Articles
<![CDATA[THE IMPACT OF PODCASTS ON EFL STUDENTS’ LISTENING COMPREHENSION ]]>
<![CDATA[Abdulrahman, Tryanti]]>;
<![CDATA[Basalama, Nonny]]>;
<![CDATA[Widodo, Mohammad Rizky]]>
<![CDATA[ International Journal of Language Education Vol. 2, No. 2, 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v2i2.5878
<![CDATA[This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.]]>
<![CDATA[AN ANALYSIS OF COMMUNICATION DIFFICULTIES ACROSS CULTURE AND GENDER ]]>
<![CDATA[Nonny Basalama]]>
<![CDATA[ Jurnal Inovasi VOL. 07, NO. 02, THN. 2010 ]]>
Publisher : <![CDATA[Jurnal Inovasi ]]>
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<![CDATA[Penelitian ini adalah suatu penelitian kepustakaan mengenai isu gender dalam analisi komunikasi di antara di negara barat dan bagaimana jika dibandingkan dengan kondisi Indonesia khususnya untuk komunikasi inter gender. Bukunya seorang ahli linguistik di barat, Deborah Tannen, yang berjudul "You Just Don' Understand" akan di analisis dalam studi ini. Tannen berpendapat bahwa kesulitan-kesulitan berkomunikasi yang dihadapi oleh pria dan wanita sama halnya dengan kesulitan yang dihadapi oleh orangorang dengan latar belakang kebudayaan yang berbeda. Ini menjelaskan mengapa perbedaan kelamin tetap masih menimbulkan masalah dalam komunikasi. Teori Tannen memperlihatkan keterkaitan antara komunikasi antar gender yang ada di Indonesia, namun analisis yang lebih mendalam mengenai budaya sangat perlu dikaji dalam hal ini. Teori-teori dari Tannen dapat di pakai untuk menganalisis bagaimana nilai-nilai budaya yang ada dalam masyarakat khususnya dalam hal komunikasi antar gender. Study ini menganalisis inter gender yaitu jenis komunikasi yang tercipta antar gender yaitu kaum laki-laki dan perempuan yang terjadi di budaya barat yang diungkapkan oleh Tannen dalam bukunya dan kemudian dibandingkan dengan komunikasi antar gender yang terjadi dalam masyarakat Indonesia yang banyak dipengaruhi oleh nilai-nilai budaya dan agama. Dalam kajian studi ini ditemukan bahwa gaya pria dalam berkomunikasi mengacu kepada nilai; status dan kemandirian, sebaliknya wanita lebih mengarah kepada nilai; hubungan dan keakraban. Yang menarik adalah apa latar belakang yang mempengaruhi perbedaan nilai-nilai ini? Dan bagaimana yang terjadi di Indonesia? Kajian ini akan mengulas semua hal-hal di atas.]]>
<![CDATA[Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project ]]>
<![CDATA[Tryanti R. Abdulrahman]]>;
<![CDATA[Noni Basalama]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.493
<![CDATA[The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.]]>
<![CDATA[The Students' Writing Difficulties in Writing an Essay Based on Cognitive Process ]]>
<![CDATA[Hassanudin Fatsah]]>;
<![CDATA[Ashrafiany NA]]>;
<![CDATA[Nonny Basalama]]>
<![CDATA[ Lingua Vol 16 No 1 (2020): Lingua Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah ]]>
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DOI: 10.34005/lingua.v16i1.560
<![CDATA[The main problem of this research was “what are the students” writing difficulties in writing an essay at fourth semester of Grade E? and what factors do influence the students’ writing difficulties in writing an essay based on the cognitive process at fourth semester of grade E? The objective was aimed to identify the students’ writing difficulties in writing an essay at fourth semester of Grade E and to identify the factors do influence the students’ writing difficulties in writing an essay based on the cognitive process at the fourth semester of Grade E.The subject was the students at fourth semester grade E in 2016/2017 academic year which consists of twenty two students. This research used Qualitative Research method. The data is gathered from observation, document (students’ essay) and interview. The findings showed that there are two types of students writing difficulties in writing an essay, they are pre writing and pre-drafting. The result of result that there are nine students who difficult in pre writing and there are twelve students difficult in pre writing drafting. Pre writing difficulties like difficult in getting the topic and pre-drafting difficulties like difficult in getting topic and organizing the essay.. Key words: Writing difficulties, Writing essay, cognitive process]]>
<![CDATA[Empowering Identity among English Teachers in the 4.0 Industrial Revolution: Perspectives from Tomini Bay ]]>
<![CDATA[Nonny Basalama]]>;
<![CDATA[Syarifuddin Achmad]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/transkata.v2i2.77
<![CDATA[This paper discusses the issue of foreign English language teachers in the Tomini Bay area in Indonesia. Utilizing several theories such as the theory of empowerment and agency as well as teachers' identity development, this qualitative research presents a study with the interview data from 10 teachers who live and teach in the Tomini Bay area. The data were analyzed by coding the interview materials into several main areas of interest. From this, several themes emerged for discussion that seemed to be influential and contribute to understanding teachers and their experiences in the language teaching context. The study reveals that teachers' views of their remuneration, their views of teaching in this technology era and pandemic situation, and their views of local potential teaching resources are significantly different from teachers who are classified as 'empowered identity' than those who are not in the category. However, the necessity of government intervention in English language teaching success in their area emerges as a crucial factor viewed by all the 10 teachers' recollections. It is hoped that this paper discussion can reveal factors that should be considered in a model offered to develop EFL teachers and their identity development in the Tomini Bay area, which later affects the success of English teaching in the surroundings and subsequently impacts English language teaching success in Indonesia.]]>
<![CDATA[Student’s Learning Strategies in English Speaking Class ]]>
<![CDATA[Nonny Basalama]]>;
<![CDATA[Indri Wirahmi Bay]]>;
<![CDATA[Aprilia Abubakar]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 1, No 1 (2020): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v1i1.5636
<![CDATA[Speaking is the most essential skill that must be learned in acquiring a new language. It is important for the students to find the best learning strategies in order help them in learning the materials. However, it is necessary for the students to realize that there are many kinds of learning strategies that they may use during English speaking class. Therefore, this study aimed to elaborate on the kinds of students’ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students’ occasion and learning objectives.]]>
<![CDATA[Language Learning Strategies Used by Extrovert and Introvert Students in English as a Foreign Language Speaking Classes ]]>
<![CDATA[Afriyanti Yusuf]]>;
<![CDATA[Nonny Basalama]]>;
<![CDATA[Indri Wirahmi Bay]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i2.11540
<![CDATA[The students in Indonesia are from different cultures, languages, and personality traits (extrovert and introvert). Therefore, recognizing students’ personality traits and their language learning strategy may be effective to help teacher design an effective teaching strategies. The study, therefore, intends to find out the typical language learning strategies used by the extrovert and introvert students in English speaking class. The participants of this study were the fourth semester students in English Department of Gorontalo State University. This research used two models of questionnaire. They were the McCroskey’s introversion scale by Richmond & McCroskey (1998) to determine the personality type for each subject and Strategy Inventory for Language Learning (SILL) by Oxford’s (1990) to see their learning strategy. The findings were explained by using the theory of language learning strategies by O’Malley and Chamot (1990). The result shows that the extrovert students used more language learning strategies highly frequently than introvert students with 12 items compared to introvert students with only 10 items. The most strategies used by extrovert students were cooperating and empathizing with others with 66.7% in always used, while the most strategy used by introvert students was note taking with 66.7% in often used.]]>
<![CDATA[Representasi Unsur-Unsur Multikulturalisme dalam Novel Lukisan Tanpa Bingkai Karya Ugi Agustono J ]]>
<![CDATA[Jafar Lantowa]]>;
<![CDATA[Nonny Basalama]]>;
<![CDATA[Riman Kasim]]>
<![CDATA[ JENTERA: Jurnal Kajian Sastra Vol 11, No 1 (2022): Jentera: Jurnal Kajian Sastra ]]>
Publisher : <![CDATA[Badan Pengembangan dan Pembinaan Bahasa ]]>
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DOI: 10.26499/jentera.v11i1.4783
<![CDATA[The purpose of this study is to describe the representation of multicultural elements in the novel Painting Without a Frame by Ugi Agustono J. The research uses an interpretive descriptive method, which uses interpretive methods by presenting them in the form of descriptions. Data collection is done by reading and note-taking techniques. The data analysis technique uses a content analysis model. The results of the study show that in Ugi J's Painting Without Frames novel contains seven elements of multiculturalism, namely: (1) solidarity and brotherhood, (2) gender equality, (3) open trade, (4) family values, (5) respect for etiquette, (6) feel enough in life, (7) share and control power. AbstrakTujuan penelitian ini adalah untuk mendeskripsikan representasi unsur-unsur multikultural dalam novel Lukisan Tanpa Bingkai karya Ugi Agustono J. Penelitian menggunakan metode deskriptif interpretatif yakni memanfaatkan cara-cara penafsiran dengan menyajikannya dalam bentuk deskripsi. Pengumpulan data dilakukan dengan teknik baca dan catat. Teknik analisis data menggunakan model analisis konten. Hasil penelitian menunjukkan bahwa dalam novel Lukisan Tanpa Bingkai karya Ugi J mengandung tujuh unsur multikulturalisme, yakni: (1) solidaritas dan persaudaraan, (2) kesetaraan gender, (3) perdagangan terbuka, (4) nilai kekeluargaan, (5) penghormatan terhadap tata susila, (6) merasa cukup dalam hidup, (7) berbagi dan kontrol kekuasaan.]]>
<![CDATA[A Learner Centered Approach: ESP Need Analysis in Pandemic Learning Activities for Non Formal Students in High School Equivalency, Coastal Area of Bone Bolango ]]>
<![CDATA[Haris Danial]]>;
<![CDATA[Nonny Basalama]]>;
<![CDATA[Riman Kasim]]>
<![CDATA[ Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 2 (2022): Ideas: Pendidikan, Sosial, dan Budaya (Mei) ]]>
Publisher : <![CDATA[Ideas Publishing ]]>
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DOI: 10.32884/ideas.v8i2.815
<![CDATA[Learning activities in the world of equality education need attention from every tutor who teaches in the classroom. Especially in learning English, there are still many students who are constrained in understanding English well. This is because the backgrounds of students are varied, resulting in their lack of motivation in learning. The method used in this research is the method of developing teaching materials in equivalence education, especially the Package C equivalence program in the coastal area. This research leads to R&D development research which emphasizes that research and development is a research method used to produce certain products and test the effectiveness of products. The results of this study found that the application of storytelling activities using animation that was done well and repeatedly would be able to improve English language skills. It is evident from the results of the research conducted, which then increased the results of the independent sample t-test calculation, it is known that the average increase in the experimental group I was 35, group II was 43.85, and group III was 30.45. Thus, it is known that the increase in the score of learning outcomes in the Analysis of English Learning Needs for School Dropouts in the Experimental Coastal Equality School, the most prominent is in group II of 43.85 Kegiatan pembelajaran di dunia pendidikan kesetaraan perlu mendapat perhatian dari setiap tutor yang turut mengajar di dalam kelas. Khususnya dalam pembelajaran bahasa Inggris, masih banyak peserta didik terkendala dalam memahami bahasa inggris dengan baik. Hal ini dikarenakan latar belakang peserta didik yang bervariatif sehingga mengakibatkan kurangnya motivasi mereka dalam belajar. Metode yang digunakan dalam penelitian ini adalah metode pengembangan bahan ajar di pendidikan kesetaraan, khususnya program kesetaraan Paket C yang berada wilayah pesisir. Penelitian ini mengarah pada penelitian pengembangan R&D yang menekankan bahwa penelitian dan pengembangan merupakan metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk. Hasil penelitian ini menemukan bahwa Penerapan kegiatan bercerita menggunakan animasi yang dilakukan dengan baik dan berulang-ulang akan dapat meningkatkan kemampuan berbahasa inggris. Terbukti dari hasil penelitian yang dilakukan, kemudian mengalami peningkatan hasil perhitungan independent sampel t-test diketahui rata-rata kenaikan kelompok eksperimen I sebesar 35, kelompok II sebesar 43.85, dan kelompok III sebesar 30.45. Dengan demikian, diketahui kenaikan skor hasil belajar Analisis Kebutuhan Pembelajaran Bahasa Inggris bagi Anak Putus Sekolah di Sekolah Kesetaraan Wilayah Pesisir eksperimen yang paling menonjol terdapat pada kelompok II sebesar 43.85.]]>
<![CDATA[Pemanfaataan Daerah Tujuan Wisata melalui Program Penggalian dan Pemetaan Warisan Budaya Lokal untuk Pencapaian SDGs ]]>
<![CDATA[Nonny Basalama]]>;
<![CDATA[Rahman Taufiqrianto Dako]]>
<![CDATA[ Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) Vol 11, No 3 (2022): Jurnal Sibermas (Sinergi Bersama Masyarakat) ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/sibermas.v11i3.12121
<![CDATA[In the context of developing a tourist destination village in the Tomini Bay area, it is necessary to carry out various strategies in achieving the SDGs. One of the proposed programs is to promote regional top cultural tourism. However, due to the lack of information obtained by tourists, some sectors of cultural tourism are still untouched by tourists. So to overcome these problems, a mapping of the objects of local cultural tourism heritage has been carried out which will be implemented into a system that presents information in the form of locations and detailed descriptions of these local cultural tourism objects. The tourism destination villages are the Village of Sosial and Molombulahe, Paguyaman District, Boalemo Regency. Through the Village Development Community Service Program, this program has been designed with village officials and the community related to problem solving in finding solutions through excavation and mapping of local culture for the achievement of SDGs in Paguyaman District. The results obtained are the mapped "Seribu Batu" hill tourism, UMKM in the village of Social and the "smart house (= Rumah Cerdas) in the village of Molombulahe. ]]>
