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All Journal Jurnal Bahasa, Sastra, dan Budaya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian EFL Journal Wiralodra English Journal (WEJ) ILKOM Jurnal Ilmiah Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya Community Development Journal: Jurnal Pengabdian Masyarakat CALL Randwick International of Education and Linguistics Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) International Journal of English Linguistics, Literature, and Education (IJELLE) International Journal of Educational Research and Social Sciences (IJERSC) TRANS-KATA: Journal of Language, Literature, Culture, and Education International Journal of Community Service Research Review: Jurnal Ilmiah Multidisiplin ELOQUENCE: Journal of Foreign Language Journal of Scientific Research, Education, and Technology International Journal of Integrative Sciences Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Jurnal Abdimas Maduma Nanggroe: Journal of Scholarly Service JURNAL PENGABDIAN TEKNIK INDUSTRI Socius: Social Sciences Research Journal Jurnal Pengabdian Sosial Jurnal Akademik Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Language, Technology, and Social Media LinguaScopes: International Journal of Language Education Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Indri Wirahmi Bay
Universitas Negeri Gorontalo
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Extrovert and Introvert Students’ Problems in Academic Writing Bay, Indri Wirahmi; Ali, Sri Widyarti; Husain, Nurlaila N.
International Journal of Integrative Sciences Vol. 4 No. 1 (2025): January 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijis.v4i1.13520

Abstract

Extrovert and introvert students are studied in this case using the study of their personal and learning styles as acquired from their challenges in academic writing. This research has used a descriptive qualitative approach to studying specifically the students with writing difficulties in the English Language Education Study Programme, Class of 2021. Interviews were conducted and then analysed thematically, and key issues identified. Of the 16 students who participated, only one was an introvert, but extrovert students suffer from singular/plural usage, tenses, prepositions, subject/verb agreement, articles, spelling, prefix-suffix, capitalization, punctuation, vocabulary, paragraph Paraphrasing, summarizing, and organization, cohesion and coherence. Like our introvert students, introvert students don’t have subject/verb agreement, articles, capitalization, or paragraph organization problems, but they have similar issues. These problems are influenced by both internal (personality) and external (feedbacks, time, language strategy) factors
Metalinguistic Awareness on Academic Registers of EFL Higher Education Students Mokodompit, Kessy Pramesti; Tanipu, Zulkifli; Bay, Indri Wirahmi
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 3 (2025): April 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15193150

Abstract

Metalinguistic awareness plays a crucial role in language acquisition, particularly in academic contexts where precise language use is essential. This study investigates the metalinguistic awareness of English as a Foreign Language (EFL) students, focusing on word-specific orthographic awareness. The research explores the current state of students' awareness and identifies factors influencing their ability to recognize and correct orthographic errors in academic writing. Employing a think-aloud protocol and interviews, the study examines students' cognitive processes while engaging in word-specific orthographic tasks. Findings indicate that students demonstrate varying levels of awareness, categorized into intuition, noticing, meta-awareness, and understanding of underlying rules. Key factors influencing their awareness include linguistic background, exposure to English, and academic experience.
Polysemy Analysis of Song Lyrics In Ed Sheeran’s Album “Divide” Luli, Andre Hisbah Ghalib; Bay, Indri Wirahmi; Ali, Sri Widyarti
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 10 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15337207

Abstract

Polysemy, the phenomenon where a single word carries multiple related meanings, is a fundamental aspect of semantics that plays a crucial role in language interpretation. In song lyrics, polysemy allows for layered meanings, enriching the emotional depth and artistic expression of music. This study examines the presence of polysemy in Ed Sheeran’s album Divide, analysing how words with multiple meanings contribute to the lyrical depth of his songs. The album features numerous instances of logical polysemy, where words retain different but interconnected meanings, enhancing the storytelling and emotional impact of the lyrics. By analysing various songs from Divide, this study aims to highlight Sheeran’s use of polysemy as a stylistic and poetic device. Recognizing polysemy in music not only aids in accurate interpretation but also deepens the emotional connection between the artist and the audience.  
Talk Time: Model Interaktif untuk Pembelajaran Bahasa Inggris Dasar Anak Bay, Indri Wirahmi
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 3 (2025): Volume 4, Issue 3 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15680671

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengimplementasikan Talk Time sebagai model pembelajaran interaktif yang dirancang untuk meningkatkan kemampuan berbicara Bahasa Inggris dasar pada anak-anak usia 7–10 tahun. Kegiatan ini dilaksanakan di TPQ Imam Syafi’i, Kecamatan Kota Tengah, Kota Gorontalo, dan melibatkan 15 peserta didik. Talk Time menekankan pendekatan komunikatif melalui aktivitas menyenangkan seperti permainan edukatif, dialog sederhana, dan pembacaan cerita (story reading). Kegiatan berlangsung dalam dua sesi yang masing-masing berdurasi 60–90 menit dan dipandu oleh seorang dosen serta beberapa mahasiswa dari Program Studi Pendidikan Bahasa Inggris. Selama pelaksanaan, anak-anak menunjukkan antusiasme tinggi dan keterlibatan aktif dalam setiap aktivitas. Permainan seperti Guess the Picture dan Role Play – At the Market membantu anak mengembangkan kosakata dan melatih keberanian berbicara dalam konteks yang bermakna. Aktivitas story reading juga memberikan kontribusi signifikan dalam memperkaya struktur kalimat dan pemahaman makna secara kontekstual. Anak-anak mampu merespons instruksi dalam Bahasa Inggris, mengulangi ungkapan sederhana, dan terlibat dalam percakapan singkat secara spontan. Kegiatan ini menunjukkan bahwa model Talk Time efektif digunakan dalam lingkungan pendidikan nonformal seperti TPQ. Pembelajaran yang berbasis interaksi dan konteks nyata terbukti mampu meningkatkan keterampilan berbicara dan kepercayaan diri anak-anak. Selain memberikan manfaat bagi peserta didik, kegiatan ini juga menjadi sarana penerapan ilmu dan penguatan hubungan antara perguruan tinggi dan masyarakat. Model ini berpotensi untuk direplikasi di berbagai lembaga serupa lainnya.
Talk Time: Model Interaktif untuk Pembelajaran Bahasa Inggris Dasar Anak Bay, Indri Wirahmi
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 3 (2025): Volume 4, Issue 3 2025
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15680671

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengimplementasikan Talk Time sebagai model pembelajaran interaktif yang dirancang untuk meningkatkan kemampuan berbicara Bahasa Inggris dasar pada anak-anak usia 7–10 tahun. Kegiatan ini dilaksanakan di TPQ Imam Syafi’i, Kecamatan Kota Tengah, Kota Gorontalo, dan melibatkan 15 peserta didik. Talk Time menekankan pendekatan komunikatif melalui aktivitas menyenangkan seperti permainan edukatif, dialog sederhana, dan pembacaan cerita (story reading). Kegiatan berlangsung dalam dua sesi yang masing-masing berdurasi 60–90 menit dan dipandu oleh seorang dosen serta beberapa mahasiswa dari Program Studi Pendidikan Bahasa Inggris. Selama pelaksanaan, anak-anak menunjukkan antusiasme tinggi dan keterlibatan aktif dalam setiap aktivitas. Permainan seperti Guess the Picture dan Role Play – At the Market membantu anak mengembangkan kosakata dan melatih keberanian berbicara dalam konteks yang bermakna. Aktivitas story reading juga memberikan kontribusi signifikan dalam memperkaya struktur kalimat dan pemahaman makna secara kontekstual. Anak-anak mampu merespons instruksi dalam Bahasa Inggris, mengulangi ungkapan sederhana, dan terlibat dalam percakapan singkat secara spontan. Kegiatan ini menunjukkan bahwa model Talk Time efektif digunakan dalam lingkungan pendidikan nonformal seperti TPQ. Pembelajaran yang berbasis interaksi dan konteks nyata terbukti mampu meningkatkan keterampilan berbicara dan kepercayaan diri anak-anak. Selain memberikan manfaat bagi peserta didik, kegiatan ini juga menjadi sarana penerapan ilmu dan penguatan hubungan antara perguruan tinggi dan masyarakat. Model ini berpotensi untuk direplikasi di berbagai lembaga serupa lainnya.
Students’ Strategies in Overcoming Problem in Speaking English Tetin lamusu; Basalama, Nonny; Bay, Indri Wirahmi
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 3 (2025): Vol. 4 No. 3 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i3.890

Abstract

This research seeks to examine the challenges students encounter in speaking English and the strategies they employ to cope with them. The study applied a qualitative design, utilizing semi-structured interviews and thematic analysis with 15 students in their fourth semester of the English Language Education Study Program at Gorontalo State University. Results showed that learners experienced three major categories of speaking challenges: linguistic barriers (including limited vocabulary, mispronunciation, grammatical mistakes, and weak comprehension), psychological barriers (such as anxiety, lack of self-confidence, shyness, and low motivation), and social-environmental barriers (like insufficient peer support and limited exposure to English). To overcome these obstacles, students made use of several strategies, such as practicing independently, watching English-based content, engaging in peer conversations, boosting their learning motivation, and applying affective as well as social techniques. The outcomes of this study offer important insights for teachers and curriculum designers in fostering a classroom environment that enhances students’ English-speaking proficiency.
INTEGRALO: Digital English Learning with Local Values to Foster Inclusive Economy in Padengo Village: Pengabdian Haris Danial; Indri Wirahmi Bay; Muhammad Rezky Friesta Payu; Yulinda L. Ismail; Sri Widyarti Ali
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.2972

Abstract

Padengo Village in West Limboto District, Gorontalo Regency, is rich in natural resources and cultural heritage, but faces challenges in human resource development. Most residents work in the agriculture and livestock sectors with low levels of education, with many having only completed primary education or no schooling at all. To address this issue, the INTEGRALO (Internalization of Local Values) program was introduced, combining digital-based English learning with local wisdom to improve language skills and strengthen cultural identity. This program encourages active community participation by utilizing technology to make learning more engaging and contextual. As a result, residents are able to process corn into chips with simple packaging, compile a Local Wisdom Pocket Book as a cultural archive, and manage a village website, which is now run by youth and officials after training. In the area of ​​social education, teenagers learned about the dangers of early marriage, while children learned about bullying. Student involvement also strengthened academic relationships with the community. Overall, the Thematic KKN II Program has had a tangible impact on Padengo Village, from improving the local economy, cultural preservation, digital literacy, and educating the younger generation.
Pauses and Repetition on Students' Proposal Presentation Yusuf, Israwati; Pakaya, Usman; Bay, Indri Wirahmi
Jambura Journal of English Teaching and Literature Vol 3, No 2 (2022): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i2.17143

Abstract

Difficulties in delivering and understanding presentations can be due to several factors, especially in the psycholinguistics aspect, and due to errors. This research aimed to investigate the types of pauses and repetition and to describe the factors affecting pauses and repetition produced by English Department students during their proposal presentations. It uses a qualitative descriptive design by applying Dardjowidjojo theories. This research was completed with two data collection instruments: audio-visual material and structured interviews. The types of pauses and repetition obtained by audio-visual material and the factors affecting the pauses and repetition gained by structured interviews. By random purposive sampling, five (5) students were selected as the participants of this research. Some aspects are found in this research the first is Pauses which are divided into silent expiration, silent respiration, fillers, and discourse markers. The second is repetition, divided into repetition of words and sentences. The data analysis showed that psychological constraints, word choice, language interference, and limited English proficiency are the factor affecting pauses and repetition. Briefly, pauses and repetitions were made by all the participants during their proposal presentation.
Unveiling the sources of English speaking anxiety of a vocational school student: A narrative study Mentari, Mentari; Abid, Abid; Bay, Indri Wirahmi
Jambura Journal of English Teaching and Literature Vol 4, No 1 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i1.21489

Abstract

The primary aim of this study is to explore the sources of English-speaking anxiety and ascertain the learners' future expectations regarding his English language proficiency. The study was conducted at a vocational school in Central Sulawesi, Indonesia, using a narrative inquiry design. A 10th-grade student from the Hospitality and Tourism Industry class was purposively invited to participate voluntarily. Data was collected through semi-structured interview and analyzed thematically. The findings revealed that sources of the student' anxiety when speaking English included a lack of English vocabulary capacity and a lack of exposure to English as oral communication. Furthermore, the findings show that the student's future expectation of learning English as a foreign language in the classroom include becoming familiar with speaking English and to be able to talk to foreign guests without being nervous. This study highlights the need for further investigations into effective strategies to facilitate students' efforts in speaking English comfortably.
Contrastive Analysis of Noun Phrase between English and Bugis Language Malabar, Fahria; Wardatulljannah, Besse; Bay, Indri Wirahmi
Jambura Journal of English Teaching and Literature Vol 4, No 2 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i2.24306

Abstract

This study aims to explore the similarities and differences in noun phrase structures between the English and Bugis languages. Using a documentation technique, the research selectively extracts data from the literature, specifically books and articles that focus on noun phrases. The researchers systematically collect and examine the data using the contrastive analysis technique. The findings reveal both similarities and differences in the form, structure and function of noun phrases between English and Bugis. Common features in both languages include numerals, demonstratives and quantifiers as modifiers preceding the noun (head), while prepositional phrases are positioned after the noun (head). Conversely, in English, articles, adjectives, possessives and ordinals precede the noun (head), whereas in Bugis they follow the noun (head). Relative clauses in English and Bugis have different structures and functions. Therefore, a contrastive analysis of noun phrases between English and Bugis proves to be very beneficial for learners, as it increases their awareness of the unique characteristics of both languages, especially in terms of their structural and functional aspects.
Co-Authors Abid, Abid Afriyanti Yusuf Aprilia Abubakar Arimbi, Riski Putri Asyraf Isyraqi Bin Jamil Audy Meylinda Mokoginta Aulianti Tuloli Bouti, Suleman Dako, Rahman Taufiqriyanto Dania, Haris Elma Jilan Akili Fadlun Doda Fahria Malabar Fahria Malabar Fifi Novriana Suradin Frindi Meilani Hasan Haris Danial Hasannudin Fatsah Helena Badu Hendra Uloli Husain, Nurlaila N. I Gede Widi Harta Irmawaty Umar Irmawaty Umar Jefriyanto Saud Louise Sambouw, Elsje Luli, Andre Hisbah Ghalib Magvirah El Walidayni Kau Magvirah El Walidayni Kau Manda Rohandi Mentari Mentari, Mentari Milfandia Hasan Mohamad Syahrun Ibrahim Mokodompit, Kessy Pramesti Monoarfa, Muchlik Kamal Muhammad Rezky F. Payu Mukmin, Rara Sinta Muziatun Mukadji Nonny Basalama Nuraini, Risqi Nurfadiyah Palilati Nurlaila Husain Nurlaila Husain Nurwegya Dehi Pritalia Cita Datau Rafislam Dilapanga Rahman Taufiqrianto Dako Rahman Taufiqriyanto Dako Riski Putri Arimbi Riski Putri Arimbi Rusni Podungge Salsabilah Dunggio, Akilah Sartin T. Miolo Sitti Maryam Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Sri Widyarti Ali Sri Widyarti Ali Tetin lamusu Usman Pakaya Wantogia, Widya Agustina Wardatulljannah, Besse Yulinda L. Ismail Yusuf, Israwati Zulkifli Tanipu