Article Per Year (5 Year)
p-Index From 2021 - 2026
3.75
P-Index
This Author published in this journals
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 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 Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
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 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.
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms Adi F. Mahmud; Murni Mahmud; Sukardi Weda; 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.
Language, Power, and Environmental Framing in Regional Electoral Discourse: A Critical Study in North Maluku Herman Usman; Adi F. Mahmud; Laily Ramadhany Can
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2144

Abstract

Language plays as a powerful political tool that not only communicates policies and ideologies but also shapes public opinion, influences power relations, and directs societal development, particularly in regional electoral contexts. This study aims to investigate the linguistic strategies used by political candidates in the 2024 North Maluku Provincial Election and to analyze how these discursive practices construct environmental narratives, political legitimacy, and regional development priorities. This research employed a qualitative design applying Critical Discourse Analysis (CDA) based on Fairclough’s three-dimensional framework, encompassing textual analysis, discourse practice, and sociocultural practice. The data consisted of candidates’ campaign speeches, debate transcripts, and media reports related to environmental and political issues. The findings reveal that environmental discourse functions not only as a policy instrument but also as a strategic resource for exercising symbolic and political power. Candidates predominantly utilized positive, negative, and ambiguous linguistic constructions to promote sustainability, criticize previous administrations, and project environmental responsibility. Nevertheless, discussions concerning mining governance, corporate accountability, indigenous rights, and environmental licensing remained limited, indicating a significant gap between environmental rhetoric and concrete policy commitments. Furthermore, environmental narratives are frequently employed to legitimize political authority and shape public perceptions rather than to advance transformative environmental governance. The study highlights the intricate relationship between language, power, and environmental governance and underscores the need for more transparent, evidence-based, and policy-oriented political communication to support sustainable regional development and democratic accountability.
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 Herman Usman Idul, Muhammad Laily Ramadhany Can M Nasir Tamalene Munir Munir Munir Munir Murni Mahmud 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 Weda, Sukardi Syarifuddin Dollah Umahuk, Sabariah Usman, Abdurrahman Hi.