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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 IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Script Journal: Journal of Linguistic and English Teaching Journal on Education Proceedings of ISELT FBS Universitas Negeri Padang Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Jounal of Education and Teaching (JET) Borneo Educational Journal (Borju) English Language Education Reviews New Language Dimensions Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education Journal of English as a Foreign Language Teaching and Research (JEFLTR) E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Research in Education (IJRE)
Aridah Aridah
English Education Study Program, Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Perception Toward The Use Of Process Approach In Writing Course of English Department in Mulawarman University Nira Miranda; Aridah Aridah; Syamdianita
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.937 KB) | DOI: 10.30872/e3l.v4i1.1904

Abstract

This study was aimed (1) to find out how the process approach is implemented in writing course and (2) to know the students’ perceptions toward the use of process approach in writing course. The design of this study was a descriptive qualitative design. The data were collected by using interview guide. The 64 students from class B 2018 and C 2019 were selected as the subject from the results of final score in writing 3 course. While, the six students were selected as the interviewee since they had the highest, middle, and lowest score in writing class. The result of this study found that the lecturer used the same five steps of process approach based on Hyland (2003) which involved pre-writing, drafting, revising, editing and publishing. Furthermore, the students’ perception toward the use of process approach in writing course was totally positive. It was explicitly described under the five aspects that were attitudes, motives, interests, experience, and expectation. Mostly, the students showed positive perception toward the use of process approach in writing course. Moreover, the implementation of process approach was very helpful and also motivated them in writing their future essay
The Difficulties Of Argumentative Essay Writing Experienced By Undergraduate Students Of English Department Mulawarman University Yohanisa Septyana; Aridah Aridah; Ida Wardani
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.809 KB) | DOI: 10.30872/e3l.v4i1.1906

Abstract

The purpose of this study was to find out the difficulties faced by the undergraduate students in writing argumentative essay and their strategies to solve their difficulties. The design of this study was qualitative case study that aims in understanding and explaining the difficulties faced by the undergraduate students of English Department Mulawarman University in writing argumentative essay. The subject of this study was the seventh semester students of English Department Mulawarman University in academic year 2019/2020. The data were collected from students’ argumentative essay writing task and semi-structured interview. The result of the study showed that the students faced difficulties in linguistic, cognitive, and psychological aspect when writing argumentative essay. The most dominant difficulties in linguistic aspects were grammar, finding the correct diction, and in linking paragraph. Then, idea organization was claimed as the most difficult thing in cognitive aspect. Moreover, in psychological aspect the students mentioned stress and laziness. Based on those mentioned difficulties they had their strategies: they used the internet to search about the explanations of the given topic and examples of the correct punctuation and connector. In addition, they used the dictionary to find the correct diction and synonym of a word. Revising and translating were also mentioned as their strategies to solve difficulties in spelling and sentence structure.
Students’ Difficulties In Speaking English Of The Eighth Grade Students Of SMP Negeri 35 Samarinda Della Seventina; Aridah Aridah; Didik Sucahyo
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.949 KB) | DOI: 10.30872/e3l.v4i1.1907

Abstract

The current study aimed to analyze the levels of students’ English speaking difficulties and to investigate the most frequent factor causing why students perceived the English speaking difficulties. It employed descriptive quantitative, in which the data obtained from 75 junior high school students of SMP Negeri 35 Samarinda, who responded a-five point Likert scale questionnaire through asynchronous online Google Form. The computer program of SPSS.22 was utilized in the data analysis. It showed that the level of English speaking difficulties perceived by the students was high categorized that proved with the mean score 3.28. Then, the most factor that caused on the English speaking difficulties faced by students was academic and conversational English skills (Mean=3.48), followed by linguistics obstacles (M=3.30), speech processing difficulties (M=3.29), negative effects (M=3.25), and finally access to speaking opportunities (M=2.99).
The Correlation between Self –Esteem nd English Learning Achievement of the First Year English Education Department Students at Mulawarman University Novira Anjani; Aridah; A.K Amarullah
E3L: Journal of English Teaching, Linguistic, and Literature Vol 3 No 2 (2020): 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.v3i2.1965

Abstract

This study aimed to find out the correlation between students’ self-esteem and English learning achievement of the first-year English Education Department Students at Mulawarman University. The method used in this study was quantitative research which was designed in a correlational study. The total sampling method was used to take the samples, where it was the same with the numbers of population (86 students). The samples were the first-year students of the English Department from three classes. Self-Esteem Questionnaire (QSE) was adopted from Hyde (1979), which was used to find students’ self-esteem. Cumulative scores related to English courses in the first semester were used to find students’ English learning achievement. Descriptive statistics and Pearson Product Moment Correlation were used to analyze the data. The mean score for students’ self-esteem was 75.59, it indicated that the level of self-esteem was vulnerable. While the mean score for students’ English learning achievement was 3.24 which was categorized as Good. The calculation using the Pearson Product Moment showed the r-value was .185 and it was lower than r-table 0.212 with the level of probability (p) significance (sig.2-tailed) was .089 and it was higher than 0.05. It indicated that there was no significant correlation between self-esteem and English learning achievement. The different results were found between English skills subjects and non-English skills subjects with students’ self-esteem. There was a positive slight significant correlation between self-esteem and the subject of English skills, while there was no significant correlation between self-esteem and non-English skills subjects
The Benefits of Flipped Classroom Model for Efl Learners Kristoforus Gustian; Aridah Aridah; Desy Rusmawaty
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i4.2411

Abstract

The flipped classroom model is an instructional strategy that is currently gaining popularity among educators and instructors. It differs from the traditional teaching approach, in which teachers primarily give instructions in classrooms. Before class, students are asked to watch video that contains the materials which are going to be discussed in class. The teacher then encourages them to participate actively in class and work together with their classmates. The advantages of applying FCM in the context of EFL learners have existed since its application in every field, however only few scholars discussed it with the limited aspect. The purpose of this study is to present the benefits of FCM for EFL learners through discussing the ideas proposed by some scholars that have seen some advantages via their research. The discussion focuses on the benefits in the context of EFL learner with some elaborations concerning the importance of FCM in education field with a short elaboration of the benefits for teacher as a part of the learning process.
Gender Representation on Visual Illustrations in Indonesia EFL Textbook Devianti Liannita; Aridah Aridah; Ruel T. Bonganciso
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 2 (2023): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i2.1776

Abstract

The urge of gender equality had been going on for several decades and even though people were aware of it yet there was no significant result toward the effort. Not to neglect all the intended purposes of many studies previously, still somehow the significant differences were less shown in the practice. In order to identify such matter, hence the study was conducted. The visual illustrations in textbook were not only as the aesthetic aspect of one but also to represent matters that could easily be understood better by visualization. The gender representation was analyzed by its numbers of appearances, ratio and also the settings of each gender was situated in the illustrations. By the end of the study, it could be stated that the lack of female representation in appearance and ratio issue was still existing in the textbook. However, in most of the illustrations, both of the genders were situated in social settings in general though there were several in domestic ones. The further study was needed in order to analyze the other elements of the textbook.
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.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Amarullah, A. K. Andi Syifa Hanifaturrizkia Asih, Yuni Utami Della Seventina Desy Rusmawaty Devianti Liannita Didik Sucahyo Didik Sucahyo Dilia Juni Pratiwi Dwi Titi Maesaroh Fathinah, Fahdah Febriana, Mita Ekda Hermansyah Hermansyah Ida Wardani Iwan Setiawan Jojor Siahaan Kristoforus Gustian Kusuma Wardani, Firda Yuanita Maria Teodora Ping Maria Teodora Ping, Maria Teodora Nindya, Sella Ayu Nira Miranda Noor Rachmawaty Novira Anjani Puji Astuti Amalia Ruel T. Bonganciso Rusmawaty, Desy Siti Annisa Syamdianita Syamdianita, Syamdianita Ventje Jany Kalukar Vita Andini Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yohanisa Septyana Zamruddin, Mardliya Pratiwi