Article Per Year (5 Year)
p-Index From 2021 - 2026
5.57
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This Author published in this journals
All Journal Jurnal Inovasi IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Wiralodra English Journal (WEJ) Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) TRANS-KATA: Journal of Language, Literature, Culture, and Education Journal of English Education and Linguistics REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Jurnal Abdimas Maduma Riwayat: Educational Journal of History and Humanities Nanggroe: Journal of Scholarly Service JURNAL PENGABDIAN TEKNIK INDUSTRI Socius: Social Sciences Research Journal Jurnal Akademik Pengabdian Masyarakat EDUJ : English Education Journal
Helena Badu
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 Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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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.
The Use of Skill Academy by Ruang Guru In Improving Elesp Students’ Toefl Scores In Listening Section Y, Yolanda; Ibrahim, Moh. Syahrun; Badu, Helena; Otoluwa, Moon H.; Husain, Nurlaila
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 7 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18759394

Abstract

This study examined the effectiveness of the Skill Academy by Ruang Guru in enhancing students' listening comprehension skills for the TOEFL listening section. Using a quantitative pre-test and post-test design, 15 participants from the English Language Education Study Program underwent four sessions of TOEFL listening preparation through the Skill Academy platform. The study aimed to evaluate the platform’s impact on standardized test preparation and contribute to research on online education. A paired t-test analysis revealed a calculated value of 5.4, surpassing the table value of 2.145 at d_f = 14 and α = 0.05 (two-tailed), leading to the rejection of the null hypothesis. This indicated a significant improvement in participants' scores after the intervention. The findings suggest that Skill Academy effectively enhanced students' listening skills for the TOEFL, proving its value as an exam preparation tool. This research underscores the potential of online learning platforms in improving targeted test skills. Future studies could examine the long-term effects of such programs and compare different platforms to optimize TOEFL preparation strategies
ENGLISH READING ANXIETY AMONG STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNIVERSITAS NEGERI GORONTALO INDONESIA Tuloli, Aulianti; Bay, Indri Wirahmi; Badu, Helena
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.554

Abstract

This study examined the level and categories of English reading anxiety among students of the English Language Education Study Program at Universitas Negeri Gorontalo, class of 2023. Using a quantitative descriptive approach, the English Foreign Language Reading Anxiety Inventory (EFLRAI) by Zoghi (2012) was administered to 108 students through Google Forms. The instrument measured three categories of anxiety: top-down, bottom-up, and classroom reading anxiety. Data were analyzed using percentage formulas to classify responses into low, moderate, and high levels. Findings indicated that most students experienced moderate anxiety (56.48%), followed by high (37.04%), and only a small number reported low anxiety (6.48%). Bottom-up anxiety was the most dominant (96.30%), mainly due to vocabulary, while grammar had less impact. Top-down anxiety was linked to general reading ability (93.52%) rather than background & cultural knowledge (3.70%). Classroom reading anxiety was least significant (1.83%). These results highlight vocabulary mastery and general reading ability as major factors, suggesting the need for improved vocabulary teaching and reading strategies.
Co-Authors Afiyanti, Nur Rahma Ika Ahmad, Dian Oktaviani Amuati, Siti Asriani Arief, Sujihan A. Citron S Payu Djamil, Ewieth Citra Amalia Fahria Malabar Fahria Malabar Hamzah, Mohamad Ikbal Hanafi Sumardin Yabie Hendra Uloli Indri Wirahmi Bay Irmawaty Umar Latief, Nurafni Luneto, Sri Puput Magvirah El Walidayni Kau Moh. Mirza Er. Pateda Moh. Syahrun Ibrahim Mohamad Riyandi Badu Mokobombang, Vidya Firka Monoarfa, Alya Muzdalifah Mahmud Nonny Basalama Novriyanto Napu Nur Rahma Ika Afiyanti Nur Rahma Ika Afiyanti Nurlaila Husain Otoluwa, Moon H. Otuluwa, Moon Hidayati Rahmawaty Mamu Rasuna Talib Rusni Podungge Sambouw, Elsje L. Sartin T. Miolo Sri Agriyanti Mestari Sri Widyarti Ali Sunga, Seftiwin Syarifuddin Achmad, Syarifuddin Tuloli, Aulianti Y, Yolanda