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All Journal English Review: Journal of English Education Jurnal Ilmiah AL-Jauhari Jurnal Studi Islam dan Interdisipliner FOSTER: Journal of English Language Teaching 'A Jamiy: Jurnal Bahasa dan Sastra Arab Journal of English Language and Education JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of Innovative and Creativity Huele: Journal of Applied Linguistics, Literature and Culture
Adimawati Helingo
IAIN SUltan Sultan Amai Gorontalo
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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YouTube as Learning Medium for Promoting EFL Students’ Reading Habit and Motivation Adimawati Helingo
Journal of English Language and Education Vol 7, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i1.184

Abstract

The massive English YouTube videos uploaded on YouTube provide potential for anyone to be able to study independently, including students. This study intends to investigate the use of YouTube media among EFL students in maintaining their motivation reading English text and their interest in learning English inside and outside classroom. This qualitative study used the interview to collect research data from 7 students as respondents. The selection of 7 students was based on the habit of these students accessing YouTube videos more often than most other students. The results showed that 5 students felt that watching YouTube with a certain intensity in a day could encourage the desire to study harder and be interested in learning English. Some who use YouTube as a learning tool can improve reading habits or interests and also improve other skills such as listening, speaking and other things. With many features, so that everyone can access anything they want to access in YouTube with their purposes, including improving reading habits and motivation
Transcription of Pegon Gorontalo Arabic Orthography, Malay and Arabic Standard: A Contraceptive Linguistic Analysis Ibnu Rawandhy N. Hula; Adimawati Helingo; Sitti Nur Adawiyah Jassin; Suharia Sarif
‘A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 11, No 2: SEPTEMBER 2022
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.11.2.322-341.2022

Abstract

Penelitian ini bertujuan untuk mentranskripsi tuturan yang berbentuk bunyi ke dalam bentuk tulisan Ortografi Arab Pegon Gorontalo (OAPG) dan membandingkannya dengan Ortografi Arab Pegon Melayu (OAPM) dan Ortografi Arab standar (OAS). Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan linguistic kontrastif. Data dikumpulkan berbentuk dokumen manuskrip dari kitab dikili yang berasal dari empat kabupaten di Provinsi Gorontalo. Data OAPG dianalisis dengan menggunakan teknik rekam catat, kemudian membandingkannya dengan OAPM dan OAS. Hasil penelitian ini menunjukkan bahwa ditemukan beberapa persamaan sekaligus perbedaan antara   Ortografi Arab Pegon Gorontalo (OAPG) dengan OAPM dan OAS. Persamaan antara OAPG dengan OAPM yakni; (1) Kedua bahasa ini  menggunakan ortografi pegon ch [څ], ny [ڽ], ng [ڠ] dan g [ڬ] (2) Memiliki fonem, aksara bunyi vokal O dan E, serta menggunakan dua belas ortografi Arab standar urutan hija’i. Persamaan antara OAPG dengan OAS, yakni; 1) OAPG menggunaan enam belas ortografi OAS (ا-ب-ت-ج-د-ر-س-غ-ف-ك-ل-م-ن-و-ء-ي) berdasarkan urutan hija’i, namun tidak  memiliki dua belas konsonan OAS.  2) OAPG dan OAS sama-sama memiliki aksara yang disambung dan dipisah, serta menggunakan semua tanda diakritik Arab standar. Adapun perbedaan transkripsinya adalah: 1) OAPG tidak membedakan penggunaan tanda diakritik [E] menjadi [é] pepet dan [e] taling. 2) Memiliki suku kata yang dimulai dengan [nt-نْت] dan [ng-ڠْڬ], 3)  OAPG menggunakan fonem Arabic standar [f-ف]  dan bukan fonem pegon [p-ڤ]. 4)  OAPG tidak menggunakan ortografi [ڎ/ڊ] dan [ڟ] untuk fonem [dh] [th], 5)  OAPG memiliki tujuh fonem pembeda yang tidak dimiliki oleh Ortografi Arab Standar.
Probing of Hardships and Their Factors of EFL Students in Constructing Text Jhems Richard Hasan; Alvons Habibie; Adimawati Helingo
Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam dan Interdisipliner Vol. 8 No. 1 (2023): Jurnal Ilmiah AL-jauhari
Publisher : Pascasarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/jiaj.v8i1.3357

Abstract

The objective of this study was to investigate students' hardships and their factors in creating descriptive texts. The subject of this study was the fourth semester of IAIN Sultan Amai Gorontalo's English Education Program. 39 students were involved in this study. Three types of instruments were employed to gather the data: documentation, questionnaires, and interviews. The document was used to evaluate students' proficiency in five writing-related areas. The questionnaire was designed to identify specific challenges with descriptive text composition. The purpose of the interview was to identify factors contributing to students' difficulty in writing descriptive texts. This study employed mix method. This study revealed that students had difficulty with content, organization, and mechanics. In terms of content, students struggled with constructing subject sentences (30.76%), supporting sentences (59.97%), and closing sentences (38.46%). Students had trouble repeating essential terms (28.20%), utilizing linking words (28.20%), and explaining the topic (43.58%). In technical, students experienced difficulty with punctuation (12.82%) and capitalization (20.51%). The factors of hardship were self-motivation, self-confidence, lack of reading, and lack of practice were internal issues. External influences included the chance to write, learning materials and media, and the absence of feedback in the teaching and learning process.
PORTRAYING ACADEMIC WRITING APPTITUDE AND THE PLAGIARISM ISSUES AMONG EFL STUDENTS Kartin Lihawa; Karmila Machmud; Adimawati Helingo
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.6760

Abstract

This article is the research result of teaching-learning Academic Writing to English Students Department, UNG in the fourth semester of 2020. This research objective is to enrich applying theories accessed from online books and international Journals by avoiding plagiarism in students’ writing essay as theoretical bases of their research. Besides, they would be able to communicate in the target language of writing skill as a maximum standard. There are three categories of the rubric to analyze essay in this qualitative method; a) choosing ideas in introductory sentences before taking quotations, b) accuracy diction selection, and c) linkage ideas in well sentences formulation after choosing the quotation/paraphrase. The result, from 25 students’ writing, there are 15 students who got value of A category (60%), 5 students with A- category (20%), 3 students got B+ category (12%), and 2 students got C (8%).
Gamifying Grammar and Vocabulary Formative Assessment Using WordWall Application: Its Design, Students’ Engagement, and Motivation Adimawati Helingo; Alvons Habibie
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.7727

Abstract

The evaluation model for game-based learning has garnered significant attention from researchers today. Game-based assessment models are believed to offer a fresh perspective compared to the conventional assessment models dominating the field. This research aims to develop a Vocabulary and Grammar question model based on games, integrated into applications such as Wallword and Educandy. After designing these questions, another objective is to explore the extent to which the use of Wallword and Educandy influences the enhancement of students' engagement and learning motivation. This study utilizes a Research and Development (R&D) design, specifically employing the Four D approach. The Four D type of R&D consists of four stages, namely Define, Design, Develop, and Disseminate. The respondents involved in this research comprise 25 English language students from IAIN Sultan Amai Gorontalo and 15 English Literature students from Universitas Muhammadiyah. The results showed that The research design encompasses three main components: creating a structured test framework, selecting appropriate templates for Wallword and Educandy, and developing the test items with specified difficulty levels. After implementing the game-based Vocabulary and Grammar assessment model, observations revealed high student engagement and motivation, particularly due to their enthusiasm for technology-enhanced learning through Wallword and Educandy platforms.
Digital Portfolio-Based Assessment in EFL Contexts: A Systematic Literature Review Alvons Habibie; Adimawati Helingo; Titin Suhartini Kaaba; Hasan Ayuba
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p25-35

Abstract

This review summarizes research on digital portfolio-based assessment in EFL to address gaps in knowledge about teaching benefits, technology tools, student involvement, cross-cultural use, and assessment methods. Following PRISMA 2020 guidelines, fifty highly relevant studies published between 2016 and 2025 were systematically identified, screened, and analyzed using thematic and chronological synthesis frameworks. Findings indicate that digital portfolios significantly enhance language skills, self-regulated learning, and reflective practices while supporting formative assessment through multimodal feedback. However, technological barriers, increased workload, and inconsistent instructional design limit their effectiveness. Diverse platforms including Facebook, Google Sites, Edmodo, Moodle, and AI-integrated tools such as Notion AI facilitate accessibility and collaboration but face infrastructural and digital literacy challenges. Cross-cultural variations underscore the need for context-specific training and policy support. The review concludes by calling for standardized assessment frameworks, longitudinal research designs, and targeted teacher professional development to optimize the implementation of digital portfolios in global EFL education.
Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective Rahmi Kusno; La Aba; Adimawati Helingo; Jhems Richard Hasan; Zulkifli Akhmad
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.439

Abstract

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.
The Application of Interactive Learning Methods in English Class (A Survey at SMK Teknologi Muhammadiyah Limboto) Nur Diva Hanafi; Yuwin Rustam Saleh; Adimawati Helingo; David Kaunang
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1764

Abstract

This research aims to investigate the application of interactive learning methods in English classes and identify the challenges faced by teachers at SMK Teknologi Muhammadiyah Limboto. As vocational students require practical communication skills, the study explores how teachers bridge the gap between student passivity and active engagement in the classroom. This study employed a qualitative survey method. Data were collected through classroom observations and semi-structured interviews with English teachers, then analyzed using thematic analysis to identify recurring patterns in teaching strategies and classroom dynamics. The findings reveal that teachers actively implement various interactive methods, including Project-Based Learning, Role-Playing, Group Discussions, Storytelling, and Debates. These activities are supported by digital tools such as Flip, Padlet, Quizizz, and Kahoot to foster a collaborative learning environment. However, the implementation faces several challenges, specifically time constraints, disparities in student abilities, and limited infrastructure. Teachers overcome these obstacles through adaptive strategies like cooperative learning and the utilization of simple technology. The study concludes that while challenges exist, interactive learning effectively promotes critical thinking and communication skills, suggesting a need for continued pedagogical adaptation and facility support in vocational education.
Co-Authors David Kaunang Habibie, Alvons Hasan Ayuba Ibnu Rawandhy N. Hula Jhems Richard Hasan Karmila Machmud Kartin Lihawa La Aba Nur Diva Hanafi Rahmi Kusno Sarif, Suharia Sitti Nur Adawiyah Jassin Titin Suhartini Kaaba Yuwin Rustam Saleh Zulkifli Daud Akhmad