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All Journal Script Journal: Journal of Linguistic and English Teaching Cetta: Jurnal Ilmu Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Weningtyas Parama Iswari
Magister Pendidikan Bahasa Inggris, FKIP Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia Noor Rachmawaty; Aridah Aridah; Weningtyas Parama Iswari; Syamdianita Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 6 No. 2 (2021): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.216 KB) | DOI: 10.24903/sj.v6i2.799

Abstract

Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.
Developing EFL Teachers’ Skills in Creating Digital Photo Story Videos as Learning Media Weningtyas Parama Iswari; Noor Rachmawaty; Effendi Limbong
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 5, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v5i3.7948

Abstract

Along with the increase in the use of digital materials, teachers need to possess skills in creating these materials. Digital photo story videos are among the alternatives to digital materials that are easy to create. However, some teachers still had limited technological skills. A workshop was conducted online for three months from August to November 2020. This workshop trained some participants in creating digital photo story videos as learning media. The participants consisted of twelve secondary school teachers of English from different districts in East Kalimantan.  Data were gathered from discussions, reflections and outcomes of the workshop. The results revealed some indicators of teachers’ development, not only in teachers’ technological skills but also in some other domains. The participants gained new knowledge regarding simple technology for creating videos, and their understanding of the TPACK framework was also detected. They were able to operate the software applications introduced, and created the digital story videos successfully, despite a few technical problems.  In addition, they showed their initiative to explore new applications to upgrade their videos, and intention to learn more about video editing. Effectively, their attitude towards the workshop and their videos was positive, and socially, they confirmed that their networking expanded as they met and worked together with colleagues from different districts. This study has added the existing evidence that teachers should enhance their technological skills to keep up with the rapidly changing world. Future researchers are advised to see the after-workshop effects of such a workshop on its participants’ teaching practice and professional development.
Information Communication Technology in EFL Classroom Khalid Beni Akhy; Weningtyas Parama Iswari
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 1 (2021): 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.v1i1.485

Abstract

Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching.  The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education
A Qualitative Study of EFL Students’ Experiences with AI Tools in English Language Learning Yunita Winata; Weningtyas Parama Iswari; Susilo Susilo; Effendi Limbong
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5549

Abstract

The development of artificial intelligence (AI) technology has provided new opportunities in learning English as a foreign language (EFL), particularly in helping students develop vocabulary, academic writing skills, and self-confidence in independent learning. This study aims to explore the experiences of EFL students at Mulawarman University in using AI-based tools, such as ChatGPT, Grammarly, and Copilot, to support English learning. This study used a qualitative approach involving students in semesters 2 through 6 as participants. Data were collected through questionnaires completed by 40 students and in-depth interviews with several informants selected based on their questionnaire responses. The data were analyzed using thematic analysis to identify students' motivations, benefits, challenges, and adaptation strategies in using AI. The results showed that ChatGPT and Grammarly were the most dominant AI tools used because they provided immediate feedback, helped develop ideas, improved sentence structure, and supported vocabulary and writing skills. The use of AI also helped increase students' confidence in understanding and producing English. However, this study identified challenges such as potential dependency, a lack of guidance on technology use, and the need for digital literacy to critically evaluate AI output. This study concludes that the use of AI in EFL learning has great potential if supported by lecturer guidance, strengthening digital literacy, and adaptive usage strategies.
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Dewi Nurlyan Purwita; Bibit Suhatmady; Iwan Setiawan; Weningtyas Parama Iswari; Effendi Limbong; Ichi Ahada; Leilanie B. Queja
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.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani Febiyani; Weningtyas Parama Iswari; Maria Teodora Ping; Susilo Susilo; Noor Rachmawaty; Syamdianita Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
Co-Authors Aridah Aridah Bibit Suhatmady Dewi Nurlyan Purwita Effendi Limbong Febiyani Febiyani Ichi Ahada Iwan Setiawan Khalid Beni Akhy Leilanie B. Queja Maria Teodora Ping, Maria Teodora Noor Rachmawaty Noor Rachmawaty Susilo Susilo Syamdianita Syamdianita, Syamdianita Yunita Winata