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Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
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.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

Edward Prendick’s Harrowing Journey on Doctor Moreau’s Island: A Tale of Trauma in H.G. Wells’ Novel Tangkilisan, Sesar; Husain, Dahlia; Mariana, Ana; Otoluwa, Moon Hidayati; Rosida, Ana
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 4, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v4i1.3095

This study explores the representation of traumatic experiences in H.G. Wells' novel The Island of Doctor Moreau. Traumatic experiences are unpredictable, unpreventable situations that overwhelm victims and disrupt their ability to cope. Literature can provide insights into the range of responses to such overwhelming experiences as a reflection of human existence. The objective of this research is to increase awareness and understanding of trauma and mental illness through the analysis of literary depictions. Using a qualitative research approach, the study examines the traumatic experiences encountered by the protagonist, Edward Prendick, in the novel. The analysis categorizes Prendick's traumatic experiences into three main themes: a) being stranded, drifting away, and lost; b) witnessing death and seeing dead bodies; and c) meeting scary creatures, being attacked, and being terrorized. The findings reveal how the novel portrays the psychological and emotional impact of trauma on the protagonist, highlighting the challenges faced by victims of overwhelming and life-threatening situations. By analyzing the literary representation of trauma, this study aims to foster greater empathy and understanding for those affected by traumatic experiences and mental health issues. The in-depth qualitative analysis of the narrative techniques and thematic elements in the novel contributes to the literature on the literary depiction of trauma and its implications for raising awareness and promoting mental health.Keywords: Traumatic experiences, psychology, novel

Pengembangan Teknik Penerjemahan Berbasis Teori Appraisal Pada Brosur Pariwisata Bilingual Kabupaten Gorontalo (Suatu Studi Analisis) Husain, Dahlia; Talib, Desrika
Tulisan Ilmiah Pariwisata (TULIP) Vol 6, No 1: JUNI 2023
Publisher : Program Studi S1 Pariwisata, Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/tulip.6.1.34-40.2023

Sekarang ini, kebutuhan akan pariwisata sudah menjadi kebutuhan primer. Pergi ke tempat yang berbeda, merasakan pengalaman yang berbeda, makan makanan eksotis adalah salah satu hal yang diharapkan orang ketika mendengar kata pariwisata. Sayangnya, tidak semua tempat wisata menyediakan informasi yang dapat diakses dengan mudah oleh masyarakat yang berminat untuk mengunjunginya. Untuk mengakomodir pertumbuhan wisatawan yang cepat, digunakan beberapa strategi promosi, salah satunya dengan menggunakan brosur. Untuk memastikan bahwa brosur digunakan secara efektif, bahasa yang digunakan dalam brosur harus benar terutama dalam brosur dwibahasa. Tujuan dari penelitian ini adalah untuk mengetahui bahasa yang digunakan dalam brosur pariwisata dwibahasa yang digunakan sebagai alat promosi oleh Dinas Pemuda Olahraga dan Pariwisata Kabupaten Gorontalo. Metode yang digunakan adalah penelitian kualitatif deskriptif. Pengumpulan data dilakukan melalui isi brosur yang terdiri dari beberapa objek wisata di Kabupaten Gorontalo seperti; Menara Pakaya, Pantai Talua’a, Bantayo Poboide, Festival Budaya Gorontalo, Museum Iluta, Resor Pentadio, Desa Wisata Religi Bubohu, Diving Center Pantai Itoduti, dan sebagainya. Kemudian dianalisis berdasarkan metode error translation. Hasil penelitian menunjukkan bahwa terdapat 4 macam kesalahan yang terdapat pada brosur wisata bilingual yang diterbitkan oleh Disporapar Kabupaten Gorontalo yaitu kesalahan penghilangan, kesalahan penambahan, kesalahan pembentukan dan kesalahan penempatan. Oleh karena itu, penggunaan teori appraisal disarankan untuk meningkatkan kualitas terjemahan pada brosur pariwisata dwibahasa di Kabupaten Gorontalo yang selanjutnya akan berdampak pada peningkatan wisatawan mancanegara yang berkunjung ke Gorontalo. Kata Kunci : Brosur, Terjemahan, Teori Appraisal

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
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.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

FROM LOCAL HEALING TO GLOBAL READABILITY: EWTC AND MULTI STAKE HOLDER COLLABORATION FOR EMERGING WELLNESS TOURISM DESTINATIONS Dahlia Husain; Nirwanto Ma'ruf; Ana Mariana; Yumanraya Noho
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.195

This study examines how English for Wellness Tourism Communication (EWTC) and multi-stakeholder collaboration contribute to transforming Gorontalo’s local healing practices into globally readable wellness tourism narratives. Positioned within the growing discourse on wellness tourism and English for Specific Purposes (ESP), the research addresses a critical gap in communication competence among emerging destinations seeking international visibility. Using a sequential explanatory qualitative design, data were collected through semi-structured interviews and focus group discussions involving government representatives, tourism businesses, community-based providers, and an expert validation panel. Thematic analysis identified recurring communication barriers, including limited wellness-specific vocabulary, weak cultural storytelling, inconsistent digital messaging, and low English-speaking confidence. Based on these findings, the study developed and validated a structured EWTC competency framework covering genre chains across the tourist journey, ethical messaging, intercultural explanation strategies, and digital promotion skills. The results demonstrate that improved clarity, cultural interpretability, transparency, and coordinated stakeholder messaging significantly strengthen destination image formation and global trust. The study contributes theoretically by positioning wellness tourism as a specialized ESP domain and practically by offering a context-sensitive communication model for community-based destinations. These findings highlight that global readability is not merely linguistic simplicity but a multidimensional construct linking language, ethics, culture, and collaboration in sustainable wellness tourism development.

I PREFER TO STAY SILENT”: STUDENTS’ NARRATIVES OF TEACHER DOMINANCE IN ELT CLASSROOM Bahar; Dahlia Husain; Ana Mariana
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.117

Speaking is frequently positioned as the most visible indicator of success in English as a Foreign Language (EFL) learning, yet many Indonesian classrooms still show minimal student oral participation even in higher education. This study explores how learners narrate teacher power in EFL speaking lessons and how these interactional patterns shape psychological barriers that ends up in classroom silence. Using an interpretive qualitative design, the research was conducted at Fajar University, Indonesia. Unstructured, in-depth interviews were conducted in Indonesian with ten EFL students and one English lecturer to reduce language constraints on disclosure. Data were analyzed through iterative thematic coding, constant comparison, and theme refinement. The study revealed that power enactments were linked to four mutually reinforcing consequences: lowered speaking self-confidence, heightened fear of negative evaluation and punishment, weakened motivational intensity, and boredom-driven disengagement. Under such conditions, silence operated less as evidence of inadequate linguistic competence than as a rational strategy of self-protection within a high-risk, low-reward communicative environment. The study contributes a student-centered account of how everyday classroom routines operationalize power in speaking instruction and suggests that transforming authority from coercive control to supportive guidance is crucial for fostering willingness to communicate. Pedagogical implications include face-sensitive feedback, expanded wait time and turn allocation, negotiated topics, and psychologically safe participation norms to sustain ongoing speaking engagement for learners.

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