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Investigating Students Characteristics and Gender Differences Based on Multiple Intelligences Tendency Samsudin R. Ishak; Rasuna Talib; Suleman Bouti
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 3 (2022): Ideas: Pendidikan, Sosial, dan Budaya (Agustus)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v8i3.874

Students various characteristics need to be identified and facilitated at the first year in junior high school to determine their learning preferences and difficulties. This study aims to investigate: (i) students characteristics based on their multiple intelligences (MI) tendency; (ii) gender differences on their MI tendency. The study was held on twenty-seven students of grade seven (eight males and 19 females) at SMP Negeri 4 Randangan Satu Atap in 2021-2022 academic year by using one-shot descriptive survey method. The MI inventory result showed that interpersonal intelligence was strongly developed and the other seven intelligence were developed. Demographic background was contributing to the dominance of the three intelligences (interpersonal, naturalist, and verbal linguistics) as these three types of intelligence become the foundation of how these students who come from families of farmers, fishermen, and small traders living in rural area solve problems and produce works to live their daily lives. Even though the Kruskal-Wallis test showed no gender differences in all the eight intelligences, the item analysis showed that female and male respondents are different in 23 items. Males showed more interest in more expressive, active, and analytic activities, while females are better in items related to self-regulation. The information from MI Inventory can be an initial data for English teacher to decide which activities to include as learning input to match with students preferences. It is the first phase of need analysis to develop such an MI-based student-centred learning. Keragaman karakteristik siswa perlu diidentifikasi dan difasilitasi pada tahun pertama di sekolah menengah pertama untuk menentukan preferensi dan kesulitan belajar mereka. Penelitian ini bertujuan untuk menyelidiki: (i) karakteristik siswa berdasarkan kecenderungan kecerdasan majemuk (MI) mereka; (ii) perbedaan gender pada kecenderungan MI mereka. Penelitian dilaksanakan pada dua puluh tujuh siswa kelas tujuh (delapan laki-laki dan 19 perempuan) di SMP Negeri 4 Randangan Satu Atap pada tahun ajaran 2021-2022 dengan menggunakan metode survei deskriptif sekali tembak. Hasil MI Inventory menunjukkan bahwa kecerdasan interpersonal sangat berkembang dan tujuh kecerdasan lainnya pada level berkembang. Latar belakang demografis berkontribusi dalam dominasi tiga kecerdasan (interpersonal, naturalis, dan linguistik verbal) karena ketiga jenis kecerdasan ini menjadi dasar bagaimana para siswa yang berasal dari keluarga petani, nelayan, dan pedagang kecil yang tinggal di daerah pedesaan memecahkan masalah dan menghasilkan karya untuk menjalani kehidupan sehari-hari mereka. Meskipun tes Kruskal-Wallis tidak menunjukkan perbedaan gender dalam kedelapan kecerdasan tersebut, analisis item menunjukkan bahwa responden perempuan dan laki-laki berbeda dalam 23 item. Laki-laki menunjukkan lebih banyak minat pada kegiatan yang lebih ekspresif, aktif, dan analitik, sementara perempuan lebih baik dalam hal-hal yang berkaitan dengan pengaturan diri. Informasi dari MI Inventory dapat menjadi data awal bagi guru bahasa Inggris untuk memutuskan kegiatan mana yang akan dimasukkan sebagai input pembelajaran agar sesuai dengan preferensi siswa. Ini adalah fase pertama analisis kebutuhan untuk mengembangkan pembelajaran yang berpusat pada siswa berbasis MI.

FIGURATIVE LANGUAGE IN TAYLOR SWIFT’S SONGS (A SEMANTIC ANALYSIS) Suleman Bouti; Rusni Podungge; Irmawaty Umar; Meity Dasinsingon
Jurnal Bahasa, Sastra, dan Budaya Vol 13, No 1 (2023): (Januari 2023)
Publisher : Jurusan Pendidikan Bahasa & Sastra Indonesia, Universitas Negeri Gorontalo

This study aimed to find out the types of figurative language meaning in Taylor Swift’s songs. There are two songs by Taylor Swift in the album 1989 with the title blank space and new romantics were used in this research as the data. This research has conducted with used descriptive qualitative method. The approach used in this research is a semantic analysis based on linguistics theory. This research used two main theories by Abram (1999), which focuses on analyzing the types of figurative language and the theory of meaning by Leech (1974) which focuses on analyzing the meaning in blank space and new romantic songs. The technique of collecting the data used library research. The data were analyzed by identifying, classifying, and analyzing. This research indicated seven types of figurative language were found in this research. As the result, there are 6 types of metaphor, 6 types of simile, 2 types of personification, 4 types of hyperbole, 12 types of symbolism, 1 type of irony, and 2 types of paradox. Furthermore, the researcher also found 5 types of semantic meaning in blank space and new romantic songs. There are 5 types of connotative meaning, 11 types of affective meaning, 9 types of social meaning, 1 type of conceptual meaning, and 2 types of collocative meaning.

Code Switching in EFL Students’ Proposal Seminar Presentation Al Inayah Alfathia Amamah; Suleman Bouti; Fahria Malabar
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

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

In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishin continuity switches, and tag switching. The result also shows that several factors affect students using codeswitching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.

CRAFTING AN ENGLISH WORKBOOK BASED ON STUDENTS' NEEDS AND MULTIPLE INTELLIGENCES Samsudin R. Ishak; Rasuna R Talib; Suleman Bouti
Indonesian EFL Journal Vol 9 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8752

Diversity is celebrated in the newly promoted Emancipated Curriculum. However, providing English materials that suit to students’ diversity was quite challenging for English teacher at grade VII in rural area since the students never experience learning English at elementary school. This study is the second part of need assessment of the research and development of a Multiple Intelligences-based English Workbook. The study aims to explore the need analysis covering target needs and learning needs of 27 seventh grade students at SMP Negeri 4 Randangan Satu Atap, Pohuwato, Gorontalo, Indonesia in learning English at the first year by using need assessment questionnaire. From the online administration, it is found that on the target needs, students preferred learning English to communicate and perceived that writing, speaking, and pronunciation are the most required skills to have. In terms of learning needs students preferred online and updated content on YouTube, TikTok, Instagram and other digital sources; to be discussed in a small-group settings which enable ones to express ideas and reduce teacher’s talk. The findings indicate the importance of the inclusion of authentic materials, representation of gender, occupation, and religion including the accessibility of the embedded link to the original sources. Those of which are in line with the promoted diagnostic assessment in Emancipated Curriculum.Keywords: Diversity; emancipated curriculum; need analysis; target needs; learning needs; multiple intelligences, workbook.

Swear Words in “End of Watch” Movie Directed by David Ayer (A Socio-Pragmatics Study) Sabanti, Mayanti A.; Malabar, Fahria; Bouti, Suleman
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 1, No 11 (2024): June
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.11491661

The purpose of this study is to examine the swear words uttered by all of the characters in the "End of Watch" film using a socio-pragmatics approach. Swear words are harsh words used by people to express their emotions, such as anger, impatience, joy, despair, and so forth. The qualitative method was used to conduct this research. In this study, the data were gathered by watching the movie, then selecting, classifying, analyzing, and describing the utterances that contain swear words utilizing the note-taking technique. The gathered data are then analyzed by using the following procedures: prepare the data for analysis, read and interpret the data, categorize and describe the data, re-watch the movie, present the findings and analyze the data, and draw conclusions. The data of this study were evaluated using Andersson and Trudgill's theory of swear word types, as well as Staley's theory of factors that cause characters to use swear words. The data analysis revealed that there were 34 data containing four categories of swear words used by all of the characters in the film "End of Watch," with several causal factors. There were 14 data include in expletive swearing with 9 factors, 16 in abusive swearing with 10 factors, 2 in humorous swearing with 2 factors, and 2 in auxiliary swearing without any factors influencing them. According to the data, expletive and abusive swearing were the most commonly used categories in this film, with a variety of causes contributing to characters utilizing swear words. The least common forms were humorous and auxiliary swearing. In conclusion, the findings suggest that the characters in the film used swear words to communicate their emotions, with expletive and abusive swearing being the primary means of expression.

PENERAPAN CLASSROOM ROUTINES DALAM AKTIFITAS BELAJAR BAHASA INGGRIS Novriyanto Napu; Hanisah Hanafi; Suleman Bouti; Intan S. Abubakar; Putri Amelia Helidu; Hasna Hasbullah; Muhamad Hardiyanto Kiyai Mardjo
BESIRU : Jurnal Pengabdian Masyarakat Vol. 1 No. 10 (2024): BESIRU : Jurnal Pengabdian Masyarakat, Oktober 2024
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/hap8p419

Kegiatan ini dilaksanakan di kelas kursus bahasa Inggris Transbahasa Gorontalo selama 1 hari. Pengabdian ini bertujuan untuk menerapkan Classroom Routine kepada siswa. Subjek dari pengabdian ini adalah seluruh siswa yang mengikuti kursus bahasa inggris Transbahasa yang berjumlah 13 siswa dengan mayoritas di jenjang pendidikan Sekolah Dasar. Untuk memperoleh data peneliti menggunakan instrumen atau teknik pengumpulan data berupa wawancara, observasi, dan kuisioner. Setelah data terkumpul, peneliti mengadakan pengolahan dan analisis data dengan teknik analisis tematik. Hasil pengabdian menunjukkan bahwa 75% siswa merasa rutinitas didalam kelas membantu dalam proses belajar.

Code Switching in EFL Students’ Proposal Seminar Presentation Amamah, Al Inayah Alfathia; Bouti, Suleman; Malabar, Fahria
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v1i2.21

In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishin continuity switches, and tag switching. The result also shows that several factors affect students using codeswitching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.

Translation Competence of Students and Its Implications for the Development of Syllabus/RPS in the Translation Course at the English Education Department of Sultan Amai State Islamic Institute (IAIN) Gorontalo Pakaja, Marina; Bouti, Suleman; Lihawa, Kartin; Napu, Novriyanto
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): 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.v6i1.28011

This study investigates the translation competence of students in the English Education Program at IAIN Sultan Amai Gorontalo and examines its implications for the development of the Translation course syllabus. Translation plays a critical role in education by bridging theoretical understanding and practical application, yet students often struggle with linguistic and cultural accuracy. Employing a mixed methods sequential explanatory design, the study was conducted in two phases. The first phase involved the quantitative analysis of students’ translation errors from the textbook Factfulness, focusing on morphological, syntactic, semantic, and cultural aspects. The second phase involved qualitative interviews to explore students’ translation strategies and cognitive processes. The findings revealed 285 translation errors, with semantic (121) and syntactic (78) errors being the most prevalent. Morphological (58) and cultural (28) errors were also significant, indicating challenges in structural adaptation and intercultural mediation. The qualitative data further highlighted students’ reliance on literal translation and limited metalinguistic awareness. These results underscore the need to reformulate the Translation course syllabus to emphasize dynamic equivalence, cultural competence, and contextual meaning. Recommendations include integrating process-based translation instruction, error analysis, and reflective translation practice to enhance pedagogical effectiveness.

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