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All Journal TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) JEES: Journal of English Educational Study Borneo Educational Journal (Borju) JELTEC: Journal of English Language Teaching, Literature and Culture E3L : Journal of English Laguange Teaching, Linguistics and Literature Carmin: Journal of Community Service
Istanti Hermagustiana
Faculty Of Teacher Training And Education, Mulawarman University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty; Istanti Hermagustiana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.974 KB)

Abstract

Abstract: This paper is based on a study on speaking fluency performed by six low level students using retelling technique. The aim of the study is to find out the effect of retelling on the students’ speaking fluency and to know the strategies used by those students while retelling a story. The data were the speaking transcripts which were analyzed to see the progress after six-time treatment was given. The result reveals that the speaking fluency of the students increased in some areas as shown by the improvement on their vocabulary and comprehensibility.
Language Learner Autonomy: The Beliefs of English Language Students Istanti Hermagustiana; Dian Anggriyani
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.2 | 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v6i2.15467

Abstract

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467
The EFL Learners’ Perceptions toward Mobile Device Usage and Mobile-Assisted Language Learning (MALL) at English Department of Mulawarman University Aminah Rhasa Wulan; Istanti Hermagustiana
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.v2i1.1986

Abstract

The purposes of this study were to find English department English as foreign language (EFL) learners’ perceptions toward mobile device usage and mobile-assisted language learning (MALL), and also to find the significant correlation between English department EFL learners’ perceptions towards MALL and EFL learners’ grade point average (GPA). The survey research design was applied to get the data needed. The questionnaire was distributed to the 150 samples from the fourth and the sixth-semester students of English department of Mulawarman University. The result revealed that the mean score of EFL learners’ perceptions toward mobile device usage was 44.83, which was equal with 81.50% of learners could be categorized as positive perception. Meanwhile, the result for EFL learners’ perceptions toward MALL showed that the mean score was 54.93, which was equal with 78.55% of learners, and also could be categorized as positive perception. Therefore, the correlation between EFL learners’ perception toward MALL and their grade point achievement (GPA) was tabulated by using Spearman’s Rho formula. It was found that rvalue (0.315) higher than the rtable (0.1348), which indicated that the H0 was rejected and Ha was accepted. Thus, it was taken that there was a significant correlation between EFL learners’ perceptions toward MALL and learners’ GPA.
PELATIHAN GOOGLE JAMBOARD SEBAGAI MEDIA PEMBELAJARAN INTERAKTIF BAGI GURU BAHASA INGGRIS DI SAMARINDA Desy Rusmawaty; Istanti Hermagustiana
Carmin: Journal of Community Service Vol. 2 No. 2 (2022)
Publisher : Borneo Research and Educatin Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.585 KB) | DOI: 10.59329/carmin.v2i2.66

Abstract

Pengembangan dan peningkatan kemampuan guru menjadi salah satu faktor keberhasilan proses pembelajaran di sekolah. Oleh karena itu, kemampuan guru dalam menyajikan pembelajaran yang baik diperlukan terutama di masa setelah pandemic Covid 19. Guru diharapkan mampu melakukan transformasi pembelajaran sesuai dengan tuntutan jaman. Salah satu cara peningkatan kualitas pembelajaran di kelas yaitu dengan meningkatkan kompetensi guru dalam memaksimalkan penggunaan aplikasi digital dalam proses belajar dan mengajar. Penggunaan Google Jamboard diharapkan dapat membantu guru menciptakan kelas tatap maya yang interaktif. Program pengabdian pada masyarakat ini memiliki tujuan untuk mengenalkan penggunaan Google Jamboard sebagai media pembelajaran interaktif bagi guru sehingga dapat diimplementasikan dalam proses pembelajaran. Pelatihan ini diberikan kepada guru-guru Bahasa Inggris di Samarinda.
The Use of Web-Based Tests in an English Classroom: EFL Students’ Perceptions Nur Adheliya Septiarananda; Istanti Hermagustiana; Satyawati Surya; Desy Rusmawaty
Journal of English Language Teaching, Literature and Culture Vol. 2 No. 2 (2023): JELTEC: Journal of English Language Teaching, Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v2i2.7762

Abstract

One of the practical applications of technology integration in the educational field is a web-based test. Since students need to be involved in the classroom assessment decision, knowing their perceptions toward the use of evaluation media is deemed important. Thus, this study was aimed to identify the students’ perceptions on the use of web-based tests in an English class and to examine the problems experienced by students when using them in the classrooms. One hundred fourteen high school students participated in this study. This study utilized a survey which consisted of both open and close ended questions. A google form-based questionnaire was used to collect the data from the selected participants. The data were analyzed by using descriptive statistical analysis. The result of this study indicated that the students had positive perceptions of the use of web-based tests. However, they experienced some problems during the implementation of the web-based tests. The problems include the mobile device breakdown, lack of security, unfamiliarity, internet connection issue, server failure, browser incompatibility, mobile device unavailability, mobile device incompatibility, and time limitation. The study also found that the most frequent problem experienced by students was the server failure problem. Some pedagogical implications of this study were discussed.
TEACHER AGENCY IN THE IMPLEMENTATION OF DIFFERENTIATED LEARNING: AN INTERPRETIVE STUDY Sella Ayu Nindya; Intan Rebecca Siburian; Istanti Hermagustiana; Dyah Sunggingwati
Journal of English Educational Study (JEES) Vol 6, No 2 (2023): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v6i2.2736

Abstract

This research objective was to investigate teacher agency in the context of implementing differentiated learning which is one of the instructions from the latest national curriculum. The study employed an interpretive approach by exploring teacher agency usingthe ecological model of teacher agency with three dimensions: iterational, projective, and practical-evaluative. To capturean in-depth understanding of teacher agency, there are three main domains related: teaching planning, differentiated learning, and technology in pedagogy.The differentiated learning domain was selected to be investigated in this study. Data was gathered by interviewing a nineteen experiencedteacher who implemented differentiated learning in her teaching by the latest curriculum instruction. The collected data is analyzed using thematic analysis to identify patterns and insights regarding the perception of the teacher. The study uncovered that teacher agency wasshaped by past experiences and knowledge. Teacher’sinnovation in teaching and support for the success of national education goals indicated the dedication of teacher agency.This research showed that teachers committed to improving student learning and willing to face challenges are through teacher agency. Further research opportunities include exploring teachers' planning strategies and technology integration in teaching. 
Certified Interdisciplinary Teachers’ Perception of The Implementation of Teacher Certification Program Rusnah Rusnah; I Gusti Ngurah Darmawan; Sunardi Sunardi; Istanti Hermagustiana
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1496

Abstract

Background: The implementation of teacher certification programs (TCPs) has been a topic of interest in education research. Previous studies have primarily focused on student and teacher outcomes, with limited attention given to teachers' perceptions of TCPs. This study aims to address this gap by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. By understanding teachers' perspectives, this research contributes to the evaluation and improvement of TCPs, ultimately enhancing the quality of education.Methodology: This study adopts a qualitative research design, specifically a multiple case study approach. Five certified senior high school teachers from public schools in East Kalimantan, Indonesia, were selected as participants. Data collection methods included semi-structured interviews and document analysis of the teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software.Findings: The findings of the study reveal two primary emerging themes. Firstly, teachers' motivation and expectations regarding the TCP were explored. Secondly, the study examined the perceived benefits of the program. The teachers reported improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. The TCP also enhanced their awareness of students' characteristics and needs, fostering stronger teacher-student relationships.Conclusion: The study highlights the importance of purposeful, continuous, and systematic professional development in enhancing teachers' competencies. It emphasizes the need for sustained professional development and regular evaluation of teachers' practices. The findings provide valuable insights for the organizers of TCPs, contributing to program evaluation and improvement.Originality: This study fills a gap in knowledge by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. It contributes to the limited research on teachers' perspectives of TCPs and emphasizes the significance of teacher perception and motivation in professional development programs
Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels Rania Putri Wahyudi; Aridah; Istanti Hermagustiana; Kalukar, Ventje; Teodora Ping, Maria
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 8 No. 2 (2025): 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.v8i2.5316

Abstract

This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Co-Authors Aminah Rhasa Wulan Aridah Dian Anggriyani Dyah Sunggingwati I Gusti Ngurah Darmawan Intan Rebecca Siburian Kalukar, Ventje Noor Rachmawaty Nur Adheliya Septiarananda Rania Putri Wahyudi Rusnah Rusnah Satyawati Surya Sella Ayu Nindya Sunardi Sunardi Teodora Ping, Maria