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This study aims to comprehensively describe the planning, implementation, and outcomes of efforts to improve students’ mastery of Arabic vocabulary through the use of picture card media in learning activities. This research employs a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings. The subjects of this study were 26 fourth-grade students of SDIT Al-Fadiyah Gowa. Data were collected through vocabulary mastery tests as well as teacher and student observation sheets. The planning stage was carried out collaboratively with the teacher by preparing appropriate learning instruments, while the implementation of the actions was systematically monitored using observation guidelines. The results indicate a significant improvement in students’ Arabic vocabulary mastery. In the first cycle, the average learning achievement reached 70%. After refining the instructional strategies in the second cycle, the achievement increased to 86%, showing a 16% improvement. These findings demonstrate that the use of picture card media is effective in creating more engaging, interactive, and meaningful learning experiences. Consequently, it contributes positively to enhancing the Arabic vocabulary mastery of fourth-grade students in a measurable and observable manner.

This community service program aims to introduce basic English vocabulary to Kindergarten students through the medium of bilingual songs. The background of this activity is the limitation of interactive learning media and the dominance of traditional methods that are less attractive for early childhood. Bilingual songs were chosen because they have a simple rhythm, easy to remember lyrics, and are able to create a fun and contextual learning atmosphere. The method used is the Participatory Action Learning System approach which includes the preparation stage, flexible action, and reflection. Bilingual songs are inserted at the transition moments of class activities and combined with simple movements to stimulate natural vocabulary acquisition. The results of the observations showed a significant improvement in children's language skills: most students were able to remember new vocabulary, enthusiasm for learning increased, and active participation in singing together was higher. Teachers also reported that the use of bilingual songs helped keep children's attention and created a positive learning atmosphere. Overall, this activity proves that bilingual songs are an effective, fun, and appropriate medium for children's developmental stages to strengthen mastery of basic English vocabulary. This program is recommended to be applied continuously in daily learning activities in kindergarten classrooms.

This study aims to identify various problems faced by students class VII at junior high school Satu Atap Sukun in learning to speak English, as well as the role of teacher in overcoming these challenges, specifically with seventh-grade students. The researcher is interested in exploring the issues faced at junior high school Satu Atap Sukun and the strategies implemented by teacher to help students overcome these difficulties. The research method used is qualitative, with data collection techniques through interviews and observations. The results found in this study indicate that the researcher identified problems in learning English speaking skills among students class VII at Junior High School Satu Atap Sukun, as well as the teacher strategies to solve these problems. The problems experienced by the students class VII at Junior High School Satu Atap Sukun are as follows: no experience in English learning from the basics, lack of motivation to English learning, lack of self-confidence, limited English vocabulary, very limited time for English learning, lack of learning facilities and teaching media, no English speaking practice outside of school, and the influence of an environment that uses the mother tongue. Meanwhile, the teacher strategies to overcome the English speaking problems among students class VII at Junior High School Satu Atap Sukun include group discussion strategy, role-play strategy, and whisper relay strategy.

Indonesian Sign Language (BISINDO) serves as a primary communication medium for the deaf community; however, limited public understanding often creates barriers during daily interactions. This study aims to develop a real-time BISINDO word-level translation system using hand landmark extraction and temporal modeling with Long Short-Term Memory (LSTM). The system employs MediaPipe Hands to detect 21 hand landmarks per frame, which are then processed as sequential motion patterns to classify five BISINDO words: saya, terima kasih, maaf, nama, and kamu. A total of 250 gesture samples were recorded under controlled lighting conditions as the primary dataset. The processed sequences were used to train the LSTM model, which was subsequently integrated with an ESP32 microcontroller and a DFPlayer Mini module to produce direct audio output. Experimental results show that the model achieved an average accuracy of 86%, with precision and recall values ranging from 0.81 to 0.94. The confusion matrix analysis indicates that most gestures were correctly classified, although some errors occurred in gestures with similar initial motion trajectories. Integration testing demonstrated an average system latency of 3.8 seconds and an audio output success rate of 85%. These findings indicate that the proposed system is capable of translating BISINDO word-level gestures accurately, responsively, and consistently in real-time conditions. This study provides a strong foundation for the broader development of sign language translation systems, with potential enhancements in vocabulary expansion, multi-user datasets, and hardware optimization for deployment in real-world environments.

This study investigates the influence of the vocabulary terms “selumbari” and “tulat” on efforts to develop and cultivate the Indonesian language, particularly through expanding public lexical awareness via social media. These two terms, originating from local linguistic traditions, possess significant potential to be integrated into modern Indonesian as part of cultural preservation and the strengthening of national linguistic identity. The research employed a descriptive quantitative method, collecting data through the dissemination of educational videos and Google Form questionnaires on social media platforms such as Instagram, WhatsApp, and TikTok. Respondents consisted of students, university students, the general public, and various other social groups. Analysis of responses from 20 participants revealed that most respondents had never heard or read the words “selumbari” and “tulat.” However, the majority stated that both words were easy to understand and contributed positively to vocabulary development in Indonesian. The findings indicate that social media plays a strategic role in introducing and popularizing new vocabulary to a wide audience. This study also highlights the importance of vocabulary enrichment as part of ongoing Indonesian language development, ensuring that the language remains adaptive to contemporary changes while representing local cultural richness. The implications of this research may serve as a reference for educators, linguistic institutions, and policymakers in formulating strategies to enhance vocabulary literacy, especially among younger generations.

Vocabulary acquisition is fundamental to language proficiency, yet retention remains a persistent cognitive challenge for students. Conventional rote-learning strategies often fail to facilitate long-term recall. This study examines the effectiveness of the keyword technique in improving students’ vocabulary mastery. Employing a quantitative quasi-experimental design, the research involved 48 students selected through cluster random sampling. The samples were separated into two groups: an experimental group of 26 students (taught by using the keyword technique) and a control group of 22 students (taught by using conventional strategy). Data were collected using a validated multiple-choice vocabulary test administered before and after the treatment. This result validates a notable difference in outcomes where the experimental group demonstrated better performance; consequently, the alternative hypothesis (Ha) is accepted, leading to the rejection of the null hypothesis (H0). These findings confirm that the Keyword Technique significantly enhances vocabulary mastery by leveraging acoustic and imagery associations. Consequently, this strategy is recommended to foster more effective vocabulary retention.

This study examines the effectiveness of digital storytelling in enhancing the speaking skills of secondary EFL learners. The research responds to persistent challenges in speaking instruction, particularly students’ limited fluency, low confidence, and insufficient exposure to meaningful communicative tasks. Using a mixed methods design, the study involved an eight week intervention in which students created scripted digital stories through narration, multimedia editing, and collaborative production. Quantitative data were collected through pre-test and post-test assessments measuring fluency, pronunciation, vocabulary, and coherence, while qualitative data were obtained through observations, interviews, and student reflections. The findings reveal substantial improvements in speaking performance, especially in fluency and coherence, accompanied by increased engagement, reduced speaking anxiety, and heightened self awareness during the storytelling process. These results highlight that digital storytelling provides repeated oral practice and authentic communicative opportunities that support learners’ linguistic and affective development. The study offers implications for English teachers and curriculum designers by demonstrating that technology supported narrative tasks can be integrated into regular instruction to foster more interactive, creative, and student centered speaking learning environments.

This study aims to identify the forms of code-mixing present in the speech videos of Vice President Gibran Rakabuming, with the KOMPASTV YouTube channel serving as the data source. This phenomenon is interesting to examine because the use of code-mixing by state officials can influence public perceptions of the use of Indonesian in formal contexts, particularly in official speeches. The study employs a descriptive qualitative approach, using the observation and note method as the data collection technique. Data analysis was conducted through several stages, namely observing, noting, and then presenting as well as describing the forms of code-switching in Vice President Gibran Rakabuming’s speech videos. The results show that the type of code-mixing that occurs is outer code-mixing, characterized by the insertion of English vocabulary. The first video contained 9 instances of code-mixing, the second video 5 instances, the third video 4 instances, the fourth video 15 instances, and the fifth video 9 instances. These findings indicate that code-mixing is a phenomenon within the field of sociolinguistics and is commonly found among bilingual and multilingual communities.

This study aims to analyze the change in word choice in Indonesian children's songs from the classical to modern times as a reflection of the shift in the social environment in the digital era. This study uses a descriptive qualitative approach with a content analysis method on eight children's songs, consisting of four classic songs by A. T. Mahmud and four popular modern songs on digital platforms such as YouTube. The results showed that classical songs highlight concrete and local vocabulary that describe children's closeness to nature, family, and moral values, while modern songs are dominated by global, repetitive, and phonetic vocabulary that reflect the influence of globalization and the digital lifestyle of today's children. In addition, modern songs tend to contain simple expressions that are easy to remember, but have minimal educational value compared to classical songs that are more loaded with moral messages. This shift shows that the language in children's songs not only serves as a medium of entertainment, but also reflects the changing social and cultural values of Indonesian society. Therefore, the study of children's song language is important to understand the dynamics of popular cultural development that affects the process of character formation of the younger generation.

This research is motivated by problems related to obstacles in the ability to master English vocabulary, in which children find it very difficult to memorize English words, the accuracy of pronouncing English vocabulary delivered by the teacher, especially when memorizing vocabulary with more than one syllable as well as the presence of errors or inaccuracies in pronunciation and in answering the intended meaning during English learning activities. The reality found in the field shows that the children’s English vocabulary ability has not yet demonstrated significant success. Out of a total of 12 students, only 4 children have the expected level of ability. The purpose of this study is to describe efforts to improve children’s English vocabulary using the singing method. The benefits of this research include improving students’ English vocabulary skills, encouraging teachers to become more creative and innovative, and contributing to school quality improvement. This study uses Classroom Action Research (CAR) with two cycles, and each cycle consists of two meetings. The research was conducted at PAUD An-Nur located in East Pontianak. The improvement actions implemented showed satisfactory results. In Cycle I, children’s ability to pronounce English vocabulary reached 33%, which was still below the Minimum Mastery Criterion (MMC) of 70%. Furthermore, in Cycle II, the results reached 83%, which was already above the MMC. It can be concluded that the singing method is effective in improving children’s English vocabulary.

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.

This community service program aims to enhance the English communication skills of strawberry farmers in Pancasari Village, Sukasada District, Buleleng Regency, as an effort to strengthen tourism competitiveness through agrotourism. The activity was carried out through practical English training using a participatory and context-based approach that reflects the farmers’ real communication needs. The training consisted of two main stages: a classroom session employing the role-play method and a field practice session held directly at the strawberry farm with the involvement of local tourists and student assistants. The training materials covered daily expressions commonly used in interactions with visitors, including greetings, product explanation, offering activities, and basic transaction language. The primary learning media were a bilingual communication booklet and situational training modules, both developed from the results of a prior needs analysis. The evaluation results showed a significant improvement in the participants’ English communication abilities. Based on the pre-test and post-test results, the average improvement reached 43%, particularly in speaking confidence, vocabulary mastery, and fluency. Participants also demonstrated increased enthusiasm and professionalism when interacting with tourists in English. This program proves that practical and role-play–based training is effective in developing both linguistic competence and communicative confidence among local farmers. It also strengthens their role as tourism actors who contribute to the sustainable development of the Pancasari agrotourism area.

Narrative writing skills are crucial for the literacy development of elementary school students. However, many students face challenges in writing narrative essays due to limited vocabulary, grammar understanding, and imagination. Traditional teaching methods often fail to address these issues. This study explores the impact of AI-based Deep Learning on narrative writing skills. Using a quantitative approach with an experimental design, the research employed a pretest-posttest design with a nonrandomized control group. The study involved 65 students from SD 4 Sidomulyo, including 30 students from class IV A and 35 from class IV B. A nonprobability sampling technique with saturated sampling was used. Data was collected through tests, and content validity was applied for validation. Hypothesis testing with the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05) and a calculated t-value of 3.472, which is greater than the t-table value of 2.0024. These results indicate that AI-based Deep Learning significantly affects narrative writing skills in elementary school students. Keywords: AI-Based Deep Learning, Narrative Writing Skills.

Strengthening 21st century character and skill education is an important demand in today's learning transformation. Game-Based Learning (GBL)-based approaches such as Ludo are believed to present a learning process that is meaningful, fun, while forming positive values. This study aims to review and compare the results of previous studies on the application of GBL in the development of character and skills in the 21st century, especially in Arabic language learning. The method used is a simple systematic literature review of 12 scientific articles published in 2015–2025 obtained from selected scientific databases. The analysis was conducted based on three main dimensions: the game medium, the focus of learning (characters, 4Cs, vocabulary), and the method approach. The results of the study show that GBL is generally effective in improving vocabulary mastery and fostering collaboration, communication, and character values of students. Ludo media in particular has proven to be relevant as a means of value-based learning and interaction. However, studies that explicitly integrate Ludo-based GBL in Arabic language learning are still limited. This research is expected to be a conceptual basis for the development of innovative learning media that is integrative and in accordance with the challenges of 21st century education.

This study discusses the phenomenon of language interference on the Instagram account of public figure Cinta Laura Kiehl. Language interference is a language phenomenon characterized by the entry of elements from one language into another language commonly used by bilingual or multilingual speakers. In this context, the interference of Indonesian and English on Cinta Laura's Instagram account is interesting to study because of its consistent and striking use in various uploads and digital interactions. This study uses a qualitative descriptive approach with a content analysis method on data in the form of image captions uploaded by Cinta Laura at a certain time. The results of the study show that the interference that appears can be classified into several linguistic levels, namely lexical, morphological, syntactic, and semantic levels. Lexical interference appears in the use of English vocabulary in Indonesian sentences. Meanwhile, morphological interference is seen from the structure of mixed word formation that does not comply with the rules in Indonesian. Syntactic interference appears in the form of sentence structures that follow the structure of English. Factors that cause interference include the speaker's bilingual background, the habit of using foreign languages ​​in everyday life, the influence of an international social environment, and expressive and modern communication styles on social media. This study shows that interference in the context of social media is not merely a form of language deviation, but can also be seen as part of the construction of self-identity and digital communication strategies. These findings are expected to contribute to contemporary sociolinguistic studies and enrich understanding of the dynamics of language use in digital public spaces.

This community service program, entitled English for Global Communication: Strengthening Intercultural Competence among Polytechnic Students, was led by Doris Yolanda Saragih, S.Pd., M.Pd., in collaboration with Clementine and Josh, guest lecturers from the United Kingdom. The activity took place at Politeknik Bisnis Indonesia on September 1, 2025, involving 60 students across two interactive learning sessions. The program aimed to enhance students’ ability to communicate effectively in global settings by integrating language proficiency, cultural awareness, and practical communication strategies. The learning process applied a communicative and experiential approach, featuring discussions, simulations, and task-based learning to develop students’ speaking fluency, cross-cultural sensitivity, and confidence. The participation of native English speakers provided authentic exposure to international discourse and cultural perspectives, which enriched the overall learning experience. Evaluation results indicated a significant improvement in students’ oral communication skills, vocabulary use, and intercultural understanding. Furthermore, participants demonstrated higher motivation and readiness to apply English in academic and professional contexts. Overall, this community engagement initiative effectively contributed to enhancing global communication competence and supported the institution’s mission to cultivate globally competitive and culturally aware graduates.

In the digital age, English Education students still face difficulties in developing Academic English Proficiency because classroom learning is still dominated by traditional methods that are less appealing to digital natives. This study aims to explore and evaluate the integration of TikTok Learning Games (TLG) as a gamification-based learning medium to improve EAP for students in the English Education Study Program at Medan State University. Using a qualitative approach with a limited Research and Development model, data was collected through open-ended questionnaires and digital observations on TikTok, then analyzed using thematic analysis. The results showed that after two weeks of implementing TLG, students experienced improvements in academic vocabulary, pronunciation, contextual understanding, learning motivation, and speaking confidence, with 80% of participants stating that learning felt more enjoyable and less boring. However, a small number of students did not show significant changes due to limited access to technology and inconsistent use. Overall, this study concludes that TLG is an effective and practical digital gamification strategy for improving English proficiency, and can be used as a reference for lecturers in developing social media-based learning innovations in higher education.

This community service initiative was designed to increase students' enthusiasm for Arabic language instruction by applying singing techniques in co-curricular activities at Hasanka Islamic Elementary School. The program emerged in response to the low interest of students in learning Arabic, which was considered to be lacking in variety and uninteresting for elementary school children. The approach applied is Participatory Action Research (PAR), which emphasizes active participation between educators, students, and facilitators in all stages of the activity. This method is implemented through a repetitive cycle that includes planning, implementation, observation, and joint evaluation to ensure that each activity is appropriate to the needs of the students and the school environment. Data was obtained through field observations, in-depth dialogues with teachers and students, activity records, and post-instruction group discussions. Descriptive analysis was conducted to identify changes in learning behavior, engagement levels, and students' emotional responses to singing activities. The findings showed a significant increase in student motivation and participation in Arabic language learning. The findings show a significant increase in student motivation and participation in Arabic language learning. Themed songs help them remember vocabulary more effectively, improve simple communication skills, and create a more enjoyable learning atmosphere. Furthermore, students have taken the initiative to compose lyrics and lead study groups. Implicitly, the application of singing techniques has proven to be effective not only in improving linguistic competence, but also in building confidence, creativity, and cooperation in the elementary school environment.

This study aims to describe the implementation of Indonesian grammar coaching through language quizzes and examine its effectiveness in improving the language skills of fifth-grade students at SDN Nyantong. The background of this study is based on the low ability of students to understand and use standard words, spelling, and punctuation in accordance with the applicable rules of Indonesian language. This condition requires more interesting, creative, and interactive learning innovations so that students are more motivated to learn grammar. The research method used is descriptive qualitative with data collection techniques through direct observation, interviews with teachers and students, and documentation of learning activities carried out in the classroom. The results showed that coaching activities through language quizzes increased students' activity, motivation, and interest in learning Indonesian. Through these activities, the learning process became more enjoyable and interactive, encouraging students to participate actively and express their opinions. Students showed a significant improvement in the correct use of standard words, spelling, and punctuation in both written and spoken contexts. However, there were still obstacles in the form of difficulties in distinguishing between standard and non-standard words and errors in the use of prepositions due to the influence of everyday language habits. Overall, language quizzes have proven to be an effective and relevant innovative learning strategy for improving Indonesian grammar skills in elementary schools.

This study aims to examine in depth the learning strategies implemented in the Bilingual-A class to develop early childhood language skills. The development of language skills in early childhood is an important aspect to consider, as language functions as the main medium for children to communicate, think, and express their feelings and ideas. However, language development problems often arise due to a lack of sufficient linguistic stimulation, both at home and in the learning environment. To address this issue, the study employs a descriptive qualitative approach through observation, in-depth interviews, and documentation involving teachers and children in the Bilingual-A class at RA Masjid Al-Akbar Surabaya. Through this approach, the researcher seeks to obtain a clear picture of how bilingual learning strategies are applied in daily classroom activities. The findings reveal that the applied learning strategies include communicative approaches, the use of enjoyable bilingual songs and games, and various visual media such as pictures, word cards, and teaching aids. The implementation of these strategies has proven effective in enhancing children’s vocabulary mastery, sentence construction ability, and confidence in communicating using two languages. These findings highlight the crucial role of teachers in designing engaging, interactive, and developmentally appropriate learning activities that holistically support children’s language growth.