Garuda - Garba Rujukan Digital

Bridging the Academic–Vocational Gap: A Needs Analysis for Developing a Project-Based English Module in an Agribusiness Context Elva Bonita Arbie; Nonny Basalama; Sartin T Miolo; Muziatun Mukadji; Hasanuddin Fatsah; Rasuna Talib
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10979

The demand for English proficiency in vocational education requires instructional materials that align with students’ professional contexts. Although English for Specific Purposes (ESP) and Project-Based Learning (PjBL) have been widely explored in vocational education, studies integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum remain limited. This study aims to identify the target needs and learning needs of Agribusiness students at SMKN 1 Paguyaman as a basis for developing an ESP module integrated with Project-Based Learning. This research represents the Analysis phase of the ADDIE model and employed a descriptive needs analysis design. Data were collected through document analysis of the Phase F English Learning Outcomes and questionnaires administered to one English teacher, three Agribusiness productive teachers, and 18 eleventh-grade Agribusiness students. The data were analyzed using qualitative descriptive analysis involving data reduction, data display, and conclusion drawing. The findings revealed a gap between curriculum expectations and classroom practices, particularly regarding limited technical vocabulary and the lack of contextualized instructional materials. Specifically, 88% of students reported difficulty understanding English vocabulary, while 93% expressed a need for agriculture-related procedural text materials. Procedure and descriptive texts were identified as the most relevant text types, whereas Project-Based Learning and interactive audio features were considered effective in supporting student engagement and comprehension. The novelty of this study lies in integrating ESP needs analysis, Agribusiness-specific content, Project-Based Learning, and the Merdeka Curriculum as a foundation for developing contextualized instructional materials. The study concludes that a contextualized ESP module is essential to bridge the gap between content knowledge and students’ language competence.

TRANSFORMASI DIGITAL WARISAN BUDAYA LOKAL: PEMERTAHANAN DAN PELESTARAIAN NILAI KEARIFAN LOKAL DI KAWASAN TELUK TOMINI Nonny Basalama; Zulkifli Tanipu; Salam Tolaki; Herson Kadir; Ikha Hardiyanti Puspita Mahading
Jurnal Pengabdian Masyarakat Multidisiplin Vol 8 No 1 (2024): Oktober
Publisher : LPPM Universitas Abdurrab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36341/jpm.v8i1.5255

Tomini Bay is rich in local cultural heritage, Including traditional arts and local wisdom passed down from generation to generation. However, amidst the waves of globalization and modernization, this cultural heritage faces significant threats. The lack of documentation and limited technological infrastructure in remote areas have made efforts to preserve the culture increasingly challenging. Recognizing this situation, our community service initiative was launched with the hope of assisting the people of Teluk Tomini in preserving and sustaining their cultural heritage. We began with a straightforward outreach, introducing technology to the community so they could document their local culture, including traditional dances, music, folklore, and other valuable artifacts. With the help of the community, we successfully captured this cultural wealth in digital formats such as video, audio, and photographs. Additionally, we developed a digital platform that allows this cultural heritage to be accessed not only by the local community but also globally. The impact of this initiative has been significant. The younger generation has become more aware of the importance of preserving their cultural heritage. However, technological barriers, such as limited internet access, remain a major challenge. We recognize that ongoing efforts are needed to overcome these obstacles, so the people of Teluk Tomini can continue to play an active role in safeguarding their cultural legacy. Through regular evaluation and monitoring, we continuously assess the success of the platformâ€™s implementation. Our hope is that technology can serve as a bridge connecting the past and the future, ensuring that Teluk Tomini's cultural heritage remains vibrant in the face of modern advancements.

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

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

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 | 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.

Representasi Unsur-Unsur Multikulturalisme dalam Novel Lukisan Tanpa Bingkai Karya Ugi Agustono J Jafar Lantowa; Nonny Basalama; Riman Kasim
JENTERA: Jurnal Kajian Sastra Vol 11, No 1 (2022): Jentera: Jurnal Kajian Sastra
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jentera.v11i1.4783

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.

Reproducing Power through Classroom Discourse: A Critical Discourse Analysis of Teacher–Child Interaction in Non-Formal Preschool Education Sri Meiti Anggraini Ahaya; Nonny Basalama
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.

Measuring EFL Students' Motivation in Academic Writing Through the Use of ChatGPT Astriana Talango; Nonny Basalama; Dewi Dama
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.v5i1.552

The increasing use of artificial intelligence (AI) tools such as ChatGPT has transformed students’ academic writing practices. While ChatGPT offers various forms of writing assistance, its relationship with students’ motivation to write remains a subject of debate. Therefore, this study aimed to examine the relationship between ChatGPT usage and academic writing motivation among EFL students at Universitas Negeri Gorontalo. Grounded in Self-Determination Theory (Ryan & Deci, 2000; 2020), this study employed a quantitative correlational design involving 100 fourth-semester students selected through purposive sampling. Data were collected using the Academic Writing Motivation Questionnaire (AWMQ) adapted from Payne (2012) and the ChatGPT Usage Scale adapted from Nemt-allah et al. (2024). The data were analyzed using Pearson Product-Moment Correlation after meeting the assumption of normality. The findings revealed that the participants demonstrated a moderate level of academic writing motivation. Furthermore, a statistically significant negative correlation was found between ChatGPT usage and academic writing motivation (r = −.244, p = .015). This indicates that students who reported more frequent use of ChatGPT tended to exhibit lower levels of motivation in academic writing, although the strength of the relationship was weak. Since this study adopted a correlational design, no causal relationship can be established. These findings suggest that the use of ChatGPT may be associated with changes in students’ motivation toward academic writing and highlight the importance of promoting balanced and responsible use of AI tools in educational contexts.

Societal Pressures Shaping Professional Identity and Motivation among Indonesian EFL Teachers' Experiences Nonny Basalama; Haris Danial
International Journal of Educational Research & Social Sciences Vol. 7 No. 3 (2026): June 2026 ( Indonesia -Kazakhstan- China - Uzbekistan )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v7i3.990

The professional identity and motivation of English as Foreign Language (EFL) teachers are shaped not only by pedagogical experiences but also by the broader social and economic contexts in which they work. In Indonesia, limited teacher remuneration and culturally embedded gender expectations continue to influence teachers’ professional engagement; however, the interaction between these factors remains underexplored in EFL research. This study aims to examine how economic constraints and gender expectations influence the professional identity and motivation of Indonesian EFL teachers. A qualitative narrative inquiry was employed involving twenty secondary school EFL teachers from Indonesia. Data were collected through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns across participants’ experiences. The findings reveal that inadequate remuneration negatively affects teachers’ motivation, professional development, instructional creativity, and participation in continuous learning. Nevertheless, teachers with a strong sense of professional vocation demonstrated sustained commitment despite financial challenges. The study also found that gender expectations significantly shaped teachers’ career decisions and professional identity. Male teachers commonly undertook additional employment to fulfill their responsibilities as family breadwinners, whereas married female teachers prioritized domestic and caregiving responsibilities, resulting in different forms of professional engagement. These findings indicate that professional identity is dynamically negotiated through the interaction between personal agency and contextual pressures rather than being determined solely by individual beliefs or professional competence. The study highlights the importance of improving teacher welfare and developing context-sensitive educational policies that recognize the influence of economic conditions and sociocultural expectations on teacher motivation, professional identity, and long-term career sustainability.

Societal Pressures Shaping Professional Identity and Motivation among Indonesian EFL Teachers' Experiences Nonny Basalama; Haris Danial
International Journal of Educational Research & Social Sciences Vol. 7 No. 4 (2026): August 2026 ( Indonesia - Myanmar - Kazakhstan - Malaysia )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v7i4.1028

The professional identity and motivation of English as Foreign Language (EFL) teachers are shaped not only by pedagogical experiences but also by the broader social and economic contexts in which they work. In Indonesia, limited teacher remuneration and culturally embedded gender expectations continue to influence teachers’ professional engagement; however, the interaction between these factors remains underexplored in EFL research. This study aims to examine how economic constraints and gender expectations influence the professional identity and motivation of Indonesian EFL teachers. A qualitative narrative inquiry was employed involving twenty secondary school EFL teachers from Indonesia. Data were collected through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns across participants’ experiences. The findings reveal that inadequate remuneration negatively affects teachers’ motivation, professional development, instructional creativity, and participation in continuous learning. Nevertheless, teachers with a strong sense of professional vocation demonstrated sustained commitment despite financial challenges. The study also found that gender expectations significantly shaped teachers’ career decisions and professional identity. Male teachers commonly undertook additional employment to fulfill their responsibilities as family breadwinners, whereas married female teachers prioritized domestic and caregiving responsibilities, resulting in different forms of professional engagement. These findings indicate that professional identity is dynamically negotiated through the interaction between personal agency and contextual pressures rather than being determined solely by individual beliefs or professional competence. The study highlights the importance of improving teacher welfare and developing context-sensitive educational policies that recognize the influence of economic conditions and sociocultural expectations on teacher motivation, professional identity, and long-term career sustainability.

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