duolingo, dan teknologi berbasis AI untuk mendukung pembelajaran gerak, serta edukasi kesehatan bertema gizi seimbang dan kebugaran jasmani. Peserta kegiatan terdiri dari ustadz, ustadzah, pengurus pesantren, dan perwakilan santri senior maupun yunior. Hasil kegiatan menunjukkan peningkatan kemampuan santri dalam memahami terminologi olahraga bilingual, memanfaatkan platform digital untuk pembelajaran PJOK, serta meningkatnya kesadaran terhadap aktivitas fisik dan pola makan sehat. Program ini diharapkan menjadi model pemberdayaan berkelanjutan dalam mendukung terwujudnya pesantren modern dan berdaya saing di era Pesantren 4.0
From Concrete Objects to English Words: Rethinking Vocabulary Learning for Young Learners with Intellectual Disability Ririn Ambarini
Jurnal Ilmiah Literasi Indonesia Vol. 2 No. 2 (2026): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/f3639369

Abstract

English vocabulary learning can be challenging for young learners with intellectual disability, particularly when new words are presented without meaningful connections to familiar experiences. This qualitative case study explored how concrete objects were used to support English vocabulary learning among Grade II students with intellectual disability at SLB Negeri Semarang. Data were collected through classroom observations, semi-structured interviews, and documentation and were analyzed thematically. The findings indicate that concrete objects provided a meaningful starting point for vocabulary learning by enabling students to recognize familiar objects before connecting them with corresponding English words. Students demonstrated their learning through various verbal and non-verbal responses, including looking, pointing, touching, selecting objects, imitating pronunciation, and attempting to produce target words. Teacher scaffolding through modeling, repetition, gestures, prompting, and feedback further supported the connection between concrete objects and English vocabulary. The findings suggest that vocabulary learning for young learners with intellectual disability should be understood as a gradual and multimodal process rather than solely through immediate verbal production. Concrete objects can function as learning anchors that help learners move from concrete experience toward English word recognition and emerging production.
Beyond Speech: Exploring Visual-Gestural Learning in English Speaking Instruction for Young Learners with Hearing Impairment Ririn Ambarini
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): AGUSTUS-SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/d1g6dr88

Abstract

This study explores the implementation of visual–gestural learning in English speaking instruction for young learners with hearing impairment. Using a descriptive qualitative design, the study involved one English teacher and six young learners with hearing impairment in a special education school in Indonesia. Data were collected through classroom observations, a semi-structured teacher interview, and documentation, and were analyzed using thematic analysis. The findings indicate that visual–gestural learning was implemented through gestures, facial expressions, pictures, sign-supported communication, written words, pointing, and demonstrations. These resources were used to support learners’ understanding of English expressions and facilitate classroom interaction. The learners responded through multiple communication modes, including signing, gesturing, pointing, writing, mouthing English words, and oral responses when possible. The findings also revealed several challenges, including teacher preparation, limited learning materials, differences in learners’ communication abilities, and the need to coordinate multiple visual resources. Nevertheless, visual–gestural learning provided opportunities for greater accessibility, participation, and interaction. The study suggests that English speaking instruction for learners with hearing impairment can move beyond speech-centered practices toward a more inclusive multimodal approach that recognizes visual and gestural communication as meaningful components of language learning.
The Influence of Digital Music Platform Spotify on the Listening Skills of Senior High School Students at Kartika III-2 Semarang Farhan Zaidannur Aulia Firjatullahi; Fitri Yulianti; Ririn Ambarini
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): AGUSTUS-SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/cqcbha64

Abstract

This study investigates the influence of digital music platform Spotify on the listening skills of eighth grade students at High School Kartika III-2 Semarang. The research employed a quantitative pre-experimental one-group pretest–posttest design involving 33 students selected through simple random sampling. The instrument consisted of an objective listening comprehension test of six items measuring vocabulary recognition and listening comprehension, which was validated using Pearson Product Moment correlation and found to be highly reliable with a Cronbach's Alpha value of 0.981. The data were analyzed using the Shapiro–Wilk normality test and a paired samples t-test. The findings reveal a significant improvement in students' listening performance, with the mean score increasing from 76.55 in the pre-test to 84.12 in the post-test. The paired samples t-test result (t = 11.983, df = 32, p < 0.05) indicates a statistically significant difference between pre-test and post-test scores, confirming the effectiveness of Spotify-based instruction. The improvement is theoretically supported by Krashen's Language Acquisition Theory, particularly the concepts of comprehensible input and affective filter reduction, as well as Mayer's multimedia learning theory, which explains the dual-channel processing benefits of the platform's synchronized lyrics feature. These findings suggest that Spotify, when integrated with structured listening activities, can serve as an effective pedagogical tool to improve students' listening comprehension in secondary-level EFL classrooms.
Integrating Digital Storybooks and Gamified Quizzes for Vocabulary Mastery and Reading Comprehension Sherlyanastasya Deby; Sri Wahyuni; Ririn Ambarini
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34802

Abstract

Despite the growing adoption of digital technologies in English as a Foreign Language (EFL) education, limited empirical evidence exists on how narrative-based learning and gamified assessment can be integrated to simultaneously strengthen vocabulary mastery and reading comprehension, particularly in vocational education. To address this gap, this study examined the effectiveness of integrating digital storybooks and gamified quizzes in supporting vocational high school students' vocabulary mastery and reading comprehension. A quantitative pre-experimental study employing a one-group pretest-posttest design was conducted with 30 eleventh-grade vocational students in Central Java, Indonesia. Students participated in learning activities that combined contextualized digital storybooks with gamified quizzes delivered through Wayground. Vocabulary mastery and reading comprehension were measured using a 20-item multiple-choice test administered before and after the intervention. As the data were not normally distributed, the Wilcoxon Signed-Rank Test was employed to compare students' pretest and posttest scores. The findings revealed a statistically significant improvement (Z = −4.810, p < .001), with the mean score increasing from 71.67 to 91.83, while all participants demonstrated positive learning gains without negative ranks or ties. These findings indicate that integrating contextualized narrative reading with gamified formative assessment promotes meaningful learning by encouraging active engagement, repeated vocabulary exposure, immediate feedback, and deeper text comprehension. The study contributes empirical evidence supporting the pedagogical value of integrating digital storybooks and gamified quizzes as an effective instructional approach for strengthening English reading instruction in vocational EFL classrooms.
Co-Authors AB Prabowo Anggi Ulul Hasanah Arso Setyaji Bayu Laveresa Dian Ayu Zahraini Dian Ayu Zahraini Eva Ardiana Eva Ardiana Indrariani Farhan Zaidannur Aulia Firjatullahi Fitri Yulianti Grace Yeh Shiang Hadi Riwayati Utami Indri Kustantinah Lilik Fajar Rahmawati Listyaning Sumardiyani Listyaning Sumardiyani Muhammad Syahril Sidiq Naily Mufidatul Azka Nur Hidayat Sherlyanastasya Deby Sri Wahyuni Subur Laksmono Wardoyo Suwandi Widia Listianingsih Yulia Ratimiasih