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All Journal Jurnal Pendidikan Vokasi TEFLIN Journal: A publication on the teaching and learning of English Indonesian Journal of Educational Review (IJER) Celt: A Journal of Culture, English Language Teaching & Literature Journal of English Literacy Education Script Journal: Journal of Linguistic and English Teaching Dinamika Ilmu Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Bubungan Tinggi: Jurnal Pengabdian Masyarakat Lingua Jurnal Cakrawala Ilmiah Jurnal Ilmu Manajemen dan Pendidikan E3L : Journal of English Laguange Teaching, Linguistics and Literature Biodik: Jurnal Ilmiah Pendidikan Biologi
Susilo Susilo
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Mulawarman
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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EXPLORING EFL STUDENTS’ AWARENESS OF THE DIFFERENCES BETWEEN AMERICAN AND BRITISH VARIETIES Achmad Ivansyah Obos; Susilo Susilo; Maria Teodora Ping
Lingua Vol 18 No 2 (2022): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v18i2.2123

Abstract

The objectives of this research are to explore how the EFL students aware toward American and British English and to know EFL students’ perception towards both varieties that influence their learning experiences. This qualitative descriptive research conducted the ethnonarrative approach, which were analyzed descriptively through collecting the data, reducing inappropriate data, displaying and concluding data. The results revealed that the way how the EFL students aware toward American and British English were the participants watch television programs to do self-understanding, they learned both varieties in school and took the TOEFL and IELTS exam, they also frequently use American English to make a conversation as their process of socialization. The EFL students’ perception towards both varieties that influence their learning experiences were different. The first participant thought that British English is way much professional, had unique grammatical and vocabularies. While the second participant thought that American English used for daily conversation.
PENGARUH TERAPI ABA PADA ANAK TERDIAGNOSA AUTISM SPECTRUM DISORDER Karyani Tri Tialani; Nurul Hadi Solikhin; Susilo Susilo
Jurnal Cakrawala Ilmiah Vol. 2 No. 6: Februari 2023
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Autis merupakan suatu kondisi dimana anak menunjukkan gangguan yang ditandai oleh terganggunya kognisi sosial, keterampilan sosial, dan interaksi sosial. Interaksi sosial merupakan kesulitan yang nyata bagi anak autis untuk melakukan hubungan sosial dengan lingkungannya. Gangguan yang terjadi pada anak autis dapat menghalangi anak untuk berinteraksi sosial atau melakukan hubungan sosial. Tujuan penelitian adalah untuk memahami dukungan seorang ibu terhadap pengetahuan dan persepsi pada anak yang terdiagnosa Autism Spectrum Disorder (ASD) dan hubungannya dengan strategi seorang ibu dengan anak ASD. Metode penelitian menggunakan kualitatif studi kasus yang bertujuan untuk melihat pengaruh terapi ABA terhadap interaksi sosial anak autis. metode ABA (Applied Behaviour Analysis). Metode ABA adalah metode tata laksana perilaku menggunakan metode mengajar tanpa kekerasan (Hanhojo, 2009). Metode ABA dapat membantu anak autis mempelajari keterampilan sosial seperti memperhatikan, mempertahankan, kontak mata, dan dapat membantu mengontrol masalah perilaku (Handojo, 2008). Tujuan khusus dari penelitian ini adalah menganalisis subyek penelitian pada salah satu anak ASD yang telah diberikan terapi ABA. Metode ini dapat melatih setiap keterampilan yang tidak dimiliki anak, mulai dari respon sederhana, misalnya memandang orang sekitarnya atau kontak mata, sampai keterampilan kompleks misalnya komunikasi spontan atau interaksi sosial. Terdapat perbedaan dalam hal strategi yang dilakukan seorang ibu yang mana sebagian besar untuk menjaga stabilitas keluarga, optimisme dan kerja sama saat ini, padahal sebelumnya kebanyakan mencari bantuan untuk berobat.
Partisipasi Pembelajaran Bahasa Indonesia Kelas XI dalam Program Habit-Forming MAN 2 Samarinda Rinda Cahya Mudiawati; Susilo Susilo; Mohammad Siddik
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 6 No 2 (2023)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v6i2.651

Abstract

The habit-forming program is designed by schools/madrasas to accustom learners to habituation. Indonesian language learning materials can participate in habit-forming programs. The purpose of this study is to describe the participation of Indonesian language learning in the habit-forming program in terms of Indonesian language learning materials. Researchers used descriptive naturalistic qualitative methods to describe what materials in Indonesian language learning can participate in the habit-forming program at MAN 2 Samarinda. The data sources and samples in this study were students in grade XI. Researchers used triangulation techniques to collect data while testing the credibility of different data from the same source. The data analysis technique of this research uses the model developed by Creswell, namely: (1) organizing and preparing data; (2) reading all data; (3) coding; (4) describing coding; (5) constructing data. The results of this study show that Indonesian language learning materials in class XI can participate in the habit-forming program. The stimulus-response of Indonesian language learning in the habit-forming program, among others: Indonesian language learning materials as a form of habituated stimulus; and the participation of Indonesian language learning materials in the habit-forming program as a form of habituated response.
Pengembangan Perangkat Pembelajaran Model Problem Based Instruction (PBI) Terhadap Hasil Belajar Siswa dan Kemampuan Menulis Laporan Ilmiah : Learning Media Development of Problem Based Instruction Method Toward Student Outcome and The Skill’s of Writing Scientific Report Medyata Rika Niki; Elsje Theodora Maasawet; Susilo Susilo
BIODIK Vol. 5 No. 2 (2019): September 2019
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v5i2.6881

Abstract

Learning Media Development of Problem Based Instruction Method Toward Student Outcome and The Skill’s of Writing Scientific Report Teachers can develop learning tools according to their needs in Biology lessons. This study aims to determine the results of needs analysis, validation analysis, usefulness to improve the ability to write reports, analysis of the effectiveness of the development of the device. This research is a development research using quantitative and qualitative methods. Previously, researchers took data analysis of teacher needs, more than 60% still did not use the device to the fullest, 75% of teachers had not yet made an assessment rubric. The learning kit was declared valid with a presentation of 89.6%. And there is an increase in the learning outcomes of students in the control and experimental classes because t-count <-table = -20.96 <-1.67 at SMA Negeri 2 Samarinda. Keywords: Learning Tools, PBI, Scientific Reports, Learning Outcomes Abstrak : Pengembangan Perangkat Pembelajaran Model Problem Based Instruction (PBI) Terhadap Hasil Belajar Dan Kemampuan Menulis Laporan Ilmiah Biologi SMAN 2 Di Samarinda. Guru dapat mengembangkan perangkat pembelajaran sesuai dengan kebutuhan dalam pelajaran Biologi. Penelitian ini bertujuan untuk mengetahui hasil analisis kebutuhan , analisis validasi, ketermanfaatan untuk meningkatkan kemampuan menulis laporan, analisis keefektifan pengembangan perangkat. Penelitian ini merupakan penelitian pengembangan menggunakan metode kuantitatif dan kualitatif. Sebelumnya peneliti mengambil data analisis kebutuhan guru, lebih dari 60 % masih belum menggunakan perangkat secara maksimal, guru 75 % belum membuat rubrik penilaian. Perangkat pembelajaran dinyatakan valid dengan presentasi 89,6 %. Dan terdapat peningkatan hasil belajar siswa kelas kontrol dan eksperimen karena thitung <-ttabel = -20,96 <-1,67 di SMA Negeri 2 Samarinda. Kata kunci : Perangkat Pembelajaran, PBI, Laporan Ilmiah, Hasil Belajar
A Qualitative Study of EFL Students’ Experiences with AI Tools in English Language Learning Yunita Winata; Weningtyas Parama Iswari; Susilo Susilo; Effendi Limbong
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5549

Abstract

The development of artificial intelligence (AI) technology has provided new opportunities in learning English as a foreign language (EFL), particularly in helping students develop vocabulary, academic writing skills, and self-confidence in independent learning. This study aims to explore the experiences of EFL students at Mulawarman University in using AI-based tools, such as ChatGPT, Grammarly, and Copilot, to support English learning. This study used a qualitative approach involving students in semesters 2 through 6 as participants. Data were collected through questionnaires completed by 40 students and in-depth interviews with several informants selected based on their questionnaire responses. The data were analyzed using thematic analysis to identify students' motivations, benefits, challenges, and adaptation strategies in using AI. The results showed that ChatGPT and Grammarly were the most dominant AI tools used because they provided immediate feedback, helped develop ideas, improved sentence structure, and supported vocabulary and writing skills. The use of AI also helped increase students' confidence in understanding and producing English. However, this study identified challenges such as potential dependency, a lack of guidance on technology use, and the need for digital literacy to critically evaluate AI output. This study concludes that the use of AI in EFL learning has great potential if supported by lecturer guidance, strengthening digital literacy, and adaptive usage strategies.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani Febiyani; Weningtyas Parama Iswari; Maria Teodora Ping; Susilo Susilo; Noor Rachmawaty; Syamdianita Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Students' Perception of Translanguaging Practices in The Department of English Education, Mulawarman University Safira Amru Rijamil; Istanti Hermagustiana; Yuni Utami Asih; Susilo Susilo; Effendi Limbong
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v8i4.4848

Abstract

This study explores translanguaging practices in the Department of English Education at Mulawarman University, focusing on how lecturers implement these strategies and how students perceive their impact on learning. The background of this research arises from the challenges faced by students in English as a Foreign Language (EFL) contexts, where limited exposure to English often hampers comprehension and reduces classroom participation. The objective of the study is twofold: to identify the forms of translanguaging employed by lecturers and to examine students’ perceptions, engagement, and responses toward these practices. This research applied a qualitative case study design, collecting data through classroom observations and semi-structured interviews with selected students, followed by thematic analysis supported by triangulation of data sources and methods. The findings demonstrate that lecturers commonly applied code-switching, bilingual clarification, and double questioning techniques to simplify abstract concepts and encourage classroom interaction. Students reported that translanguaging significantly reduced language anxiety, boosted confidence, and facilitated more active participation. Moreover, it improved comprehension by allowing learners to connect complex academic content in English with their first language. These findings highlight translanguaging not merely as spontaneous language switching but as a deliberate pedagogical strategy that scaffolds learning, fosters inclusivity, and validates students’ multilingual identities. Nevertheless, challenges were also noted, such as the risk of overreliance on the first language, which may reduce immersion for advanced learners, and the necessity for structured implementation to maintain discourse coherence. In conclusion, translanguaging has proven to be an effective instructional approach in multilingual EFL classrooms. It supports deeper understanding, enhances student engagement, and nurtures identity affirmation. However, proportional and systematic application is essential to maximize its benefits while minimizing potential drawbacks.
Grammatical Interference On English Caption On Facebook Group’s “We Are ASEAN” Mukshin Berry Chandra; Susilo Susilo; Desy Rusmawaty
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 2 (2021): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.719 KB) | DOI: 10.30872/e3l.v4i2.1915

Abstract

Abstract In this era, social media become a new way to connect the people. Platform such as, Facebook, Instagram, Twitter are examples of social media that use by large people. People not only share their photos or videos but they also can share their opinions and their knowledge to others as the way to build communication as social beings. On social media, there is a tool to make a group. Usually people make a group on social media based on their background, hobbies and discussion about certain issues. On Facebook group there is a group consisting of people from South East Asia named "We Are ASEAN”. On this group they discuss their opinions, stories and sometimes they introduce their culture to each other. Because of the variety of culture the language that is used in that group is English language. In this research was aimed to find the types and the most common mistake grammatical error in synthetic level on the group. The design of this research was content analysis by using qualitative approach and the researcher was the key instrument. The researcher took the samples by screen shooting twenty posters published by Indonesian people on Facebook group from July to September 2021. The researcher used document analysis to analyze the document as the samples and find out the grammatical error based on the syntactic level. The researcher found 69 mistakes was considered as grammatical interferences on English caption. This research found 10 types of grammatical errors in the samples. Types of grammatical errors were found by researcher such as; tenses, plurality, subject-verb, preposition, pronoun, noun phrase, article, diction, capital letter, auxiliary, and translation. Most of grammatical errors were found by researcher thet happened in capital letters case. The researcher found 34 errors in capital letters case with 47% in total grammatical errors. The researcher also explain the grammatical errors in syntactic level based on the error itself. From those results, capital letters became the common mistake found in second language accusations process. Capital letters errors on syntactic level can cause confusion in conveying information. Therefore, it is suggested that the writers should recognize the differences rules in target language accusations. The writers should be more aware in second language rules by considering the interference theory in syntactic level based on linguistics knowledge.
Re-focusing School Curriculum: Shaping Educational Vision Around the New Capital City of Indonesia Abdul Hakim; Susilo Susilo; Atin Nuryadin; Yuni Utami Asih; Sudarman Sudarman; Khusnul Khotimah; Nurul Fitriyah Sulaeman
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17350

Abstract

Human resource development is a key focus in the development of the Indonesian capital city. Elementary and secondary schools in Sepaku Regency, Penajam Paser Utara Regency, are the closest buffer zone to the New Capital City. Therefore, the quality of these schools is crucial in facilitating the development of the younger generation around the New Capital City. Adjustments to curriculum documents serve as guidelines for school administration, ensuring the quality of educational services provided. Therefore, training and mentoring in school curriculum development are crucial and have become the aim of this program. The method of this mentoring program was implemented through five phases from 2024 to 2025, with 12 elementary schools and two junior high schools in Sepaku District participating. The mentoring result demonstrated that each school was able to create comprehensive and aligned curriculum documents with a focus on in-depth learning. Challenges encountered during the training process included changes in the number of school representatives present at the training and mentoring activities. In early 2025, there was a shift in the curriculum guidelines toward in-depth learning. The finalization process for mentoring, incorporating key elements of in-depth learning into the curriculum documents, has been completed. It can be concluded that mentoring could support schools to re-focus their curriculum. 
Co-Authors Abdul Hakim Abdullah S Abdullah S Achmad Ivansyah Obos Asih, Yuni Utami Atin Nuryadin Didimus Tanah Boleng Eddy Subandrijo Effendi Limbong Elsje Theodora Maasawet Febiyani Febiyani Imroatun Nafi&#039;ah Istanti Hermagustiana Karyani Tri Tialani Limbong, Effendi Maria Teodora Ping, Maria Teodora Medyata Rika Niki Meutia Annisya Mohammad Siddik Muhammad Natsir Mukshin Berry Chandra Noor Rachmawaty Nurul Fitriyah Sulaeman, Nurul Fitriyah Nurul Hadi Solikhin Rahmani Ayu Rinda Kartika Rinda Cahya Mudiawati Rosdiana Rosdiana Rudi Hartono Safira Amru Rijamil Siti Halijah Sudarman Sugeng Sugeng Suseno Suseno Syamdianita Syamdianita, Syamdianita Weningtyas Parama Iswari Widyatmike Gede Mulawarman Yunita Winata Yusak Hudiyono, Yusak