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This study aims to describe the utilization of multimodal media in teaching news text reading skills among seventh-grade junior high school students. The research employed a quantitative approach with a descriptive research design. The data were collected through questionnaires distributed to 61 seventh-grade students as the research respondents. The research instrument used a Likert scale covering aspects of students’ perceptions, comprehension, motivation, participation, and readiness toward the use of multimodal media in learning news text reading skills. The data were analyzed using descriptive quantitative techniques through percentage calculations and interpretation of respondents’ answers. The findings revealed that most students showed positive responses toward the use of multimodal media. A total of 72.1% of students agreed that learning through printed and digital media made the learning process more engaging. In addition, 59% of students stated that digital media helped them understand news content more clearly, while 60.7% felt more active during learning activities using multimodal media. The use of multimodal media also increased students’ motivation, self-confidence, and reading comprehension skills in understanding news texts. The findings indicate that the combination of printed and digital media creates a more interactive and effective learning environment that aligns with students’ literacy needs in the digital era. Therefore, multimodal media can serve as an alternative instructional strategy to improve students’ news text reading skills in junior high schools. The implications of this study highlight the importance of integrating digital and printed media in Indonesian language learning to enhance students’ reading literacy quality.

This study aims to describe the planning, implementation, and assessment of differentiated instruction in teaching descriptive text writing to ninth-grade students at SMP Negeri 2 Bendo, Magetan Regency. The study was conducted in response to students difficulties in generating ideas, selecting appropriate vocabulary, organizing ideas coherently, and producing vivid descriptive texts. This research employed a qualitative approach with a case study design. Data were collected through lesson plan observation, classroom observation, teacher interviews, and documentation of student learning products. The findings indicate that differentiated instruction was planned through a Merdeka Curriculum-based teaching module, diagnostic assessment, contextual material selection, and the use of PowerPoint, observation sheets, and tiered student worksheets. The implementation emphasized process and learning-environment differentiation through triggering questions, direct observation of real objects around the school, group work, individual scaffolding, immediate feedback, and reflection. Assessment was carried out continuously through diagnostic, formative, and summative assessment. Differentiated instruction helped students generate concrete ideas, organize their writing more systematically, increase motivation, and strengthen descriptive text writing skills. These findings affirm that differentiated instruction can serve as an adaptive strategy in Indonesian language learning at junior high school level.

This study investigates the development of Indonesian language literacy among third-grade elementary school students. The primary problems identified were acute classroom passivity and low reading comprehension, evidenced by an initial learning mastery of only 45.16%, which were largely driven by conventional teacher-centered pedagogy. The objective of this research is to enhance early-grade reading literacy and active participation through an innovative instructional intervention. The proposed method employed a two-cycle Classroom Action Research (CAR) design at SDN Jrebeng Kulon 1, integrating the Problem-Based Learning (PBL) model assisted by serial picture media. This approach utilizes chronological visual scaffolding to facilitate narrative comprehension for students in the concrete operational stage. The results demonstrated a highly significant academic progression: classical learning mastery increased to 70.97% (mean score: 80.80) in Cycle I and culminated in an absolute 100% mastery rate (mean score: 94.51) by the end of Cycle II. The synthesis of these findings reveals that transitioning from static visual aids to serial visual stimuli within a problem-oriented framework effectively mitigates cognitive dissonance and eradicates classroom passivity. In conclusion, the integration of the PBL model with serial picture media serves as a comprehensive pedagogical solution that not only maximizes cognitive reading comprehension but also reconstructs students' verbal articulation and social-collaborative skills, offering a highly scalable strategy for early primary education.

Communication is an important aspect in the development of children aged 5–6 years, especially in supporting their language and social-emotional abilities. This study aims to analyze the influence of effective communication through a play approach in early childhood based on the results of previous research. The method used in this study is a quantitative method by conducting observations, research, and observations on effective communication and a play approach in early childhood education. Data collection techniques were carried out through documentation and literature searches from journals, articles, and relevant scientific references. Data analysis techniques used quantitative descriptive analysis by comparing and summarizing the results of previous research. The results show that the play approach has a significant influence on improving children's effective communication skills, such as the courage to speak, the ability to express opinions, social interaction, cooperation, and self-confidence. In addition, play activities have been proven to be able to create a fun learning atmosphere so that children are more active in interacting with peers and teachers. Thus, the play approach can be an effective strategy in developing the communication skills of children aged 5–6 years.

This study aims to describe the implementation of the Problem-Based Learning Strategy (PBLS) in Arabic language learning for eighth-grade students at MTs Negeri 4 East Tanjung Jabung, as well as identify supporting factors, inhibiting factors, and efforts to overcome those obstacles. This research employed a descriptive qualitative approach using observation, interviews, and documentation techniques. The research subjects included the principal, Arabic language teacher, and eighth-grade students. The findings revealed that PBLS was implemented through stages of problem presentation, information identification, group discussion, presentation, and evaluation. This strategy improved students’ active participation, critical thinking skills, communication abilities, and understanding of Arabic learning materials. Supporting factors included teacher professionalism, adequate facilities and infrastructure, and support from the school environment. Inhibiting factors included students’ low reading interest, limited instructional time, and differences in students’ characteristics and abilities. Efforts to overcome these obstacles involved providing motivation, forming heterogeneous groups, effective time management, and utilizing simple and engaging learning media. Therefore, PBLS is considered effective in Arabic language learning because it enhances both the learning process and student learning outcomes.

English learning at the elementary school level plays an important role in developing students’ early language competence, particularly in listening skills as the foundation for other language abilities. However, many learning processes still rely on conventional teaching methods that do not fully accommodate the developmental characteristics of young learners, resulting in limited engagement and listening comprehension. Therefore, this study aims to analyze the role of storytelling in improving English listening skills among elementary school students and to identify effective implementation strategies in classroom learning. This research employs a library research method by reviewing and analyzing various relevant literature sources, including books, scientific journals, and previous research findings related to storytelling in English language learning. The analysis shows that storytelling contributes significantly to improving students’ listening comprehension, vocabulary acquisition, attention, and learning motivation. Through structured narratives, expressive delivery, and the support of visual media, storytelling creates a contextual and meaningful learning environment that helps students understand spoken English more effectively. The findings also indicate that the effectiveness of storytelling is closely related to the developmental characteristics of elementary school students who learn better through concrete, imaginative, and engaging experiences. Furthermore, the implementation of storytelling through systematic stages pre-listening, while-listening, and post-listening can enhance students participation and comprehension during the learning process. In conclusion, storytelling can be considered an effective instructional strategy for improving English listening skills among elementary school students while also supporting vocabulary development and creating an engaging learning atmosphere.

Early Childhood Education (PAUD) or Kindergarten (TK) is an important level of education in building the foundations for children's overall development, covering aspects of religious and moral values, physical-motor skills, cognitive skills, language, social-emotional skills, and the arts. The development of PAUD/TK currently shows a positive trend, as seen in the increasing public awareness, number of institutions, and participation of children aged 4–6 years. However, challenges still arise, such as limited facilities and infrastructure, variations in educator competence, differences in access to services between regions, and the need for stimulation at home. Competition among early childhood education institutions is quite fierce, driving innovation in learning quality, teacher competence, facilities, and flagship programs. In this context, marketing management plays a strategic role in building the institution's image, conveying information about educational services, identifying community needs, and increasing the institution's competitiveness in an ethical and sustainable manner. TK Muslimat NU Pakembaran, as a religious-based PAUD institution, plays an important role in developing children's development and instilling Islamic values. Although the marketing strategy is still simple and predominantly based on a familial approach and word-of-mouth promotion, these efforts are effective in building community trust and loyalty. In the future, strengthening a more systematic marketing management can increase competitiveness, expand the reach of information, and support the sustainability of the institution in providing quality, religious, and character-building early childhood education services.

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.

English speaking skill is a crucial competence for university students, particularly those involved in student organizations focusing on language development. Members of English clubs are expected to actively use English in academic and organizational contexts; however, many still face challenges related to pronunciation accuracy, fluency, limited active vocabulary, and low confidence. These challenges are often caused by limited structured speaking practice and insufficient integration between digital learning tools and communicative pedagogy.This community service program aimed to enhance the English-speaking skills of members of the Bhamada English Club at Universitas Bhamada Slawi through the utilization of the Duolingo application integrated with a Task-Based Learning (TBL) approach. The program was implemented through three stages: preparation, implementation, and evaluation. Activities included needs analysis, speaking pre-test, guided Duolingo practice focusing on pronunciation and speaking features, task-based speaking activities, and post-test evaluation.The results demonstrated improvements in pronunciation accuracy, speaking fluency, and participants’ confidence in using English orally. The integration of Duolingo as a source of comprehensible input and Task-Based Learning as a communicative output strategy proved effective in enhancing speaking skills. This program indicates that technology-supported task-based instruction can serve as an effective and sustainable model for improving English speaking skills among university students.

This community service activity was conducted to optimize English language learning through the implementation of the Flipped Classroom model for students of SMP IT Imam Syafi’i 2 Pekanbaru, Riau, Indonesia. The activity aimed to enhance students’ learning engagement, autonomy, and comprehension in English through a student-centered instructional approach. The program was implemented in three stages: preparation, implementation, and evaluation. Learning materials in the form of instructional videos and digital resources were provided prior to classroom meetings to enable students to study independently. Face-to-face sessions were then devoted to interactive discussions, collaborative tasks, and communicative practice to reinforce students’ understanding and language skills. The outcomes of the program indicated increased student participation, improved motivation, and better mastery of English materials. The Flipped Classroom model contributed to creating a more active and meaningful learning environment. Therefore, this community service initiative demonstrates that the Flipped Classroom approach can serve as an effective instructional strategy to support English language learning at the junior high school level

This study explores the integration of Indonesian and the Maumere local language in academic learning, particularly in the Indonesian Language course at Universitas Muhammadiyah Maumere. The research is grounded in concerns over the weakening of local linguistic identity within higher education and the dominance of monolingual academic practices that often marginalize students’ cultural backgrounds. The objective of this study is to analyze how the integration of local language and cultural texts can strengthen students’ literacy skills, linguistic competence, and local identity awareness. Employing a qualitative approach, data were collected through classroom observations, in-depth interviews with students and lecturers, and document analysis of learning materials and student assignments. The findings reveal that the use of Maumere language elements such as traditional narratives, expressions, and cultural concepts facilitates deeper comprehension, encourages critical literacy, and enhances students’ engagement in academic discourse. The integration strategy also supports students’ ability to bridge everyday language practices with formal academic Indonesian. This study implies that culturally responsive and bilingual oriented learning can serve as an effective pedagogical strategy in higher education, particularly in multilingual contexts, while simultaneously contributing to the preservation of local languages and the development of inclusive academic literacy.

The development of academic writing skills among university students remains a serious challenge in higher education, particularly in Indonesian language courses that are often perceived as theoretical and procedural. This study aims to reconstruct Indonesian language learning through an Outcome Based Education (OBE) approach to strengthen students’ scientific writing skills at Universitas Muhammadiyah Maumere. Employing a qualitative research design, data were collected through classroom observations and in-depth interviews with students and lecturers over a three-week period. The findings reveal that OBE based learning encourages clearer learning objectives, increases students’ awareness of academic writing standards, and fosters reflective and critical writing practices. Students demonstrated improved understanding of scientific text structures, argument development, and academic language conventions. Furthermore, the learning process shifted from teacher centered instruction to a more participatory and student oriented model, allowing students to actively construct knowledge through observation, discussion, and writing practice. The study also highlights that the integration of contextual learning and continuous feedback plays a crucial role in enhancing students’ confidence and motivation in academic writing. These findings imply that OBE based Indonesian language instruction can serve as an effective pedagogical strategy to cultivate academic literacy, critical thinking, and responsible scholarly attitudes among university students. The study recommends broader implementation of OBE principles in language education to support sustainable improvement in higher education learning outcomes.