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All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of English Language and Education JOP
Abdul Hamid
Universitas Muhammadiyah Kupang
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Isolect Language Status of Wakatobi Language in the Sikka Islands (A Dialectological Study) Hamid, Abdul; Mboka, Idris
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 4 (2021): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i4.2781

Abstract

Each language has a variety of language variations because it is influenced by geographical conditions. The BWKS isolect gives rise to different lexicons based on geographical location. This study aims to describe the differences in the lexicon and determine the isolect status of BWKS. This research was conducted in 6 BWKS isolect-speaking areas in Sikka Regency. The method used in this research is descriptive qualitative and quantitative methods. The data collection method is a proficient method with structured interview techniques (structured interview). The technique of data analysis is the Differential Comparative Relationship (HBB) technique. The results showed that there were 21 different BWKS isolect lexicon vocabularies. Based on the results of the dilatometry calculation, it can be stated that the linguistic status of the BWKS isolect is no different. The percentage of BWKS Isolect vocabulary ranges from 0% - 20%. The highest percentage of BWKS Isolect vocabulary distance is 5.25%. These results are found in the comparison between TP including TP 1-3, 1-4, 2-4. While the percentage of the lowest BWKS Isolek word distance is 0%. These results are found in the comparison between TP including TP 1-2, 3-4, 3-5, 4-5, 4-6, and 5-6.
Defense Strategy of Wakatobi Language Sikka Island in the Tourism Destination Area (A Sociolinguistic Study) Abdul Hamid; Idris Mboka
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 6, No 1 (2023): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v6i1.7426

Abstract

Language defense can be realized if the spoken community continues to use that language in the realm of communication, even though there is a realm of using other languages in the interaction of multilingual communities. This study aims to describe the strategy for maintaining the Wakatobi language in the Sikka Archipelago in the Kojadoi Tourism Destination Area. This research method is a qualitative descriptive method. The research data was collected using observation, interview, documentation, and questionnaire methods. The data analysis technique in this research is discourse analysis technique. Based on research data regarding the strategy for maintaining the Wakatobi Language in the Kojadoi Tourism Destination Area, it can be argued that the strategy for maintaining the Wakatobi Language in the Kojadoi Tourism Destination Area includes: 1) Intensification of the function of language as an inter-ethnic communication tool, 2) Integration of Language and Culture, 3) Government Program and Service Policies, 4) Use of language in various domains of communication. 
The Effect of the Use of Mobile Learning Applications on Students' Listening Skills Abdul Hamid; Putriwanti Putriwanti; Windhy Chrysty
Journal of Pedagogi Vol. 1 No. 5 (2024): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/78841557

Abstract

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.
Multimodal Communication Strategy in Language Teaching for Generation Z Hamid, Abdul
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1330

Abstract

The development of digital technology demands a change in communication strategies in language teaching, especially for Generation Z who have a preference for visual and interactive approaches. This study aims to describe the multimodal communication strategies applied in language learning, their effectiveness, and the challenges faced. The method used is Systematic Literature Review with an analysis of relevant studies based on open access over the past ten years. The findings of this study show that multimodal communication increases student engagement and understanding, but has not been widely optimized by educators.  This research emphasizes the urgency of multimodal integration in language teaching and the need for teacher training and digital-based curriculum development to answer the needs of the digital-native generation. In addition, this research makes a theoretical and practical contribution to the reform of language education today.
Co-Authors Idris Mboka Mboka, Idris Putriwanti Putriwanti Windhy Chrysty