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All Journal Script Journal: Journal of Linguistic and English Teaching Borneo Educational Journal (Borju) Indonesian Journal of Innovation Studies Indonesian Journal of EFL and Linguistics E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series Lire Journal (Journal of Linguistics and Literature)
Ahada, Ichi
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Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Reading Research Journal Articles in an EFL context: A Pilot Study on Confidence and Difficulty Ahada, Ichi; Sunggingwati, Dyah; Susilo, Susilo; Rini Setyowati, Dea
Educational Studies: Conference Series Vol. 3 No. 1 (2023)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v3i1.2700

Abstract

This study is based on previous research that compared to textbooks, students find both the style and the level of writing of empirical articles such as research journal articles is difficult to understand. The stages of reading the journal articles are complex. Moreover, there are more studies found in sciences resulted various difficulties but limited research in a foreign language context as the journal articles are written in English. Therefore, there needs an investigation the complexity of reading journal articles to provide some way out to lessen the challenges. As a pilot study for further investigation, a questionnaire was delivered online using google form to 28 students enrolled in the courses of Advanced Reading and Advanced Writing, aged 19-22. They learn to read journal articles in the courses. The given questionnaire consisted of two sections; students self-rated confidence (adapted from Sego and Stuart, 2015) and difficulties in reading comprehension of journal articles (adopted from Chen, 2017). Using simple descriptive statistics, the results revealed that the students have three most major difficulties in reading journal articles, namely short attention span, having a problem understanding the main points, and Limited semantic knowledge (professional terms). They also have three main least challenges; do not know where to start reading, do not understand the tables, charts or statistics, memory failure. The students have the highest confidence in their ability to read and understand the content, however they have the least confidence in their abilities to write coherent summaries of journal articles. The findings imply that the students need to have more time to familiarize themselves with characteristics and construction of journal articles including what should be written in each section of the paper such as introduction, literature review, methodology, findings, discussion, and implication and limitation of the study.
Experiencing Digital Storytelling: Students’ Perception Ahada, Ichi; Wardani, Ida; Rizki, Sanova; Izzatul Jannah, Ajeng
Educational Studies: Conference Series Vol. 4 No. 2 (2024)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

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Abstract

To foster global connections by promoting networking and collaboration through storytelling is the aim of this investigation, beginning with students in a classroom setting who will collaboratively write a story by merging their ideas and creativity. The primary activities involve reading, writing, and sharing, where participants read a paragraph, add to it, and share their contributions with others. The research focuses on understanding students' perceptions of their experiences with digital storytelling. Engaging students in meaningful learning experiences through digital storytelling is an effective strategy that enhances teamwork, creativity, and writing skills. The integration of technology makes the storytelling process more engaging and enjoyable for students. Findings indicate that students have a positive view of digital storytelling as it stimulates their imagination, encourages collaboration, and improves their writing abilities
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.
EFL Students’ Beliefs on Self-Assessment on Speaking Performance: Case on Indonesian Pre-Service Teachers Hermagustiana , Istanti; Ahada, Ichi
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.v7i1.1970

Abstract

This research aims to explore student beliefs regarding self-reported feedback on their speaking performances in English classes. It investigates what beliefs students hold about receiving self-assessed evaluations and delves into how these assessments can identify both strengths and weaknesses in English-speaking abilities. Using a qualitative case study approach involving interviews with three highly self-regulated learners, the study highlights the significance of self-assessment for improving speaking skills. While acknowledging that self-assessment has its limitations—such as insufficient English proficiency, restricted practice opportunities, and emotional hurdles—the research emphasizes incorporating external feedback from peers, teachers, or technological tools to enhance learner comprehension of their speaking capabilities. Ultimately, addressing these challenges through integrated teaching methods could optimize the efficacy of self-assessment practices in enhancing language learning outcomes.
Listening Comprehension Challenges: Analyzing EFL Students in the English Teacher Education Program at Universitas Mulawarman Saputri, Alya; Ahada, Ichi; Setiawan, Iwan; Sucahyo, Didik
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.v7i1.1995

Abstract

EFL students still struggle at several points in the listening process, despite the fact listening comprehension is an essential part of improving their listening abilities. The purpose of this study is to determine the listening comprehension challenges EFL students enrolled in Mulawarman University's English teacher education program face. Data were gathered using a descriptive study methodology also a listening comprehension-focused questionnaire. As per the results, pupils struggle greatly in all three stages of listening—perception, parsing, also utilization—with the perception phase exhibiting the most severe problems. These difficulties have a major effect on how well they listen overall. The study's findings are meant to give lecturers important information for creating engaging classes also training methods for listening skills.
Students’ Perception and Experience of The Use Google form as An Online Assessment tool in The English Department at Mulawarman University rahmat, hudzaifah bathinu; Iswari, Weningtyas Parama; Ahada, Ichi
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

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Abstract

This study explores students' perceptions and experiences of using Google Forms as an assessment tool through a mixed-method explanatory design. Quantitative data were collected from 84 students of the 2021 cohort in the English Department at Mulawarman University using a 24-item Likert-scale questionnaire, while qualitative data were obtained from interviews with two students—one with a positive and one with a neutral perception. Findings indicate that students generally view Google Forms positively due to its simplicity, accessibility across devices, and user-friendly interface. However, concerns include its aesthetic appeal, reliance on stable internet—posing challenges for students in areas with poor connectivity—and potential academic dishonesty due to the lack of supervision. Multiple-choice questions were the most preferred, though some students valued essay questions for promoting deeper understanding. Participants emphasized the importance of receiving assessment links in advance and had mixed feelings about time limits. While the immediate feedback feature was appreciated, inconsistent implementation led to calls for more detailed responses. Overall, Google Forms is seen as a flexible and accessible assessment tool, with potential improvements in design, feedback mechanisms, and technical reliability.
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Purwita, Dewi Nurlyan; Suhatmady, Bibit; Setiawan, Iwan; Iswari, Weningtyas Parama; Limbong, Effendi; Ahada, Ichi; Queja, Leilanie B.
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): 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.v10i1.2032

Abstract

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.
Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools Rusmawaty, Desy; Hermagustiana, Istanti; Majewska, Marysia; Ahada, Ichi; Sucahyo, Didik
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): October
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.v9i2.1830

Abstract

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions
The Implementation of the Reciprocal Teaching Strategy for Enhancing Listening Comprehension Ahada, Ichi
Borneo Educational Journal (Borju) Vol. 5 No. 2 (2023): 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.v5i2.1358

Abstract

In order to demonstrate the value of reciprocal classroom strategies for improving students' listening abilities, this research examines the effectiveness of the approach by focuses on many modern pedagogic theories this strategy agrees with, demonstrating its efficacy as a technique that can be used in classrooms. Participating in this study were 78 students from Mulawarman University's English department. Three methods of data collection, tests, interviews, and observations have been used to gather the data. The numeric data were calculated using the ratter’s indicating the rating, and the qualitative data were examined using the constant comparative method. The study's findings showed that Reciprocal Teaching should succeed in overcoming beginners' difficulties with listening, keyword detection, identifying grammar and vocabulary, and differentiating remarkable sounds. The lectures are encouraged to implement the research's findings in order to help inheritor students learn to listen through reciprocal teaching. The enhancement of Reciprocal Teaching illustrated shape implies rating of pre-check became 43, increasing to first post-test 76.6 and second post-test 87.The goal of the study is to understand how much Reciprocal Teaching helps students overcome the obstacles to effective listening as well as the learning environment that results from its use. The importance of listening skills is discussed in the final section of the paper, along with how reciprocal teaching strategies can be used to develop students' higher-order thinking abilities and then engage them in meaningful conversations that will help them speak more effectively.
Gamified Learning Unleashed: Mastering British Accents with Nearpod Ahada, Ichi
Borneo Educational Journal (Borju) Vol. 6 No. 1 (2024): 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.v6i1.1607

Abstract

Finding out if gamification affects students' Listening comprehension at the early university level is the goal of this study. With a quantitative research design, this study employs a quasi-experimental method. In total, 34 students were chosen by the researcher to participate in the experiment. Three meetings were used for pre- and post-tests by the researchers while gathering data. In experiment classes, the average pre-test and post-test scores are 0,62 and 4,67. From the statistical test, discovered Asymp.Sig (2-tailed)= 0,000 < 0,05 so Ha accepted and Ho rejected mean that there is the difference of result of studies before and after using nearpod gamification for listening to British accent. Researcher can therefore conclude that the listening students at Mulawarman English Education are significantly impacted by the use of Nearpod gamification in the learning process
Co-Authors Amarullah, A. K Aridah, Aridah Azzahro, Shania Zharfa Nur Bibit Suhatmady Cahyani, Reihayyu Dwi Dyah Sunggingwati Hafizh, M. Indra F. Hermagustiana , Istanti Hermagustiana, Istanti Iwan Setiawan Izzatul Jannah, Ajeng Limbong, Effendi Majewska, Marysia Purwita, Dewi Nurlyan Queja, Leilanie B. rahmat, hudzaifah bathinu Rahmatullah, Achmad. N. Rini Setyowati, Dea Rizki, Sanova Rusmawaty , Desi Rusmawaty, Desy Saputri, Alya Sucahyo, Didik Surya, Satyawaty Susilo Susilo Syamdianita Syamdianita, Syamdianita Wardani, Ida Weningtyas Parama Iswari, Weningtyas Parama