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All Journal Al-Lisan Jurnal Bahasa Inggris Terapan Register : Journal of English Language Teaching and Learning of FBS UNIMED Al-Lisan: Jurnal Bahasa Madani: Jurnal Pengabdian Ilmiah. Journal of English Language Teaching, Linguistics, and Literature Studies Journal of English Teaching and Linguistic Issues (JETLI) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Habibie, Alvons
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Semantic Mapping as a Pre-Writing Strategy in the EFL Classroom: Voices from Teachers and Students Pakaja, Marina; Habibie, Alvons; Akhmad, Enni; Nabu, Andiani Rezkita; Karmila, Karmila
Jurnal Bahasa Inggris Terapan Vol. 11 No. 1 (2025): April 2025
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v11i1.6583

Abstract

Semantic mapping is a widely recognized strategy in English language learning, particularly in the development of writing skills. Despite its proven effectiveness, limited attention has been given to its use at the pre-writing stage, especially in paragraph writing. This study aims to explore the perspectives of both teachers and students on the application of semantic mapping during the pre-writing phase and to identify the benefits and challenges associated with its implementation. A descriptive qualitative method was employed, involving two teachers and seventeen students from Muhammadiyah Junior High School in Gorontalo City. The findings revealed that both teachers and students held positive views about using semantic mapping before writing. They reported various benefits, although they also faced several challenges, particularly related to time constraints and students’ preparedness. The results of this study suggest that semantic mapping remains a valuable instructional tool that can be further developed and effectively integrated with emerging educational technologies.
The Effect of Flashcard Media on English Vocabulary Acquisition in Elementary School Yusuf, Ilham; Akhmad, Enni; Kaaba, Titin Suhartin; Habibie, Alvons; Ayuba, Hasan
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 2 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i2.2819

Abstract

This study aims to determine the effect of flashcard media on the English vocabulary mastery of fourth-grade students at SDN Matayangan. The research employs a quantitative method with a One Group Pretest-Posttest design. A total of 24 students from class IV were selected as the research sample using total sampling technique. The research instrument consisted of 20 multiple-choice questions, which were administered both before and after the treatment to measure students’ vocabulary mastery. The treatment involved the use of flashcard media as a learning tool during English vocabulary lessons over a period of several sessions. The research findings show an improvement in the students’ vocabulary scores, with an average pretest score of 63.96 increasing to an average posttest score of 78.33. This indicates that students demonstrated better vocabulary understanding after being exposed to flashcard media. The data were analyzed using paired sample t-test through SPSS, which revealed a significance value of 0.000 (< 0.05). This result confirms that there is a statistically significant difference between the pretest and posttest scores. Therefore, it can be concluded that the use of flashcard media had a significant effect on students’ vocabulary mastery. The findings support previous research which suggests that visual media such as flashcards can enhance memory and retention, especially among young learners. The use of colorful and engaging flashcards helped students to associate words with images, making the learning process more effective and enjoyable. This study recommends that teachers incorporate flashcards into classroom instruction as an alternative strategy to improve students’ English vocabulary acquisition. Keywords: flashcards, vocabulary, English, learning outcomes, elementary students
The Practice of Translanguaging Pedagogy Approach In EFL Classroom Datungsolang, Fadila Amalia; Habibie, Alvons; Nabu, Andiani Rezkita; Hasan, Jhems Richard; Helingo, Adimawati
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i1.3656

Abstract

In the last decade, the application of translanguaging in language teaching has attracted the attention of researchers and educational practitioners. Although many studies have explored the benefits of Translanguaging, a gap remains in the literature on how Translanguaging is effectively applied in the context of learning English as a foreign language (EFL) in Islamic higher Education. This study explores the practice of the translanguaging pedagogy approach in English as a Foreign Language (EFL) classes at the English Education Department of IAIN Sultan Amai Gorontalo. This research employed a qualitative approach with a case study design, focusing on first-year students and English lecturers in the English Education Department at IAIN Sultan Amai Gorontalo. The participants included 25 students (six males and 19 females) and two English lecturers. The results revealed that translanguaging was frequently used by both lecturers and students across five observed sessions in various English courses, including Literal Inferential Reading, Speaking for Formal Interaction, and English Basic Grammar. A total of 300 translanguaging instances were recorded, with Insertion (24.67%), Intra-sentential (23%), and Inter-sentential (18.67%) being the most common types, followed by Entire (17.33%) and Congruent Lexicalization (16.33%). This helps improve their understanding of the material being taught and gives them greater confidence in learning the target language.Keywords: Translanguaging, Approach, EFL Classroom
The Most Appropriate Online Assessment Tools for Language Learning: An Analysis of Their Use and Challenge in EFL Instructions Hasan, Jhems Richard; Habibie, Alvons
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.3942

Abstract

The integration of assessment tools with technology can lead to numerous benefits, such as improving the efficiency and practicality of the assessment process and its results. Therefore, this study aimed to map the types of online grading systems in EFL testing classrooms and also determine the challenges faced by users, including EFL lecturers and students. This study involved 10 EFL lecturers and 15 students of the English Education Department of IAIN Sultan Amai Gorontalo, and the instruments used for data collection were observation sheets and a questionnaire. A minimum of 52 online grading systems were accessible through websites and these tools were assessed using instruments produced by the study team to identify any tools that could be employed in the context of language learning, particularly in terms of evaluation. Based on the results, 16 tools were identified for use in the language evaluation process. These included (1) Mentimeter, (2) AnswerGarden, (3) Blooket, (4) Gimkit, (5) Crowdsignal, (6) Google Formulir, (7) Kahoot, (8) Socrative, (9) Quizizz, (10) EdPuzzle, (11) Formative, (12) Floop, (13) JoeZoo, (14) EasyTestMaker, (15) Quia Web, and (16) Edmodo. Furthermore, 5 main components in terms of the challenges faced by EFL lecturers and students in applying these online grading systems in the learning process were identified. These components included preparing to conduct an online assessment, organization of questions, internet connection issues, the use of a device, and controlling a plagiarism/cheating issue.
The Rise of Translanguaging in EFL Contexts: A Bibliometric Study Using Scopus Database (2013–2025) Habibie, Alvons; Datunsolang, Fadila Amalia; Jhems Richard Hasan
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v14i3.67297

Abstract

This study aims to examine publication trends, citation patterns, leading authors and institutions, geographic distribution, and emerging thematic clusters in research on translanguaging pedagogy in English as a Foreign Language (EFL). Using a bibliometric approach, data were retrieved from the Scopus database from 2013 to 2025. A total of 143 peer-reviewed articles that met the inclusion criteria were analyzed quantitatively. The findings reveal a significant increase in publication volume, particularly since 2018, reaching its peak in 2024. The most highly cited articles explored multilingual identity, teacher strategies in EFL classrooms, and technology, particularly Google Translate, in translingual contexts. Asian countries, especially Indonesia, China, and Thailand, accounted for the most publications, while notable contributions came from institutions in Southeast Asia, Europe, and North America. Topic visualization using VOSviewer identified seven major thematic clusters: classroom interaction, student perceptions, teacher identity, multimodality, bilingual education, and academic writing in EFL. These results indicate that translanguaging has evolved beyond a linguistic strategy into a comprehensive and context-sensitive pedagogical approach. The study highlights the need for further longitudinal research and calls for deeper investigation into integrating translanguaging in curriculum development and teacher training across various educational levels.
The Effectiveness of Using Wall Word Media in Teaching Vocabulary for EFL Young Learners Hasan, Jhems Richard; Habibie, Alvons
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1125

Abstract

This study aims to examine the effectiveness of wall word media in improving students’ vocabulary mastery in SMP Negeri 1 Paguyaman, Gorontalo. Quantitative methods are research approaches that involve the collection and analysis of numerical data to answer research questions or test hypotheses. This method emphasizes the use of statistical analysis to examine relationships between variables and to determine the significance of results. A quasi-experiment is a research design used in this study. This indicates that the use of Wall Word media can improve English vocabulary mastery in students. After exploring the use of Wall word Media in teaching vocabulary to young learners, it can be concluded that this media can be an effective and engaging way to enhance students' vocabulary learning. The visual and interactive nature of Wall word Media can help young learners to remember new words more easily and retain them for longer periods. Furthermore, the tool can be used to introduce learners to different cultures and help them to develop their understanding of diverse perspectives. It is worth noting, however, that Wall word Media should not be used in isolation as the sole method of teaching vocabulary.
A Bibliometric Analysis of Online Assessment Platforms in English as a Foreign Language (EFL) Classrooms Habibie, Alvons; Brianto, Rico
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 1 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i1.1826

Abstract

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.
The Effectiveness of Group Discussion Method in Promoting Student’s Reading Comprehension Rusli, Sucitra; Pakaja, Marina; Habibie, Alvons
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 2 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i2.2099

Abstract

The objective of the study is to find out whether Teaching reading comprehension through the group discussion method isefficacious in improving students' reading ability and to know how significant the effect of the group discussion method is on the students' reading comprehension in the 3rd semester of the English Education Department. The population in this study were all 3rd-semester students majoring in English education, with a total of 26 people. The data collection method is based on pre-tests and post-tests. research data were then analyzed using the t-test to see the increase in students' reading comprehension. the results of the study showed that the average pre-test and post-test increased. This can answer theresearch question, namely, whether the group discussion method is effective enough in improving students' reading comprehension of narrative texts, as evidenced by the average post-test score in the control class of 69.2. In the experimental class, it has an average value of 73.0. The result of this study indicated that the group discussion method was effective. From this study, the researcher concluded that the Group Discussion method (cooperative learning) is effective in learning reading comprehension of narrative text.
Realia-Mediated Instruction: An Effective Tool for Improving Young Learners' Vocabulary Skills Bhatti, Muhammad Safdar; Habibie, Alvons; Noreen , Shaista; Hussain, Sabir; Bajwa, Shahla
Al-Lisan: Jurnal Bahasa Vol 6 No 2 (2021): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.368 KB) | DOI: 10.30603/al.v7i2.2176

Abstract

A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.
Sosialisasi Pemanfaatan Plagiarism Software berupa Turnitin pada Mahasiswa Tingkat Akhir Jurusan Tadris Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan IAIN Sultan Amai Gorontalo Hasan, Jhems Richard; Habibie, Alvons
Madani: Jurnal Pengabdian Ilmiah Vol. 7 No. 1 (2024): Madani: Jurnal Pengabdian Ilmiah
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/md.v7i1.4691

Abstract

Examination of plagiarism actions towards scientific writing results, in line with the current technological advancements, cannot be denied. There are many checking tools available, whether through applications or web-based software. One of the familiar and widely used software is Turnitin. Therefore, the research team deemed it necessary to delve deeper and provide an understanding of the utilization of Turnitin software to students, especially in thesis writing. This study aims to introduce the use of Turnitin software as a similarity detection application in scientific writing, particularly in thesis works for final-year students in the English Language Teaching Department at IAIN Sultan Amai Gorontalo. The study involved 27 students. The utilization socialization model was conducted face-to-face. The results of this research show an improvement in understanding the utilization of Turnitin in the process of checking scientific writing, particularly in students' thesis works. This is evidenced by the difference in the level of understanding of Turnitin before and after socialization, which is quite significant at 35 percent. Such socialization needs to be carried out extensively to ensure that awareness of plagiarism actions and the utilization of Turnitin among students at IAIN Sultan Amai Gorontalo spreads evenly. Keywords: Plagiarism Checker; Utilization Socialization; Turnitin; Scientific Writing.
Co-Authors Bajwa, Shahla Bhatti, Muhammad Safdar Brianto, Rico Datungsolang, Fadila Amalia Datunsolang, Fadila Amalia Enni Akhmad, Enni Hasan Ayuba, Hasan Helingo, Adimawati Hussain, Sabir Ilham Yusuf, Ilham Ismail, Abdul K. Jhems Richard Hasan Jhems richard hasan Kaaba, Titin Suhartin karmila karmila Nabu, Andiani Rezkita Noreen , Shaista Pakaja, Marina Rusli, Sucitra