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All Journal Jurnal Bahasa, Sastra, dan Budaya LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya TRANS-KATA: Journal of Language, Literature, Culture, and Education Research Review: Jurnal Ilmiah Multidisiplin Nanggroe: Journal Of Scholarly Service Jurnal Pengabdian Masyarakat Bangsa Jurnal Abdimas Maduma TOFEDU: The Future of Education Journal Riwayat: Educational Journal of History and Humanities Nanggroe: Journal of Scholarly Service JURNAL PENGABDIAN TEKNIK INDUSTRI Socius: Social Sciences Research Journal Jurnal Pendidikan Islam Kajian Linguistik dan Sastra Jurnal Riset dan Pengabdian Interdisipliner Variable Research Journal Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Fahria Malabar
Universitas Negeri Gorontalo
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Analysis of Learning Styles among Grade VII Students in Learning English at SMP Negeri 1 Tapa Jihan D. Pasisingi; Helena Badu; Fahria Malabar
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.v4i2.228

Abstract

This research aims to analyze the types of learning styles used by Grade VII students of SMP Negeri 1 Tapa in learning English and to determine which learning style is most dominantly used. The study applies the VAK (Visual, Auditory, Kinesthetic) learning style model as the theoretical framework. A quantitative descriptive method. The instrument used in this research was a structured questionnaire consisting of 30 statements, with each 10 items representing one learning style category. The results showed that all three learning styles were present among the students. The visual learning style was identified as the most dominant, followed by auditory and kinesthetic. Students with visual preference tended to understand English better when exposed to images, texts, and visual aids. These findings suggest that English teaching should consider students' learning preferences to support more effective and differentiated instruction. This research highlights the importance of understanding student learning styles to improve engagement and learning outcomes.
EFL Students’ Perceptions of the Repeated Reading Strategy in Enhancing Reading Fluency Moh. Alfi Syahrin; Moon Hidayati Otoluwa; Fahria Malabar
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.v4i2.231

Abstract

This study investigates EFL students’ perceptions of the repeated reading strategy as a method for enhancing reading fluency. Conducted within the English Language Education Study Program at Universitas Negeri Gorontalo during the 2024/2025 academic year, this research adopts a descriptive quantitative approach. A total of 60 first-year students participated in the study through an online Likert-scale questionnaire comprising 30 items categorized into knowledge, perception (absorption, understanding, evaluation), and fluency (accuracy, speed, prosody) indicators. The findings reveal that students exhibit a predominantly positive to very positive perception of the repeated reading strategy. The highest mean scores were observed in prosody (86.33), followed by understanding (82.00), evaluation (82.34), and reading speed (81.89). Although accuracy scored slightly lower (74.44), it still fell within the positive range. These results affirm that students not only understand the purpose and benefits of repeated reading but also experience improvements in expression, comprehension, and confidence when reading aloud. This study supports the integration of repeated reading as an effective and well-perceived pedagogical tool in EFL contexts. It further emphasizes the need to consider students’ perceptions as an essential component in evaluating instructional strategies for reading fluency development.
Language Style of Taylor Swift on Talk Show Fatria Mointi; Hanisah Hanafi; Fahria Malabar
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.v4i2.253

Abstract

This study aims to analyze Taylor Swift's speech styles in talk show appearances, particularly on the YouTube platform. Talk shows typically discuss current issues involving well-known figures such as celebrities, politicians, and athletes. Using Joos' (1967) theory of speech styles, this research examines the types of speech styles found in three American talk shows: The Tonight Show Starring Jimmy Fallon, The Ellen DeGeneres Show, and Late Night with Seth Meyers. The study also explores the language functions influencing the choice of speech styles based on Janet Holmes and Nick Wilson (2022). This research employs a qualitative method with a sociolinguistic approach. All data were collected from Taylor Swift's utterances during her conversations with the hosts. The findings reveal that thirty utterances containing speech styles were identified in the selected videos. Furthermore, the results indicate that Taylor Swift employed four out of the five speech styles: casual, consultative, formal, and intimate styles.
The Effectiveness of Teaching Reading Descriptive Text Using Quiz Team Technique at SMPN 1 Tomilito Gina Maulika Harun; Novriyanto Napu; Fahria Malabar
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.v4i2.291

Abstract

This study aims to determine the effectiveness of using the Quiz Team Technique in improving the descriptive text reading skills of seventh-grade students at SMP Negeri 1 Tomilito. The study used a quantitative approach with a one group pre-test post-test design. The research sample consisted of 20 students in class VII-A. The research instrument was a multiple-choice test that measured five reading indicators: determining the main idea, finding specific information, understanding vocabulary, analyzing text structure, and making inferences. The data were analyzed using a paired sample t-test with the help of SPSS. The results showed an increase in the average score of students from 45 on the pretest to 74.6 on the post-test. The hypothesis test results obtained a calculated t-value of 4.27 and a table t-value of 2.04 at a significance level of 0.05, so that the calculated t-value was greater than the table t-value. Thus, the alternative hypothesis was accepted and it can be concluded that the Quiz Team technique is effective in improving students' descriptive text reading skills. Improvements occurred in all reading indicators, especially in the ability to make inferences and find specific information. This technique has been proven to increase student activity, motivation, and cooperation during the learning process.
EFL Students’ Orthographic Competence Using Dictation Task Siti Marwah Daud; Suleman Bouti; Fahria Malabar
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 1 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2026 - Juli 2026)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i1.544

Abstract

This study investigated EFL students' orthographic competence through a dictation task, focusing on the frequency and distribution of orthographic variations as indicators of grapheme-phoneme correspondence (GPC) mapping competence. A quantitative descriptive design with qualitative interpretation was employed involving 67 fourth-semester students of the English Language Education Study Program at Universitas Negeri Gorontalo selected through purposive sampling. Data were collected using a standardized dictation task consisting of five authentic EFL spoken texts, from which 80 target words representing five orthographic subskills based on Blatt and Prosch's (2014) framework were analyzed: Phonographic-Syllabic (PGS), Morphological (MOR), Peripheral Area (PER), Word Formation (WF), and Syntactic (SYN). Data were analyzed using Arikunto's (2013) percentage formula and qualitative interpretation of recurring error patterns. The analysis identified 1,324 orthographic variations with an overall accuracy rate of 75.30% (Fair). Competence varied across subskills, with SYN showing the lowest performance (28.86%), followed by PGS (59.35%), PER (81.24%), MOR (89.72%), and WF (91.68%). The SYN subskill was mainly characterized by capitalization omissions and literal transcription of spoken punctuation cues, whereas PGS errors reflected cross-linguistic interference from the transparent orthographic system of Indonesian. These findings indicate that EFL orthographic competence is multidimensional and influenced by orthographic memory, cross-linguistic interference, and processing demands. The study recommends regular sentence-level dictation and explicit contrastive orthographic instruction to strengthen orthographic competence.
Faulty parallel structure in students’ argumentative writing Asti Ayuningsih; Sri Widyarti Ali; Fahria Malabar
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v1i1.16

Abstract

In writing, to produce well-structured and understandable sentences, students must have knowledge of one aspect of grammar, namely parallelism. However, in fact, many students do not understand the concept of parallelism so that they fail to apply it in writing. This study examines the common types of faulty parallel structure in students‟ argumentative writing and investigates the factors which cause the fault. This is a qualitative study that collects the primary data from students‟ argumentative writing in particular topics which demand them to present their arguments and to provide their position, reasons and evidence in their writing, and the secondary data from the interview. As a result, this study discovers that students commit the faults in different types of parallelism, and mostly take place in parallel structure with elements joined by conjunction, both coordinating and correlative conjunction. The result of the interview section shows that students make the faulty parallelism due to lack of knowledge, lack of attention, and lack of vocabulary. Thus, in order to reduce the faulty parallel structure, the specific materials about parallelism should be added in writing or grammar‟s lesson plan.
Code Switching in EFL Students’ Proposal Seminar Presentation Al Inayah Alfathia Amamah; Suleman Bouti; Fahria Malabar
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v1i2.21

Abstract

In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about  types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishin continuity switches, and tag switching. The result also shows that several factors affect students using codeswitching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.
Directive Act in Team Dynamic: A Pragmatic Study in The Expendables 4 Movie (2023) Faustine Engelberto; Rahman Taufiqrianto Dako; Fahria Malabar
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 7 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18517479

Abstract

This research addresses the limitations of pragmatic studies focusing on directive acts within the high-pressure context of modern military action movies. The study aims to investigate the types and situational aspects of the functions of directive acts used by main characters in The Expendables 4 (2023). Employing a qualitative descriptive method, the research integrates Searle's (1975), taxonomy directive acts with Leech's (1983) framework of situational aspects to analyze movie dialogue. Data collection involved watching the movie, transcribing relevant scenes, and classifying utterances based on Searle's (1975) and Leech's (1983). The findings revealed 30 directive utterances, categorized into five types: 15 commands, 6 warnings, 4 requests, 3 instructions, and 2 suggestions. Commands were the most dominant form of the data, which reflects the hierarchical and urgent nature of military operations where immediate compliance is critical. The study concludes that situational urgency and combat intensity have a direct impact on the linguistic realization of directive acts, favoring brevity and force over politeness, but cooperative directive acts like requests and suggestions still play a strategic role in team coordination.
Gamifikasi Dalam Pembelajaran Bahasa Inggris Untuk Meningkatkan Kompetensi Siswa Magvirah El Walidayni Kau; Helena Badu; Fahria Malabar; Sri Widyarti Ali; Nurlaila Husain; Indri Wirahmi Bay; Irmawaty Umar
JURNAL ABDIMAS MADUMA Vol. 4 No. 3 (2025): Oktober, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jam.v4i3.537

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan di SMP Negeri 3 Satu Atap Kabila Bone, Kabupaten Bone Bolango, Provinsi Gorontalo, dengan latar belakang rendahnya minat dan motivasi siswa dalam belajar bahasa Inggris serta pelaksanaan English Club yang belum optimal.  Kegiatan ini merupakan tahap awal dari rangkaian program pengabdian yang diawali dengan observasi untuk memotret kondisi awal siswa dan mengukur perubahan motivasi serta keterampilan berbahasa Inggris mereka setelah intervensi dilakukan. Tujuan kegiatan adalah meningkatkan keterampilan berbahasa Inggris siswa, khususnya kemampuan berbicara dan menulis, serta membekali guru dengan keterampilan merancang dan mengelola pembelajaran berbasis gamifikasi agar English Club dapat berjalan lebih komunikatif, kreatif, dan menyenangkan. Metode pelaksanaan kegiatan dilakukan melalui tahap persiapan, pelatihan guru, implementasi program English Club berbasis gamifikasi, serta monitoring dan evaluasi. Hasil kegiatan menunjukkan bahwa siswa mulai aktif, percaya diri, dan antusias dalam mengikuti English Club, sedangkan guru memperoleh pengetahuan dan keterampilan baru dalam menerapkan strategi gamifikasi. Pihak sekolah juga menyambut baik kegiatan ini dan menyatakan komitmen untuk melanjutkan tahapan berikut dari kegiatan pengabdian ini. Kesimpulannya, kegiatan pengabdian ini meningkatkan kualitas pembelajaran bahasa Inggris melalui pembelajaran di English club dan memperkuat kapasitas guru dalam merancang pembelajaran inovatif, serta menghasilkan model kegiatan ekstrakurikuler yang berpotensi berkelanjutan di sekolah mitra. Kata Kunci : Pengabdian Masyarakat; gamifikasi; klub Bahasa Inggris
Touch the Color: Penguatan Kosakata Warna Bahasa Inggris melalui Pembelajaran Berbasis Gerak pada Siswa Kelas Awal Sekolah Dasar Fahria Malabar; Irmawaty Umar; Sri Widyarti Ali
Dedikasi Mandiri Nusantara Vol. 2 No. 3 (2026): Dedikasi Mandiri Nusantara - Juni 2026
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21555958

Abstract

Kegiatan pengabdian ini bertujuan memperkuat kemampuan awal siswa kelas 1 SDIT Qurratu A’yun Kota Gorontalo dalam mengenali kosakata warna bahasa Inggris melalui pembelajaran berbasis gerak. Program dilaksanakan melalui tiga tahap, yaitu observasi awal, pelaksanaan kegiatan, dan evaluasi. Sebanyak 24 siswa mengikuti pembelajaran menggunakan flashcards, kartu warna, benda konkret, lagu, serta aktivitas Touch the Color dan Show Me the Color. Evaluasi dilakukan melalui observasi individual terhadap kemampuan siswa mengenali sedikitnya lima dari delapan kosakata warna, menirukan minimal empat kosakata, merespons sekurang-kurangnya tiga instruksi sederhana, dan berpartisipasi aktif. Hasil observasi menunjukkan bahwa seluruh peserta memenuhi keempat indikator selama kegiatan berlangsung. Hasil ini memperlihatkan bahwa integrasi gerakan, media visual, dan permainan mendukung terciptanya pembelajaran yang konkret, menyenangkan, dan sesuai dengan karakteristik siswa kelas awal. Kegiatan juga menghasilkan media yang dapat digunakan kembali oleh guru untuk memperkenalkan kosakata dasar lainnya.
Co-Authors Al Inayah Alfathia Amamah Alim Hardiansyah Arimbi, Riski Putri Ayuningsih, Asti Bouti, Suleman Bulan Hontinimbang Ligatu Cakranegara, Pandu Adi Eka Melati Elvian Hanny Mitali Fatria Mointi Faustine Engelberto Gendis Iswara Paputungan Gina Maulika Harun Hanisah Hanafi Helena Badu Hendra Uloli Indri Wirahmi Bay Irmawaty Umar Irmawaty Umar Jihan Asfari Daud Jihan D. Pasisingi Kadir, Siska Karmila Machmud Lisnawati Mustapa Magvirah El Walidayni Kau Magvirah El Walidayni Kau Moh. Alfi Syahrin Moh. Kifly S. Rasyid Mohamad Rayyan Kufri Mohamad Syahrun Ibrahim Monoarfa, Alya Moon Hidayati Otoluwa Muziatun Muziatun Mukadji Nonny Basalama Novriyanto Napu Nur Qalbi Andini Nur Windi Sangketa Nurlaila Husain Nursakina Husen Nurul Maghfirah Bobihoe Rahman Taufiqrianto Dako Ramadhan, Moh Rasuna Talib Riski Putri Arimbi Riski Putri Arimbi Sabanti, Mayanti A. Sartin T. Miolo Sayama Malabar Siti Marwah Daud Sitti Fatima Nurlisa Manoppo Sri Agriyanti Mestari Sri Rumiyatiningsih Luwiti Sri Widyarti Ali SUSAN, ERI Tahir, Nur'ain Titien Fatmawaty Mohammad Usman Pakaya Wardatulljannah, Besse Zulkifli Tanipu