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All Journal Jurnal Bahasa, Sastra, dan Budaya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jambura Elementary Education Journal Ideas: Jurnal Pendidikan, Sosial dan Budaya Community Development Journal: Jurnal Pengabdian Masyarakat Madaniya Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Community Service Berajah Journal INVENTION: Journal Research and Education Studies Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Joong-Ki : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan (SOKO GURU) REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Journal International Inspire Education Technology (JIIET) Priviet Social Sciences Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Socius: Social Sciences Research Journal Jurnal Pengabdian Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan Joong-Ki Jurnal Penelitian Pendidikan Indonesia JIMAD : Jurnal Ilmiah Mutiara Pendidikan Joong-Ki Soko Guru: Jurnal Ilmu Pendidikan Jurnal Literasi Indonesia Jurnal Pendidikan dan Keguruan Review of International Journal Education and School Leadership (RITEDUL) International Journal of Language and Ubiquitous Learning
Haris Danial
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Analysis of Figurative Language in Anne Marie Songs Pandji, Nur' Ain; Lihawa, Kartin; Bouti, Suleman; Fatsah, Hassanuddin; Danial, Haris
⁠⁠Jurnal Literasi Indonesia Vol. 2 No. 8 (2025): Jurnal Literasi Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

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Abstract

This research investigates the types and meanings of figurative language in Anne-Marie’s songs Trainwreck and Kills Me to Love You. Figurative language plays a significant role in enriching lyrical content by conveying deeper emotional and symbolic meanings. The theoretical framework is based on Hurford et al. (2007) and Lord (1855), who classify figurative language into nine categories: metaphor, hyperbole, personification, idiom, metonymy, synecdoche, hypocrisy, apostrophe, and allegory. The findings reveal that only four types metaphor, hyperbole, personification, and idiom appear in the selected songs. Metaphor and hyperbole emerged as the most dominant, emphasizing emotional intensity and psychological depth. This research adopts a qualitative descriptive approach using library research to analyze the figurative expressions in the lyrics. The analysis shows that figurative language in Anne-Marie’s songs illustrates themes of toxic relationships, heartbreak, and emotional resilience. Expressions such as “I’m a trainwreck” and “It kills me to love you” demonstrate how figurative language is used to portray emotional turmoil and relational conflict in a relatable and poetic manner.
EXPLORING FACTORS TO INFLUENCE STUDENTS’ SKRIPSI WRITING ANXIETY Fiska S. Hikaya; Nonny Basalama; Haris Danial
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 6 (2025): JUNI
Publisher : CV. ADIBA AISHA AMIRA

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The aims of this study is to analyze and investigate the factors that influence the students of English Language Education Study Programme, Universitas Negeri Gorontalo experience writing anxiety during the procces to completing their skripsi. This Descriptive Quantitative research applied the theory of Ferolino (2022) about the factors of skripsi writing anxiety, which consist of Factors of Personal, Factors of Peer and Factors of Mentor. The sample of this study is 15 students of English Language Education Study Programme, class of 2019 that in the process of skripsi writing. Data collection in this study uses research data collection instruments in the form of questionnaires, which powerd by Google Form. Furthermore, The data was analyzed using the Likert Scale and interpreted using Ferlino's theory (2022) about the factors of skripsi writing anxiety. The results of this study showed that the Personal Factor was the factor that is most agreed by the respondents with a percentage of 73.3%, followed by the Skripsi Mentor Factor with a percentage of 66.7%, and the last was the Peer Factor with a percentage of 60.0%. Thus, it can be concluded that Compared to the other two factors, the Personal Factor was the factor that most affects the skripsi writing anxiety to the students of English Language Education Study Programme, Universitas Negeri Gorontalo, class of 2019.
THE PRACTICE OF ELICITATION TECHNIQUE IN EFL CLASSROOM INTERACTION Rahmawati Putri R. Harmain; Sri Agriyanti Mestari; Haris Danial
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 6 (2025): JUNI
Publisher : CV. ADIBA AISHA AMIRA

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This study investigates the practice of elicitation techniques in English language learning at SMP Negeri 1 Tilango. The focus of this research is on how teachers use elicitation techniques to encourage interaction in EFL classrooms. A qualitative descriptive method was used to collect data through classroom observations throughout five meetings. The results showed that teachers applied four of five techniques described in Dofl’s theory: asking questions, asking questions combined with text/dialogue, asking questions combined with games/activities, and asking questions combined with non-verbal language. Of these techniques, asking questions was the most frequently used, especially for assessing understanding and engaging students. Asking questions combined with games was the most eflective technique for increasing student participation. Overall, this study concludes that elicitation techniques are important for creating active, communicative English classrooms.
THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN IMPROVING ORAL COMUNICATION SKILLS IN ENGLISH Rivaldo R. Tina; Magvirah El Walidayni Kau; Haris Danial
Review of International Journal Education and School Leadership Vol. 1 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16888369

Abstract

This study analyzes the aspects of Project-Based Learning (PjBL) effectiveness in improving students’ oral communication skills in the English Language Education Study Program (ELESP) at Universitas Negeri Gorontalo. It specifically aims to identify which aspects of PjBL are most effective in improving students’ oral proficiency in oral communication skills in ELESP at Universitas Negeri Gorontalo. This research employed a descriptive qualitative method, and data were collected through classroom observations and interviews with five students and one lecturer. The classroom observations were analyzed based on the six phases of the PjBL syntax, while interview data were coded using indicators of oral communication, including verbal elements, paralinguistic features, and non-verbal cues. The combined analysis revealed three major aspects contributing to PjBL’s effectiveness: (1) Student Engagement and Active Participation, (2) Challenges in Target Language Usage, and (3) Communication Skills Development. The findings demonstrate that consistent and structured PjBL implementation improves students’ language use, collaboration, confidence, and interactive communication. The study concludes that PjBL is an effective instructional approach for developing oral communication skills in professional and academic contexts.
TECHNOCULTURAL INNOVATION IN WOMEN’S ENTREPRENEURSHIP: TRANSFORMING 3D KARAWO EMBROIDERY DIGITALLY Yulinda L. Ismail; Haris Danial; Indhitya R. Padiku; Riansyah Mahmud
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 5 (2025): Vol.6 No. 5 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i5.51576

Abstract

Karawo embroidery represents an emblematic cultural heritage of Gorontalo Province, celebrated for its distinctive aesthetic qualities, intricate craftsmanship, and profound philosophical values. Nevertheless, despite supportive regulations, such as Gorontalo Provincial Regulation No. 4 of 2017 and the formal designation of Karawo Day, artisans continue to face persistent challenges related to generational continuity, branding, and the integration of modern technology. These issues are evident among the women’s Karawo artisan group in Bongohulawa Village, Bongomeme District, which holds considerable potential but remains underdeveloped due to constraints in design innovation, business management, legal status, and digital marketing capacity. To respond to these challenges, a structured program was implemented to foster women-led micro, small, and medium-sized enterprises (MSMEs) producing custom 3D Karawo through entrepreneurship and digitalization. The program encompassed socialization activities, intensive training in both manual and digital motif design using the Crosti application with 3D innovations, MSME management, 3D Karawo production, and business legalization. It also incorporated technology adoption in production and digital marketing through social media, online marketplaces, and Google Sites-based branding platforms, followed by mentoring, evaluation, and sustainability planning focused on network building and long-term marketing strategies. The results are substantial: ten new patterns emerged, 80 percent of participants mastered Crosti digitalization, business registrations and partnerships were secured, branded prototypes were produced, e-commerce accounts and online catalogs were launched, and an interactive digital platform was developed.
Speaking as both necessity and challenge: an ESP need analysis of performing art students Haris Danial; Noerja Fadhilla Hadjaratie
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: 10.29210/020266911

Abstract

This study identifies the English language needs of performing arts (Sendratasik) students at Universitas Negeri Gorontalo, Indonesia, within an English for Specific Purposes (ESP) framework. A mixed-methods design was employed, combining questionnaires (n=50) and semi-structured interviews (n=10) to analyze target needs (necessities, lacks, wants) and learning needs (strategies, assessment preferences, barriers). Findings reveal that speaking is the most essential skill (70.4% of students), yet paradoxically also the most difficult (55.6%). Students prefer interactive teaching methods (55.6%) and collaborative strategies such as group discussions (40.7%). However, an assessment paradox emerged: despite prioritizing speaking, 55.6% of students prefer written tests over oral assessments. Low self-confidence (55.6%) is identified as the primary psychological barrier to speaking performance. We conclude that a significant gap exists between perceived needs and actual abilities in speaking, mediated by affective factors. These findings challenge the assumption that needs awareness alone translates into competence. Pedagogically, we recommend Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) to align instruction with students' communicative needs while reducing anxiety. This study contributes empirical evidence to the under-researched intersection of ESP and performing arts education in non-Western contexts.
A Needs Analysis of English for Graphic Design Students: A Case Study at Vocation High School Yulin Rabaiya; Nurlaila Husain; Haris Danial
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.v14i1.10134

Abstract

  This study aims to analyze the English learning needs of graphic design students at SMK Negeri 1 Dungaliyo, focusing on target needs and learning needs within the framework of English for Specific Purposes (ESP). This research employed a mixed methods design with an exploratory sequential approach. Quantitative data were collected through questionnaires, while qualitative data were obtained through semi-structured interviews and classroom observations. The findings reveal that students need English primarily for professional communication, understanding design-related materials, and presenting their work. However, current learning practices still emphasize General English rather than ESP-based instruction. Students also face challenges such as limited mastery of technical vocabulary, low confidence in speaking, and lack of contextual learning materials. In addition, teaching strategies are still dominated by teacher-centered methods with limited use of interactive and contextual approaches. Therefore, this study suggests the need to develop English learning materials and strategies that are more relevant to the field of graphic design to better support students’ academic and professional needs.
Teacher’s Strategies in English Vocabulary Instruction for Learners with Hearing Impairment at Special Education School Sarlan Hamid; Sri Agriyanti Mestari; Haris Danial
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.v14i1.10329

Abstract

This study aims to explore teacher’s strategies in English vocabulary instruction for learners with hearing impairment at SLB Negeri Kota Gorontalo. It employed a descriptive qualitative design to gain an in-depth understanding of classroom practices in a natural setting. Data were collected through classroom observations and semi-structured interviews with an English teacher experienced in teaching learners with hearing impairment. The findings reveal five main strategies: (1) sign language, (2) visual media, (3) fingerspelling, (4) lip reading, and (5) drilling strategy. Sign language is the most dominant, serving as the primary medium to bridge students’ understanding of English vocabulary. Visual media, such as pictures and flashcards, support comprehension, while fingerspelling helps students recognize word structures. Lip reading facilitates pronunciation and articulation, and drilling strengthens memory through repetition. Therefore, more interactive, multimodal, and technology supported strategies are recommended to improve vocabulary acquisition and student engagement.
Students’ Perception of Informal Assessment in the English Classroom At MYLIBERTY Muh Nofal Lakasim; Sartin T. Miolo; Haris Danial
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.v14i1.10389

Abstract

This study aims to investigate students’ perceptions of informal assessment in the English classroom at MYLIBERTY in a mixed-age learning environment. This study used a descriptive quantitative design with one variable, namely students’ perceptions of informal assessment. The participants were 20 students selected through purposive sampling. The instrument was a questionnaire with 24 Likert-scale statements based on Robbins’ theory of perception (1996) and Brown’s concept of informal assessment (2004). Data were analyzed using descriptive statistics, including frequency, percentage, and mean score. The results show that students have a very positive perception of informal assessment in all dimensions, namely perceiver factors, object factors, and situational context factors. The highest result was found in perceiver factors, especially motivation and attitude, showing that students feel more confident and motivated during informal assessment activities. Object factors such as assessment types, clarity of instructions, and novelty were also rated positively, indicating that informal assessment is considered clear, varied, and interesting. In situational context factors, students also responded positively to time allocation, classroom conditions, and social interaction, which support a comfortable learning environment. Overall, informal assessment helps increase students’ participation, confidence, and engagement in learning English. In conclusion, informal assessment gives a positive impact on students’ learning experience in mixed-age classrooms.
Teacher’s Elicitation Techniques in English for Nursing: A Classroom Interaction Analysis Alpian Haju; Nurlaila Husain; Haris Danial
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.v14i1.10634

Abstract

This study describes the types of elicitation techniques used by an English teacher during classroom interaction in English for Nursing learning at SMK Negeri 1 Bulango Selatan. This research employed a qualitative case study design. Data were collected through five classroom observations and video recordings involving one English teacher who taught eleventh-grade nursing students. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data condensation, data display, and conclusion drawing. The analysis was based on Tsui’s (1995) elicitation framework, which classifies elicitation into six types: elicit inform, elicit confirm, elicit agree, elicit commit, elicit repeat, and elicit clarify. The findings revealed that the teacher used four types of elicitation techniques, namely elicit inform, elicit confirm, elicit agree, and elicit repeat. Among these, elicit inform was the most dominant because the teacher frequently used informational questions to check students’ understanding and encourage participation during classroom interaction. The findings also showed that elicitation techniques contributed to increasing students’ participation in English for Nursing learning, although most students’ responses remained short and simple. In addition, elicit commit and elicit clarify were not identified during the observations, indicating that classroom interaction had not fully encouraged elaborative and critical communication. These findings suggest that elicitation techniques play an important role in supporting interactive communication and professional language learning in ESP nursing contexts. Keywords: elicitation techniques; classroom interaction; English for Nursing; English for Specific Purposes.
Co-Authors Agriyanti Mestari , Sri Agus Hakri Bokingo Alpian Haju Anggun Pertiwi Anisatul Mafruhah Ariana Oktaviana Ayu Hidayati Ali Bouti, Suleman Chai, Nong Dahlan Abdullah Dahlan Abdullah Dako, Rahman Taufiqriyanto Dama, Dewi Delsa Miranty Delsa Miranty, Delsa Dunggio, Siti Anggriani el Walidayni Kau, Magvirah Elin Herlina, Elin Elsje Lousie Sambouw Fadlan Mokodompit Fatmatul Zanna, Nur Fatmawaty Mohammad, Titien Fatsah, Hassanuddin Fiska S. Hikaya Fitriani, Nining Giasi, Sri Meiyandi Hadjaratie, Noerja Fadhilla Hasiru, Erfina Hassanudin Fatsah Hazlina Abdullah Hazlina Abdullah Indhitya R Padiku Indri Wirahmi Bay Jefriyanto Saud Karimah, Saidatul Karmila Machmud Kartin Lihawa Kessy Pramesti Mokodompit Khoirul Umam M. Ubaidillah Karomi Safari M. Ubaidillah Karomi Safari, M. Ubaidillah Mafruhah, Anisatul Magvirah El Walidayni Kau Magvirah El Walidayni Kau Maharani Asnur, Sardian Masum, Hadiansyah Mira Mirnawati Moh. Ulfan Igirisa Mohamad Syahrun Ibrahim Muh Nofal Lakasim Muhammad Rayyan Kufri Muhammad Rezky F. Payu Mutiara Patilima Muziatun Mukadji Ngadi, Nurlin Amelia Chelsi Nining Fitriani Noerja Fadhilla Hadjaratie Nong Chai Nonny Basalama Novi Rusnarty Usu Nurlaila Husain Nurlia Djafar Oktaviana, Ariana Pandji, Nur' Ain Pertiwi, Anggun Rachmi Laya Rahman Taufiqrianto Dako Rahman Taufiqrianto Dako Rahman Taufiqriyanto Dako Rahmatan Idul Rahmawati Putri R. Harmain Ramadhani Putra, Ivan Rasuna Rasid Talib Rasuna Talib Reynaldi Karim Riansyah Mahmud Riman Kasim Rivaldo R. Tina Rizky Wardhani Rusni Podungge s. siswandi Saidatul Karimah Salim, Nadia Sardian Maharani Asnur Sarlan Hamid Sartin T. Miolo Siswandi Siswandi, Siswandi Solisa, Windy Zeanly Sri Agriyanti Mestari Sri Meiyandi Giasi Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Sri Winarti Sri Winarti Syahrial Syahrial Taufiqrianto Dako, Rahman Ulfa Sholihannisa, Lulu Usman Pakaya Windy Zeanly Solisa Yulin Rabaiya Yulinda L. Ismail Zulva Rosari Usman