Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature
Rahmat Soe'oed
Mulawarman University
Languange, Linguistic, Communication & Media

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Online Class Interaction In Teaching And Learning Process At Third Grade Students Of Sekolah Dasar Islam Terpadu Samarinda Ahyu Ningtyas; Rahmat Soe'oed; Syamdianita
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 2 (2021): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.946 KB) | DOI: 10.30872/e3l.v4i2.1908

Abstract

The purpose of the study is to know the types of classroom interaction and the teachers interact to students in English lesson. This research was conducted in SD IT Insan Karim Samarinda Seberang. This study focused on types of classroom interaction such as : (1) Teacher – student, (2) Student – teacher and (3) Student – student. The design of this study was qualitative study which to illustrate the types used in classroom interaction. Research subject was chosen through purposive sampling resulting one subject to be analyzed.The subject was an English teacher and her students from SD IT Insan Karim Samarinda Seberang who has more than one a half years teaching experiences. There were two research instruments used in this study. They are observation and interview. The data were taken from 2 English teaching video which were transcribed. The collected data were classified into three types of classroom interaction. Afterward the researcher triangulated the data by crosschecking the data related to data she acquired from interview. The result of the study showed the English teacher and her students in third grade students of SD IT Insan Karim Samarinda Seberang used three types of classroom interaction : Teacher – student , student - teacher and student – student. While the data from interview showed that the teacher help the student to do interaction related the topic. But, the result from observation and interview were not same because English teacher only said about teacher centered and student centered in interview.
Students’ Anxiety in Speaking English of The 10th Grade at SMA Negeri 16 Samarinda Chyntia Tri Rahayu; Rahmat Soe'oed; Ventje Kalukar
E3L: Journal of English Language Teaching, Linguistics, 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.v2i1.1988

Abstract

Anxiety in speaking English is one of the affective factors that can influence language learning negatively. This study focused on exploring students’ anxiety of the 10th grade students at SMA Negeri 16 Samarinda, for investigating the speaking anxiety of the types, causes, and students’ strategies to overcome their anxiety in speaking English. This study utilized a case study, qualitative research design. The research subjects of this study were four students who categorized as high and moderate anxiety. The data were obtained from classroom observation and interviews. The data were transcribed and triangulated by using data triangulation. The result of the study revealed that one male student was categorized as high speaking anxiety experienced with trait anxiety. While the other male students was categorized as moderate speaking anxiety experienced with state anxiety. The two female students also experienced with state anxiety. The cause of these anxiety that experienced by student who has a type of trait anxiety was because of not accustomed to speaking or interacting with other people in the form of oral communication both in English and Indonesian. While the causes of anxiety experienced by students who has a type of state anxiety was due to fear of negative reaction like being laughed at and feeling nervous and shyness because they are not confidence when speaking English in front of the class. The lack of knowledge and vocabulary mastery, and dislike of English lesson possessed also caused anxiety in speaking in English experienced by four participants. To overcome the causes of speaking anxiety, the students use preparation, avoided eye contact, expresive reactions, and positive thinking as their strategies.
Co-Authors Ahyu Ningtyas Chyntia Tri Rahayu Syamdianita Ventje Kalukar