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All Journal Journal of English Teaching, Literature, and Applied Linguistics Journal of English Language and Education Jurnal Pengabdian Masyarakat
Harefa, Wina Anjelina
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Students' Perceptions of Social Media Confidence Versus Classroom Social Anxiety Telaumbanua, Yasminar Amaerita; Harefa, Wina Anjelina; Gea, Tri Yanti Nibenia; Laoli, Okta Cristopher; Gulo, Neni Suryani; Hulu, Lince Kristi
Jetlal Vol 8 No 2 (2024)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v8i2.8576

Abstract

The rise of social media has transformed communication and self-expression, but it has also created a disparity between online and offline personas, particularly among college students. This study investigates the phenomenon of social media confidence versus classroom social anxiety at University of Nias, focusing on second- and fourth-semester students in the English education department. Using a qualitative phenomenological approach, in-depth interviews were conducted with five students who actively use social media but interact less in the campus environment. Thematic analysis of the interviews revealed that students experience was higher confidence and satisfaction on social media due to the lack of direct pressure and anonymity, which contrasts with their anxiety in traditional classroom settings. The study highlights the importance of a supportive and inclusive classroom environment to reduce social anxiety and enhance student engagement. Universities should provide resources such as psychological counseling, social skills training, and support groups to help students manage social anxiety. Integrating social media into the learning process and encouraging a balance between online and offline interactions can foster student confidence in both contexts. Effective anxiety management training is also essential for helping students navigate social dynamics in classrooms and on social media. These findings can inform interventions and strategies to support students in developing a healthy sense of self-presentation and authentic connections across different social spheres.
Improving the Eighth Grade Students’ Mastery of Verbs Using the Total Physical Response (TPR) Method Zega, Riswan; Harefa, Wina Anjelina; Gulo, Septika Novianti; Namo, Elnardus Fransiskus Jafrinus
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1050

Abstract

Mastering vocabulary, particularly action verbs, is fundamental for junior high school students to develop the effective communication skills in English. Although  English teacher taught students with various strategies at SMP Swasta Kristen Agios Nikolaos to improve the mastery of vocabulary but almost of them still have not mastered the action verbs. This study aimed to improve the eighth graders' mastery of verbs by using the Total Physical Response (TPR) method. It was conducted in classroom action research, which included planning, action, observation, and reflection process. It was done in two cycles. The participants were 10 males and 14 females. The instruments used were observation, test, and field notes. The data were analyzed through both qualitative and quantitative approaches. The results shown that in cycle I there were 14 students (58,33%) categorized as poor, 10 Students (41,67) were categorized at good, and there were no students categorized at very good and excellent level but in cycle 2, there were no students categorized at the poor, fair, or good levels. There were 5 students (21%) categorized at very good, and 19 students (79.17%) categorized at excellent level. In addition, the classroom activities carried out by the researcher were done 94% and the students’ responses done 92%. Furthermore, the field notes showed a positive learning atmosphere. The students became more active, happy, and enjoying the learing process. In conclusion, the use of the TPR method was effective in improving the eighth graders’ verbs at SMP Swasta Kristen Agios Nikolaos.
DEEP INTERACTIVE LEARNING ACTIVITIES FOR IMPROVING YOUNG LEARNERS’ ENGLISH VOCABULARY AT PPA IO- 0133 KRAMMER HILINA’A Harefa, Afore Tahir; Harefa, Wina Anjelina; Mendrofa, Sharley Grace; Zalukhu, Christian Pradana Putra; Waruwu, Friska Putri; Zendrato, Oktoberlianus
BESIRU : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2026): BESIRU : Jurnal Pengabdian Masyarakat, Januari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/besiru.v3i1.2329

Abstract

This community service program was conducted to address young learners’ limited basic English vocabulary in a non-formal educational setting at PPA Krammer Hilina’a Church. The program aimed to improve students’ vocabulary mastery through deep learning–based interactive learning activities that emphasize meaningful understanding and active use of language. The participants were 23 students aged 9 to 11 years. The program was implemented in two cycles using planning, action, observation, and reflection stages. Interactive activities such as gesture-based learning, picture-based tasks, pair work, and guided sentence construction were employed to support deep learning through repeated exposure and contextual practice. Quantitative data were collected through vocabulary tests, while qualitative data were obtained from observation sheets and field notes. The results indicated a significant improvement, as students in the Good and Very Good categories increased from 21.74% in Cycle 1 to 69.57% in Cycle 2, while students in the Poor and Very Poor categories decreased from 39.13% to 0%. These findings demonstrate that deep learning–based interactive learning activities effectively support basic English learning in community-based programs.
Co-Authors Gea, Tri Yanti Nibenia Gulo, Neni Suryani Gulo, Septika Novianti Harefa, Afore Tahir Hulu, Lince Kristi Laoli, Okta Cristopher Mendrofa, Sharley Grace Namo, Elnardus Fransiskus Jafrinus Waruwu, Friska Putri Yasminar Amaerita Telaumbanua Zalukhu, Christian Pradana Putra Zega, Riswan Zendrato, Oktoberlianus