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Empowering Identity among English Teachers in the 4.0 Industrial Revolution: Perspectives from Tomini Bay Nonny Basalama; Syarifuddin Achmad
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

The Correlation between Students’ Multiple Intelligences to Students’ Achievement in English Speaking Subject Andini Mokodompit; Titien Fatmawaty Mohammad; Nonny Basalama
Jambura Journal of English Teaching and Literature Vol 4, No 2 (2023): 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.v4i2.24476

This present study intended to examine how is the correlation between students’ multiple intelligences and students’ Achievement in English Speaking Subject. This research was conducted within the English language Education Study Programme at a university in the Province of Gorontalo with 50 students’ year 2021 as sample which were chosen randomly. The instruments used were the Multiple Intelligence questioner, and interview, as being said this study were using both quantitative and qualitative methods. Data were analyzed by descriptive statistics the results from Pearson Correlation of students’ intelligence and achievement variables. Based on the data analysis, it was found between two variables was 0.464, results showed that medium correlation existed between multiple intelligences and Students’ speaking Achievement. This indicates that multiple intelligences did have affect toward students’ speaking achievement. Although, seems that there was not the only factor that affects achievement. Intrapersonal, the leading intelligence type, and musical intelligence was the least common intelligence type employed by the students who participated in this research.

Menulis E-Magazine tentang Kegiatan Membaca Cerita Rakyat dalam Bahasa Inggris dalam rangka Kolaborasi Literasi serta Pelestarian Budaya Lokal di Kawasan Teluk Tomini Dama, Dewi; Basalama, Nonny; Tanipu, Zulkifli; Abid, Abid
Dimasatra Vol 4, No 2 (2024): APRIL
Publisher : Faculty of Language and Literature Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/dm.v4i2.72629

Kolaborasi kegiatan Pengabdian Terpadu dosen dan mahasiswa adalah salah satu cara untuk membantu mahasiswa mendapat pengalaman belajar yang otentik membacakan cerita-cerita rakyat dalam bahasa Inggris dalam rangka kolaborasi literasi serta pelestarian budaya lokal di kawasan teluk Tomini. Subyeknya adalah mahasiswa program studi pendidikan bahasa Inggris Kelas E Angkatan 2023-2024 yang mengontrak mata kuliah Reading for Professional Contexts dan Writing for Professional Contexts. Mahasiswa dibagi menjadi 5 kelompok dan melakukan kegiatan membaca kepada siswa selama 3 hari berturut-turut di lima sekolah dasar di area Suwawa dan Tilongkabila. Melalui kegiatan kolaborasi kelompok tersebut, masing-masing mahasiswa mendapatkan manfaat dan pengalaman dan dapat mengembangkan ide untuk menulis e-magazine sebagai sebuah proyek akhir kedua mata kuliah. Sasaran luaran dari kegiatan pengabdian terpadu dosen dan mahasiswa ini adalah (1) artikel ilmiah yang dipublikasikan di jurnal nasional (2) artikel ilmiah yang dipresentasikan dalam seminar internasional, dan (3) rancangan Hak Kekayaan Intelektual (HAKI).

Analysis of Students’ Difficulties in Developing Argumentative Essay Bambela, Musdhalifa Muslima; Basalama, Nonny; Bantulu, Yusna
Research Review: Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2022): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2022 - Januari 2023)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v1i2.17

This study is aimed to explore the students' difficulties in developing an argumentative essay in Writing for Academic Purposes Subject in of English Department, Universitas Negeri Gorontalo. The participants of this research are the students of class C, which consists of 8 students in the 5th semester of the academic year 2019/2020. Using a qualitative method that data were obtained from the semi-structured interview. This study also used Braun and Clarke's (2006) theory as the technique for analyzing the data. Therefore, the interview questions were adapted and developed from Creswell (2002). As a result of this research, the students, when they are writing an argumentative essay, still face difficulties although they have already passed the material. Besides, the students have various difficulties such as difficulty determining the topic, difficulty using the academic word, difficulty collecting data and information, and some students lack understanding of how to write an essay.

Non-Formal Education: English Interaction Strategy in Equivalency School Haris Danial; Nonny Basalama; Rachmi Laya; Sri Agriyanti Mestari
SOKO GURU: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2023): April : Jurnal Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sokoguru.v3i1.2070

Penelitian ini bertujuan untuk menggambarkan proporsi saat berbicara yang dilakukan antara guru dan siswa saat interaksi di dalam kelas di PKBM Nurain Kabupaten Bone Bolango. Juga untuk mengetahui karakteristik pembicaraan guru dalam interaksi kelas di PKBM Nurain Kabupaten Bone Bolango, dan untuk menelusuri jenis-jenis interaksi guru di dalam kelas bahasa Inggris di PKBM Nurain. Penelitian ini dirancang sebagai penelitian kualitatif deskriptif. Dalam penelitian, peneliti menggunakan observasi dan dokumentasi untuk memperoleh data. Instrumen yang digunakan peneliti untuk memperoleh data adalah lembar observasi langsung. Metode penelitian ini ditujukan kepada Sinclair dan Coutlard sebagai instrumen observasi untuk menganalisis interaksi kelas yang telah dipecah menjadi pembicaraan guru, pembicaraan siswa, dan keheningan. Hasil penelitian ini menunjukkan bahwa jenis tampilan elisitasi mendominasi interaksi kelas, diikuti oleh referensial dalam pembelajaran bahasa Inggris di PKBM Nurain. Secara garis besar alasannya adalah guru lebih banyak mengajukan pertanyaan yang jawabannya sudah disiapkan sebelumnya oleh guru. Guru telah menguasai materi dan topik pembelajaran, kemudian guru mengadakan sesi tanya jawab dengan siswa menggunakan sumber materi pelajaran.

Unlocking Vocabulary: A study on Students’s Learning Strategies Basalama, Nonny
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 7 (2024): Madani, Vol 2. No. 7, 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13378480

This study examines the vocabulary learning strategies employed by students at SMAN 5 Gorontalo in acquiring English vocabulary, with a particular focus on adjectives such as good, bad, tall, short, beautiful, and ugly. The research investigates the types of strategies used and examines the relationship between these strategies and the students' proficiency levels. A mixed-method approach was applied in the study, whereby quantitative data was collected through a questionnaire based on Oxford's (1990) Strategy Inventory for Language Learning (SILL), and qualitative data was gathered via semi-structured interviews with four selected students, two of whom were high achievers and two of whom were low achievers. The findings indicate that the participants employed a range of vocabulary learning strategies, with social strategies being the most frequently utilized, followed by compensation strategies, cognitive strategies, and metacognitive strategies. The least utilized strategy was memory. The study also revealed that proficient students employed strategies that required greater effort, such as note-taking, seeking assistance, and seeking clarification, while less proficient students relied more on simpler strategies like code-switching and basic memorization. The findings indicate that the distinction in strategy use may be associated with the students' language proficiency, with more efficient strategy use correlating with elevated proficiency levels. This research emphasizes the significance of recognizing students' strategy preferences in the development of effective vocabulary instruction, particularly in rural contexts where English is taught as a foreign language. Additionally, it highlights the necessity for targeted strategy training to assist less proficient students in adopting more effective learning approaches.

Analysis of Students’ Difficulties in Developing Argumentative Essay Bambela, Musdhalifa Muslima; Basalama, Nonny; Bantulu, Yusna
Research Review: Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2022): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2022 - Januari 2023)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v1i2.17

This study is aimed to explore the students' difficulties in developing an argumentative essay in Writing for Academic Purposes Subject in of English Department, Universitas Negeri Gorontalo. The participants of this research are the students of class C, which consists of 8 students in the 5th semester of the academic year 2019/2020. Using a qualitative method that data were obtained from the semi-structured interview. This study also used Braun and Clarke's (2006) theory as the technique for analyzing the data. Therefore, the interview questions were adapted and developed from Creswell (2002). As a result of this research, the students, when they are writing an argumentative essay, still face difficulties although they have already passed the material. Besides, the students have various difficulties such as difficulty determining the topic, difficulty using the academic word, difficulty collecting data and information, and some students lack understanding of how to write an essay.

Solitary Learning Style in Writing Narrative Text at MAN 1 Kota Gorontalo Mahyudin, Firman A.; Basalama, Nonny; Tanipu, Zulkifli
Research Review: Jurnal Ilmiah Multidisiplin Vol. 3 No. 2 (2024): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2024 - Januari 2025)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v3i2.112

This research explores solitary learning styles among students in the context of writing narrative texts at MAN 1 Kota Gorontalo. In a diverse educational environment, understanding different learning styles is crucial for educators to meet the varied needs of students. Solitary learning allows students to engage with content independently, potentially revealing unique insights into how students express themselves and develop their writing skills. This research employs a qualitative descriptive method to collect data through questionnaires and interviews to identify individual students' learning preferences. The findings indicate that students who engage in solitary learning exhibit enhanced abilities in writing narrative texts, with increased focus and improved management of their learning processes. This research indicates a pressing need to develop more effective and inclusive teaching strategies specifically designed to support solitary learners and provide valuable guidance for curriculum developers in designing appropriate and relevant materials.

Empowering Identity among English Teachers in the 4.0 Industrial Revolution: Perspectives from Tomini Bay Basalama, Nonny; Achmad, Syarifuddin
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): 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.v2i2.40

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.

Students’ Strategies in Overcoming Problem in Speaking English Tetin lamusu; Basalama, Nonny; Bay, Indri Wirahmi
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 3 (2025): Vol. 4 No. 3 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i3.890

This research seeks to examine the challenges students encounter in speaking English and the strategies they employ to cope with them. The study applied a qualitative design, utilizing semi-structured interviews and thematic analysis with 15 students in their fourth semester of the English Language Education Study Program at Gorontalo State University. Results showed that learners experienced three major categories of speaking challenges: linguistic barriers (including limited vocabulary, mispronunciation, grammatical mistakes, and weak comprehension), psychological barriers (such as anxiety, lack of self-confidence, shyness, and low motivation), and social-environmental barriers (like insufficient peer support and limited exposure to English). To overcome these obstacles, students made use of several strategies, such as practicing independently, watching English-based content, engaging in peer conversations, boosting their learning motivation, and applying affective as well as social techniques. The outcomes of this study offer important insights for teachers and curriculum designers in fostering a classroom environment that enhances students’ English-speaking proficiency.

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