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All Journal Jurnal Pengabdian Masyarakat Asia Abdimas Singkerru Jurnal Pengabdian Masyarakat (ABDIRA) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Educate: Journal of Community Service in Education Jurnal Ilmiah Multidisiplin Nusantara Jurnal Ilmu Pendidikan Nasional
Zaitun Qamariah
Universitas Islam Negeri Palangka Raya
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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EXPLORING PRE-SERVICE ENGLISH TEACHERS' DEMOTIVATION IN ESSAY WRITING CLASS Noor Muthi'ah; Luqman Baehaqi; Zaitun Qamariah; Tawfiq Sarehmansor
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 3 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i3.3944

Abstract

This study explores the phenomenon of demotivation in essay writing among pre-service English teachers at UIN Palangka Raya. Academic writing is often perceived as difficult by EFL learners due to limited vocabulary, weak grammar, and challenges in organizing ideas, which reduce students’ confidence (Baehaqi, 2023). Moreover, even teachers tend to avoid academic writing because of insufficient knowledge and low confidence (Qamariah et al., 2023). Using a qualitative phenomenological design (Moustakas, 1994), data were collected through semi-structured interviews with ten students who had completed essay writing courses and analyzed through epoche, phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The findings revealed seven themes of demotivation: language-related anxiety, unclear instruction and passive teaching style, loss of autonomy and relevance gap, time pressure and preparation gap, class format and timing issues, coping strategies, and supportive teaching as motivator. Both internal and external factors contributed to demotivation, yet students managed to cope through peer collaboration, self-regulation, and online resources, while supportive teaching emerged as a key factor in restoring motivation. This study contributes to the understanding of demotivation in EFL essay writing and underscores the importance of empathetic, autonomy-supportive, and process-oriented teaching practices in sustaining student engagemen.
Implementing Multimodal Approach To Enhance English Vocabulary Learning Of Fourth Grade Student Fauzan Reza Fahlevi; Najwa Rizki Amalia; Diar Mukti Asri; Nisrina Farida Ramadhanti; Zaitun Qamariah; Hesty Widiastuty
Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026): Jurnal Pengabdian Masyarakat
Publisher : Institut Teknologi dan Bisnis Asia Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32815/jpm.v7i1.2873

Abstract

Purpose: This study describes the implementation of a multimodal approach to enhance English vocabulary learning among fourth-grade students at a private Islamic elementary school in Palangka Raya. Method: A descriptive qualitative design was employed. Data were collected through classroom observations, student worksheets, reflection questionnaires, and documentation. Three worksheet types assessed vocabulary mastery, while observations and questionnaires explored student engagement. Practical Applications: Findings provide pedagogical insights for teachers designing interactive, multisensory English instruction that accommodates diverse learning styles and promotes active participation in primary education. Conclusion: The multimodal approach significantly improved students' vocabulary understanding, engagement, and enthusiasm. Integrating visual, auditory, and kinesthetic modes creates meaningful, enjoyable learning experiences, supporting effective vocabulary acquisition for young EFL learners.
Bahasa Inggris Fauzan Reza Fahlevi; Roshim Ahmad Musyaffa; Rahmahdalena Putri Khairunnisa; Zaitun Qamariah; Hesty Widiastuty
Educate: Journal of Community Service in Education Vol 6 No 1 (2026): Educate: Journal of Community Service in Education
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students at MTs Hidayatul Insan experience difficulties in understanding spoken English due to conventional listening instruction that provides limited visual support and low engagement. To address this issue, a community service program was implemented using digital animation integrated with games, dialogues, and role-playing activities. The program aimed to integrate digital animation media and interactive teaching methods into English listening instruction while encouraging student participation and classroom engagement. Participants were ninth-grade students at MTs Hidayatul Insan. Data were collected through classroom observations, student feedback, and documentation and were analyzed descriptively. The findings indicate that digital animation provided visual and auditory support that encouraged students’ engagement with listening materials and promoted classroom participation. Furthermore, games, dialogues, and role-playing activities encouraged active participation, interaction, and meaningful language use. Overall, students demonstrated positive responses, high enthusiasm, and active involvement throughout the learning activities. The program demonstrates that the integration of digital animation media and interactive teaching methods can create a more engaging environment for English listening instruction in EFL classrooms.
Pendampingan Pembelajaran Bahasa Inggris Dasar melalui Pendekatan Communicative Language Teaching bagi Pembelajar EFL Pemula di Kota Palangkaraya Nur Annisa Fitri; Nur Aini Shofiya; Nicha Chairunnisa Azahra; Selvi Selvi; Dewi Wijaya Putri; Zaitun Qamariah; Rahmadi Nirwanto
Abdimas Singkerru Vol. 6 No. 2 (2026)
Publisher : Akademi Teknologi Industri Dewantara Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59563/singkerru.v6i2.393

Abstract

Kemampuan berkomunikasi dalam bahasa Inggris menjadi kebutuhan penting pada era globalisasi karena mendukung akses terhadap pendidikan, informasi, teknologi, dan peluang pengembangan karier. Namun, pembelajar bahasa Inggris sebagai bahasa asing pada tingkat pemula masih menghadapi keterbatasan penguasaan kosakata dan struktur bahasa sederhana, rendahnya kepercayaan diri, serta minimnya kesempatan untuk mempraktekkan bahasa Inggris dalam komunikasi sehari-hari. Kondisi tersebut menunjukkan perlunya kegiatan pendampingan yang tidak hanya menekankan penguasaan materi kebahasaan, tetapi juga memberikan pengalaman menggunakan bahasa secara langsung, aktif, dan bermakna. Kegiatan pengabdian kepada masyarakat ini berupa pendampingan edukatif-partisipatif yang bertujuan mengoptimalkan pemahaman dan kemampuan komunikasi bahasa Inggris dasar pada komunitas belajar informal di Kota Palangka Raya. Kegiatan melibatkan tujuh pembelajar bahasa Inggris tingkat pemula dan dilaksanakan melalui tiga tahapan utama, yaitu pengenalan bahasa Inggris dasar, penerapan pendekatan Communicative Language Teaching, dan praktik komunikasi bahasa Inggris. Teknik pelaksanaan meliputi penyampaian materi interaktif, diskusi, tanya jawab, kegiatan berbasis tugas, permainan peran, simulasi wawancara, percakapan berpasangan, serta latihan tertulis sederhana. Evaluasi dilakukan menggunakan tanya jawab awal, lembar observasi partisipasi, lembar kerja, praktik percakapan sederhana, dan refleksi peserta. Data hasil kegiatan dianalisis secara deskriptif dengan membandingkan kemampuan awal dan akhir peserta berdasarkan pemahaman materi, keaktifan, ketepatan penggunaan struktur bahasa, keberanian, dan kemampuan berkomunikasi. Hasil kegiatan menunjukkan bahwa seluruh peserta terlibat aktif dalam setiap tahapan pembelajaran. Peserta mengalami peningkatan pemahaman mengenai kosakata, penggunaan to be, bentuk dasar kata kerja, dan bentuk negatif dalam kalimat sederhana. Peserta juga mulai mampu menyusun kalimat serta melakukan percakapan singkat mengenai aktivitas sehari-hari dengan tingkat keberanian dan kepercayaan diri yang lebih baik. Kegiatan ini menunjukkan bahwa pendampingan bahasa Inggris dasar dalam lingkungan non formal dan komunikatif dapat menjadi alternatif pembelajaran yang efektif untuk menguatkan partisipasi, pemahaman kebahasaan, dan kemampuan komunikasi dasar pembelajar tingkat pemula.
The Role of Bloom’s Taxonomy in Curriculum Approach Syarif Hidayat; Zaitun Qamariah
Jurnal Ilmiah Multidisiplin Nusantara (JIMNU) Vol. 1 No. 3 (2023): JIMNU - NOVEMBER
Publisher : PT. Padang Tekno Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/jimnu.v1i3.183

Abstract

The background of this study was to examine how big the role of Bloom's taxonomy is in the curriculum approach as a work tool that functions to clarify learning objectives, to develop an education system in a more efficient direction. This research uses the Library Research method, this method was chosen because with the Library Research method researchers can clearly analyze various conceptual information as well as qualitative and quantitative data from previous research. The conclusion obtained is that with the progress of the times, education must also develop and one of the education systems used in learning is the curriculum. With an efficient curriculum and in accordance with the needs of students in his day, the curriculum can be said to have succeeded in achieving its goals. Bloom's Taxonomy is present as a framework to help and also as evaluation material to revise or update the existing curriculum.
The Analysis of Curriculum Merdeka Development in English Education Study Program Siti Nurrahmah Syahlanudin; Hesty Widiastuty; Zaitun Qamariah
Jurnal Ilmu Pendidikan Nasional (JIPNAS) Vol. 1 No. 3 (2023): JIPNAS - Desember
Publisher : PT. Padang Tekno Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/jipnas.v1i3.112

Abstract

Curriculum Merdeka is a diverse and content-optimizing intracurricular learning curriculum that gives learners enough time to explore concepts and strengthen their competencies. The development of this independent curriculum has implications for many things, namely changes in the previous curriculum, changes in learning models, learning media, evaluation of learning outcomes, and last but not least, the collaboration of universities with other universities that characterize the independent campus. The purpose of this study is to analyze the development of the Independent Curriculum that runs in the English Tadris study program, IAIN Palangka Raya. This research uses qualitative approach method. Researchers collect data use the Data that can then be processed and described properly regarding the development of the Independent Curriculum in the English Tadris study program, IAIN Palangka Raya.
Penguatan Penguasaan Kosakata Bahasa Inggris bagi Santri Rumah Qur’an Bani Khamta melalui Pembelajaran Berbasis Teknologi Digital Marshanda Marshanda; Raysha Ramadhani; Muhammad Dicky Setiawan; Zaitun Qamariah; Hesty Widiastuty; Aris Sugianto
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2043

Abstract

Low motivation and engagement among beginner-level santri in learning English in non-formal educational settings have become challenges in mastering English vocabulary. This community service program aimed to improve the vocabulary size of santri at Rumah Qur’an Bani Khamta through digital technology-based English learning using YouTube, Canva, and Kahoot. The implementation method used direct practice targeting early-age santri. The activities were carried out through the introduction of basic vocabulary materials, the use of educational videos, Canva-based worksheets, and Kahoot interactive quizzes. Evaluation was conducted through observation of the students’ participation, enthusiasm, and responses during the learning process. The results showed that the use of digital media and gamification was able to increase the santri’s enthusiasm, active participation, and self-confidence in using English. This program had a positive impact on improving vocabulary size and creating a more interactive, enjoyable, and meaningful learning environment.
Co-Authors Aris Sugianto Dewi Wijaya Putri Diar Mukti Asri Fauzan Reza Fahlevi Fauzan Reza Fahlevi Hesty Widiastuty Hesty Widiastuty Luqman Baehaqi, Luqman Marshanda Marshanda Muhammad Dicky Setiawan Najwa Rizki Amalia Nicha Chairunnisa Azahra Nisrina Farida Ramadhanti Noor Muthi'ah Nur Aini Shofiya Nur Annisa Fitri Rahmadi Nirwanto Rahmahdalena Putri Khairunnisa Raysha Ramadhani Roshim Ahmad Musyaffa Selvi Selvi Siti Nurrahmah Syahlanudin Syarif Hidayat Tawfiq Sarehmansor