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All Journal Jurnal Bahasa, Sastra, dan Budaya 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
Indri Wirahmi Bay
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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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.
English Affixation in Translated Short Stories: Student Error Analysis Bay, Indri Wirahmi; Ali, Sri Widyarti; Nurwegya Dehi
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 02 (2023)
Publisher : Universitas Veteran Bangun Nusantara

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

Abstract

This research scrutinizes the prevalent issue of English affixation errors in the writing of EFL students. These errors have substantial implications for the semantic accuracy of translated words from the student's native language into English. The study focuses on errors in short stories translated by students from Translation Class at the English Education Study Program of Universitas Negeri Gorontalo. The research objectives encompass the identification and categorization of errors in English affixation usage and an exploration of their underlying causes. Dulay, Burt, and Krashen's error classification framework (2016), including omission, addition, misformation, and misordering, is employed and adapted for specific categories of English affixation errors. The study also investigates the causes of these errors, including interlingual transfer, intralingual transfer, context of learning, and communication strategies, as outlined by Brown (2014). Utilizing a qualitative descriptive research approach, the study provides a comprehensive analysis of error types and their causative factors related to affixation. Drawing upon Ellis's data analysis technique (1997), the researchers identify, describe, and explain these errors. The findings reveal omission as the most prevalent error, followed by misformation and addition, each encompassing inflectional and derivational affixes. Notably, the inflectional suffix -ed, signifying the past tense, is a recurrent source of errors. These errors predominantly stem from intralingual transfer, with contextual learning, interlingual transfer, and communication strategies also contributing. In summary, differences in affixation usage between Indonesian and English significantly impact student translations of short stories.
Gamifikasi Dalam Pembelajaran Bahasa Inggris Untuk Meningkatkan Kompetensi Siswa Kau, Magvirah El Walidayni; Helena Badu; Fahria Malabar; Sri Widyarti Ali; Nurlaila Husain; Indri Wirahmi Bay; Irmawaty Umar
JURNAL ABDIMAS MADUMA Vol. 4 No. 3 (2025): Oktober, 2025
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jam.v4i3.537

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan di SMP Negeri 3 Satu Atap Kabila Bone, Kabupaten Bone Bolango, Provinsi Gorontalo, dengan latar belakang rendahnya minat dan motivasi siswa dalam belajar bahasa Inggris serta pelaksanaan English Club yang belum optimal.  Kegiatan ini merupakan tahap awal dari rangkaian program pengabdian yang diawali dengan observasi untuk memotret kondisi awal siswa dan mengukur perubahan motivasi serta keterampilan berbahasa Inggris mereka setelah intervensi dilakukan. Tujuan kegiatan adalah meningkatkan keterampilan berbahasa Inggris siswa, khususnya kemampuan berbicara dan menulis, serta membekali guru dengan keterampilan merancang dan mengelola pembelajaran berbasis gamifikasi agar English Club dapat berjalan lebih komunikatif, kreatif, dan menyenangkan. Metode pelaksanaan kegiatan dilakukan melalui tahap persiapan, pelatihan guru, implementasi program English Club berbasis gamifikasi, serta monitoring dan evaluasi. Hasil kegiatan menunjukkan bahwa siswa mulai aktif, percaya diri, dan antusias dalam mengikuti English Club, sedangkan guru memperoleh pengetahuan dan keterampilan baru dalam menerapkan strategi gamifikasi. Pihak sekolah juga menyambut baik kegiatan ini dan menyatakan komitmen untuk melanjutkan tahapan berikut dari kegiatan pengabdian ini. Kesimpulannya, kegiatan pengabdian ini meningkatkan kualitas pembelajaran bahasa Inggris melalui pembelajaran di English club dan memperkuat kapasitas guru dalam merancang pembelajaran inovatif, serta menghasilkan model kegiatan ekstrakurikuler yang berpotensi berkelanjutan di sekolah mitra. Kata Kunci : Pengabdian Masyarakat; gamifikasi; klub Bahasa Inggris
Listening Anxiety among English Foreign Language Students in the English Language Education Study Program at Universitas Negeri Gorontalo Wantogia, Widya Agustina; Bay, Indri Wirahmi; Husain, Nurlaila
LinguaScopes: International Journal of Language Education Vol. 2 No. 2 (2025): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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

Abstract

This study aims to identify the levels of listening anxiety experienced by fourth-semester students from the 2023 cohort of the English Language Education Study Program at the Faculty of Letters and Culture, Universitas Negeri Gorontalo. The primary focus of this research is to classify students' listening anxiety into three categories: low, moderate, and high, particularly in academic listening contexts. Listening skills are crucial in English as a Foreign Language (EFL) learning, especially at the university level, but research addressing listening anxiety at Universitas Negeri Gorontalo remains limited. This study stands out as the first to examine listening anxiety within the 2023 cohort, thus offering valuable insights to fill the existing research gap. The study applies a descriptive quantitative approach using a survey method. The research instrument used is a 33-item questionnaire adapted from the Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000), rated on a five-point Likert scale. The total population consisted of 131 students, with 110 students completing the questionnaire and included in the final sample. Data were collected online via Google Forms to facilitate distribution and participation. The analysis employed descriptive statistical techniques to calculate frequencies and percentages for each anxiety category. The results indicate that most students fall into the moderate to high anxiety categories. These findings offer a comprehensive understanding of listening anxiety among EFL students at Universitas Negeri Gorontalo and are expected to serve as a reference for future research while aiding lecturers in recognizing students’ affective conditions in English language learning.
Mapping Personality Types among EFL Learners: Insights from Indonesian University Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin T.; Dako, Rahman Taufiqrianto
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 4 (2025): RIELS Journal, December
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i4.1233

Abstract

This study aims to identify the personality types of students in the English Language Education Study Program (ELESP) at Universitas Negeri Gorontalo and to explore their pedagogical implications for English as a Foreign Language (EFL) learning. A quantitative descriptive design was employed, involving 118 undergraduate students from three academic cohorts (2021–2022, 2022-2023, 2023-2024). Data were collected through an adapted version of the Eysenck Personality Questionnaire (EPQ) developed by Eysenck and Eysenck (1975) and validated for Indonesian learners by Wulandari (2017). The instrument used a five-point Likert scale to measure extroversion and introversion tendencies. Descriptive statistics, including mean, standard deviation, frequency, and percentage, were computed using Microsoft Excel to determine personality distribution. The results revealed that most students (61.86%) were ambiverts, followed by extroverts (27.12%) and introverts (11.02%). These findings suggest that ELESP students tend to balance social engagement and reflective learning, offering advantages in diverse EFL classroom contexts. The study highlights the need for personality-responsive pedagogy that accommodates varied learner characteristics to promote more effective and inclusive language learning.
Wordventure: Petualangan Seru Mengenal Kosakata Bahasa Inggris untuk Siswa SDIT Qurratu A’yun Wahdah Islamiyah Gorontalo Indri Wirahmi Bay; Helena Badu
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 1 (2026): Januari
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i1.7709

Abstract

Early introduction of English vocabulary is essential for young learners, particularly at the lower primary level where students begin developing basic language awareness. This article reports a community service program entitled “Wordventure: An Engaging Vocabulary Adventure for Elementary School Students,” implemented in Grade 1 of SDIT Qurratu A’yun Wahdah Islamiyah Gorontalo. The program aimed to enhance students’ understanding of basic English vocabulary, specifically names of the days, through a playful and age-appropriate learning approach. The activities were designed using a Total Physical Response–based framework and implemented through games, movement-based activities, and visual flashcards. The program was conducted in a single 40-minute session and evaluated through classroom observation focusing on students’ participation and vocabulary performance. The findings indicate that most students were able to pronounce and sequence the names of the days more accurately and demonstrated high levels of enthusiasm, active engagement, and confidence during the learning process. The program also helped maintain students’ attention and created a positive learning atmosphere. These results suggest that game-based and movement-oriented vocabulary instruction can effectively support meaningful English learning experiences for young learners in primary school contexts.
ESP Need Analysis For Public Health Course Material: A Learner Centered Approach Dania, Haris; Wirahmi Bay, Indri; Louise Sambouw, Elsje
International Journal of Educational Research & Social Sciences Vol. 4 No. 3 (2023): June 2023
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i3.655

Abstract

The purpose of this research is basically oriented towards the output of teaching materials based on English for Specific Purposes (ESP) modified learner-centered approach for Public Health sophomores, Faculty of Health and Sport, State University of Gorontalo. This research was conducted at the Faculty of Health and Sport (FOK) State University of Gorontalo, particularly in the Department of Public Health. The research was carried out for 2 years (2022-2023). This research is classified into the type of research development ( Research and Development or R & D) , which is a research that is used to produce certain products, and test the effectiveness of these products. The result showed that target need analysis covered the respondents considered the learnercentered approach to be practical and easy to understand in their learning (47.6%). However, complaints can occur because the learning process takes a long time with a percentage (64.3%). Therefore, researchers assume that these obstacles occur because learning strategies are still conventional, and the learning media used are not up to date. The possibility that occurs in learning is if the learning strategy is only centered on the teacher explaining the material without considering student knowledge. In Learning need analysis, Subindicators of public health topic covered some materials such as medication and treatment, ecosystem, pain, health environment, and monitoring the patients. For the learning activities, it refers to the demonstration as the indicator that is needed to be conducted. Then, the trouble undrstanding lecturing in ESP course is relevant with lecturing. Therefore, it seems clearly that the learning needs of Public Health students deals with the concept of speaking skill in learning process.
Technology-Mediated Strategies for Managing Writing Anxiety across Extrovert and Introvert EFL Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin; Dako, Rahman Taufiqrianto
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.322

Abstract

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.
Co-Authors Abid, Abid Afriyanti Yusuf Aprilia Abubakar Arimbi, Riski Putri Asyraf Isyraqi Bin Jamil Audy Meylinda Mokoginta Aulianti Tuloli Dako, Rahman Taufiqriyanto Dania, Haris Elma Jilan Akili Fadlun Doda Fahria Malabar Fahria Malabar Fifi Novriana Suradin Haris Danial Harta, I Gede Widi Hasannudin Fatsah Helena Badu Hendra Uloli Husain, Nurlaila N. I Gede Widi Harta Irmawaty Umar Jefriyanto Saud Louise Sambouw, Elsje Luli, Andre Hisbah Ghalib Magvirah El Walidayni Kau Manda Rohandi Mentari Mentari, Mentari Moh 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 Nurwegya Dehi Pritalia Cita Datau Rafislam Dilapanga Rahman Taufiqrianto Dako Rahman Taufiqriyanto Dako Riski Putri Arimbi Salsabilah Dunggio, Akilah Sartin T. Miolo Sitti Maryam Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Sri Widyarti Ali Tetin lamusu Usman Pakaya Wantogia, Widya Agustina Wardatulljannah, Besse Yulinda L. Ismail Yusuf, Israwati Zulkifli Tanipu