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All Journal TEFLIN Journal: A publication on the teaching and learning of English Celt: A Journal of Culture, English Language Teaching & Literature Vision: Journal for Language and Foreign Language Learning Script Journal: Journal of Linguistic and English Teaching Journal on Education Proceedings of ISELT FBS Universitas Negeri Padang Journal of English Language Teaching and Linguistics Scope: Journal of English Language Teaching SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Ethical Lingua: Journal of Language Teaching and Literature Jounal of Education and Teaching (JET) Borneo Educational Journal (Borju) TRANS-KATA: Journal of Language, Literature, Culture, and Education English Language Education Reviews New Language Dimensions Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education Frasa: English Education and Literature Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Education, Vocational and Social Science Lire Journal (Journal of Linguistics and Literature) International Journal of Research in Education (IJRE) Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Aridah Aridah
English Education Study Program, Universitas Mulawarman
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Reflective Journal Authentic Assessment on Students’ Writing Competence and Motivation Jojor Siahaan; Maria Teodora Ping; Aridah Aridah; Yuni Utami Asih
Educational Studies: Conference Series Vol 1 No 1 (2021)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v1i1.866

Abstract

Several studies on Reflective Journal Writing (RJW) have highlighted the positive learning experiences either in writing skills or writing competence. However, most of them were for adult students. This study aimed to see it in high school students as demanded in the syllabus 2013. The respondents were 70 from the 360 population by using simple random sampling. A Mix-method approach answered the research questions with the writing competence, questionnaire, and interview instruments. The treatment group got the reflective journal writing while the control group without reflective journal writing six times. Pretest applied before the treatment and posttest after treatment and followed with a questionnaire and an interview. The data analysis used two-way manova, paired sample t-test, independent t-test, and Interview. The effect size shown in Eta Square for motivation was 86.4% or 0.864 categorized large effect and for writing 9.6% or 0.096 categorized moderate effect. RJW had a significant simultaneous effect on students’ writing competence and motivation. The correlation of students’ writing partially was .527. It was bigger than .05. RJW had a partial effect on students’ writing competence. For motivation, the significance value was 7.488 meant that RJW had a partial effect. It supported with Qual analysis that showed on students’ willingness, desires of doing something, fun activity, enjoyment activity, satisfaction, and effort of facing problems. In conclusion, RJW was significant to increase or improve either students’ writing competence or motivation.
Foreign Language Enjoyment Among Junior High School Students in Samarinda Kusuma Wardani, Firda Yuanita; Aridah, Aridah
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24002

Abstract

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.
How Stereotype Threat and Stress Affect Learning: From Theory to Empirical Evidence Aridah
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1111

Abstract

Stereotype threat and stress are prevalent factors in education. Students experiencing one of these two psychological phenomena often demonstrate lower academic or learning performance. This article reviews and synthesizes some research findings, emphasizing on how stereotype threat and stress affect learning. It examines different domains, including science education such as mathematics and physics and second or foreign language learning. It also examines different demographic groups which include races, ethnic minority, gender and social class. By integrating theoretical perceptive with empirical evidence, this article offers a comprehensive overview of how stereotype threat and stress affect  learning process and provides educators and parents with strategies of how to deal with threat and stress. The results of the analysis give some implications on learning in general and in language learning in particular.
Challenges Faced by EFL Undergraduate Students in E-portfolio Writing on Google Sites Febriana, Mita Ekda; Aridah Aridah; Weningtyas Parama Iswari
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.846

Abstract

E-portfolios are increasingly utilized in Indonesian higher education, aligning with the "Merdeka Belajar" initiative. However, limited research explores the qualitative experiences of EFL students navigating the challenges of digital writing within this context. This study addresses this gap by investigating the difficulties encountered by undergraduate students at Mulawarman University when writing e-portfolios using Google Sites. The research employed a qualitative narrative inquiry study approach, involving in-depth interviews with three sixth-semester students and analysis of their e-portfolio submissions. Key findings revealed significant challenges related to organizational structure, writing requirements, complex writing tasks (particularly analytical and reflective writing), grammar concerns and vocabulary limitations. Students employed various coping strategies, including AI assistance, online tools, online resources, and peer feedback. The implications of this study highlight the need for educators to provide explicit guidance on e-portfolio design, address specific writing challenges, and support students in effectively utilizing digital tools for academic writing. Further research could expand the sample size for broader generalizability also explore the impact of targeted pedagogical interventions across different platforms and learning contexts.
Why Not Speak Up? A Narrative Inquiry into the Silence of Undergraduate EFL Learners in Speaking Classes Andi Syifa Hanifaturrizkia; Aridah Aridah; Didik Sucahyo; Desy Rusmawaty; Maria Teodora Ping
Ahmad Dahlan Journal of English Studies Vol. 12 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i2.1650

Abstract

Despite the importance of speaking skills in communicative English as a Foreign Language (EFL) pedagogy, many undergraduate EFL learners remain silent in speaking courses. Existing research has largely focused on silence among EFL learners in other cultural contexts, leaving a gap in understanding the sociocultural, institutional, and linguistic factors influencing Indonesian university students. This qualitative study employs narrative inquiry to explore the lived experiences of silent undergraduate EFL learners in speaking classes, allowing participants to share personal stories, emotions, and reflections on their silence. Guided by Krashen’s Second Language Acquisition theories and Saville-Troike’s ethnographic framework, the research investigates both the individual and contextual factors of silence. The findings show that silence is influenced by university pedagogical shock, engaging in a silent period and hindered by affective filters, as well as contextual factors such as hierarchical classroom dynamics, authoritarian teaching styles, group-influenced silence, disengagement due to uninteresting topics, and showing respect. This research highlights the need for more supportive and interactive speaking environments in EFL speaking classes and offers practical suggestions for teachers to help students participate more actively.
DeepL as a Translanguaging Tool in an Indonesian EFL Student’s Academic Writing Fathinah, Fahdah; Rusmawaty, Desy; Aridah, Aridah; Amarullah, A. K.
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.12945

Abstract

This study investigates how an Indonesian EFL student uses DeepL, a machine translation (MT) tool, as part of her translanguaging practices in academic writing, and how she refines machine-generated texts to meet academic standards. Using a qualitative case study design, this research employed semi-structured interviews, writing assignments, and screen recordings to collect in-depth data. DeepL was specifically chosen among other MT and AI tools due to the participant’s consistent preference, contextual accuracy for academic writing, and a unique alternative-word-suggestion feature that appears to facilitate the participant’s text refinement process directly. The findings suggest that DeepL acts as a learning resource that supports vocabulary development, paraphrasing, and linguistic reflection. The participant critically engaged with DeepL’s translation results by employing several strategies, including back-translation, paraphrasing, and text evaluation, demonstrating an awareness of meaning, tone, and academic style. These practices reflect the translanguaging theory that the use of multilingual repertoires can be supported by digital technology in the construction of meaning. The novelty of this research lies in its rich, contextual insights into collaborative interactions between humans and machines in a single case, thereby providing an exploratory foundation for future, larger-scale comparative studies. The findings of this research also contribute to the field of applied linguistics and EFL pedagogy by proposing the pedagogical integration of MT tools to enhance critical digital literacy and reflective language learning.
Narrating Unity and Power: Economic Discourse as Ideological Text in President Prabowo’s D-8 Summit Speech Nur Amalia Putri; Istanti Hermagustiana; Aridah Aridah
International Journal of Education, Vocational and Social Science Vol. 5 No. 01 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i01.2775

Abstract

Political speeches delivered in international forums may be read not only as policy statements but also as ideological texts that construct collective identity and narrate power relations. This article examines President Prabowo Subianto’s speech at the D-8 Summit as a literary-discursive artifact that articulates economic unity as a central ideological narrative of the Global South. Drawing on Norman Fairclough’s Critical Discourse Analysis, the study adopts a qualitative textual approach to analyze lexical patterns, repetition, modality, and evaluative language. The findings indicate that the speech employs economic statistics, historical allusions, and moral appeals to produce a narrative in which unity signifies strength, fragmentation signifies vulnerability, and cooperation becomes a moral and political obligation. References to justice, inclusivity, and solidarity with Palestine further position the D-8 within a shared postcolonial consciousness. The study argues that the speech functions as a narrative of resistance that reimagines economic cooperation as cultural and ideological power. By treating political discourse as a literary text, this article contributes to literary studies by demonstrating how language, ideology, and power intersect in contemporary global narratives.
Intercultural Communication in the Perspective of Gender Aridah Aridah
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 2 (2021): September Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v1i2.690

Abstract

Intercultural communication is usually viewed as the communication which takes place between two or more people from different cultural backgrounds. These different cultural backgrounds are commonly understood as different languages and nationalities. However, intercultural communication is not limited to these backgrounds. It can also be viewed as communication across gender. This article aims to provide a conceptual study which reviews some ideas regarding intercultural communication in the view of gender. It discusses the ideas proposed by some scholars in communications concerning how men and women communicate differently because they are considered members of different cultures, that is, the culture of men and the culture of women. The discussion focuses on the differences between men and women in terms of communication styles, communication attitudes, and linguistic strategies. Some potential misunderstandings which occur between men and women are also presented as a result of those differences.
The Relationship among Attitudes toward ICT, Collegial Support and TPACK of EFL Teachers Kurnia Agustin; Aridah Aridah; Weningtyas P. Iswari
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1221

Abstract

Technological Pedagogical and Content Knowledge (TPACK) promotes real-world context, cultural awareness, a wide range of tools, teamwork and cooperation, and independent learning. It was crucial to understand the connection between TPACK, attitudes toward Information and Communications Technology (ICT), and collegial support. The purpose of this study was to determine teachers' levels of TPACK, attitudes toward ICT, and collegial support. Additionally, this study sought to determine whether attitudes toward ICT and collegial support were significantly related to TPACK. The questionnaire for this study was completed by 49 English as a Foreign Language (EFL) instructors in East Borneo. To examine the data from the survey, t and F tests were run. According to this study, TPACK level and attitudes toward ICT and peer support were significantly correlated. The study showed that the participants had a high category for TPACK level. Secondly, this study found positive results regarding ICT use for teaching and learning. Thirdly, this study showed participants had a high level of collegial support. ICT attitudes and TPACK levels were positively and significantly correlated. Support from peers was positively and significantly correlated with TPACK level. ICT attitudes and peer support were significantly correlated with TPACK level. To raise teachers' TPACK level, educators should have internal teacher development sessions more frequently and encourage teacher associations to share ideas.
Co-Authors A.K. Amarullah Abdul Muid Achmad Ivansyah Obos Amarullah, A. K. Andi Syifa Hanifaturrizkia Asih, Yuni Utami Bibit Suhatmady Della Seventina Desy Rusmawaty Devianti Liannita Didik Sucahyo Didik Sucahyo Dilia Juni Pratiwi Dwi Titi Maesaroh Fathinah, Fahdah Fazah Nadia Febriana, Mita Ekda Hermansyah Hermansyah Ichi Ahada Ida Wardani Istanti Hermagustiana Iwan Setiawan Jojor Siahaan Kristoforus Gustian Kurnia Agustin Kusuma Wardani, Firda Yuanita Limbong, Effendi Maria Teodora Ping Maria Teodora Ping, Maria Teodora Nindya, Sella Ayu Nira Miranda Noor Rachmawaty Nur Amalia Putri Nur Azizah Puji Astuti Amalia Reihayyu Dwi Cahyani Rhizma Rhizma Ruel T. Bonganciso Rusmawaty, Desy Sidik Prabowo Syamdianita Syamdianita Syamdianita, Syamdianita Syarifah Nur Aminah Vita Andini Weningtyas P. Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yohanisa Septyana Yunita Maharani Azzahra Zamruddin, Mardliya Pratiwi