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All Journal TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Script Journal: Journal of Linguistic and English Teaching Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics Borneo Educational Journal (Borju) Frasa: English Education and Literature Journal JELTEC: Journal of English Language Teaching, Literature and Culture E3L : Journal of English Laguange Teaching, Linguistics and Literature Carmin: Journal of Community Service International Journal of Education, Vocational and Social Science Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Istanti Hermagustiana
Faculty Of Teacher Training And Education, Mulawarman University
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EXPLORING PRE-SERVICE TEACHERS’ EXPERIENCES WITH PLOTAGON IN EFL DIGITAL STORYTELLING Fazah Nadia; Aridah Aridah; Effendi Limbong; Istanti Hermagustiana; A.K. Amarullah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.4976

Abstract

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.
Literary Flourishing in TESOL: A Conceptual Framework for Wellbeing-Oriented Literature-Based EFL Pedagogy Sunardi; Istanti Hermagustiana; Desy Rusmawaty; Noor Rachmawaty; Sirajuddin Kamal; Surjasni; Hengky
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.v11i1.2399

Abstract

Background: This conceptual review proposes Literary Flourishing in TESOL as an interdisciplinary framework for humanizing literature-based English language education. This article addresses the continued prevalence of instrumental TESOL paradigms, where literature is frequently relegated to supplementary reading, cultural content, or a means of vocabulary and comprehension practice. The article develops a conceptual model that positions literary engagement as a catalyst for human flourishing and linguistic development, drawing on a range of disciplines including positive psychology, wellbeing education, and narrative theory. Methodology: The proposed PERMA-LIGHT model expands on the PERMA dimensions of wellbeing, which include positive emotion, engagement, relationships, meaning, and accomplishment, by incorporating literary, humanistic, and transformative dimensions such as literary empathy, identity formation, global and intercultural understanding, humanistic growth, and transformative reflection. The article also outlines WOLBEP, or Wellbeing-Oriented Literature-Based EFL Pedagogy, as a pedagogical framework comprising emotional engagement, narrative immersion, reflective meaning-making, dialogic interaction, transformative response, and flourishing reflection. Findings: The review asserts that literature-based TESOL can foster linguistic competence, emotional wellbeing, empathy, identity formation, resilience, intercultural understanding, and reflective agency. The article provides a model for curriculum design, literature-based pedagogy, teacher education, and future research on language education that fosters flourishing. Conclusion: The review concludes that literature-based TESOL should be repositioned from a supplementary language resource to a wellbeing-oriented pedagogy that develops linguistic competence alongside empathy, identity formation, intercultural understanding, and reflective growth. Originality: The originality of this article lies in proposing Literary Flourishing in TESOL and operationalising it through the PERMA-LIGHT model and WOLBEP framework, which integrate wellbeing, literary pedagogy, and transformative learning into a unified conceptual approach.
Cinematic Metaphors in Jokowi’s International Political Speeches: A Conceptual Metaphor Theory Analysis Nana Asrianti; Dyah Sunggingwati; Noor Rachmawaty; Iwan Setiawan; Ventje Jany Kalukar; Istanti Hermagustiana; Sunardi Sunardi
Borneo Educational Journal (Borju) Vol. 8 No. 2 (2026): August (Article in Press)
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.v8i2.2321

Abstract

Language plays a central role in political communication, particularly through the use of metaphor, which enables leaders to simplify complex issues and influence public perception. In the digital era, cinematic metaphors drawn from popular films and television series have become increasingly visible in political discourse. This study examines cinematic metaphors in two of President Joko Widodo’s international speeches delivered in 2018. Using a descriptive qualitative design, the analysis applies Conceptual Metaphor Theory and Critical Metaphor Analysis to identify and interpret metaphors derived from Avengers: Infinity War and Game of Thrones. Fourteen cinematic metaphors were identified and categorized into four conceptual mappings: ECONOMIC CONFLICT IS WAR, LEADERS ARE HEROES, ECONOMIC UNCERTAINTY IS NATURAL DISASTER, and INTERNATIONAL RELATIONS ARE A GAME OF POWER. The findings show that these metaphors function not only as linguistic devices but also as rhetorical strategies that construct meaning, highlight global risks, and legitimize Jokowi’s call for cooperation. The study concludes that cinematic metaphors enhance accessibility and emotional resonance in political messaging by connecting global issues with familiar cultural narratives. The originality of this research lies in its focus on cinematic metaphors in Indonesian political speech—an area rarely examined in prior studies—and its integration of cognitive and rhetorical perspectives to explain how popular culture shapes contemporary political discourse.
Metacognitive Awareness of Young EFL Learners: A Case Study on Two Siblings Suci Mulyani; Istanti Hermagustiana; Syamdianita Syamdianita
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1648

Abstract

This study aims to explore how two young EFL learners who are siblings demonstrate metacognitive awareness. A case study design was employed, incorporating interviews, observation checklists, and field notes to gather data. The participants were two young EFL learners studying in a private course. The older learner (FZ) is 12 years old and is a seventh-grade student, while the younger one (GV) is 10 years old and is in the fifth grade. Data was analyzed using thematic analysis. Results found that both students demonstrated metacognitive knowledge in declarative, procedural, and conditional types. In metacognitive regulation, the types that mainly occurred were monitoring, debugging, and evaluating. Findings declared that both participants demonstrated metacognitive awareness in EFL learning, including metacognitive knowledge (declarative, procedural, and conditional) and regulation (monitoring, debugging, and evaluation). Despite some shared patternsparticularly in metacognitive knowledgethe older learner showed more structured, reasonable, and consistent patterns in the overall awareness, while the younger learner showed more spontaneous and reactive patterns.
Exploring EFL Students' Perceptions of Teachers with Native and Non-Native English Accents Fizza Shakila; Ida Wardani; Istanti Hermagustiana; Desy Rusmawaty
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): 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.v9i1.5240

Abstract

A growth in the demand for English language teachers led to a greater number of educators from diverse countries. Therefore, this study investigates EFL students’ perceptions of native English-speaking teachers (NESTs) and non-native English- speaking teachers (NNESTs), with particular attention to how different English accents influence students’ learning experiences. Conducted at a Junior High School in Samarinda, Indonesia, the research adopts a qualitative approach using thematic analysis to interpret data obtained through observations and interviews. The study reveals that students are aware of noticeable differences between native and non-native accents, and these differences impact their comprehension and classroom engagement. While native speakers were often perceived as more fluent and authentic in pronunciation, non-native teachers were seen as more relatable and easier to understand due to their shared linguistic background.
Reading Comprehension Questioning Pattern Used by the Author of Elementary Students’ Workbook Nadirah Febrianti Fitrah; Bibit Suhatmady; Istanti Hermagustiana; Ventje Jany Kalukar
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.4991

Abstract

Reading comprehension is a fundamental skill that significantly influences students academic success across all subjects, particularly in elementary school. The questioning patterns employed in elementary students' workbooks significantly influence reading comprehension skills by guiding learners through varying levels of cognitive engagement. This qualitative study aimed to analyze the types and patterns of questions in elementary workbooks and explore their alignment with students' cognitive development stages. Employing a case study approach, the research involved document analysis of 100 questions from workbooks for grades 3, 4, and 5, categorized into factual, inferential, and open ended types, alongside semi-structured interviews with three students (one per grade) to capture preferences and experiences. The results revealed a predominance of factual questions (50%), followed by inferential (30%) and open ended (20%), with grade-specific distributions: Grade 3 (65% factual, 25% inferential, 10% open ended), Grade 4 (50% factual, 35% inferential, 15% open ended), and Grade 5 (35% factual, 35% inferential, 30% open ended). Student preferences aligned with cognitive stages, with younger students favoring factual questions and older ones preferring inferential and open ended types. In conclusion, while workbooks provide foundational comprehension practice, the imbalance toward factual questions may limit higher order thinking development. The study contributes to improving the design of reading materials aligned with students’ cognitive development, recommending a more balanced distribution of question types to foster progressive cognitive growth in elementary education.
Students' Perception of Translanguaging Practices in The Department of English Education, Mulawarman University Safira Amru Rijamil; Istanti Hermagustiana; Yuni Utami Asih; Susilo Susilo; Effendi Limbong
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v8i4.4848

Abstract

This study explores translanguaging practices in the Department of English Education at Mulawarman University, focusing on how lecturers implement these strategies and how students perceive their impact on learning. The background of this research arises from the challenges faced by students in English as a Foreign Language (EFL) contexts, where limited exposure to English often hampers comprehension and reduces classroom participation. The objective of the study is twofold: to identify the forms of translanguaging employed by lecturers and to examine students’ perceptions, engagement, and responses toward these practices. This research applied a qualitative case study design, collecting data through classroom observations and semi-structured interviews with selected students, followed by thematic analysis supported by triangulation of data sources and methods. The findings demonstrate that lecturers commonly applied code-switching, bilingual clarification, and double questioning techniques to simplify abstract concepts and encourage classroom interaction. Students reported that translanguaging significantly reduced language anxiety, boosted confidence, and facilitated more active participation. Moreover, it improved comprehension by allowing learners to connect complex academic content in English with their first language. These findings highlight translanguaging not merely as spontaneous language switching but as a deliberate pedagogical strategy that scaffolds learning, fosters inclusivity, and validates students’ multilingual identities. Nevertheless, challenges were also noted, such as the risk of overreliance on the first language, which may reduce immersion for advanced learners, and the necessity for structured implementation to maintain discourse coherence. In conclusion, translanguaging has proven to be an effective instructional approach in multilingual EFL classrooms. It supports deeper understanding, enhances student engagement, and nurtures identity affirmation. However, proportional and systematic application is essential to maximize its benefits while minimizing potential drawbacks.
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 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.v2i1.1986

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.
EFL STUDENTS PERCEPTIONS ON THE ACCESSIBILITY OF E-BOOK: A CASE STUDY IN ENGLISH LANGUAGE EDUCATION PROGRAMME CLASS A 2019 IN MULAWARMAN UNIVERSITY Audi Risky Ramadhani; Dyah Sunggingwati; Istanti Hermagustiana
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 7 No. 1 (2024): 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.v7i1.4642

Abstract

EFL students often receive assignments via digital platforms, specifically pdfs or e-books, such as article analysis for reading comprehension and EFL students' experience accessing e-book. People' reading preferences and behavior have changed due to the advancement of electronic book (e-book) technology. .This study is intended for 2019 A English Department students at Mulawarman University who have finished the advanced reading course and from these criteria. The researcher selected 7 participants from the questionnaire results, and interview them. Almost all participants felt that there are numerous solutions to challenges associated with the use of electronic books. Some participants claimed they preferred to utilize the e-book's search box to find keywords they were interested in. Other individuals stated that simply looking for what we enjoy might be a motivator to engage in reading. The researcher found that efl students have several reasons for using e-books as their most convenient reading tool.
The Usage And Attitudes Towards Chatgpt Among The English Department Students In Samarinda Selly Nur Maya Sari; Dr. Weningtyas Parama Iswari; Dra. Ida Wardani; Istanti Hermagustiana
E3L: Journal of English Language Teaching, Linguistics, 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.v8i2.5270

Abstract

This research aims to examine the level of ChatGPT usage and the attitudes of English Department students in Samarinda toward its role in academic learning. The research is grounded in the rapid integration of artificial intelligence (AI) in higher education, particularly the increasing use of ChatGPT. A descriptive quantitative method was employed, using a validated questionnaire adapted from Sallam et al. (2024) which was distributed to 192 students from A University, B University, and C University. The data were analyzed using mean score calculations to determine the students’ level of usage and attitudes. The results showed that the majority of students (64.58%) used ChatGPT at a moderate level, indicating regular but not intensive engagement with the tool. In terms of attitudes, the majority of students (55.21%) demonstrated a neutral stance. Students generally found ChatGPT accessible and useful, although some expressed concerns related to academic integrity, data privacy, and overreliance on AI tools. In conclusion, English Department students in Samarinda are incorporating ChatGPT into their academic routines with both interest and caution. While they acknowledge its practical benefits, they also maintain a balanced perspective on its potential risks. These findings highlight the importance of promoting digital literacy and ethical awareness in the use of AI-based educational tools.
Co-Authors A.K. Amarullah Aminah Rhasa Wulan Aridah Aridah Aridah Asih, Yuni Utami Audi Risky Ramadhani Bibit Suhatmady Dian Anggriyani Dr. Weningtyas Parama Iswari Dra. Ida Wardani Dyah Sunggingwati Fazah Nadia Fizza Shakila Hengky I Gusti Ngurah Darmawan Ida Wardani Intan Rebecca Siburian Ismi Reza Karomah Karomah Iwan Setiawan Limbong, Effendi Maria Teodora Ping, Maria Teodora Nadirah Febrianti Fitrah Nana Asrianti Noor Rachmawaty Nur Adheliya Septiarananda Nur Amalia Putri Rania Putri Wahyudi Rhizma Rhizma Rusnah Rusnah Safira Amru Rijamil Satyawati Surya Sella Ayu Nindya Selly Nur Maya Sari Sirajuddin Kamal Siti Nurul Jameaah Suci Mulyani Sunardi Sunardi Surjasni Susilo Susilo Syamdianita Syamdianita, Syamdianita Ventje Jany Kalukar Ventje Jany Kalukar Ventje Kalukar Widia Anggraeny Suharno