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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Research Review: Jurnal Ilmiah Multidisiplin
Muziatun
Universitas Negeri Gorontalo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Social Influences on Self-Identity Formation through English Language Proficiency Delviana Iloponu; Hanisa Hanafi; Muziatun
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i1.118

Abstract

This research aims to explore the social influences on self-identity formation through English language proficiency, utilizing a qualitative approach. English proficiency plays a significant role in forming individuals’ self- identity, particularly amid the academic enivourment. The study involved a questionnaire distributed to 20 students major of English Language Education Program in Gorontalo state university students from diverse social backgrounds and varying levels of English proficiency. Data analysis was conducted using a thematic approach to identify key patterns and themes that illustrate the impact of social factors on the identity formation process. The findings indicate that social environments, including peers, and educational institutions, play an essential role in shaping how individuals perceive themselves through the lens of their English language abilities. However, family factor not significant forming student’s self-identity, because they do not have an educational background or understanding of English. These findings are expected to provide deeper insights into the role of English proficiency in self-identity formation and this research provides significant benefits for educational institutions in understanding their strategic role in shaping students' self-identity.
Students’ Perceptions of English Speaking Learning in Online and Offline Classes: A Case Study of Intensive Course Class Sulis Dangkua; Nonny Basalama; Muziatun
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 2 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2025 - Januari 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v4i2.236

Abstract

This study explores students’ perceptions of English speaking learning in online and offline classes, focusing on the Intensive Course class at Gorontalo State University. Employing a qualitative approach, data were collected through closed-ended questionnaires and documentation of students’ GPA in speaking-related courses. The participants were students from the 2021 cohort (online learning) and 2022 cohort (offline learning). The study examined seven key components of speaking skills: fluency, pronunciation, grammar, vocabulary, comprehension, confidence, and engagement. The results indicate that students who experienced offline learning reported more positive perceptions across almost all components, attributing their improvement to real-time interaction, direct feedback, and active class participation. Meanwhile, students in online learning perceived improvement particularly in pronunciation and fluency, supported by independent practice and flexible access to digital resources, yet faced challenges in engagement and interaction. Despite these perception differences, the average GPA between the two groups was relatively similar. The findings, interpreted through Vygotsky’s Sociocultural Theory, highlight the importance of social interaction and scaffolding in speaking skill development. Overall, offline learning was perceived as more effective in fostering speaking competence.
Teacher-Student Translanguaging Interaction: A Discourse Analysis of Eliciting Responses in EFL Classrooms Fadly Umadji; Hasanuddin Fatsah; Muziatun; Rasuna Talib; Rahman Taufiqrianto Dako
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10007

Abstract

This study investigates the strategic utilization of translanguaging within teacher-student interactional sequences to elicit and facilitate student responses in the English as a Foreign Language (EFL) classroom of SMA Negeri 11 Gorontalo Utara. Set within the rural, multi-ethnic educational context of Gentuma Village, which is deeply characterized by the local sociocultural philosophy of Huyula (mutual cooperation), this research challenges traditional monolingual biases in language pedagogy. Employing a qualitative descriptive case study design oriented towards classroom discourse analysis. The analysis strictly integrates Doff’s (2012) taxonomy of elicitation techniques encompassing questioning, visual aids, games, texts, and non-verbal cues, with contemporary translanguaging pedagogical frameworks. The results demonstrate that the teacher systematically orchestrates a sophisticated "symphony of languages," fluidly mobilizing English, Indonesian, Gorontalo, Javanese, Sanger, and Manado Malay to activate students' background knowledge, lower the affective filter, and prompt active verbal participation. Specifically, visual and game-based elicitation techniques proved highly effective when coupled with translanguaging, transforming the rigid Initiation-Response-Feedback (IRF) sequence into a collaborative, hybrid interactional space. The findings reveal that translanguaging elicitation is not a remedial necessity for linguistic deficits, but a culturally sustaining pedagogical strategy that leverages local linguistic repertoires to build global communicative competence. This study provides empirical evidence that validating multi-ethnic identities within the EFL classroom fosters an inclusive learning environment, significantly enhancing students' willingness to communicate and overall classroom interactional competence
Co-Authors Delviana Iloponu Fadly Umadji Hanisa Hanafi Hassanudin Fatsah Nonny Basalama Rahman Taufiqrianto Dako Rasuna Talib Sulis Dangkua