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p-Index From 2021 - 2026
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All Journal JOLLT Journal of Languages and Language Teaching English Learning Innovation (englie) Journal of Language and Literature Studies Jurnal Pengabdian Bakti Akademisi
Ummah, Hoirul
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ramadhan Ceria: Fostering Empathy and a Spirit of Giving at Yayasan Sayap Ibu Orphanage, Yogyakarta, by LPDP UNY 11.0 Jaya, Daniel Jesayanto; Hamid, Hilda Widia Rita; Nadhiroh, Ilma Zahriyatun; Meldawwati, Meldawati; Arif, Muhammad; Dirmayani, Tiya; Ramdhani, Wahyu Muhammad; Ummah, Hoirul; Mara, Andry Ananda Putra Tanggu; Muhtaj, Mughnil; Marfuah, Lutfi; Lamri, Lamri; Angeline, Margaretha Ivana
Jurnal Pengabdian Bakti Akademisi Vol 2, No 3 (2025): Jurnal Pengabdian Bakti Akademisi
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpba.v2i3.48678

Abstract

Ramadhan Ceria is a community service program initiated by LPDP UNY 11.0 to enliven the holy month of Ramadan through a sharing event at Yayasan Sayap Ibu Orphanage, Yogyakarta. The program aimed to cultivate empathy and a spirit of giving among orphaned children through a short religious talk, distribution of iftar meals, communal breaking of the fast, interactive storytelling, educational games, a valuebased short film, and donation handover. Implemented on 17 March 2025, the activity involved 25 orphanage residents and 15 student volunteers. The event generated high enthusiasm; children actively participated, expressed joy, and demonstrated growth in character values such as empathy, care, cooperation, and gratitude. The organizing team reported enhanced social skills and empathic awareness, while the orphanage appreciated the positive interactions rarely experienced by the children. The program contributes to SDGs 3, 4, 10, and 17 by supporting wellbeing, characterrich education, social inclusion, and partnership. Community service grounded in religious values proved effective for strengthening social empathy, character formation, and community empowerment.
EFL Teachers’ Perspectives on Teaching Writing and Presenting Skills through Project-Based Learning in the Merdeka Curriculum Ummah, Hoirul; Priyana, Joko
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16276

Abstract

Project-based learning (PjBL) has been widely applied in English language education, yet its classroom implementation often presents considerable challenges for teachers. This qualitative study investigates these challenges in teaching writing and presenting skills within the context of the Merdeka Curriculum, where integrated skills are emphasized as key learning outcomes. Four English teachers who have actively applied PjBL participated in the study. Data were collected through semi-structured interviews and an open-ended questionnaire, which were analyzed thematically using Braun and Clarke’s framework to enhance trustworthiness. Triangulation techniques were employed during data collection and analysis. The findings revealed several challenges, with the most critical being the limited facilities and unequal access to resources, as well as the complexities of assessing group projects. These findings underscore the importance of professional development, curriculum support, and institutional policy in enabling EFL teachers to teach writing and presentation skills through PjBL effectively. Addressing these challenges can improve the sustainability of PjBL practice and foster students’ engagement and skills development in English language learning.
Trends in Google Docs Application for Collaborative Academic Writing: A Bibliometric Analysis of Research Publications Sukmojati, Edi; Alifya Rahma, Shafira; Ummah, Hoirul; Putra, Rendi Dwi; Attabik, Muhammad Haikal
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/xb2dnq65

Abstract

Using Google Docs for collaborative writing has grown more important in many locations worldwide. Prior studies have demonstrated that classroom collaboration obstacles stem from team members having disparate proficiency levels with the required platform and challenges faced while implementing collective tasks. This study gathered data from the Scopus database to evaluate the scientific outcomes of articles about using Google Docs in collaborative writing. Scopus indexed a collection of data, A total of 173 selected publications have been collected during the inclusion phase, covering the last decade from 2012 to 2024. Starting at 10 publications in 2012, the number fluctuated slightly in the early years, reaching a low point of 5 in 2015. After 2016, the trend consistently increased, with notable growth after 2018. The publications rose sharply from 14 in 2019 to 25 in 2022, followed by a slight dip to 17 in 2023. In 2024, the number rebounded to 24 publications. Data sources in the form of conferences accounted for 29.49% and journal publications with a total of 70.51%. Overall, the data indicates growing research interest and academic engagement with Google Docs in collaborative writing over time, particularly in recent years. The quantitative study findings reveal a substantial rise in study results on using Google Docs in the United States over the last five years. A descriptive Scopus database and bibliometric review were conducted to find publishing patterns related to Google Docs in collaborative academic research. The entire average number of citations that have been published is calculated using Microsoft Excel technology. The trend of research collaboration utilizing Google Docs for collaborative writing is somewhat restricted, and the study subjects are significantly diverse. This study has several limitations, mainly that data were only selected and filtered from the Scopus database, making our analysis reliant purely on the reliability of the provided input source.
Project-Based Learning (PjBL) in teaching writing and presentation skills: An analysis within the Kurikulum Merdeka Ummah, Hoirul; Priyana, Joko; Nadhiroh, Ilma Zahriyatun; Hamida, Wanda; Handayani, Handayani; Fitriyah, Diana Indah
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.41681

Abstract

Project-Based Learning (PjBL) has gained growing recognition as an effective approach in language teaching and learning. However, its application in developing students’ writing and presentation skills remains underexplored, particularly within the implementation of Kurikulum Merdeka in Indonesia, which emphasizes 21st-century skills. This research aims to explore the stages in implementing PjBL to teach writing and presentation skills in K-12 learners in Indonesia. This study employed a qualitative descriptive design. The participant of this research is an English teacher who actively implemented PjBL in the classroom. In collecting data, researchers used observation, in-depth interviews, and document review, including lesson plans, modules, and syllabi. Then, the data were analyzed using thematic analysis to clarify detailed information, and the technique of triangulation was employed as a means of ensuring the trustworthiness of the data. The findings revealed three primary stages of PjBL implementation in teaching writing and presentation skills: planning, implementation, and reporting stages. Planning stages include determining the project topic, conducting preliminary activities, formulating key questions, drafting project plans, and creating a project timeline. Then, the implementation stages included finishing the project. Lastly, the reporting stages were completed, which included assessing the project’s results and evaluating its progress. These findings highlight how PjBL can be systematically structured to address practical challenges in teaching writing and presentation skills, while supporting the broader objective of Kurikulum Merdeka.
Co-Authors Alifya Rahma, Shafira Angeline, Margaretha Ivana Attabik, Muhammad Haikal Dirmayani, Tiya Fitriyah, Diana Indah Hamid, Hilda Widia Rita Hamida, Wanda Handayani Handayani Jaya, Daniel Jesayanto Joko Priyana Lamri Lamri Mara, Andry Ananda Putra Tanggu Marfuah, Lutfi Meldawwati, Meldawati Muhammad Arif Muhtaj, Mughnil Nadhiroh, Ilma Zahriyatun Putra, Rendi Dwi Ramdhani, Wahyu Muhammad Sukmojati, Edi