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Nine Febrie Novitasari
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Fakultas Sastra Universitas Abdurachman Saleh Situbondo Jalan PB. Sudirman Nomor 7 Patokan Kecamatan Situbondo, Kabupaten Situbondo Jawa Timur, Indonesia 68312
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INDONESIA
SEVA
Published by Universitas Abdurachman Saleh Situbondo
ISSN : 30892228     EISSN : 30894980     DOI : https://doi.org/10.36841/pjpp
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
International Journal of Community Service in Language, Literature, Culture, and Their Teaching: SEVA aims to publish journal articles as a result of community service activities in the area of language, literature, culture, and their teaching. The journal welcomes contributions on community service activities such as: non-productive community empowerment small and medium enterprises, local communities, social access, sustainable development, design and implementation of technology for communities, community service by students, and other activities aiming at community empowerment.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 28 Documents
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IMPROVING YOUNG LEARNERS’ ENGLISH VOCABULARY AND CONFIDENCE THROUGH FUN LEARNING AT BAN BANGOISINAE SCHOOL Amma Maulidina; Umee Yidayeh
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 2 No 2 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v2i2.8039

Abstract

This community service program was conducted at Ban Bangoisinae School, Yala, Thailand, to address primary students limited English vocabulary mastery and low confidence in basic oral communication. Preliminary observations indicated that many fourth-grade students were reluctant to use English and experienced difficulties in constructing simple sentences. To address these challenges, a fun learning approach was implemented through interactive classroom instruction, complemented by a supplementary program entitled One Word One Sentence Weekly Vocabulary. The program emphasized student centered and enjoyable learning activities, including games, flashcards, repetition, and guided sentence construction. The activities were implemented over a two-month period comprising 26 instructional sessions. The findings demonstrate notable improvements in student engagement, vocabulary retention, and confidence. Approximately 70% of students in class 4/1 and 75% of students in class 4/2 actively participated in learning activities and successfully completed assigned tasks. Moreover, more than 80% of students were able to recall and appropriately use newly introduced vocabulary. These results suggest that the fun learning approach is effective in enhancing motivation, basic English competence, and learner confidence within an international community service context.
LEVEL UP AND TUNE IN: Fitriatul Maghfiroh; Kris Widiyanti
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 2 No 2 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v2i2.8104

Abstract

This community service study investigates the challenges of low student participation, limited vocabulary mastery, and lack of confidence among learners at Safira English Course in Situbondo. Preliminary observations indicate that conventional instructional practices, primarily based on memorization and repetitive exercises, have not effectively fostered communicative competence or active engagement. To address these issues, an innovative pedagogical intervention integrating vocabulary songs and game-based learning was implemented. The program was conducted through systematic stages, including needs analysis, instructional design, classroom implementation, and continuous evaluation over two weeks. The intervention combined auditory and kinesthetic learning through song-based repetition and interactive activities such as Fastest Finger and Snake Word. The findings reveal a marked improvement in students’ engagement, vocabulary retention, and speaking confidence. Learners demonstrated increased participation, better recall of lexical items, and greater willingness to communicate in English. These results suggest that multimodal and student-centered approaches significantly enhance the effectiveness of English language instruction. It is concluded that the integration of songs and educational games provides a sustainable and impactful strategy for improving learning outcomes in non-formal EFL contexts
IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING IN ENGLISH LANGUAGE TRAINING FOR STUDENTS AT SMP NEGERI 1 MANGARAN Bintang Raditya Khairan Wibowo; Ammar Hosadi; Moh. Irfandani
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8769

Abstract

English language learning at the junior high school level often faces challenges related to students’ lack of confidence and limited opportunities to use English in real communication. This community service activity aimed to improve students’ English skills through the implementation of the Communicative Language Teaching (CLT) method at SMP Negeri 1 Mangaran. The training activities were conducted using the Learning English by Doing approach, emphasizing active participation through daily expressions, self-introduction, role play, and educational games. The effectiveness of the program was evaluated using pre-test and post-test vocabulary assessments. The results showed an improvement in students’ achievement, with the average score increasing from 66.82 in the pre-test to 74.09 in the post-test. This represents an increase of 7.27 points or approximately 10.88%. In addition, students demonstrated higher motivation, active participation, and greater confidence in using English during classroom activities. The findings suggest that the implementation of CLT can effectively support English language learning by creating an interactive, communicative, and student-centered learning environment.
PROFESSIONAL DEVELOPMENT PROGRAM IN CRITICAL THINKING PEDAGOGY: Sueb Sueb; Ira Luik
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8041

Abstract

This qualitative study examines how a professional development program focusing on critical literacy and argumentative writing fostered reflective practice and strengthened critical thinking pedagogy among English teachers in Surabaya. The program was initiated following a needs analysis indicating that existing literacy education emphasized reading habits but lacked critical engagement with texts. Thirty-two senior high school English teachers from seven purposively selected schools participated in a three-session workshop covering critical thinking, critical literacy, and critical writing. Data were collected through reflective inquiry responses and analyzed using thematic coding. The findings reveal four major themes: (1) development of reflective awareness, (2) strengthened understanding of critical thinking pedagogy, (3) renewed engagement with academic writing practices, and (4) increased professional confidence for classroom implementation. The study highlights reflective practice as a key mechanism linking professional development to teacher empowerment. Although based on self-reported reflections, the findings suggest that integrating reflective inquiry into professional development initiatives can initiate meaningful pedagogical transformation in literacy education.
IMPROVING SPEAKING SKILLS OF THE MEMBERS OF THE SPEAKING CLUB AT MADRASAH ALIYAH MA’ARIF NU KOTA BLITAR THROUGH THE USE OF ADJACENCY PAIRS Sukarsono Sukarsono; Elva Yohana
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8181

Abstract

Teaching speaking skills effectively must extend far beyond the mere acquisition of language accuracy, which often focuses narrowly on lexical and grammatical components. While structural correctness is undoubtedly important, true communicative competence requires a heavy emphasis on language appropriateness, contextual awareness, and conversational flow. Recognizing this critical need, this community service initiative was designed to significantly enhance students' speaking proficiency by prioritizing fluency, appropriacy, and the naturalness of English expression. To achieve this sustainable goal, the program utilized the Training of Trainers (ToT) methodology, specifically targeting the instructors of the Speaking Club at MA Ma'arif NU Kota Blitar. By training the trainers first, the initiative ensured a multiplier effect, equipping educators with innovative pedagogical tools, most notably adjacency pairs, to structure natural, conversational exchanges. The training program was implemented smoothly and successfully. The outcomes clearly demonstrate a measurable improvement in the instructors' pedagogical knowledge and practical skills. Specifically, participants successfully developed enhanced speaking materials, comprehensive lesson plans, and targeted teaching strategies centered around adjacency pairs, ultimately empowering them to build greater fluency, appropriacy, and naturalness in their students' English-speaking abilities.
CHARACTER AND ENVIRONMENTAL EDUCATION IN ISLAMIC SCHOOLING IN THAILAND Kris Widiyanti; Saleefah Tehyor
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8302

Abstract

This article reports on an international community service program conducted at Santiwit School, Songkhla, Thailand, that aimed at supporting holistic student development in a faith-based elementary school context. The partner institution is a private Islamic school implementing the Thai national curriculum integrated with Islamic values, with many of its students residing in a school dormitory. Using a Participatory Action Research approach, this community service program was implemented over two months through stages of observation, planning, implementation, monitoring, and reflection. Structured, routine-based, and some mentoring activities, including Hello Morning, Evening Light, ABC Fun Club, Friday Burdah, Move and Clean, and Khotmil Quran, were designed collaboratively with the school stakeholders. The findings indicate remarkable, positive changes in students’ daily discipline, literacy skills, religiosity, social inclusivity, and environmental awareness. Ultimately, the study also demonstrates that participatory and context-sensitive community service programs can effectively support holistic education while simultaneously promoting long-term institutional sustainability and intercultural understanding.
AI-ASSISTED BILINGUAL DIGITAL MEDIA FOR PHYSICAL EDUCATION LEARNING AT MIS NURUL HUDA, CENTRAL BENGKULU REGENCY Azizatul Banat; Mariska Febrianti; Aziiz Rahman Putra; Martiani Martiani; Dion Al Parado; Puppi Miranda Sari
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8350

Abstract

This community service program aimed to improve the competencies of physical education teachers and enhance students’ learning motivation through the collaboration of bilingual digital media (Indonesian–English) based on Artificial Intelligence (AI) in Physical Education, Sports, and Health (PJOK) learning at MIS Nurul Huda Central Bengkulu. The participants consisted of two physical education teachers and 30 fifth-grade students. The identified problems included limited use of interactive digital learning media, low utilization of AI applications in physical education learning, and the suboptimal use of bilingual sports vocabulary. The implementation methods included observation, socialization, training, mentoring, teaching practice, and program evaluation. The main activities consisted of training on the use of AI applications in PJOK learning, the utilization of interactive digital media, and the implementation of English bilingual sports vocabulary games such as Move and Say, Sport Vocabulary Relay, AI Sport Quiz, and Simon Says Sport Edition. This program assisted teachers in applying simple English sports instructions to make learning more engaging and interactive. The results indicated an improvement in teachers’ abilities to utilize AI-based digital media and implement simple bilingual learning practices. Students became more active, motivated, and confident in using sports vocabulary in English. Furthermore, AI-based educational games successfully created an enjoyable and innovative learning atmosphere.
ENHANCING EFL TUTORS’ ELICITATION SKILLS THROUGH EXPERIENTIAL LEARNING AT ZAIN ACADEMY Durratul Hikmah; Silfiana Jamila; Endang Widiastutik; Iinatun Nafi'ah
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 3 No 1 (2026)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v3i1.8982

Abstract

Zain Academy is a remote training institution characterized by a large and heterogeneous student body. Contrary to initial assumptions of rigid teaching patterns, field observations revealed that the tutors delivered interactive and engaging lessons. However, the partner faced a critical challenge regarding elicitation skills; the tutors were unable to stimulate students to speak English freely, naturally, and in-depth, leading to short and shallow responses. Given the strict one-hour face-to-face geographical constraint, this community service program offered a tactical solution through a collaborative "Curhat & Solusi" (Sharing & Problem Solving) session based on David Kolb’s Experiential Learning Cycle. The program integrated digital technology via Google Forms-based self-assessments and a four-week remote WhatsApp mentoring scheme. A pre- and post-session self-assessment survey completed by the four participating tutors indicated a marked increase in perceived elicitation confidence, with the cumulative mean score rising from 2.32 to 4.42 on a 5-point scale across the four targeted strategies, with the largest self-reported gains for information gap activities (+2.40) and Wait Time (+2.30). These findings suggest that even a highly compressed, one-hour intervention can meaningfully shift tutors’ self-perceived pedagogical confidence, offering a replicable, low-cost model for capacity building in similarly resource-constrained non-formal EFL settings.

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