Articles
<![CDATA[Gender Representation on Visual Illustrations in Indonesia EFL Textbook ]]>
<![CDATA[Devianti Liannita]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Ruel T. Bonganciso]]>
<![CDATA[ Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 2 (2023): September Volume ]]>
Publisher : <![CDATA[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.v3i2.1776
<![CDATA[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.]]>
<![CDATA[WHY IS THE QUALITY OF TEACHERS IN INDONESIA SO POOR?: A CRITICAL DISCOURSE ANALYSIS ON GURU GEMBUL’S VIDEO ]]>
<![CDATA[Nur Azizah]]>;
<![CDATA[Sidik Prabowo]]>;
<![CDATA[Abdul Muid]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Bibit Suhatmady]]>
<![CDATA[ SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36526/sosioedukasi.v14i3.5926
<![CDATA[In the context of Indonesian education, this research delves into the discourse surrounding the quality of teachers, focusing on the analysis of Guru Gembul's video content. By employing critical discourse analysis, the study aims to uncover the intricate interplay of identity, ideology, and social relationships as portrayed in the video. Through a deep exploration of language use and communication strategies, the research seeks to shed light on the underlying factors influencing teacher effectiveness and educational reform in Indonesia. The methodology involves a qualitative approach, utilizing thematic analysis of the video transcript and audience comments to reveal insights into the perceptions and challenges faced by teachers in the country. The findings highlight the significance of understanding how teachers construct their identities and ideologies through discourse, and how these constructions impact their interactions with students and the broader educational landscape. By bridging traditional textual analyses with multimedia communication, this study contributes to a nuanced understanding of the complexities surrounding teacher quality discourse in Indonesia, ultimately aiming to inform strategies for enhancing the quality of education and supporting teachers in their crucial role in shaping the future of Indonesian students.]]>
<![CDATA[EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING ]]>
<![CDATA[Fazah Nadia]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Effendi Limbong]]>;
<![CDATA[Istanti Hermagustiana]]>;
<![CDATA[A.K. Amarullah]]>
<![CDATA[ FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025 ]]>
Publisher : <![CDATA[Universitas Duta Bangsa Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47701/frasa.v6i2.4976
<![CDATA[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.]]>
<![CDATA[Students’ Behavioral Engagement and Overreliance on Grammarly Feedback: A Narrative Inquiry ]]>
<![CDATA[Syarifah Nur Aminah]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Iwan Setiawan]]>;
<![CDATA[Maria Teodora Ping]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 1 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54923/jllce.v6i1.182
<![CDATA[Grammarly is a platform that enables automated feedback, such as paraphrasing, improving sentence structure, and grammar checking, to help students produce more accurate writing. Despite its usefulness, concerns exist about its potential to cause overreliance, especially among long-term users. However, limited research has examined how upper-intermediate students behaviorally engage with Grammarly. This study addresses the gap by exploring students’ behavioral engagement and examining whether it serves as a helpful tool or a source of overreliance. Using qualitative methods with a narrative inquiry design to collect responses, data were collected through in-depth interviews with three purposely selected participants who used Grammarly in the long term and were enrolled in an Advanced Writing class from Mulawarman University. Thematic analysis was used to identify themes by coding and comparing participants' narratives. This study found that students accepted feedback on clarity, grammar, and spelling, but often rejected unclear feedback. Their revision strategies involved several other platforms. Despite its benefits, students felt unsure about submitting their assignments without Grammarly checking, which indicates overreliance. This study highlights the need for students and educators to critically use Grammarly as a platform or a helpful tool to foster teaching effectiveness and the development of students' independent writing skills.]]>
<![CDATA[Strategic Code-Switching in Indonesian EFL Classroom: Forms, Functions, and Students Perspective ]]>
<![CDATA[Yunita Maharani Azzahra]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Maria Teodora Ping]]>;
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[A.K. Amarullah]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24903/bej.v8i1.2318
<![CDATA[This study examined the forms and functions of lecturers’ code-switching in English as a Foreign Language (EFL) classroom interaction in Indonesian higher education. Using a qualitative descriptive design, data were collected through classroom observations and student interviews and analyzed thematically. The study focused on naturally occurring interactions across multiple lessons to capture authentic language use. The findings reveal three main forms of code-switching: inter-sentential, intra-sentential, and tag switching, with inter- and intra-sentential appearing more salient during explanatory and instructional sessions. Functionally, code-switching was used toexplain material, give instructions, check understanding, build rapport, and manage classroom behavior. Students reported that code-switching supported their understanding while still maintaining the use of English as the main instructional language. These results indicate that lecturers’ code-switching is a patterned and interactionally grounded practice, demonstrating how bilingual resources can be effectively leveraged to enhance learning outcomes and student engagement in Indonesian EFL classrooms.]]>
<![CDATA[EFL STUDENTS’ ACCEPTANCE OF DEEPL TRANSLATION: A TECHNOLOGY ACCEPTANCE MODEL STUDY ]]>
<![CDATA[Reihayyu Dwi Cahyani]]>;
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Weningtyas Parama Iswari]]>;
<![CDATA[Ichi Ahada]]>
<![CDATA[ Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 3 (2025): Lire Journal (Journal of Linguistics and Literature) ]]>
Publisher : <![CDATA[Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33019/ire.v9i3.535
<![CDATA[This study applied the Technology Acceptance Modes (TAM)framework to investigates university EFL students' acceptance of DeepL machine translation tool, focusing on how frequency of use influences their perceptions. A descriptive qualitative approach was used involving purposive sampling of four students in semi-structured interviews. A short questionnaire was administered beforehand to classify participants into two categories, two frequent and two infrequent DeepL users. of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL), involving four participants (two frequent users and two infrequent users). The results showed that frequent users found DeepL valuable for vocabulary acquisition, translation accuracy, and academic writing support, whereas infrequent users highlighted limitations such as the lack of a paraphrasing feature and issues with formality. These differences suggest that usage frequency significantly impacts perceived usefulness and ease of use of the tool. This study is among the first to extend the TAM framework to a machine translation tool like DeepL, addressing a gap in MT research by examining the role of usage frequency. The findings offer both theoretical and practical significance, providing insights into how MT tools can be more effectively integrated into EFL learning.]]>
<![CDATA[The Correlation Between Writing Motivation and Writing Achievement ]]>
<![CDATA[Dilia Juni Pratiwi]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Mardliya Pratiwi Zamruddin]]>
<![CDATA[ E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2022): September ]]>
Publisher : <![CDATA[English Department, Faculty of Teacher Training and Education, Mulawarman University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (461.928 KB)
|
DOI: 10.30872/e3l.v5i2.1416
<![CDATA[Motivation is an important element in learning, especially in writing. It can affect the achievement of learning. This study is conducted to analyze the correlation between students’ motivation and achievement in writing. The purposes of this study are : (1) to find out the level of writing motivation of the sixth semester students of English Department of Mulawarman University. (2) to find out the level of writing achievement of the sixth semester students of English Department of Mulawarman University. (3) to find out whether there is a correlation between writing motivation and writing achievement of the sixth semester students of English Department of Mulawarman University. The researcher utilized a correlational design in this study. The population of this study was taken from the sixth semester students of English Department, whereas this study used 25 students as the sample. The instruments of this study were Academic Writing Motivation Questionnaire and score documentation of Writing. This study used an analysis of Pearson Product Moment correlation to find out the result of hypotheses. There were three result of this study. First, based on the calculation of Academic Writing Motivation questionnaire, it was shown that the level of writing motivation of the sixth semester students of English Department of Mulawarman University was in low category. Second, the analysis of writing score documentation shown that the level of students’ writing achievement of the sixth semester of English Department of Mulawarman University was in low category. Third, based on the data ofwriting motivation and writing achievement, it was shown that r value is .902 with a significance value of .000 < 0.05, so Ho is rejected and Ha is accepted. It was assumed that writing motivation and writing achievement have a relationship.]]>
<![CDATA[Students’ Perception Toward The Use Of Process Approach In Writing Course of English Department in Mulawarman University ]]>
<![CDATA[Nira Miranda]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Syamdianita]]>
<![CDATA[ E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): March ]]>
Publisher : <![CDATA[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
<![CDATA[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]]>
<![CDATA[The Difficulties Of Argumentative Essay Writing Experienced By Undergraduate Students Of English Department Mulawarman University ]]>
<![CDATA[Yohanisa Septyana]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Ida Wardani]]>
<![CDATA[ E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): March ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[Students’ Difficulties In Speaking English Of The Eighth Grade Students Of SMP Negeri 35 Samarinda : ]]>
<![CDATA[Della Seventina]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Didik Sucahyo]]>
<![CDATA[ E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): March ]]>
Publisher : <![CDATA[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
<![CDATA[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).]]>
