Abstract:Program bilingual di madrasah tidak hanya bertujuan mengenalkan bahasa Inggris, tetapi juga dapat digunakan untuk membangun kebiasaan komunikasi yang santun. Kegiatan pengabdian ini bertujuan untuk mendampingi siswa MI Nurul…
urul Hidayah dalam membangun kebiasaan komunikasi positif melalui program “Speak Good, Act Good”. Metode yang digunakan adalah pendampingan langsung dan berkelanjutan yang meliputi observasi awal, pengenalan ungkapan bahasa Inggris sederhana, praktik komunikasi, pembiasaan, evaluasi, dan tindak lanjut bersama guru. Ungkapan yang digunakan meliputi Please, Thank You, Sorry, dan Excuse Me yang diterapkan dalam situasi komunikasi sehari-hari di madrasah. Data kegiatan diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil pendampingan menunjukkan adanya perubahan positif pada keberanian dan kebiasaan siswa dalam menggunakan ungkapan bahasa Inggris sederhana. Berdasarkan hasil observasi deskriptif, seluruh indikator kemampuan dan kebiasaan komunikasi siswa menunjukkan peningkatan setelah mengikuti pendampingan. Siswa mulai lebih berani menggunakan bahasa Inggris dan menunjukkan komunikasi yang lebih santun kepada guru maupun teman. Keterlibatan guru juga menjadi faktor penting dalam menjaga keberlanjutan program melalui English Corner, daily expressions, dan habit tracker. Program “Speak Good, Act Good” dapat menjadi salah satu cara sederhana untuk menggabungkan pembelajaran bilingual dengan penguatan karakter dan budaya komunikasi positif di madrasah.
Bilingual programs in madrasahs are not only intended to introduce English but can also be used to build polite communication habits among students. This community service program aimed to assist students at MI Nurul Hidayah in developing positive communication habits through the “Speak Good, Act Good” program. The program used a direct and continuous mentoring method consisting of initial observation, introduction of simple English expressions, communication practice, habituation, evaluation, and follow-up activities with teachers. The expressions used included Please, Thank You, Sorry, and Excuse Me, which were practiced in students’ daily communication at school. Data were collected through observation, interviews, and documentation and were analyzed descriptively. The results showed positive changes in students’ confidence and habits in using simple English expressions. Descriptive observation results showed improvement across all indicators of students’ communication skills and positive communication habits after the mentoring activities. Students became more confident in using simple English expressions and showed more polite communication with teachers and peers. Teacher involvement also played an important role in maintaining the program through activities such as English Corner, daily expressions, and habit tracker. The “Speak Good, Act Good” program can be a simple approach to combining bilingual learning with character development and positive communication culture in the madrasah environment.
Abstract:Migrasi pekerja Indonesia ke luar negeri, termasuk ke Taiwan, terus menunjukkan tren peningkatan setiap tahun, sehingga Taiwan menjadi salah satu negara tujuan utama Pekerja Migran Indonesia (PMI) di kawasan Asia Timur.…
Namun, tingginya angka migrasi tersebut belum sepenuhnya diimbangi dengan pemahaman hukum PMI mengenai hak, kewajiban, dan mekanisme perlindungan yang diatur dalam Undang-Undang Nomor 18 Tahun 2017 tentang Pelindungan Pekerja Migran Indonesia. Kondisi tersebut menyebabkan PMI rentan mengalami eksploitasi kerja, pemotongan gaji secara ilegal, penahanan dokumen, serta potensi tindak pidana perdagangan orang (TPPO). Kegiatan pengabdian kepada masyarakat ini dilaksanakan melalui Program International Community Service (Student International Community Service) Universitas Muhammadiyah Bengkulu (UMB) di Taiwan dengan tujuan meningkatkan pemahaman hukum PMI mengenai hak-hak dasar, prosedur pengaduan resmi, dan pencegahan TPPO. Metode pelaksanaan meliputi ceramah interaktif, diskusi kelompok, studi kasus, simulasi pengaduan, serta pembagian modul saku dwibahasa yang dilaksanakan di tiga lokasi konsentrasi PMI, yaitu Taipei, Taoyuan, dan Kaohsiung, dengan melibatkan 115 peserta. Hasil evaluasi menunjukkan peningkatan rata-rata skor pemahaman hukum peserta dari 50,4 pada pre-test menjadi 82,4 pada post-test atau meningkat sebesar 63,5%. Tingkat kepuasan peserta terhadap kegiatan mencapai 92% dalam kategori puas dan sangat puas. Kegiatan ini menunjukkan bahwa program International Student Community Service dapat menjadi model pengabdian lintas negara yang efektif sekaligus bentuk kontribusi perguruan tinggi dalam memperkuat perlindungan hukum bagi diaspora pekerja Indonesia di luar negeri.
The migration of Indonesian workers abroad, including to Taiwan, continues to show an increasing trend every year, making Taiwan one of the main destination countries for Indonesian Migrant Workers (PMI) in the East Asian region. However, the high migration rate has not been fully balanced with PMI's legal understanding of the rights, obligations, and protection mechanisms regulated in Law Number 18 of 2017 concerning the Protection of Indonesian Migrant Workers, so that PMI is vulnerable to labor exploitation, illegal salary deductions, document detention, and potential trafficking in persons (TPPO). This community service activity is carried out through the International Community Service Program (Student International Community Service) of the University of Muhammadiyah Bengkulu (UMB) in Taiwan, with the aim of increasing PMI's legal understanding of basic rights, official complaint procedures, and prevention of trafficking. The implementation methods included interactive lectures, group discussions, case studies, complaint simulations, and the distribution of bilingual pocket modules, which were carried out in three PMI concentration locations, namely Taipei, Taoyuan, and Kaohsiung, involving 115 participants. The results of the evaluation showed an increase in the average legal understanding score of participants from 50.4 in the pre-test to 82.4 in the post-test, or an increase of 63.5%, with the level of satisfaction with the activity reaching 92% in the satisfied and very satisfied categories. This activity shows that the International Student International Community Serviceprogram can be an effective model of cross-border community service as well as a form of university contribution in strengthening legal protection for the diaspora of Indonesian workers abroad.
Abstract:Communicative competence has become an essential competency for business education students in response to the growing demands of multilingual, multicultural, and technology-driven workplaces. However, previous studies have…
ave generally examined bilingual competency, collaborative learning, and communicative competence as separate constructs, providing limited understanding of their integrated relationships. This study aimed to develop an Integrated Communicative Competence Model for business education through the synthesis of previous empirical studies and recent international literature. A conceptual research design employing an integrative evidence synthesis approach was used to analyse empirical findings on bilingual competency, pair interaction, communicative competence, and professional readiness. The synthesis demonstrates that bilingual competency provides the linguistic and intercultural foundation for effective communication, while pair interaction functions as a collaborative learning mechanism that strengthens authentic communication practices. The interaction of these dimensions enhances communicative competence, which subsequently improves students' professional readiness and graduate employability in multilingual business environments. The proposed model contributes to communication studies by integrating bilingual competency and collaborative learning into a unified conceptual framework and provides practical guidance for curriculum development and communication-oriented learning in business education.
Abstract:This study investigates the difficulties faced by fourth-grade students at SDN 060878 Krakatau Medan Timur in understanding English classroom instructions. The research identifies four main obstacles: limited vocabulary…
mastery, low confidence and motivation, less varied teaching strategies, and minimal English exposure outside school. The study also highlights effective teacher efforts such as repeating instructions, providing bilingual explanations, using demonstrations, and implementing interactive activities. These findings are expected to guide teachers in creating more adaptive and supportive instructional practices in elementary English learning.
Abstract:Abstract: The development of Artificial Intelligence (AI) technology offers substantial potential for providing interactive educational media, yet its implementation at the elementary education level is frequently impeded…
d by educators' limited digital literacy. This situation was observed at SDN 15 Padang Genting, where English language instruction remains dominated by conventional methods with minimal utilization of adaptive digital media. Therefore, this community service program aims to enhance teachers' competencies and skills in utilizing AI technology as a medium for English language learning. The implementation adopted a Capacity Building approach comprising three structured stages: initial evaluation (pre-test), hands-on practice training, and final evaluation (post-test). The training focused on introducing text and visual generative AI, along with basic prompt engineering techniques. The results demonstrated a highly significant increase in teachers' capacity; comprehension of basic AI concepts surged from 15% to 85%, and the perceived ease of using the technology rose from 20% to 85%. Furthermore, the program successfully facilitated participants in independently producing educational media, such as interactive vocabulary flashcards and bilingual short stories. The hands-on training approach proved effective in overcoming the anxiety of non-technical teachers while accelerating their creativity in designing English learning materials that are relevant and engaging for digital-generation students.
Keywords: artificial intelligence; capacity building; english language; learning media; teacher training.
Abstrak: Perkembangan teknologi Artificial Intelligence (AI) menawarkan potensi besar dalam penyediaan media pendidikan yang interaktif, namun implementasinya di tingkat pendidikan dasar seringkali terhambat oleh keterbatasan literasi digital pendidik. Kondisi ini ditemukan di SDN 15 Padang Genting, di mana pembelajaran Bahasa Inggris masih didominasi oleh metode konvensional dan minimnya pemanfaatan media digital adaptif. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi dan keterampilan guru dalam memanfaatkan teknologi AI sebagai media pembelajaran Bahasa Inggris. Pelaksanaan kegiatan ini mengadopsi pendekatan Capacity Building yang mencakup tiga tahapan terstruktur: evaluasi awal (pre-test), pelatihan berbasis praktik langsung (hands-on practice), dan evaluasi akhir (post-test). Pelatihan difokuskan pada pengenalan AI generatif teks dan visual serta teknik rekayasa prompt dasar. Hasil kegiatan menunjukkan peningkatan kapasitas guru yang sangat signifikan; pemahaman konsep dasar AI melonjak dari 15% menjadi 85%, dan persepsi terhadap kemudahan penggunaan teknologi meningkat dari 20% menjadi 85%. Lebih lanjut, kegiatan ini berhasil memfasilitasi peserta untuk memproduksi luaran media pembelajaran secara mandiri, seperti flashcard vocabulary interaktif dan naskah cerita dwibahasa. Pendekatan pelatihan berbasis praktik terbukti efektif meruntuhkan kecemasan guru non-teknis, sekaligus mengakselerasi kreativitas mereka dalam merancang materi Bahasa Inggris yang relevan dan menarik bagi siswa generasi digital.
Kata kunci: artificial intelligence; capacity building; media pembelajaran; bahasa inggris; pelatihan guru
Abstract:Penelitian ini berfokus pada konsep code-switching dalam bilingualisme yang mana membahas dan mendalami tentang bagaimana dampak psikologis dan sosiologis pada mahasiswa pendidikan bahasa arab. Code-switching ini umumnya…
digunakan ketika mahasiswa PBA presentasi menggunakan Bahasa Arab yang di campur menggunakan bahasa indonesia. Peneliti juga menggali informasi kepada beberapa informan yang menghasilkan jawaban yang variatif satu sama lain. Ada banyak tuturan yang ditemukan yang mengandung “Code-Switching” dalam setiap proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian deskriptif yang menganalisa beberapa informan dan menggali beberapa jawaban melalui wawancara semi-terstruktur dan observasi partisipatif. Hasil Penelitian memiliki dampak psikologis yang kompleks dan beragam. Pembelajaran yang adaptif sangat penting untuk mendukung penguasaan bahasa secara seimbang dalam memaksimalkan manfaat code-switching dan meminimalkan dampak negatifnya. Dalam konteks mahasiswa kelas F program magister Pendidikan Bahasa Arab, code-switching memiliki dampak sosiologis signifikan, terutama dalam interaksi sosial dan akademik. Penggunaan code-switching lebih sering terjadi pada situasi informal, membantu mahasiswa berkomunikasi lebih adaptif dan membangun pemahaman bersama.
Abstract:Central Java–West Java border communities live in a multicultural environment where Javanese and Sundanese cultures meet, forming distinctive multilingual communication practices. The use of Javanese, Sundanese, and Indonesian…
donesian in everyday life functions not only as a means of communication, but also as a representation of the community's social identity. This study aims to analyze the multilingual communication practices of Central Java–West Java border communities and to explain the role of language in representing community social identity. The study uses a descriptive qualitative approach with a literature review method supported by social-contextual reflection. Data were obtained from various scientific sources discussing multilingual communication, social identity, intercultural communication, bilingualism, and multilingualism. The analysis was carried out through the stages of data reduction, theme categorization, meaning interpretation, and conclusion drawing. The findings show that border communities flexibly use Javanese, Sundanese, and Indonesian according to the context of interaction, social relations, and communication needs. The practices of code switching and code mixing are important parts of daily communication as forms of social and cultural adaptation. In addition, language use functions as a symbol of cultural identity, a means of identity negotiation, and a mechanism of social integration in a multicultural environment. The findings affirm that multilingual communication is a representation of dynamic social identity and reflects the ability of border communities to maintain social harmony amid cultural diversity.