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All Journal PREMISE: Journal of English Education and Applied Linguistics Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya TRANS-KATA: Journal of Language, Literature, Culture, and Education ABDI SABHA (Jurnal Pengabdian kepada Masyarakat) Research Review: Jurnal Ilmiah Multidisiplin Studies in English Language and Education Socius: Social Sciences Research Journal Jurnal Pengabdian Masyarakat International Journal of Education, Culture, and Society
Novriyanto Napu
Universitas Negeri Gorontalo
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Error Analysis of Student’s Descriptive Text Writing Using Grammarly Software Abubakar, Intan S.; Napu, Novriyanto; Dama, Dewi
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 12 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15638321

Abstract

One of the English skills which is important to be mastered by students is writing skills. Writing is creative and expressive process. Students need to explore their ideas to write comprehensively. However, there are still many students who make mistakes in writing. This study aims to determine the types of errors most often made by students in writing descriptive text with Grammarly software. Qualitative research design was used in this study. Error analysis in student writing with Grammarly software was applied to 2 classes with a total of 20 English education students. This research is expected to provide valuable insights into good writing procedures, especially in descriptive text writing and the use of Grammarly (AI) software platforms in improving students’ writing skills. The results of the research on error analysis and error classification with Grammarly software show that there are 4 errors made by students in writing descriptive text, namely correctness 46 (51%) errors, clarity 28 (31%) errors, engagement 11 (12%) errors and delivery 5 (6%) errors. With correctness 46 errors and clarity 28 errors as the most frequent types of errors made by students. These findings indicate that students need to improve their writing skills by utilizing the available Grammarly software platforms (AI).
Translation Competence of Students and Its Implications for the Development of Syllabus/RPS in the Translation Course at the English Education Department of Sultan Amai State Islamic Institute (IAIN) Gorontalo Pakaja, Marina; Bouti, Suleman; Lihawa, Kartin; Napu, Novriyanto
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.28011

Abstract

This study investigates the translation competence of students in the English Education Program at IAIN Sultan Amai Gorontalo and examines its implications for the development of the Translation course syllabus. Translation plays a critical role in education by bridging theoretical understanding and practical application, yet students often struggle with linguistic and cultural accuracy. Employing a mixed methods sequential explanatory design, the study was conducted in two phases. The first phase involved the quantitative analysis of students’ translation errors from the textbook Factfulness, focusing on morphological, syntactic, semantic, and cultural aspects. The second phase involved qualitative interviews to explore students’ translation strategies and cognitive processes. The findings revealed 285 translation errors, with semantic (121) and syntactic (78) errors being the most prevalent. Morphological (58) and cultural (28) errors were also significant, indicating challenges in structural adaptation and intercultural mediation. The qualitative data further highlighted students’ reliance on literal translation and limited metalinguistic awareness. These results underscore the need to reformulate the Translation course syllabus to emphasize dynamic equivalence, cultural competence, and contextual meaning. Recommendations include integrating process-based translation instruction, error analysis, and reflective translation practice to enhance pedagogical effectiveness.
PENERAPAN CLASSROOM ROUTINES DALAM AKTIFITAS BELAJAR BAHASA INGGRIS Napu, Novriyanto; Hanafi, Hanisah; Bouti, Suleman; Abubakar, Intan S.; Helidu, Putri Amelia; Hasbullah, Hasna; Mardjo, Muhamad Hardiyanto Kiyai
BESIRU : Jurnal Pengabdian Masyarakat Vol. 1 No. 10 (2024): BESIRU : Jurnal Pengabdian Masyarakat, Oktober 2024
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/hap8p419

Abstract

Kegiatan ini dilaksanakan di kelas kursus bahasa Inggris Transbahasa Gorontalo selama 1 hari. Pengabdian ini bertujuan untuk menerapkan Classroom Routine kepada siswa. Subjek dari pengabdian ini adalah seluruh siswa yang mengikuti kursus bahasa inggris Transbahasa yang berjumlah 13 siswa dengan mayoritas di jenjang pendidikan Sekolah Dasar. Untuk memperoleh data peneliti menggunakan instrumen atau teknik pengumpulan data berupa wawancara, observasi, dan kuisioner. Setelah data terkumpul, peneliti mengadakan pengolahan dan analisis data dengan teknik analisis tematik. Hasil pengabdian menunjukkan bahwa 75% siswa merasa rutinitas didalam kelas membantu dalam proses belajar.
FUN READING PADA SISWA KURSUS BAHASA INGGRIS SEBAGAI PENINGKATAN KETERAMPILAN MEMBACA Hanafi, Hanisah; Napu, Novriyanto; Abubakar, Intan S.; Helidu, Putri Amelia; Hasbullah, Hasna; Mardjo, Muhamad Hardiyanto Kiyai
BESIRU : Jurnal Pengabdian Masyarakat Vol. 1 No. 10 (2024): BESIRU : Jurnal Pengabdian Masyarakat, Oktober 2024
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/yza11487

Abstract

Pengabdian dilaksanakan pada siswa kursus bahasa inggris di Transbahasa Gorontalo. tujuan dari pengabdian ini adalah untuk meningkatkan minat membaca siswa lewat aktifitas Fun reading. Subjek dari pengabdian ini adalah siswa kurus bahasa inggris Transbahasa dengan jumlah 11 siswa dalam kelas kursus. Dalam perolehan data peneliti menggunakan instrumen dan teknik pengumpulan data berupa observasi dan wawancara. Pengolahan data yang terkumpul, peneliti mengadakan pengolahan data tematik. Hasil dari pengabdian ini menemukan bahwa terdapat peningkatan skor pemahaman bacaan siswa sebanyak 75% setelah diterapkan fun reading.
Linguistic landscapes in multilingual urban settings: Insights from translation perspectives Napu, Novriyanto
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.29559

Abstract

A multilingual urban area is a translation space that allows the exchange of ideas across languages and cultures. Yet, little research has examined how translation plays a role in shaping linguistic landscapes that depict coexisting languages in public spaces. This paper aims to examine the linguistic landscape of public signage from the viewpoint of translation. A total of 123 bilingual signage was collected from the linguistic landscape of Gorontalo City, an emerging tourism industry with an interesting multilingual setting in Eastern Indonesia. The data were analyzed using the translation category of multilingual writing developed by Reh (2004) and Edelman (2010) to provide an understanding of the translational practice evident in the signage. The analysis also looked at the direction of the translated signage, including official and non-official translation based on the linguistic landscape orientation (top-down and bottom-up), as well as translation to demonstrate collective identity. Translation practices, categorized into word-for-word (67 items), free (8 items), partial (11 items), and non-translation (37 items), demonstrate a growing trend toward linguistic diversity. The top-down approach is evident in official translations (50 items) by government entities, while non-official translations (73 items) dominate commercial spaces. Arabic, displayed alongside Indonesian and English, symbolizes religious identity in public signage. Overall, Gorontalos linguistic landscape reflects a shift to bilingualism, particularly with widespread English translations. Its linguistic landscape showcases a dynamic interplay of language, translation, and cultural identity in an evolving urban environment.
The Implementation of the Storyline Approach in EFL Writing Instruction: A Case Study of Teacher Practices and Student Responses at SMP Negeri 2 Gorontalo, Indonesia Paputungan, Tresmina; Lihawa, Kartin; Napu, Novriyanto
International Journal of Education, Culture, and Society Vol 4 No 1 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i1.8725

Abstract

This study investigates the implementation of the Storyline Approach in English as a Foreign Language (EFL) writing instruction, with a focus on teacher practices and student responses at SMP Negeri 2 Gorontalo. It aims to explore how the Storyline Approach is operationalized in classroom instruction and to examine its impact on students’ writing development and perceptions. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with the English teacher, and document analysis of lesson plans, complemented by analysis of students’ writing scores from pre-tests and post-tests. The findings reveal that the teacher implemented the Storyline Approach systematically through clearly defined stages, including context creation, character and setting development, plot construction, language focus, and reflection, thereby creating a meaningful and contextualized learning environment that actively engaged students in the writing process. Quantitative evidence from students’ writing scores indicates consistent improvement across multiple themes, particularly in grammar, text organization, content development, and coherence. In addition, students demonstrated positive responses toward storyline-based instruction, reflected in increased motivation, participation, and confidence in writing. The study concludes that the Storyline Approach constitutes an effective and sustainable instructional strategy for enhancing EFL writing skills at the junior secondary school level and contributes to the growing body of research on contextual and student-centered approaches in EFL writing instruction in Indonesian educational settings.
Co-Authors Abubakar, Intan S. Blongkod, Adhe Liani Bouti, Suleman Dama, Dewi Fatmawaty Mohammad, Titien Fatsah, Hasanuddin Gani, Rifkah Hadjim, Wahyu S. Hanisah Hanafi Hasbullah, Hasna Helidu, Putri Amelia Irmawaty Umar Jefriyanto Saud Kartin Lihawa Latingara, Nurullah Hairunnisa Magdalena Baga Mamonto, Asta Mardjo, Muhamad Hardiyanto Kiyai Matoka, Aminah Qurrata Aini Muhammad Nur Nurullah Hairunnisa Latingara Pakaja, Marina Paputungan, Tresmina Pilongo, Jolanda Hulda Debora Sartin T. Miolo Soleman, Adinda Rahmatika Sri Manovita Pateda Sri Widyarti Ali Sunani, Inang Regita Cahyani Titien Fatmawaty Mohammad Usman Pakaya Wahyu S. Hadjim Yunus Gani