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All Journal Frasa: English Education and Literature Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature
Aridah
Mulawarman University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT Maharani Illiyyin Zahra; Aridah; Ventje Jany Kalukar; Maria Teodora Ping; Iwan Setiawan
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.49796

Abstract

In human society, the need for interpersonal connection has given rise to the emergence of language. Beyond serving as a medium of communication, language functions as a vehicle for articulating emotions and conveying thoughts, with its use shaped by contextual and situational factors. This research seeks to examine the language styles engaged by students of the English Education Department at Mulawarman University, using Martin Joos’ (1976) theory and Holmes (2013) as sociolinguistic theory. The study investigates the categories of language styles used in students' speech and the factors influencing their choice of style. A qualitative method was applied, utilizing data from a recorded video interview and follow-up semi-structured interviews with two selected participants. Data analysis was undertaken using thematic analysis guided by Braun and Clarke (2006) framework. The findings reveal that three out of five language styles formulated by Joos—consultative, casual, and intimate—were used by the participants, with consultative style being the most dominant. Language style occurred primarily in academic contexts, especially when interacting with instructors or unfamiliar individuals. Factors influencing language style include the speaker, setting, topic, and function, in alignment with Holmes’ (1992) sociolinguistic theory. Furthermore, although participants often identified their style as “formal,” triangulation with Joos’ and Braund and Clarke theory revealed that their usage aligned as consultative features. These findings provide valuable insights into how language styles function in educational settings and highlight the importance of context in language use.
The Correlation between Self –Esteem nd English Learning Achievement of the First Year English Education Department Students at Mulawarman University Novira Anjani; Aridah; A.K Amarullah
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 3 No. 2 (2020): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v3i2.1965

Abstract

This study aimed to find out the correlation between students’ self-esteem and English learning achievement of the first-year English Education Department Students at Mulawarman University. The method used in this study was quantitative research which was designed in a correlational study. The total sampling method was used to take the samples, where it was the same with the numbers of population (86 students). The samples were the first-year students of the English Department from three classes. Self-Esteem Questionnaire (QSE) was adopted from Hyde (1979), which was used to find students’ self-esteem. Cumulative scores related to English courses in the first semester were used to find students’ English learning achievement. Descriptive statistics and Pearson Product Moment Correlation were used to analyze the data. The mean score for students’ self-esteem was 75.59, it indicated that the level of self-esteem was vulnerable. While the mean score for students’ English learning achievement was 3.24 which was categorized as Good. The calculation using the Pearson Product Moment showed the r-value was .185 and it was lower than r-table 0.212 with the level of probability (p) significance (sig.2-tailed) was .089 and it was higher than 0.05. It indicated that there was no significant correlation between self-esteem and English learning achievement. The different results were found between English skills subjects and non-English skills subjects with students’ self-esteem. There was a positive slight significant correlation between self-esteem and the subject of English skills, while there was no significant correlation between self-esteem and non-English skills subjects
THREE ATTITUDE MODELS ON THE USE OF QR CODE IN EFL INDEPENDENT LEARNING AT CORDOVA ELEMENTARY SCHOOL Evi Wulandhari; Susilo; Aridah
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 7 No. 1 (2024): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v7i1.4662

Abstract

This research was about three attitude models on the use of QR Code in EFL independent learning at Cordova elementary school. The design of this study was qualitative phenomenology. This study use semi-structured interview from four selected students to collect the data. Participants were selected using purposive sampling with the criteria that had been prepared by the researcher. This research aimed to find out three attitude models based on Spooncer (1992) theory, the occurred of students feeling, beliefs, and behaviours. First, the students feelings there were two main points advantages and attractiveness. Advantages regards to ease and learning media. Attractiveness regards to interesting and fun. Secondly, the students beliefs there were two main points improve ability and preferences. Improve ability regards to soft skill and hard skill. Preferences regards to agreements of students. Last, the students behave there were one main point about experiences of students. The Experiences regards to problems of media, problems of tools, and personality problems. Therefore, it is suggested that teachers will try to implement digital-based learning in schools and facilitate students with the internet and media.
Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels Rania Putri Wahyudi; Aridah; Istanti Hermagustiana; Ventje Kalukar; Maria Teodora Ping
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 2 (2025): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v8i2.5316

Abstract

This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Co-Authors A.K Amarullah Evi Wulandhari Istanti Hermagustiana Iwan Setiawan Maharani Illiyyin Zahra Maria Teodora Ping, Maria Teodora Novira Anjani Rania Putri Wahyudi Susilo Ventje Jany Kalukar Ventje Kalukar