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The Symbolic Meaning of Traditional Cuisine in the Mongaruwa Tradition among the Gorontalo Community Rahmawati Latama; Harto S. Malik; Rahman Taufiqrianto Dako
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.v5i1.333

This study aims to explore and describe the symbolic meanings of traditional cuisine in the Mongaruwa tradition among the Gorontalo community. A qualitative approach with a descriptive design was employed to gain an in-depth understanding of cultural practices embedded in traditional food. Data were collected through literature review, cultural observation, and documentation of several traditional foods, including Bajoe, Tiliaya, Nasi Kuning, Bilindi, Lutu, and Watingo. The data were analyzed using thematic analysis to identify recurring patterns and underlying meanings. The findings reveal that traditional foods in the Mongaruwa tradition embody important cultural values such as togetherness, gratitude, prosperity, and respect for guests and family. Each type of food carries symbolic meanings that reflect the social and cultural norms of the Gorontalo community. Furthermore, the tradition shows how traditional cuisine functions as a medium for preserving and transmitting local wisdom across generations. In conclusion, traditional cuisine in the Mongaruwa tradition not only serves a consumptive purpose but also represents a meaningful cultural expression that supports identity and continuity.

Teacher-Student Translanguaging Interaction: A Discourse Analysis of Eliciting Responses in EFL Classrooms Fadly Umadji; Hasanuddin Fatsah; Muziatun; Rasuna Talib; Rahman Taufiqrianto Dako
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.v14i1.10007

This study investigates the strategic utilization of translanguaging within teacher-student interactional sequences to elicit and facilitate student responses in the English as a Foreign Language (EFL) classroom of SMA Negeri 11 Gorontalo Utara. Set within the rural, multi-ethnic educational context of Gentuma Village, which is deeply characterized by the local sociocultural philosophy of Huyula (mutual cooperation), this research challenges traditional monolingual biases in language pedagogy. Employing a qualitative descriptive case study design oriented towards classroom discourse analysis. The analysis strictly integrates Doff’s (2012) taxonomy of elicitation techniques encompassing questioning, visual aids, games, texts, and non-verbal cues, with contemporary translanguaging pedagogical frameworks. The results demonstrate that the teacher systematically orchestrates a sophisticated "symphony of languages," fluidly mobilizing English, Indonesian, Gorontalo, Javanese, Sanger, and Manado Malay to activate students' background knowledge, lower the affective filter, and prompt active verbal participation. Specifically, visual and game-based elicitation techniques proved highly effective when coupled with translanguaging, transforming the rigid Initiation-Response-Feedback (IRF) sequence into a collaborative, hybrid interactional space. The findings reveal that translanguaging elicitation is not a remedial necessity for linguistic deficits, but a culturally sustaining pedagogical strategy that leverages local linguistic repertoires to build global communicative competence. This study provides empirical evidence that validating multi-ethnic identities within the EFL classroom fosters an inclusive learning environment, significantly enhancing students' willingness to communicate and overall classroom interactional competence

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.

Strategi Pembelajaran Bahasa Inggris Interaktif Berbasis Aktivitas Sehari-hari melalui Program “A Day in My Life” pada Siswa Sekolah Dasar Indri Wirahmi Bay; Sri Widyarti Ali; Rahman Taufiqrianto Dako; Rusni Podungge
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.21465334

Program pengabdian kepada masyarakat "A Day in My Life" dilatarbelakangi oleh masih rendahnya efektivitas pembelajaran bahasa Inggris di sekolah dasar yang cenderung bersifat konvensional dan kurang kontekstual. Hal ini berdampak pada rendahnya keterlibatan dan pemahaman siswa dalam menggunakan bahasa Inggris dalam kehidupan sehari-hari. Oleh karena itu, program ini bertujuan untuk meningkatkan kualitas pembelajaran bahasa Inggris melalui pendekatan interaktif berbasis aktivitas sehari-hari (daily activities). Metode pelaksanaan meliputi tahap observasi, perancangan, implementasi, dan evaluasi kegiatan. Kegiatan pembelajaran dilakukan dengan menggunakan teknik interaktif seperti role play, Talk Time, serta permainan bahasa yang dikemas melalui konsep gamifikasi untuk melibatkan partisipasi aktif siswa. Hasil kegiatan menunjukkan capaian yang sangat positif, di mana 85% siswa menunjukkan partisipasi aktif, yang berarti telah berhasil memenuhi target indikator keberhasilan (). Selain peningkatan keaktifan, siswa juga menunjukkan peningkatan pemahaman kosakata dalam konteks sederhana, keterampilan pengucapan, serta keterampilan sosial yang lebih kolaboratif. Guru mitra juga memperoleh pengalaman langsung dalam menerapkan metode pembelajaran yang lebih inovatif dan interaktif. Program ini menunjukkan bahwa pembelajaran bahasa Inggris berbasis konteks kehidupan sehari-hari efektif dalam meningkatkan kualitas pembelajaran di sekolah dasar. Oleh karena itu, pendekatan ini penting untuk diterapkan secara berkelanjutan guna mendukung peningkatan mutu pendidikan dasar.

Strategi Pembelajaran Bahasa Inggris Interaktif Berbasis Aktivitas Sehari-hari melalui Program “A Day in My Life” pada Siswa Sekolah Dasar Indri Wirahmi Bay; Sri Widyarti Ali; Rahman Taufiqrianto Dako; Rusni Podungge
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.21465334

Program pengabdian kepada masyarakat "A Day in My Life" dilatarbelakangi oleh masih rendahnya efektivitas pembelajaran bahasa Inggris di sekolah dasar yang cenderung bersifat konvensional dan kurang kontekstual. Hal ini berdampak pada rendahnya keterlibatan dan pemahaman siswa dalam menggunakan bahasa Inggris dalam kehidupan sehari-hari. Oleh karena itu, program ini bertujuan untuk meningkatkan kualitas pembelajaran bahasa Inggris melalui pendekatan interaktif berbasis aktivitas sehari-hari (daily activities). Metode pelaksanaan meliputi tahap observasi, perancangan, implementasi, dan evaluasi kegiatan. Kegiatan pembelajaran dilakukan dengan menggunakan teknik interaktif seperti role play, Talk Time, serta permainan bahasa yang dikemas melalui konsep gamifikasi untuk melibatkan partisipasi aktif siswa. Hasil kegiatan menunjukkan capaian yang sangat positif, di mana 85% siswa menunjukkan partisipasi aktif, yang berarti telah berhasil memenuhi target indikator keberhasilan (). Selain peningkatan keaktifan, siswa juga menunjukkan peningkatan pemahaman kosakata dalam konteks sederhana, keterampilan pengucapan, serta keterampilan sosial yang lebih kolaboratif. Guru mitra juga memperoleh pengalaman langsung dalam menerapkan metode pembelajaran yang lebih inovatif dan interaktif. Program ini menunjukkan bahwa pembelajaran bahasa Inggris berbasis konteks kehidupan sehari-hari efektif dalam meningkatkan kualitas pembelajaran di sekolah dasar. Oleh karena itu, pendekatan ini penting untuk diterapkan secara berkelanjutan guna mendukung peningkatan mutu pendidikan dasar.

A Discourse Analysis of Dikili Tradition in Modikili Practice for Preserving Gorontalo Cultural Language Representation Sri Harkeni Mohune; Harto S. Malik; Rahman Taufiqrianto Dako
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.v5i1.367

This study aims to analyze how language in the Dikili tradition, performed through Modikili practices, represents and preserves Gorontalo culture. A qualitative descriptive approach was used to obtain a deeper understanding of the ritual language found in the tradition. The study applied Norman Fairclough’s Critical Discourse Analysis, focusing on textual, discursive, and social dimensions. Data were collected through participant observation, documentation of ritual utterances, and semi-structured interviews with cultural practitioners and community members. The data were analyzed using thematic analysis to identify patterns of meaning and cultural representation within the discourse. The findings show that the Dikili tradition contains religious metaphors, repetition, parallel structures, and poetic expressions that reflect spiritual values, social harmony, and collective identity. In addition, Modikili practices serve as a medium for preserving and passing down local wisdom across generations. In conclusion, the ritual language used in the Dikili tradition is not only a symbolic expression but also an important cultural practice that helps maintain Gorontalo cultural identity in modern society.

Taboo Words in Main Characters of Death Proof Movie Oldi Simon; Syarifuddin Ahmad; Rahman Taufiqrianto Dako
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.v1i2.19

The use of taboo words is strongly influenced by culture. In the growing discourse of use of taboo words in social reality, men are often portrayed to have discourteous traits and utter any form of taboo words when compared to women. However, a movie entitled Death Proof does not show the same trend. The present research aimed at investigating taboo words in the mentioned movie by focusing on their types and motives. Through the utilization of observation and documentation techniques, the data comprised utterances of the main characters that contained taboo words. The results revealed that the main characters employed taboos of profanity, obscenity, vulgarity, epithet and insult. Pertaining to women, they also fulfill those various classifications. Conversely, insult and profanity were the typical types men uttered during the movie. In regard to the motives of using taboo words, it was discovered that psychological, social and linguistic motives tend to stimulate male characters to utter taboo words, while women are merely affected by psychological and social motives. From the results, the research concludes that female characters utter taboo words more variably than men. However, women’s variability on the production of taboo words is limited to certain situations, while men apply taboo words in multiple contexts.

A Study on Phonological Process: A Case on Indonesian EFL Students’ Pronunciations Hayria Mohamad; Hanisah Hanafi; Rahman Taufiqrianto Dako
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.v1i2.24

The present article seeks to discuss the phonological process concerning the alterations in English sounds produced by Indonesian EFL students. This study drew on generative phonology and utilized Schane’s (1973) categories of the phonological process to highlight the changes in English sounds. This study applied a qualitative method with a descriptive research design. All data of this study were gathered through digitally recording eight EFL students’ oral presentations in the research proposal seminars. According to the results of this study, the transformations in the English sounds arose in both the consonant and vowel sounds of the English, where these changes attributed to the four categories of phonological process, including assimilation, dissimilation, deletion, and insertion. The present study also found the occurrences of a double and triple different phonological process in single word utterance produced by participants of this study. This study signified that such changes in English sounds occurred owing to the mother tongue influence. The results of this study offer a significant contribution to the insights into both linguistics and EFL instruction.

Influence of Friendship Circles on Variations in English Language Style Among University Students Ali, Sahrin; Ente, Amelia Ramadhani R. Ente; Rahim, Marsela Hasan; Kaloh, Jesira Meisarah; Dako, Rahman Taufiqrianto; Katili, Adriyansyah Abu Katili
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 6 No. 2 (2026): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2026.28823

This study investigates how friendship circles influence university students’ English language styles, focusing specifically on pronunciation adaptation and communication patterns. The research employed a descriptive qualitative design supported by quantitative data, involving 10 purposively selected students from an English Language Education Program in Indonesia. Data were collected using an online questionnaire consisting of multiple-choice and open-ended questions, then analyzed using three-step model: data reduction, data display, and conclusion drawing. The findings reveal four key patterns of language variation shaped by peer interaction: (1) pronunciation adaptation, (2) communication style, (3) peer influence, and (4) slang and informal lexicon. Students exhibited partial pronunciation accommodation, often adopting certain native-like features while maintaining local accents to balance group belonging and identity. Communication patterns were dominated by casual, slang-filled interactions, with academic discourse used primarily in formal contexts. Peer groups emerged as linguistic communities, subtly shaping pronunciation, lexical choice, and register through daily interactions. These findings contribute to sociolinguistic and psycholinguistic discussions on language variation, highlighting how peer social environments function as powerful spaces of linguistic adaptation and identity negotiation among EFL students. The study also emphasizes that language adaptation within peer groups is not merely linguistic, but also a reflection of emotional bonding and shared values. Understanding this process helps illustrate how English learning becomes a social practice shaped by identity, community, and belonging.

Language hierarchies in an Indonesian religious university: an ethnographic study of choice and domain contraction Suparni Suparni; Dakia N Djou; Rahman Taufiqrianto Dako; Muslimin Muslimin
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020267192

This study examined language-choice patterns, code-mixing, code-switching, and domain contraction within the multilingual ecology of Universitas Alkhairaat Palu, and considered their implications for Indonesian academic-language instruction. A qualitative ethnographic case study was conducted from February to July 2026 with 18 purposively selected participants (4 lecturers, 4 educational staff, and 10 students). Data were generated through participant observation, structured in-depth interviews, and institutional document analysis across academic, administrative, religious-ceremonial, and informal domains. Analysis combined iterative data reduction, domain-based coding, data display, conclusion drawing, and verification; credibility was supported through source, method, and theory triangulation and reflective field notes. Indonesian remained the principal academic and administrative language, while Arabic appeared systematically as a marker of religious authority and institutional identity. English was used mainly in informal peer interaction, whereas Kaili showed the narrowest functional distribution and was often limited to lexical fragments. These patterns indicate an unequal institutional language hierarchy rather than a measured longitudinal shift. A four-meeting Problem-Based Learning and directed-translanguaging prototype was derived from the findings as a preliminary pedagogical proposal; its effectiveness was not tested in this study.

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