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All Journal ELT Worldwide: Journal of English Language Teaching EDUKASI IJoLE: International Journal of Language Education EDUVELOP (Journal of English Education and Development) Journal of English Education PALAR (Pakuan Law review) LANGUA: Journal of Linguistics, Literature, and Language Education FOSTER: Journal of English Language Teaching International Journal of Humanities and Innovation (IJHI) JOLLT Journal of Languages and Language Teaching LETS: Journal of Linguistics and English Teaching Studies Cakrawala Bahasa English Department of UMMU Journal (EDU Journal) DODOTO Lire Journal (Journal of Linguistics and Literature) Journal of Language Learning and Assessment Langua: Journal of Linguistics, Literature, and Language Education
Adi F Mahmud, Adi F
Univeristas Muhammadiyah Maluku Utara
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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LANGUAGE AND IDENTITY OF VULNERABLE GROUP: TRACING THE ORIGINS OF THE TOBELO DALAM TRIBE FROM A LINGUISTIC PERSPECTIVE Mahmud, Adi F.; Tamalene, M. Nasir
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 2 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v9i2.455

Abstract

This study examines the complex relationship between language and identity within the Tobelo Dalam tribe, a semi-nomadic and socially marginalized community in North Halmahera, Indonesia. This research uses qualitative content analysis of ethnographic and linguistic literature to trace the beginnings of the Tobelo Dalam language and investigate its divergence from standard Tobelo. Essential findings indicate notable phonological, morphological, and syntactic differences alongside preserved archaic Austronesian vocabulary, implying linguistic independence influenced by ecological seclusion and oral customs. Concurrently, common grammatical characteristics and ethnobotanical lexicon corroborate cultural and linguistic continuity. These dynamics underscore a dual process of distinction and convergence that defines the group's evolving identity. The research determines that Tobelo Dalam should be considered a unique language and cultural entity. It promotes the immediate implementation of micro-level documentation and inclusive language policies that honour Indigenous self-determination. The results enhance discussions on language endangerment, cultural resilience, and the necessity for decolonial approaches in linguistic anthropology.
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir, Munir
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): 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.v6i3.255

Abstract

This ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy.
The Tobelo Dalam People on Halmahera Island, Indonesia “Indigenous people or Vulnerable Group” Tamalene, M Nasir; Rumkel, Nam; Mahmud, Adi F
PALAR (Pakuan Law review) Vol 11, No 2 (2025): Volume 11, Nomor 2 April-June 2025
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/palar.v11i2.11947

Abstract

AbstractThis study aims to examine the legal and social status of the "Tobelo Dalam" community on Halmahera Island, Indonesia, which has been ambiguously categorized as indigenous peoples or vulnerable groups. This research departs from the need to formulate the right policy approach in the context of protecting their basic rights as citizens. Using qualitative methods based on literature studies, field observations, and analysis of national and international regulations, this study found that the Tobelo Dalam community does not meet the criteria as an indigenous people according to United Nations standards and Indonesian positive laws. They are more appropriately classified as a vulnerable local ethnic group, given their limited access to education, health, economy, and legal protection. The results of the analysis show that this vulnerability status has an impact on the inhibition of the fulfillment of basic rights, thus demanding a more inclusive and adaptive approach to empowerment. The conclusion of this study emphasizes that government policies should be focused on strengthening the civil rights of the Tobelo Dalam community through a model of empowerment based on local needs and recognition as a vulnerable group, rather than mere recognition as an indigenous people. This study recommends the need for regulations that guarantee collective rights to land and natural resources for them as part of efforts to create just and sustainable social development. Keywords: Tobelo Dalam, indigenous peoples, vulnerable groups, citizens' rights, inclusive empowerment, Halmahera.
Digital Literacy in Action: An Ethnographic Study of EFL Classrooms in Indonesian Senior High School Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5341

Abstract

This ethnographic study investigates the integration of digital literacy in EFL classrooms in an Indonesian senior high school. Although digital literacy is essential in contemporary Education, research in rural or under-resourced environments is scarce, especially on its cultural and pedagogical aspects. The study employed a qualitative ethnographic methodology, conducted over six months at SMA Negeri 10 Kota Ternate, which incorporated participant observation, semi-structured interviews, document analysis, and field notes. The findings indicated that Education based on digital literacy was executed in three fundamental phases: planning, implementation, and evaluation. Educators incorporated available digital resources, such as YouTube, Canva, Google Forms, and Kahoot, to create engaging and interactive learning environments. Nonetheless, infrastructure limitations and varied levels of digital proficiency posed ongoing obstacles. Three emerging cultural themes—pedagogical adaptation, negotiated involvement, and reflective assessment—highlighted how educators tailored digital practices to their sociocultural setting. The study suggests that digital literacy in EFL education is both a technical process and a contextual social practice, influenced by factors such as context, agency, and resource availability. It advocates for improved teacher professional development and infrastructure to facilitate equitable and contextually relevant digital instruction in marginalised educational environments.
The Influence of Background Knowledge on Students’ Translation Results: An Interlingual Translation Usman, Abdurrahman Hi.; Dahlan, Suratman; Daud, Abdulhalim; Mahmud, Adi F.
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5189

Abstract

This research aims to identify whether students’ background knowledge influenced the translated texts from the source language (SL) into the target language (TL). This research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east Indonesia. The participants in this research included 30 students. The documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. To Analyse the data, the researchers used qualitative ways. Data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. The data showed that most of the students need background knowledge in the translation of source language into the target language. These reasons confirm that there is a close relationship between background knowledge and translation. It means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. Moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language.
Building Students' Communication Skills in Learning English through Lesson Study at Senior High School Mahmud, Adi F.; Umahuk, Sabariah; Fudji, Sri Rahayu; Noh, Sofia A.; Soleman, Ferawati; Gafar, Amin
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6540

Abstract

One of the 21st century learning skills needed is communication skills. Communication skills have crucial roles to help students in facing global competitive and digital era nowadays. However, most of learnings at the middle and senior high schools ignore it but teachers still apply conventional learning methods to achieve it.  Due to the problems, this study aims to build students' communication skills, and to find out the implementation of lesson study on students’ communication skills in learning English at senior high school through lesson study. It is a descriptive qualitative study conducted at Senior High School of 10 Kota Ternate. 100 students were selected through purposive sampling as the research samples. Data were collected by applying lesson study activities in 4 cycles through direct observation in learning process using communication skills instruments developed by the Ministry of Education and Culture. Communication skill indicators focus on 6 indicators. Data were analysed using a Likert scale of 5-1. Based on the result of analysis, the study showed that students’ communication skills are improved and developed gradually. In addition, lesson study has given a positive impact toward students ‘communication skills in learning English. It was proven that students’ communication skill develops significantly and linearly from cycle I (43.33) into cycle II (63, 33). Thus, the students’ communicative skills were improved as well from cycle III (76, 66) into cycle IV (93,33).  Therefore, this study can be concluded lesson study activities in learning English are alternative solution to build students' communication skills, learning English through the implementation of lesson study has a positive impact on the development of communication skills, and students' communication skills through lesson study develop gradually and linearly and convey significant development.
Research Gap on Differentiated Learning in The EFL Classroom: A Conceptual Framework Mahmud, Adi F.; Idul, Muhammad; Sarmadani, Sarmadani
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.108

Abstract

PurposeDifferential learning emerged as a solution to address the limitations of uniform learning approaches and the diverse characteristics present in the classroom, such as group heterogeneity, cultural diversity, background, language, and individual uniqueness. This study aims to: (1) analyses how Tomlinson, scholars, and researchers have applied differential learning in online articles and books; (2) identify the gaps in the implementation of differential learning in the EFL classroom; and (3) produce a conceptual framework for differentiated learning in the EFL classroom. MethodologyThe qualitative approach employing content analysis design is utilized to scrutinize articles and books that have been published online via Google Scholar, Crossref, and Scopus indexing, using the published and Perish 8 programs. The following articles and books are analyzed with three rare ones adopted by Siyoto & Sodik, (2015), namely: (1) information reduction entails condensing, selecting the most salient elements, prioritizing significant aspects, identifying key subjects and patterns, and eliminating superfluous content; (2) drawing inferences based on the acquired information; and (3) deriving conclusions pertaining to strategies that can effectively address the specific intricacies of the situation. Results/FindingsThe results of the research show that there are three research gaps that need to be followed up on from the implementation of differential learning in the EFL classroom: (1) the theoretical gap, (2) the practical knowledge gap, and (3) the methodological gaps. ImplicationsThe study not only reviews existing literature but also aims to fill critical gaps in understanding and application through the proposed conceptual framework, thereby advancing research and practice in this area.
Co-Authors Abdulhalim Daud Abdurahman Hi Usman Abdurrahman Hi Usman Abdurrahman Hi. Usman Abdurrahman Hi. Usman Abudar Yusup Adamu M Babikkoi Alrino Ode Masimu Amin Gafar Amrin Saban Andi Qashas Rahman, Andi Qashas Aprianty Sibela Dahlan, Suratman Daud, Abdulhalim Faujia Umasugi Ferawati Soleman Fudji, Sri Rahayu Gafar, Amin Idul, Muhammad M. Nasir Tamalene Munir Munir Murni Mahmud Noh, Sofia A. Noni, Nurdin Nurasmi Panigfat Rahmat Rivaldy Laisouw Sabariah Umahuk Sarmadani, Sarmadani Sofia A. Noh Soleman, Ferawati Sri Rahayu Fudji Sukardi Weda, Sukardi Syarifuddin Dollah Tamalene, M Nasir Umahuk, Sabariah Usman, Abdurrahman Hi.