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Intercultural Communicative Competence: A Pedagogical Critic in English Language Teaching Daud, Enni Akhmad; Basalama, Nonny; Hidayati Otoluwa, Moon; Taufiqrianto Dako, Rahman
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5172

Research about Intercultural Communicative competence with its relation to English language has been discussed among scholars. However, the discussion about how to integrate it into teaching and learning English in the classroom remains lacking exploration. This research investigated the lecturers’ ways of integrating ICC components in teaching and learning English. This research involved four lecturers of the English Education Department IAIN Sultan Amai Gorontalo which was taken purposively. The participants were the lecturers who taught receptive and productive skills. It employed a descriptive qualitative method. Data were collected through interviews and observation sheets and analyzed using thematic analysis. It found three lecturers’ ways of integrating ICC in teaching English, first, the teachers guided students to have intercultural knowledge, intercultural attitude, and intercultural skills in teaching the English language. Second, the teachers contrasted between English language culture and Indonesian culture. Third, the teachers asked the students to practice the activities which addressed to intercultural knowledge, intercultural attitude, and intercultural skills. This research implied that ICC is competence should be mastered by the English learners in the digital era.

The Voice of English Language Study Program Students towards Online Debate Learning during Pandemic Covid 19 Latief, Dewi Sasmita; Basalama, Nonny; Mohammad, Titien Fatmawaty
Jurnal Bahasa, Sastra, dan Budaya Vol 14, No 2 (2024): (Mei 2024)
Publisher : Jurusan Pendidikan Bahasa & Sastra Indonesia, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jbsb.v14i2.26666

This research aims to find out the voice of ED students towards the effectiveness of online debate learning during pandemic Covid-19. This research use quantitative approach, and collects the data by questionnaire instruments trough Google Form. It took 32 participants of fourth semester in academic year 2020/2021. The result of this research revealed that percentage of students perception that used Likert Scale scoring and processed by using Formula of Sugiyono, the percentage is 63,74% which accumulated from the percentages of perception indicators that is Acceptance or Absorption is 61,32%, Understanding or Comprehending is 63,82%, and Evaluation or Assessment is 66,09%. This percentage is the good category that according to Sugiyono's classification which mentioned that 61-80% is classified as good perception. Even though, 63,74% is the low standard of perception score. This low average of perception caused by the students' negative perception that is complained about technical obstacles such as unstable internet connection, out of mobile quota, and also the limited internal storage. Furthermore, in open-question in the last part of questionnaire, there are only 2 students who have positive perception, 14 students have negative perception while 12 students have both positive and negative perception. From the result of all data process, I concluded that the students were perceived that this online learning is effective in replacing offline learning during pandemic Covid-19. However, the students preferred offline class in practicing debate skill. As the consequence, this research recommended the teacher and the students to always have a plan B in solving these obstacles during online debate amid pandemic Covid-19. In addition, this research still needs further study that can resolve their difficulties properly.

Intercultural Communicative Competence: A Pedagogical Critic in English Language Teaching Daud, Enni Akhmad; Basalama, Nonny; Hidayati Otoluwa, Moon; Taufiqrianto Dako, Rahman
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5172

Research about Intercultural Communicative competence with its relation to English language has been discussed among scholars. However, the discussion about how to integrate it into teaching and learning English in the classroom remains lacking exploration. This research investigated the lecturers’ ways of integrating ICC components in teaching and learning English. This research involved four lecturers of the English Education Department IAIN Sultan Amai Gorontalo which was taken purposively. The participants were the lecturers who taught receptive and productive skills. It employed a descriptive qualitative method. Data were collected through interviews and observation sheets and analyzed using thematic analysis. It found three lecturers’ ways of integrating ICC in teaching English, first, the teachers guided students to have intercultural knowledge, intercultural attitude, and intercultural skills in teaching the English language. Second, the teachers contrasted between English language culture and Indonesian culture. Third, the teachers asked the students to practice the activities which addressed to intercultural knowledge, intercultural attitude, and intercultural skills. This research implied that ICC is competence should be mastered by the English learners in the digital era.

Exploring EFL Students’ Perceptions of Purposeful Listening Strategies in a Listening for Professional Context Course Badu, Helena; Basalama, Nonny
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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

This article explores EFL students’ perceptions of purposeful listening strategies implemented in a Listening for Professional Context course at Universitas Negeri Gorontalo. This study used a convergent mixed-methods design; data sources were collected from 23 students in an English Language Education Study program through Likert-scale questionnaires, followed by open-ended reflections. Findings reveal that structured listening cycles were perceived to develop students’ focus, metacognitive awareness, strategic autonomy, and engagement with authentic listening materials, suggesting a perceived shift toward more active listening. Pre-listening activities facilitated mental readiness and reduced initial cognitive load, while-listening strategies promoted active processing and real-time monitoring, while post-listening reflection enhanced metacognitive awareness and learner autonomy. Students reported that listening tasks became more manageable and meaningful when guided by explicit strategies, even when working with authentic professional audio texts. These results underscore the importance of integrating purposeful listening cycles into EFL listening instruction, particularly in contexts employing authentic professional materials. The study is limited by a small sample size and reliance on self-reported data. However, it contributes context-specific insight into the use of purposeful listening cycles in the Listening for Professional Context course, with implications for EFL curriculum design and strategy-oriented listening instruction in higher education.

Mapping Personality Types among EFL Learners: Insights from Indonesian University Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin T.; Dako, Rahman Taufiqrianto
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.v6i4.1233

This study aims to identify the personality types of students in the English Language Education Study Program (ELESP) at Universitas Negeri Gorontalo and to explore their pedagogical implications for English as a Foreign Language (EFL) learning. A quantitative descriptive design was employed, involving 118 undergraduate students from three academic cohorts (2021–2022, 2022-2023, 2023-2024). Data were collected through an adapted version of the Eysenck Personality Questionnaire (EPQ) developed by Eysenck and Eysenck (1975) and validated for Indonesian learners by Wulandari (2017). The instrument used a five-point Likert scale to measure extroversion and introversion tendencies. Descriptive statistics, including mean, standard deviation, frequency, and percentage, were computed using Microsoft Excel to determine personality distribution. The results revealed that most students (61.86%) were ambiverts, followed by extroverts (27.12%) and introverts (11.02%). These findings suggest that ELESP students tend to balance social engagement and reflective learning, offering advantages in diverse EFL classroom contexts. The study highlights the need for personality-responsive pedagogy that accommodates varied learner characteristics to promote more effective and inclusive language learning.

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

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

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 : Lembaga Pengembangan Kinerja Dosen

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.

Technology-Mediated Strategies for Managing Writing Anxiety across Extrovert and Introvert EFL Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin; Dako, Rahman Taufiqrianto
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.322

Writing anxiety remains a persistent challenge for EFL university students, shaping their cognitive, affective, and behavioral engagement with academic writing. While digital and AI-assisted tools are increasingly used to support writing development, little is known about how learners with different personality traits particularly extroverts and introverts employ technology to manage writing-related anxiety. This article reports the qualitative component of an explanatory sequential mixed-methods study that examined levels, types, causes, and coping strategies of English writing anxiety among Indonesian EFL undergraduates. Building on quantitative findings derived from the EPQ, SLWAI, and CWAI, semi-structured interviews were conducted with 20 purposefully selected students (10 extroverts; 10 introverts) to explore their technology-mediated coping strategies. Thematic analysis revealed clear personality-based distinctions. Extrovert students relied on stimulation-rich, interactive, and feedback-oriented technologies including YouTube tutorials, social media videos, writing applications, and AI tools to boost motivation, model writing processes, and reduce fear of errors. Technology served as an external scaffold that energized their writing engagement. In contrast, introvert students preferred quiet, private, and self-paced digital environments. They used calming media, reference-based tutorials, translation tools, vocabulary apps, and AI feedback to regulate emotions, clarify ideas, and resolve linguistic uncertainties in low-pressure settings. Technology functioned as an internal regulator that supported cognitive clarity and emotional steadiness. These findings underscore that technology-mediated coping is personality-sensitive, highlighting the need for flexible, personalized digital interventions to support diverse emotional and cognitive needs in EFL writing contexts.

Reproducing Power through Classroom Discourse: A Critical Discourse Analysis of Teacher–Child Interaction in Non-Formal Preschool Education Ahaya, Sri Meiti Anggraini; Basalama, Nonny
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.346

This study investigates teacher–child interaction in non-formal preschool education for children aged 0–4 years using Critical Discourse Analysis (CDA). It addresses a research gap in classroom discourse research, which has predominantly focused on formal education, while non-formal early childhood settings remain underexplored. The study aims to examine how teachers’ language organizes interaction, regulates children’s participation, and reproduces classroom power relations. A qualitative design was employed in a non-formal playgroup in Kecamatan Suwawa, Indonesia. Data were collected from eight classroom observation sessions conducted over four weeks, involving one teacher and fifteen children aged 0–4 years. Each session lasted approximately 60–90 minutes. Classroom interactions were audio-recorded, transcribed, and analyzed using Fairclough’s three-dimensional CDA framework. The findings show that teacher talk is dominated by imperative speech acts (75%), followed by interrogatives (20%) and declaratives (5%). Display questions (70%) are used more frequently than referential questions (30%), indicating that interaction remains largely teacher-directed. From a critical perspective, these patterns normalize teacher authority and limit children’s dialogic participation. The study highlights the persistence of hierarchical interactional structures in non-formal preschool settings and provides insights for promoting more participatory classroom communication.

Teen Digital Language and Identity Formation: A Corpus-Driven Multimodal Linguistic Landscape Analysis on Social Media Platforms Mokodompit, Isnawita; Basalama, Nonny; Miolo, Sartin T.; Muziatun
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.321

The intensification of social media has significantly altered the linguistic landscape among teenagers, influencing identity formation and communication practices. This research investigates how social media platforms, such as Instagram, TikTok, and WhatsApp, shape teens language by studying the forms, types, components, and functions of linguistic landscapes in virtual spaces. Qualitative method with ethnography design was used in this study and utilized corpus-driven data collection techniques. This research conduct in MAN 1 Kota Gorontalo to analyzes language use among middle level students, aged 17-18. It investigates the emergence of digital language as new linguistic forms consist of; slang, abbreviations, emojis/stickers, and memes, until their effect in constructing digital identities. Essentially, this study offers theoretical novelty by concerning the new concept of linguistic landscape (LL) in virtual public spaces, showing how the digital platform creates various kind of linguistic form. The findings reveal that teen language in social media is highly dynamic, reflecting both the social and cultural aspects of identity. Besides, the study also identifies the social conflicts that caused from language use, such as generational gaps and misunderstandings between teens and authority figures, highlighting the ethical challenges in digital communication. The study completes by highlighting the need for academical interventions to handle the ethical problem caused by engage teen language in the digital era and suggests strategies for fostering responsible digital communication.

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