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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

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

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

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

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

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

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.

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

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

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 ratterâ€™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

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

Evaluating the Educational Impact of Digital Storytelling through Student Perceptions Ahada, Ichi; Surya, Satyawaty; Rusmawaty , Desi; Hermagustiana , Istanti; Wardani, Ida
Borneo Educational Journal (Borju) Vol. 6 No. 2 (2024): 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.v6i2.1786

Digital storytelling can strengthen relations between participants (N. G. Davey & Benjaminsen, 2021; N. Davey & Moulton, 2020). This research intends to connect people around the world to build networking and collaboration to create stories but for the first step, the focus is intended to cooperate with students in the classroom to write a story together by combining ideas and creativity. Reading, writing, and sharing are the main activities conducted by participants. It is the participant’s turn to read the previous paragraph, add another paragraph, and share it with the other participant. Since this research was intended to find out how students/participants’ perceptions of experiencing digital storytelling, a quantitative approach was employed as the research design. Using digital storytelling to engage students in meaningful learning experiences is a useful strategy. It develops teamwork, creativity, and writing abilities. Students find the storytelling process more engaging and enjoyable when technology is used to improve it. The study''s conclusions show that students view digital storytelling favorably because it inspires them to use their imaginations, work with others, and become better writers

Students’ Experiences Using TikTok for Developing English Listening Skills: Pengalaman Mahasiswa Menggunakan TikTok untuk Pengembangan Keterampilan Mendengarkan Bahasa Inggris Azzahro, Shania Zharfa Nur; Ahada, Ichi; Hermagustiana, Istanti; Amarullah, A. K
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1834

Background: Listening is a core component of second language development, yet students in English as a Foreign Language settings often struggle with fast speech, accent variation, and limited exposure to authentic English. Specific background: Social media, especially TikTok, has become a popular platform where learners encounter natural language use through short, engaging videos. Knowledge gap: However, little is known about how university students experience TikTok as a self-directed space for English listening development. Aim: This study explores students’ lived experiences using TikTok to support English listening skills. Results: Findings show that frequent exposure to authentic speech, short video formats, and interactive features such as duets and live sessions contribute to students’ listening development. Challenges arise from speech rate, accent diversity, slang, and algorithm-driven distractions. Students responded with self-regulated strategies, including curating content, replaying difficult segments, activating captions, and verifying information through external sources. Novelty: This study highlights students’ internal reflections and the role of algorithmic personalization as a source of individualized linguistic input. Implications: Results suggest that TikTok can serve as an informal listening environment that complements formal instruction and supports listening awareness, learning autonomy, and confidence among EFL university students. Highlights Students describe TikTok as a consistent source of authentic English input. Learners use self-regulation strategies to manage challenges and curate content. TikTok functions as an informal space that supports listening development and confidence. Keywords TikTok, English Listening Skills, Autonomous Learning, Phenomenological Study, Digital Learning

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