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All Journal Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Prosodi: Jurnal Ilmu Bahasa dan Sastra CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Berumpun: international journal of social, politics and humanities Journal on Education Voices of English Language Education Society International Journal of Cultural and Art Studies (IJCAS) Journal of English Teaching and Applied Linguistics (JETAL) Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) Cendikia : Media Jurnal Ilmiah Pendidikan English Language Education Reviews New Language Dimensions Indonesian Journal of EFL and Linguistics Journal of Educational Management Research
Rusmawaty, Desy
Universitas Mulawarman Samarinda
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Investigating The Implementation Of Flipped- Differentiated Learning In The Context Of Efl Learners Kristoforus Gustian; Desy Rusmawaty; Ventje Jany Kalukar
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4258

Abstract

This study examines the implementation of flipped-differentiated learning in the context of English as a Foreign Language (EFL) learners. Flipped learning is an instructional approach that reverses the traditional classroom model, where students engage with content outside of class and participate in interactive activities during class time. Differentiated learning, on the other hand, focuses on tailoring instruction to meet individual students' needs and learning styles. This integration of flipped and differentiated learning has the potential to enhance EFL instruction by providing personalized learning experiences and promoting active engagement among students. The objective of this research is to investigate how the two English teachers of a certain Senior High School In Samarinda conduct the integration, the opportunities, and the challenges they discover during the implementation of flipped-differentiated learning in EFL classrooms. The study employs a qualitative case study and the data is collected through open-ended questionnaire and depth interview, analyzed thematically to gain insights into teacher's experiences of this instructional approach. The findings of this study shows the process, the opportunities, and challenges of implementing this integration and hope to inform future research on integration that promote active learning and personalized instruction in language classrooms with the complete data and extent context.
Exploring an EFL teacher’s experiences in using Canva for Teaching English Vocabulary: Non-English Education Teacher's Perspective Priska Delfiana; Desy Rusmawaty; Ventje Kalukar
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 14 No 1 (2023): September : Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v14i1.4195

Abstract

This study is a single case study that tries to examine the experiences of an English Foreign Language (EFL) teacher in employing Canva, a graphic design platform, as an instructional tool for vocabulary teaching and to investigate the experiences, benefits, challenges, and familiarity of integrating Canva into educational settings. The process of data collection encompassed qualitative methodology, specifically interviews and document analysis, which is the output of using Canva and is conducted by the participant, who is a teacher who has been actively involved in the use of Canva since 2015 and with a unique background of education, which is the Faculty of Social and Political Sciences. Notwithstanding, she enrolled in the Faculty of Teaching and Education, specifically in English Education. This study uses constructivism as the theoretical framework to explore her background, experiences, and familiarity in a Narrative Single Case study. The findings revealed that EFL vocabulary teaching strategies and the potential of Canva to enhance education. Canva provides a personalized visual constructivism platform, promoting vocabulary comprehension and retention. Canva also facilitates assessment strategies, which encourages student participation. Canva holds promise for the future of EFL vocabulary instruction and study. Further research is recommended to determine the long-term effects on learners' vocabulary acquisition and to explore potential strategies for overcoming the identified challenges. (9 pt).
THEME AND RHEME ANALYSIS IN KURIKULUM MERDEKA ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL Mahfud, Ali; Rusmawaty, Desy; Kalukar, Ventje Jany
Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v7i1.146

Abstract

This research is about theme and rheme analysis using Systemic Functional Linguistic approach by Halliday. The purpose of this research is to identify theme and rheme, classify the types and components of theme and rheme and also identify the thematic development. The method used in this research is qualitative method. The research data is taken from Kurikulum Merdeka textbooks of English subjects at the junior high school level. The results showed that there were three types of themes found in the data, namely topical, interpersonal, and textual themes. Topical theme appears in 55%, interpersonal theme appears in 34%, and textual theme appears in 10%. The appearance of type theme in each clause often coincides with other themes. It is very rare for one clause to have only one theme. Thematic development found in the data is multiple theme and zigzag theme. Some data bring up themes implicitly because the type of data is in the form of dialogue which often occurs word elimination
CAN ENGLISH VOCABULARY ACQUISITION OF A YOUNG LEARNER BE CATALYZED BY EDUCATIONAL VIDEOS? Hasanah, Eni Uswatun; Rusmawaty, Desy; Jany Kalukar, Ventje
Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v7i2.149

Abstract

This study explores the effectiveness of educational videos in facilitating English vocabulary acquisition in a young learner. The research employs a qualitative case study approach, focusing on a 4-year-old girl exposed to educational videos. Data was collected through observations, recordings, and interviews, emphasizing the acquisition of basic vocabulary such as colors, animals, and numbers. The findings reveal that educational videos significantly aid vocabulary learning by providing engaging visual and auditory stimuli. However, the study underscores the importance of human interaction in language acquisition, suggesting that while educational videos are a valuable tool, they should complement traditional learning methods rather than replace them. This research offers insights for educators and parents on integrating multimedia resources into early language learning strategies.
Benarkah Sikap Terhadap Penggunaan Bahasa Menentukan Pilihan Bahasa? Kajian Sosiolinguistik Pada Komunitas Multibahasa Rusmawaty, Desy
Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Volume 11, Nomor 1 Maret 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/sosialisasi.v1i1.59489

Abstract

Penelitian ini mengkaji hubungan yang kompleks antara sikap dan pilihan bahasa, dengan mempertimbangkan bagaimana faktor sosial, budaya, dan individu membentuk preferensi dan penggunaan bahasa. Penelitian ini memetakan referensi dari riset-riset penelitian selama lima tahun terakhir mengenai sikap bahasa terhadap pilihan bahasa yang terjadi pada komunitas multibahasa. Aspek yang dikaji pada penelitian ini adalah sikap bahasa dalam komunitas multibahasa, faktor-faktor yang memengaruhi pemilihan bahasa dan implikasinya terhadap identitas individu, dinamika sosial, dan kohesi komunitas. Hasil penelitian menunjukkan bahwa faktor, seperti norma sosial dan budaya, konteks historis, kemahiran berbahasa, serta persepsi tentang prestise dan kegunaan bahasa mempengaruhi sikap bahasa. Sikap-sikap ini mempengaruhi pemilihan bahasa dalam komunitas multibahasa, yang menghasilkan adopsi bahasa dominan, pelestarian bahasa warisan, atau munculnya praktik-praktik linguistik hibrida. Selain itu, terungkap bahwa dinamika kekuasaan, globalisasi, dan keputusan kebijakan bahasa mempengaruhi pemilihan bahasa dalam konteks EFL. Karena status internasional sebagai lingua franca, Bahasa Inggris terintegrasi dalam tindak tutur masyarakat pada komunitas multibahasa. Namun demikian, upaya pengakuan dialek daerah dalam tindak tutur berbahasa Inggris perlu dikaji lebih lanjut agar dapat berkontribusi dalam konsep World Englishes.
Unlocking Phonological Proficiency: Exploring Allophonic Variation Using ELSA Speak App in Early Semester EFL Students at Mulawarman University Rusmawaty, Desy; Limbong, Effendi; Ahada, Ichi; Hafizh, M. Indra F.; Rahmatullah, Achmad. N.
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(2), November 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i2.828

Abstract

Phonological proficiency is crucial for language growth in current English as a Foreign Language (EFL) education. The research aims to identify and analyze the proficiency of allophonic variations in students' phonetics using the advanced language learning tool ELSA Speak. It provides insights into their phonological development. This study employs a pre-experimental design methodology. A cohort of 31 EFL students from Mulawarman University participated in structured phonetic exercises using the ELSA Speak app around the beginning of the semester. Data was collected using pre-and post-tests, recording students' phonetic outputs, and entering detailed records of their engagement with the ELSA Speak app. The pre-experiment design enabled the evaluation of improvements in identifying allophonic variance and phonological competence before and after the intervention. The findings demonstrate a significant improvement in students' ability to detect and produce different variations of sounds, especially concerning allophones. The ELSA Speak app succeeded by offering immediate feedback, facilitating a more advanced understanding of phonetic distinctions. Based on the data, students demonstrated increased confidence and precision in their pronunciation, reassuring the students about the positive impact of the study. Additionally, they made significant progress in differentiating between challenging allophones for Indonesian and English. This study has highlighted the effective use of the ELSA Speak app in an English as a Foreign Language (EFL) setting, establishing its value as a beneficial tool for teaching pronunciation. The empirical data on the effectiveness of digital tools in improving the phonological competence of EFL students in the early stages of the semester can inspire and motivate educators, researchers, and professionals in English language education and linguistics to integrate such tools into their teaching practices.
Do Gender and School Accreditation Affect Motivation? Nindya, Sella Ayu; Aridah, Aridah; Iswari, Weningtyas Parama; Rusmawaty, Desy
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p102-114

Abstract

This research studied student motivation in light of Dörnyei’s L2 Motivational Self System theory. There are three motivational dimensions: Ideal-L2 Self, Ought-to L2 Self, and Language Learning Experience in this theory. According to the idea, this research studied whether individual variables (gender and school accreditations) influence students’ motivation in private senior high schools. This study used a quantitative survey research methodology. This survey included second-grade pupils from seventeen private high schools in Samarinda. 193 students were chosen as the sample using random cluster selection and random individual sampling. This research used the English Learner Questionnaire (ELQ) developed by Dörnyei and Taguchi. This study used SPSS 25 of descriptive and inferential statistics to analyze the data. The data revealed that private high school students in Samarinda were highly motivated (M = 4.27) to study the English language. In addition, a statistical analysis revealed female pupils demonstrated greater motivation than male classmates. In addition, the findings for the relationship between school accreditations and student motivation revealed that school accreditations do not predict learners’ motivation. Based on the L2 Motivational Self System, pupils at private senior high schools in Samarinda were highly motivated. Their motivation was often defined by gender, but not by educational attainment.
From Teaching to Thriving: Exploring the Lived Experiences of English Education Graduates in Non-Teaching Careers Nabilah, Jihan; Teodora Ping, Maria; Hermagustiana, Istanti; Sunardi; Sunggingwati, Dyah; Rusmawaty, Desy
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1973

Abstract

The present phenomenological study discovers the lived experiences of English education graduates pursuing non-teaching careers (any professional roles that do not involve teaching students in formal educational settings). By conducting in-depth interviews with three participants, their lived experiences uncovered the interaction between non-teaching career exploration, appealing job opportunities, interest-driven career decisions, career choice consistency, self-efficacy, confidence, career growth, and development opportunities, which guided them to pursue their non-teaching careers. They considered intrinsic factors (self-efficacy and confidence, personal goals, personal interest, personal development, and outcomes expectations), along with extrinsic factors (financial stability, teaching limitations, career prospect, workload vs. compensation, continued engagement with educational background) in deciding their careers. The skills from English education such as teaching, communication, critical thinking, problem-solving, and English skills are applicable to help them adapt to their non-teaching career. The findings prove the adaptability of English education graduates in managing job market difficulties and diverse applications of their educational experiences. By having these facts this study informs higher education institutions and English education programs to support and guide the English education graduates as they fit for diverse career paths.
Mic As Weapon: Analysis Of Breaking Silence Through Feast’s Lyrics In The Context Of Educational Management Putri, Nur Amalia; Rusmawaty, Desy; Suhatmady, Bibit
Journal of Educational Management Research Vol. 4 No. 4 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i4.1120

Abstract

This study examines how the Indonesian rock band .Feast uses song lyrics as a form of critical discourse to challenge social, political, and ideological structures in contemporary Indonesia. Analyzing three of their most charged songs—“Peradaban,” “Kami Belum Tentu,” and “Padi Milik Rakyat”—the research employs Critical Discourse Analysis (CDA) with Norman Fairclough’s three-dimensional model and Teun A. van Dijk’s socio-cognitive framework. The findings reveal that .Feast’s lyrics reflect societal frustrations over inequality, corruption, violence, and disillusionment, using elements like metaphor and irony to critique and resist hegemonic political narratives. The songs serve as both representations of social realities and performative interventions in public discourse. The study underscores the microphone as a metaphorical weapon against silence and marginalization, affirming the political value of popular music. It highlights the importance of analyzing music as a legitimate space for civic engagement and discourse. This research has implications for educational management by encouraging critical thinking and civic engagement in students through popular culture. Integrating music into curricula can foster discussions on power dynamics, social justice, and creative expression, empowering students to challenge societal norms and develop as informed, socially conscious individuals.
Twitter as a Discussion Space: Exploring Students' English Communication Patterns Putra, Setoaji; Syamdianita, Syamdianita; Aridah, Aridah; Rusmawaty, Desy; Kalukar, Ventje Jany
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2081

Abstract

This study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments.
Co-Authors Ahada, Ichi ALI MAHFUD Amarullah, A. K. Annisa Annisa Aridah Aridah Aridah Aridah, Aridah Astuti, Tripuji Bibit Suhatmady Dayu Kalpiko Retno, Rafifa Dyah Sunggingwati dzulqoidah, aulia Fathinah, Fahdah Hafizh, M. Indra F. Hasanah, Eni Uswatun Hermagustiana, Istanti Iwan Setiawan Jany Kalukar, Ventje Kalukar, Ventje Jany Kalukar, Ventje Jany Kristoforus Gustian Limbong , Effendi Limbong, Effendi Maharyadin, Andi Majewska, Marysia Masruroh, Dzunie Maulidana, Diva Muhammad Sultan, Muhammad Nabilah, Jihan Nindya, Sella Ayu Prabowo, Sidik Priska Delfiana Putra, Setoaji Putri, Nur Amalia Rahmatullah, Achmad. N. Sucahyo, Didik Sukaena Sunardi Syamdianita Syamdianita, Syamdianita Teodora Ping, Maria Ventje Jany Kalukar Ventje Kalukar Weningtyas Parama Iswari, Weningtyas Parama