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All Journal English Teaching and Linguistics Journal (ETLiJ) Bima Abdi: Jurnal Pengabdian Masyarakat
Lase, Libertina
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Cultural Livelihood and Humogo Waterfall Sites (Naming Language Toponymy Point of View) Harefa, Afore Tahir; Lase, Libertina; Gulo, Linda Mariani
English Teaching and Linguistics Journal (ETLiJ) Vol 5, No 2 (2024): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v5i2.20336

Abstract

This research aims to describe the influence of the livelihood of the Idanoi village community on the naming of Humogo Waterfall and the descriptive toponymy language used in naming the 3 levels of Humogo Waterfall. This research uses a qualitative descriptive method. The data source in this research is the influence of community livelihoods with the naming of Humogo waterfall and descriptive toponymy language in naming 3 levels of Humogo waterfall by using interview techniques with informants to obtain data. This research was conducted in three stages, namely the data collection stage, the data analysis stage, and the stage of presenting the results of data analysis. Data collection was carried out using observation techniques, and interviews. Data analysis was carried out by analyzing what livelihoods have an influence on the naming of Humogo waterfall and how descriptive the toponymy language is used at the 3 levels of waterfalls. Based on the data analysis results, two livelihoods influence the naming of Humogo Waterfall, namely animal husbandry and agriculture/plantations. In contrast, the 3 levels of waterfalls use descriptive toponymy whose naming eyes are by the surrounding nature. This naming involves the local language used so that it can be one way to preserve the local language.
The 6 C’s of Imaginative Play in Learning English to Develop Students’ Character Telaumbanua, Yasminar Amaerita; Zebua, Elwin Piarawan; Telaumbanua, Nita Trima Niat; Mendrofa, Denista Riska Cahyani; Halawa, Mercy Dwiyul; Lase, Libertina; Mendrofa, Ester Jelita; Zai, Theresia Trines Anjelin; Harefa, Nurmawati; Zebua, Meniati; Gulo, Arniwati
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2025): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v5i1.1233

Abstract

This community service examines the use of imaginative games in English learning to develop student character through the 6C framework: Collaboration, Communication, Content, Critical Thinking, Creative Innovation, and Self-Confidence. This activity was conducted with seventh grade students at Agios Nikolaus Gunungsitoli Christian Private Junior High School using observation sheets, field notes and student worksheets to analyze the impact of imaginative play on language learning outcomes and character building. The findings showed that most students demonstrated strong collaboration and communication skills, participating effectively in group activities and verbal interactions. Comprehension of materials and critical thinking skills also improved, with 87.5% of students (14 out of 16) showing a strong understanding of English learning materials, including grammar and vocabulary. A total of 68.75% of students (11 out of 16) were able to analyze and solve problems effectively, although further development is needed to improve their critical thinking skills. However, creative innovation was less developed, with only half of the participants actively exploring new ideas. Self-confidence saw a significant improvement, with 81.25% of students (13 out of 16) showing high levels of self-confidence. This reflects the effectiveness of the imaginative play method in helping students feel confident using language. In conclusion, the 6C’s imaginative play effectively supports language acquisition and character education, particularly in enhancing communication, collaboration, and confidence, though additional strategies are needed to further improve creativity and critical thinking. This approach offers a holistic and engaging method for integrating character development into English language learning.
Co-Authors Gulo, Arniwati Gulo, Linda Mariani Halawa, Mercy Dwiyul Harefa, Afore Tahir Harefa, Nurmawati Mendrofa, Denista Riska Cahyani Mendrofa, Ester Jelita Telaumbanua, Nita Trima Niat Yasminar Amaerita Telaumbanua Zai, Theresia Trines Anjelin Zebua, Meniati