Garuda - Garba Rujukan Digital

Supervisors’ Written Feedback and Students’ Responses Towards Feedback on Undergraduate Research Proposals Aridah, Aridah; Hambali, Muhamad; Ping, Maria Teodora; Setiawan, Iwan; Limbong, Effendi
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.38427

This study explores the types of feedback given by supervisors on undergraduate thesis proposals and investigates how the students respond to the feedback. The data were collected from research proposal pages containing feedback and interview transcripts through a mixed method with a case study design. Four supervised students of the English Department at one university in Samarinda, whose graduation was delayed due to incompletion of their theses, participated in this study. The quantitative data covered the total feedback occurrences and were analyzed using frequency and percentage. The qualitative data were taken from the interview transcript and were analyzed using a coding scheme based on feedback typologies by Ellis (2009), Cárcamo (2020), and Pearson (2022). The findings revealed that from a number of feedback types expected in this study, only 8 were identified, with implicit feedback being the most common. The students perceived supervisors' feedback as helpful and useful for revising their proposals, but they preferred explicit feedback because of its direct error corrections. Some supervisors' comments were unclear, making it difficult for the students to understand and do revisions. Yet, they hesitated to communicate with their supervisors because they were afraid and concerned about politeness. The study highlights the importance of aligning supervisor feedback practices with students' expectations and emphasizes the need for effective communication and good relationships to prevent delays in thesis completion.

Exploring pre-service English teachers digital competence in creating interactive instructional materials Limbong, Effendi; Wadham, Ben
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35103

The Digital Competence of Educators (DigCompEdu) is critical in 21st-century education, which helps educators teach digital literacy to students. However, published empirical evidence regarding pre-service English teachers competence in creating interactive instructional materials with specific software applications remains scarce. This paper is grounded on the implementation of digital instructional courses at an Indonesian state university, aiming at developing pre-service EFL teachers digital competencies in designing interactive instructional materials using PowerPoint, Audacity, CapCut, Inknoe ClassPoint, Filmora, the Internet, and Canva (hereafter PACIFIC). The paper describes the pre-service English teachers self-reported abilities and challenges they encountered in designing the PACIFIC-based interactive teaching materials after completing these courses. Guided by the DigCompEdu framework, the primary data from six focus group interviews with a total number of 30 participants were analyzed by using thematic analysis. The study indicates that pre-service EFL teachers reported an adequate level of competencies in designing digital interactive instructional materials in four aspects of the DigCompEdu framework. They also reported several challenges encountered while creating the teaching materials, which mostly related to resources, such as internet connectivity and subscription access to the PACIFIC software. These findings highlight the critical need for better resource allocation and support to improve pre-service EFL teachers digital literacy and performance in designing digital teaching materials.

The Pre-service Teachers' Experiences in Developing Digital Competences in Digital Literacies course Simanjuntak, Laura Intan Mercy Febriani; Limbong, Effendi; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): 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.v6i2.2039

The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework.

The Pre-service Teachers’ Experiences in Developing Digital Competences in Digital Literacies course Intan Mercy Febriani Simanjuntak, Laura; Limbong, Effendi; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 1 (2023)
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.v6i1.2393

The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework

Examining EFL Students' Experiences in Developing Instructional Multimedia for Technology Integration in Educational Courses Lestary Ipung, Rehuwella; Kalukar, Ventje Jany; Limbong, Effendi
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

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

This study aimed: (1) to elaborate EFL students’ experiences in developing instructional multimedia on technology in education course; (2) to elaborate the difficulties and the solutions EFL students face in developing instructional multimedia on technology in education course. This study used a case study qualitative research design. The participants of this study were four students of English Education Department at Mulawarman University who were selected with specific criteria. Interview and documentation were used as instruments for this study.The result showed that most of the students in the Technology in Education course had applied their knowledge in creating content in their experience in developing instructional multimedia. The result also showed Based on the results, the difficulties that were found came from content of the material technology, video, managing time, and design.

ENGLISH AS A FOREIGN LANGUAGE PRESERVICE TEACHERS' EXPERIENCE IN PLAYING ONLINE GAMES FOR READING COMPREHENSION KHAIKAL, FIKRY; Kalukar, Ventje Jany; Limbong, Effendi
E3L: Journal of English Teaching, Linguistic, 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

This research was conducted to determine whether playing games affects English-speaking students, especially students' reading comprehension skills in the academic field/in the classroom. The students studied were students of the English language education program at the Faculty of English, Mulawarman University, class of 2019. This research used a mixed methods approach with a case study design. This research involved 5 English students from the English Faculty of Mulawarman University class of 2019. Mixed method data is taken from interviews and quantitative data is taken from tests as a tool to validate and convince interview data. This research found that students felt helped by playing online games and improving their English language skills, especially their ability to read and understand in class. This research also found that although in theory, online games can improve students' English skills, there are also challenges behind it all. For the students themselves, they face challenges such as unfamiliar words which make it difficult for them to understand the context/message they want to convey when reading while playing online games.

Pre-Service Teachers Adaptability in The Philippines during Student Exchange Program Maria Anggelinawati; Limbong, Effendi; Kalukar, Ventje Jany
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 7 No. 2 (2024): 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.v7i2.4748

This research investigates the adaptability skills of pre-service teachers during a student exchange program in the Philippines, focusing on their development and challenges in a new cultural and academic setting. Through qualitative methods, findings highlight cognitive, emotional, and behavioral adaptability, as three participants overcame language barriers, culture shock, and logistical issues. Despite challenges in STEM teaching, cultural norms, and infrastructure, these experiences fostered significant personal and professional growth. The study underscores the transformative role of exchange program in preparing teachers for diverse educational contexts and offers recommendations for stakeholders to enhance program effectiveness.

EFL Pre-service Teachers' Perceptions towards Digital Academic Reading Hamidah, Umy; Sunggingwati, Dyah; Limbong, Effendi
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 7 No. 2 (2024): 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.v7i2.5052

E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.

EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING Nadia, Fazah; Aridah, Aridah; Limbong, Effendi; Hermagustiana, Istanti; Amarullah, A.K.
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.v6i2.4976

This research explores the experience of ten fifth-semester EFL pre-service teachers from Universitas Mulawarman who employed Plotagon to create digital storytelling projects in a Digital Literacy course. Adopting a qualitative research design, data were collected from participants' written reflections and examined thematically. The findings emphasize five broad themes: integration of local culture, in this case folklore from East Kalimantan, into EFL courseware; technological challenges and creative coping with additional tools; creativity and collaboration through cooperative production; attitudes towards usefulness and usability that impacted technology appropriation; and redefinition of learner and teacher roles as learners took on teller and media producer roles. These findings tell us that in spite of extensive use of culture as objects, greater digital literacy levels, and greater practice on the part of learners, the subjects were affected by the presence of limited functionality of Plotagon, faulty hardware, and inconsistent group participation, thereby requiring the necessity of having institutional backing as well as training. This study contributes to fresh understanding regarding the enabling of technology flexibility, cultural awareness, and learning autonomy through the use of digital storytelling tools like Plotagon in pre-service teacher education and illustrates not only their ability to produce language and digital literacy but also their ability to improve the competence of pre-service teachers in teaching innovative, forward thinking, and culture-sensitive.

Students' Perception of Translanguaging Practices in The Department of English Education, Mulawarman University Rijamil, Safira Amru; Hermagustiana, Istanti; Asih, Yuni Utami; Susilo, Susilo; Limbong, Effendi
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 8 No 4 (2025): Article in Press
Publisher : Jayapangus Press

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

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.

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