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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jambura Journal of English Teaching and Literature Aksara: Jurnal Ilmu Pendidikan Nonformal International Journal of Humanities and Innovation (IJHI) Lingua Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Al-Lisan: Jurnal Bahasa Research Review: Jurnal Ilmiah Multidisiplin Jurnal Penelitian Pendidikan Indonesia
Hassanudin Fatsah
Universitas Negeri Gorontalo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of Fillers in Spoken Discourse Video by Students at English Language Education Study Program of State University of Gorontalo Dhea Wulandari Cahyo; Hasanuddin Fatsah; Zulkifli Tanipu
Research Review: Jurnal Ilmiah Multidisiplin Vol. 4 No. 1 (2025): Research Review: Jurnal Ilmiah Multidisiplin (Februari 2025 - Juli 2025)
Publisher : Transbahasa

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

Abstract

This study analyzes the Use of fillers in spoken discourse videos by students of the English Language Education Study Program at Gorontalo State University (UNG). The purpose is to identify the types of fillers used and the factors that influence their Use. This study uses a qualitative descriptive method with data collected through analysis of students' video assignments, interviews, and documentation. The results showed that the most frequently used fillers were unlexicalized (e.g., "um", "uh"), compared to lexicalized fillers (e.g., "so", "okay"). The main factors that influence the Use of fillers in spoken discourse video assignments are Inadequate preparation time, Divided attention, Filling the Void with Fillers, and Emphasis on Speaking. This study also revealed that fillers can be used in constructing sentences and maintaining fluency in communication even though they are considered to interfere with fluency. Pedagogical implications include teaching communication strategies to improve fluency and reducing excessive Use of fillers through speaking preparation and managing nervousness.
Exploring English Majors’ Experience in Improving Their English-Speaking Skills: A Fenomenology Study Nadia Abdjul; Abid; Hasanuddin Fatsah
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.v14i1.9819

Abstract

This study explores the experiences of English major students in improving their English-speaking skills after completing one year of study in the English Language Education Study Program at Universitas Negeri Gorontalo. It aims to understand how students perceive their speaking development and identify factors that support or hinder their progress. The study used a qualitative descriptive phenomenological design to capture students lived experiences. Ten third-semester English major students were selected purposively as participants. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings show that students’ speaking development is influenced by both positive and negative learning experiences. Positive experiences include support from lecturers and peers, collaborative learning, intrinsic motivation, and increased self-confidence, which encourage students to participate actively in speaking activities. Meanwhile, negative experiences include anxiety, fear of negative judgment, and avoidance behavior, influenced by personal insecurities and classroom dynamics. Based on the emotional geography framework, students’ speaking experiences are related to sociocultural, moral, professional, political, and physical dimensions of the learning environment. These findings suggest that speaking challenges are not only linguistic but also influenced by emotional and social interactions.
Teachers’ Sense-making of English Guru Penggerak in Implementing Deep Learning through Mindful, Meaningful, Joyful Learning Priciples Adelmi Kurniawati Ds; Hasanuddin Fatsah; Muziatun Mukadji; Moon Hidayati Otoluwa; Sartin Miolo
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.v14i1.9914

Abstract

This study examines English Guru Penggerak teachers' perceptions of Deep Learning through the Mindful, Meaningful, and Joyful (MMJ) framework in junior high school English classrooms in North Gorontalo Regency. In this study, Deep Learning refers to a pedagogical policy within the Indonesian education system rather than artificial intelligence or machine learning. The study addresses two research questions: how teachers perceive Deep Learning through the MMJ principles and how they describe their readiness to implement them. A descriptive qualitative design was employed involving eight English Guru Penggerak teachers. Data were collected through semi-structured interviews and supported by document analysis of teaching modules, worksheets, and assessment instruments. The data were analyzed using thematic analysis, including coding, cross-participant comparison, and document triangulation. The findings indicate that teachers generally perceived MMJ positively and considered it relevant to English language learning. They associated the framework with a safer classroom climate, greater student participation, stronger motivation, and more meaningful learning experiences. However, teachers demonstrated varying levels of conceptual understanding, with some still developing their understanding of MMJ while others articulated its principles more comprehensively. Teachers also showed uneven readiness to implement the framework. Pedagogical readiness was reflected in contextual learning tasks, reflective practices, and interactive classroom activities, whereas assessment readiness remained the weakest dimension. In addition, leadership support, professional learning communities, academic supervision, infrastructure, workload, and time allocation influenced implementation. The study concludes that MMJ implementation remains vulnerable to “joyful but shallow” enactment when enjoyable learning activities are not supported by purposeful awareness, meaningful learning, reflection, feedback, and evidence of student learning progress.
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

Abstract

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
Metacognitive strategy integration in formative assessment: validation of the MSI model for EFL listening Helena Badu; Hasanuddin Fatsah; Karmila Machmud; Harto Malik
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: 10.29210/020257132

Abstract

This study developed and validated a Metacognitive Strategy-Based Formative Assessment Model (MSI Model) for the Listening for Professional Context course at the English Education Study Program, Universitas Negeri Gorontalo. Employing Plomp’s Educational Design Research framework, the study addressed three research questions: (1) the current state of listening assessment practices, (2) the design of the MSI model and its integrated instruments, and (3) the content and construct validity of the model as evaluated by expert panels. Needs analysis data were gathered through document analysis of course syllabi and existing assessment instruments, semi-structured interviews with four lecturers, and questionnaires distributed to 40 students. The MSI model integrates a three-layered framework linking Planning, Monitoring,Evaluating (PME) metacognitive strategies with four formative assessment instruments: a PME metacognitive reflection rubric, a self-assessment checklist, a peer-assessment form, and a structured feedback protocol. Expert validation involving three specialists in educational methodology, language assessment, and EFL listening yielded a mean Content Validity Index (CVI) of 0.91 and Aiken’s V of 0.89, indicating strong content and construct validity. Qualitative feedback from experts highlighted the model’s conceptual coherence, and theoretical alignment. These findings indicate that the MSI model provides a theoretically grounded and expert-validated formative assessment framework for supporting metacognitive strategy integration in university-level EFL listening.
Integrating local wisdom into EFL reading materials: A needs analysis of vocational students in Eastern Indonesia Dwi Sri Julianie Sukun; Hasanuddin Fatsah; Moh Syahrun Ibrahim; Sartin T. Miolo; Adriansyah Abu Katili; Muziatun Mukadji
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): 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.v11i1.7103

Abstract

Background:  Vocational students often struggle to understand English texts that are complex and not related to their daily lives. In Eastern Indonesia, the lack of culturally relevant materials can reduce engagement and comprehension. Integrating local wisdom into reading materials can bridge this gap by connecting learning with students’ experiences, supported by schema theory and culturally responsive pedagogy. Aims: This study aimed to identify vocational students’ needs for English reading materials incorporating local wisdom in Banggai Laut, Central Sulawesi, and to examine how cultural elements relate to students’ reading challenges, learning needs, and preferences. Methods: This study employed a descriptive quantitative approach using a descriptive survey design within a needs analysis framework. The analysis of target needs (lacks, needs, and wants) was informed by Hutchinson and Waters, while learning needs (input, procedures, teacher roles, learner roles, and settings) were based on Nunan. Twenty students from SMK Al-Hajar and SMK Negeri 2 Banggai participated during the 2024/2025 academic year. Data were collected through a 33-item Likert-scale online questionnaire. The data were analyzed using mean scores and percentages to identify dominant response patterns. Results: The findings revealed that students experienced difficulties with complex sentence structures, technical vocabulary, and factual texts lacking cultural relevance. They reported strong needs for vocabulary support, culturally familiar topics, visual aids, and teacher guidance. Students preferred reading materials related to local folktales, coastal life, traditions, and regional history, and favored activities such as independent reading, small-group discussion, summarizing, highlighting keywords, and strategy modeling. Implications: Mapping students’ target and learning needs prior to material development is essential for vocational contexts. Incorporating local wisdom can support more engaging, comprehensible, and contextually relevant English learning aligned with students’ cultural backgrounds.
Co-Authors Abid Adelmi Kurniawati Ds Adriansyah Abu Katili Adriansyah Katili Alan Panigoro Andriliwan Muhammad Ashrafiany NA Dakia N. Djou Dhea Wulandari Cahyo Dwi Sri Julianie Sukun Fadly Umadji Hanswaty Noho Harto Malik Hasna Hasbullah Helena Badu Ismail Koerniawan Mohammad Karmila Machmud Kartin Lihawa Moh. Karmin Baruadi Mohamad Syahrun Ibrahim Moon Hidayati Otoluwa Muziatun Mukadji Nadia Abdjul Nonny Basalama Novriyanto Napu Rahman Taufiqrianto Dako Rahmawaty Mamu Rasuna Talib Sartin T. Miolo Sitti Roskina Mas Sri Rahayu Malingkas Zulkifli Tanipu