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All Journal Script Journal: Journal of Linguistic and English Teaching Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of English as a Foreign Language Teaching and Research (JEFLTR) E3L : Journal of English Laguange Teaching, Linguistics and Literature

Weningtyas Parama Iswari

Magister Pendidikan Bahasa Inggris, FKIP Universitas Mulawarman

Author-ID : 2602368

Languange, Linguistic, Communication & Media Social Sciences Other

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Articles

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

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 teachersâ€™ 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.

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 : Research Synergy Foundation Press

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

The Analysis of Illocutionary Speech Act on Boris Johnson’s Speeches about Covid-19 Pandemic Kevin Sandi Sanusi; Weningtyas Parama Iswari; Satyawati Surya
E3L: Journal of English Teaching, Linguistic, and Literature Vol 5 No 1 (2022): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

This study analyzes the types and functions used by Boris Johnson in his speech about COVID-19 pandemic. In education, this can help students to learn how to express something in English. The researcher uses five speeches that was conducted by Boris Johnson from 23 March 2020 to 31 October 2020. The researcher uses content analysis method on qualitative approach to describe and analyze the illocutionary act performed by Boris Johnson and then classifies them according to Searle’s theory of illocutionary act. The result is that Boris has performed 160 representatives illocutionary act, 48 directives, 54 comissives, 49 expressives, and 14 declaratives. As for the illocutionary act performed by Boris, he has performed 158 collaborative function, 118 convivial function, 46 competitive, and just 2 conflictive.

The Correlation between Students’ Perception on Zoom during Online Learning and Their Learning Achievement Auneke Apriyanda Haryati; Weningtyas Parama Iswari; Effendi Limbong
E3L: Journal of English Teaching, Linguistic, and Literature Vol 5 No 2 (2022): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

This study was conducted to investigate whether there is any significant correlation between students’ perception of using using Zoom during online learning and their learning achievement of the fifth semester students of English Department in Mulawarman University in academic years 2021/2022. The design of this study was quantitative study using correlational method. The researcher took 50 students of fifth semester students of English Department in Mulawarman University in academic years 2021/2022 as the samples. In this study, the researcher used two data in collecting the data. The primary data of this research was questionnaires and the secondary data was students’ GPA from their third to fifth semester. In analyzing the data, the assist of Statistical Package for Social Science (SPSS) was used. The results of computation showed that the rxy of this study was 0.333 or +0.333 which implied there was a positive weak correlation between students’ perceptions of using Zoom during online learning and their learning achievement. The results of hypothesis testing using the p-value showed that Ha was accepted and H0 was rejected due to the judgment criteria if the p-value (0.018) < 0.05, Ha is accepted and H0 is rejected. In conclusion, the results of this study showed there was a significance correlation between students’ perceptions of using zoom during online learning and their learning achievement.

Students’ Perception towards Storytelling in Developing Speaking Skills at English Department of Mulawarman University Karomah Khairunnisa; Weningtyas Parama Iswari; Yuni Utami Asih
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 2 (2021): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

The study aimed to know the students’ perception, challenges, and how to overcome the challenges of storytelling in the development of their speaking skills. This study was conducted at English Department Mulawarman University. The design of this study was mixed-method study with the purpose to illustrate students’ perception of the use of storytelling in speaking class. There were 46 third-semester students in the academic year 2019/2020. The instruments were questionnaire and interview guidelines. The data from the questionnaire were used to select students to be interviewed. Six students were selected as the interviewees, they had high, moderate and low level of perception towards the use of storytelling in speaking class. Afterward, the researcher collected the interview data and triangulated the data from the questionnaire and interview. The finding showed that students had a positive experience in using storytelling techniques in speaking class it showed by the result of the mean score of questionnaires was 3.83, especially in developing their components of speaking skills. The students also stated that in using the storytelling techniques they found the effectiveness of storytelling in their speaking development. The study also found that the students’ challenges were fear of mistake, anxiety, shyness, and lack of confidence. The students overcame their challenges through relaxation, preparation, peer seeking, and positive thinking. The researcher suggests that teachers and lecturers do storytelling more often in the class to improve their speaking skills, and to overcome student challenges the teachers or lectures can also give students time to prepare and create a relaxed atmosphere before doing storytelling.

The Student Anxiety Level and the Dominant Factors Influencing in Learning English at SMKN 17 Samarinda Taufik Hidayat; Masrur Yahya; Weningtyas Parama Iswari
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): March
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.v2i1.1985

Anxiety in learning English is a state of tension and apprehension as a natural response in learning English, and might impede students’ learning process. This study was intended to find the students anxiety level and the dominant factor influencing in learning English. The survey research was applied to get the data needed. There were 120 respondents from four classes of the eleventh grade students of SMKN 17 Samarinda. The research instrument was a questionnaire by Horwitz (1991). Descriptive statistics was used to analyze the quantitative data. It was found out that on average students had high anxiety level, in which 73% of the students were categorized as having high anxiety level. Then, 19 % of the students had very high anxiety level, and 7.5% had medium anxiety. There are three anxiety factors, two factors: communication apprehension (74.9%) and test anxiety (74,5%) became the dominant factors, since in both factors, while the negative evaluation (69%) was the lower percentages from three dominant factor. Moreover, there were sub-factors which were found in this study that had correlation with the dominant factors in learning English, such as: not confident in learning English and lack of vocabulary (communication apprehension), teacher did not reduce anxiety and teaching quickly (test anxiety) and not good environment in learning English (fear negative evaluation)

The Effect of Dino Animation Videos on Fourth Grade Students’ Vocabulary Achievement at SDN 006 Sungai Kunjang Elok Prihatina; Hasby Sjamsir; Weningtyas Parama Iswari
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): March
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.v2i1.1989

This study aimed to find out 1) the vocabulary achievement of fourth grade students at SDN 006 Sungai Kunjang who are taught with using Dino animation videos, 2) the vocabulary achievement of fourth grade students at SDN 006 Sungai Kunjang who are taught without using Dino animation videos, and 3) whether there is any significant difference in the fourth grade students’ vocabulary achievement who are taught with and without using Dino animation videos. This study was quantitative research, which was classified as quasi- experimental research. This study used non- random sampling/ purposive and non- equivalent control group design, where the most common quasi experimental research is the comparison between (pre- test and post - test ) group control and group experimental design. The population of this study was the students at SDN 006 Sungai Kunjang, Samarinda. The total number of participants were 76 students from two classes (4B and 4C). The mean score of the experimental group was 58.3 (low) on Pre- test and 77.1(high) on Post - test and for control group was obtained 55.6 (low) on Pre- test and 65.4(average) on Post - test. After being analyzed both mean scores by using SPSS, it was found that the significance value of the difference between the two mean scores was 0.002 <α 0.05. The computation showed that the mean scores of the two groups significantly differed. In conclusion, the alternative hypothesis (Ha) is accepted and Null hypothesis (H0) is rejected. Based on the result of Paired T- test, alternative hypothesis (Ha) was accepted, thus resulted a significant effect

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

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.

Co-Authors Aridah Aridah Asih, Yuni Utami Auneke Apriyanda Haryati Effendi Limbong Elok Prihatina Hasby Sjamsir Karomah Khairunnisa Kevin Sandi Sanusi Khalid Beni Akhy Noor Rachmawaty Noor Rachmawaty Satyawati Surya Syamdianita Syamdianita, Syamdianita Taufik Hidayat Yahya, Masrur

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