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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Indonesian Journal of Learning and Instruction Indonesian EFL Journal Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) Ideas: Jurnal Pendidikan, Sosial dan Budaya Randwick International of Education and Linguistics Lingua Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Al-Lisan: Jurnal Bahasa Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Language, Technology, and Social Media Variable Research Journal Serambi: Jurnal Pengabdian Masyarakat
Muziatun Mukadji
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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NAVIGATING THE HURDLES OF TOEFL READING COMPREHENSION: INSIGHTS FROM UNIVERSITAS NEGERI GORONTALO Muziatun Muziatun; Sartin T Miolo; Hildasari Abuda
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10333

Abstract

This study aims to identify and overcome the challenges faced by students at Universitas Negeri Gorontalo in the TOEFL reading comprehension section. Despite extensive research on TOEFL reading comprehension, there remains a gap in practical, context-specific interventions tailored to Indonesian EFL learners. This study utilizes a mixed-methods approach to address this gap. First, a needs analysis was conducted through surveys and interviews to identify key difficulties. Subsequently, various instructional strategies, including vocabulary enhancement and reading strategy training, were implemented and evaluated. The results indicate that targeted interventions significantly improve students' reading comprehension skills. The findings contribute to the broader field of language education by providing practical solutions for educators and students to navigate the hurdles of TOEFL reading comprehension.Keywords: TOEFL, reading comprehension, vocabulary mastery, instructional strategies, EFL learners, Indonesian context. 
Social Conflict in the Linguistic Landscape of Teen Language in the Digital Era Mokodompit, Isnawita; Basalama, Nonny; Miolo, Sartin; Muziatun, Muziatun
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 4 (2025): RIELS Journal, December
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i4.1235

Abstract

This study investigates social conflicts associated with teen language use on social media and messaging applications such as WhatsApp, TikTok, and Instagram, as well as within the communication focus of schools and learning surroundings. The main research issue revolves around the tensions caused by the use of informal youth language, including slang, abbreviations, emojis, code switching, and the tensions from adults expecting a more formal communicative structure. This research employs an ethnographic approach, specifically the youth language analysis via metadata and corpus-based techniques. This study incorporated observations as well as focused and conflict-centered, specifically student-teacher, deep interviews. The principal findings state that the use of informal language and the clash of its use within the expectations of the school and learning habitat is a major source of conflict, thus contributing to the overall "understanding" of the intergenerational language clash. This along with the rapid dissemination of digital trends has contributed to social conflict. This research aims to bridge the gaps in literature by identifying the socio-communicative functions of youth language and by demonstrating the need to revise the intercooled framework of interaction to enhance effective school and digital communication
Exploring Speaking Anxiety Levels Among EFL Students: Evidence from the English Language Education Study Program of Universitas Negeri Gorontalo Frindi Meilani Hasan; Muziatun; Indri Wirahmi Bay
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.v14i1.8479

Abstract

Speaking anxiety remains one of the most common challenges experienced by English as a Foreign Language (EFL) learners, particularly in oral communication activities. This study aimed to identify the level of speaking anxiety among students of the English Language Education Study Programme at Universitas Negeri Gorontalo. The study employed a descriptive quantitative research design involving 110 students selected through purposive sampling from a population of 131 students who had completed speaking-related courses. Data were collected using the Foreign Language Speaking Anxiety Questionnaire (FLSAQ), an 18-item adaptation of the Foreign Language Classroom Anxiety Scale (FLCAS), and analyzed using descriptive statistics. The findings revealed that 45% of the participants experienced moderate speaking anxiety, 36% experienced high anxiety, and only 19% demonstrated low anxiety. The results indicate that speaking anxiety remains a prevalent issue among EFL students, with the majority of participants experiencing moderate to high levels of anxiety during English-speaking activities. Furthermore, the most significant sources of anxiety were speaking with native speakers, misunderstanding teacher correction, lack of self-confidence, and speaking without preparation. These findings suggest that speaking anxiety is influenced by both internal and external factors that may hinder students’ oral communication performance. The study highlights the importance of creating supportive classroom environments, providing constructive feedback, and implementing low-pressure speaking activities to help students develop confidence and reduce anxiety. The novelty of this study lies in its focus on pre-service English teachers in an Indonesian higher education context, contributing to the growing body of research on foreign language speaking anxiety.
The Use of Quizizz in EFL Classroom: Students’ Perceptions and Learning Outcomes at Junior High School Syahril Nur; Karmila Machmud; Harto Malik; Muziatun; Sartin Miolo
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.v14i1.10652

Abstract

This study aims to examine students’ perceptions and learning outcomes on the use of Quizizz in an English as a Foreign Language (EFL) classroom at MTsN 1 Boalemo. This research employed a mixed-method approach with an explanatory sequential design. The participants were 31 students selected through purposive sampling. Data were collected using a questionnaire, pre-test and post-test, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, paired sample t-test, and Cohen’s d, while qualitative data were analyzed descriptively. The findings revealed that students demonstrated a high level of perception toward the use of Quizizz (M = 3.44), indicating that the platform is useful, engaging, and easy to use. The learning outcomes improved significantly, with the mean score increasing from 62.8 to 81.6 and learning mastery rising from 34% to 87%. The N-Gain score was 0.51 (moderate), the t-test indicated a significant difference (p < 0.05), and the effect size was very large (d = 2.42). The instrument was also proven valid and highly reliable (α = 0.91). However, some challenges were identified, particularly unstable internet connectivity. It can be concluded that Quizizz is an effective tool to enhance students’ engagement and learning outcomes in EFL classrooms.
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.
Teachers’ Sense-making of English Guru Penggerak in Implementing Deep Learning through Mindful, Meaningful, Joyful Learning Priciples Adelmi Kurniawati Ds; Hasanuddin Fatsah; Muziatun Mukadji; Moon Hidayati Otoluwa; Sartin Miolo
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.v14i1.9914

Abstract

This study examines English Guru Penggerak teachers' perceptions of Deep Learning through the Mindful, Meaningful, and Joyful (MMJ) framework in junior high school English classrooms in North Gorontalo Regency. In this study, Deep Learning refers to a pedagogical policy within the Indonesian education system rather than artificial intelligence or machine learning. The study addresses two research questions: how teachers perceive Deep Learning through the MMJ principles and how they describe their readiness to implement them. A descriptive qualitative design was employed involving eight English Guru Penggerak teachers. Data were collected through semi-structured interviews and supported by document analysis of teaching modules, worksheets, and assessment instruments. The data were analyzed using thematic analysis, including coding, cross-participant comparison, and document triangulation. The findings indicate that teachers generally perceived MMJ positively and considered it relevant to English language learning. They associated the framework with a safer classroom climate, greater student participation, stronger motivation, and more meaningful learning experiences. However, teachers demonstrated varying levels of conceptual understanding, with some still developing their understanding of MMJ while others articulated its principles more comprehensively. Teachers also showed uneven readiness to implement the framework. Pedagogical readiness was reflected in contextual learning tasks, reflective practices, and interactive classroom activities, whereas assessment readiness remained the weakest dimension. In addition, leadership support, professional learning communities, academic supervision, infrastructure, workload, and time allocation influenced implementation. The study concludes that MMJ implementation remains vulnerable to “joyful but shallow” enactment when enjoyable learning activities are not supported by purposeful awareness, meaningful learning, reflection, feedback, and evidence of student learning progress.
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
Factors Influencing Cognitive Academic Language Proficiency in Academic Speaking among EFL Pre-Service Teachers Reynaldi Karim; Muziatun; Haris Danial
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.v14i1.10959

Abstract

This study addresses the limited empirical attention to Cognitive Academic Language Proficiency (CALP)-oriented speaking in Indonesian EFL teacher education, where previous studies often examine speaking anxiety, teaching strategies, and oral communication separately. It explores the factors influencing students’ CALP in academic speaking at the English Language Education Study Program (ELESP), Universitas Negeri Gorontalo. A qualitative descriptive design was employed with twelve sixth-semester pre-service English teachers who had taken the Speaking for Academic Purposes course. Data were collected through semi-structured interviews, classroom observations, and documentation analysis, and were analyzed thematically. The findings reveal four interconnected factors: language exposure, teaching practices, affective factors, and linguistic knowledge. Limited exposure to academic English reduced students’ familiarity with formal vocabulary, academic expressions, and discourse organization. Teaching practices such as English-only activities, debates, presentations, lecturer modeling, correction, and feedback provided structured opportunities for academic speaking practice. Affective factors, particularly anxiety, fear of mistakes, and lack of confidence, reduced spontaneous participation. Linguistic knowledge emerged as the dominant constraint because limited academic vocabulary, grammar mastery, and discourse organization restricted students’ ability to formulate arguments and answer questions, while also intensifying anxiety. Pedagogically, the findings imply that academic speaking instruction should integrate explicit academic vocabulary, discourse organization, critical response strategies, constructive feedback, and emotionally supportive practice.
Bridging the Academic–Vocational Gap: A Needs Analysis for Developing a Project-Based English Module in an Agribusiness Context Elva Bonita Arbie; Nonny Basalama; Sartin T Miolo; Muziatun Mukadji; Hasanuddin Fatsah; Rasuna Talib
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.v14i1.10979

Abstract

The demand for English proficiency in vocational education requires instructional materials that align with students’ professional contexts. Although English for Specific Purposes (ESP) and Project-Based Learning (PjBL) have been widely explored in vocational education, studies integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum remain limited. This study aims to identify the target needs and learning needs of Agribusiness students at SMKN 1 Paguyaman as a basis for developing an ESP module integrated with Project-Based Learning. This research represents the Analysis phase of the ADDIE model and employed a descriptive needs analysis design. Data were collected through document analysis of the Phase F English Learning Outcomes and questionnaires administered to one English teacher, three Agribusiness productive teachers, and 18 eleventh-grade Agribusiness students. The data were analyzed using qualitative descriptive analysis involving data reduction, data display, and conclusion drawing. The findings revealed a gap between curriculum expectations and classroom practices, particularly regarding limited technical vocabulary and the lack of contextualized instructional materials. Specifically, 88% of students reported difficulty understanding English vocabulary, while 93% expressed a need for agriculture-related procedural text materials. Procedure and descriptive texts were identified as the most relevant text types, whereas Project-Based Learning and interactive audio features were considered effective in supporting student engagement and comprehension. The novelty of this study lies in integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum as a foundation for developing contextualized instructional materials. The study concludes that a contextualized ESP module is essential to bridge the gap between content knowledge and students’ language competence.
Co-Authors Abdul Manan Musa Abdul Rifki S. Ngou Adelmi Kurniawati Ds Adriansyah Abu Katili Aisya Risni Lamanci Aisyah Khairunni’mah Amelia Idris Ansar Tario Jusuf Ariska Damogalad Arrofa Acesta Aulia Maulid Latangka Aulia Mundok Bambang T. Toma Dadang Solihat Dela Agustina Delviana Iloponu Dewi Setyaningsih Mangkey Dian Pratiwi Tumari Dwi Mutmaina Pratiwi Talalu Dwi Sri Julianie Sukun Elva Bonita Arbie Elvian Hanny Mitali Fadhil Fahrezi Manoppo Fadlan Kaharu Fadly Umadji Fahria Malabar Fahrus Zaman Fadhly Fatia Hanapi Fatsah, Hasanuddin Fazria A. Hulamahe Febryyana Ismi Ibrahim Frindi Meilani Hasan Gusti Ngurah Ariawan Hanisa Hanafi Hanisah Hanafi Haris Danial Harto Malik Hasanuddin Hasanuddin Fatsah Hasanuddin Hasanuddin Hassanudin Fatsah Hikma Laurestabo Hildasari Abuda Ica Natasya R.D. Husain Indrawati Adam Indri Hamida Ntuna Indri Wirahmi Bay Isnawita Mokodompit Isra Djibu Jefriyanto Saud Juhana Juhana Karmila Machmud Kartin Lihawa Lisnawati Mustapa Manan, Nanan Abdul Maryam Katili Maulida Ulfa Fadila Bisango Mery Balango Moh. Zukhrian Darsa Mohamad Syahrun Ibrahim Mokodompit, Isnawita Monalysa Laonga Moon Hidayati Otoluwa Muhammad Zikran Ishak Mukmin, Rara Sinta Mutia Mahabu Muzdalifah Mahmud Nadia A. Naki Nagita Syahwania Djenaan Natalia Arsyad Nonny Basalama Novira Nento Novriyanto Napu Nur Adelia Leolita Akib Nur Fadila Sadapu Nur Windi Sangketa Nur Zanah Kaluku Nurul Ain Halada Nurul Ainun A.Dj. Panua Puspita Wulandari Samidu Putra, Rizky Anugrah Rahman Taufiqrianto Dako Rahmiati A Hulinggato Rasuna Talib Rasyah Algirifaldi S. Tayeb Reynaldi Karim Salsabillah R. Bahsoan Sara A. Machmud Sartin Miolo Sartin T Miolo Sartin T. Miolo Silfanna J. Podungge Siti Mutiyah Tolinggi Sitti Maryam Sitti Roskina Mas Sri Agriyanti Mestari Sri Cily A. Bisale Sri Minantry Subu Sri Rahayu Malingkas Sulis Dangkua Susan Karim SUSAN, ERI Syah Gita Agatha Nopallina Syahril Nur Syarifuddin Achmad Thalia Miranda Virginia Usman Pakaya Wahyu Maladjai Widyastuti WS. Harunja Wiyanda Jaya Ismail Zuhrianti Hulukati