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All Journal Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature CaLLs : Journal of Culture, Arts, Literature, and Linguistics Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya Jambura Journal of English Teaching and Literature JEES: Journal of English Educational Study TLEMC (Teaching and Learning English in Multicultural Contexts) Dinasti International Journal of Education Management and Social Science Borneo Educational Journal (Borju) E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series
Dyah Sunggingwati
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Inquiry-Based Learning Implementation In English Teaching For Sixth Grade Students At SDN 016 Samarinda Seberang Wahyuni Putri; Dyah Sunggingwati; Desy Rusmawaty
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.71 KB) | DOI: 10.30872/e3l.v4i1.1900

Abstract

Inquiry-Based Learning (IBL) was defined as a learning model to develop students’ understanding of language content and scientific practices. In K13 curriculum, it was also considered as one of the learning models recommended by the government to be applied in the teaching and learning process. This study focused on the IBL implementation in English teaching for sixth-grade students at SDN 016 Samarinda Seberang. The purposes of this study were: (1) to know how IBL is implemented in English teaching; (2) to know the problems faced by the teacher during the implementation of IBL method in English teaching. This research used descriptive qualitative research. The subject was an English teacher from SDN 016 Samarinda Seberang. The data were collected from observation sheet notes and interviews. The data classified according to the identified problems and were analyzed by using the descriptive analysis method. The findings showed that the teacher used six IBL procedures such as (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. Also, the subject appropriately applied videos and pictures to deliver the material. During its implementation, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred in online classroom. It was suggested for the teacher to keep practicing on IBL in the teaching process, be more patient in creating creative activities, participate in teaching workshop, and discuss the lesson plan with other English teachers. Meanwhile, for the next researcher, it is suggested to explore IBL in other skills or other levels of students since the current study only focused on the implementation of IBL for sixth grade students.
The Effect of Different Types of Corrective Feedback on EFL Learners’ Accuracy in Using English Articles by the Eleventh Grade Science Students of SMA N 3 Bontang Priswalia Anggariana Putri; Dyah Sunggingwati; Satyawati Surya
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2030

Abstract

This article reports on a study that investigated the effectiveness of direct-focused corrective feedback and metalinguistic focused feedback on EFL learners’ accuracy in using English articles. The study employed a pretest–posttest design with five treatment sessions. The design of this study was quasi-experimental design. The sample of this study were 60 of the eleventh grade science students. They were assigned into two groups, direct-focused corrective feedback group and metalinguistic-focused feedback group. The linguistic target was English articles. A fill in the blank exercise were employed to measure any development in learners’ ability to use articles. The results revealed that both direct-focused corrective feedback and metalinguistic focused feedback lead to greater learners’ accuracy of using English articles. The direct-focused feedback is found more effective than metalinguistic-focused feedback.
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. 
Reading Research Journal Articles in an EFL context: A Pilot Study on Confidence and Difficulty Ahada, Ichi; Sunggingwati, Dyah; Susilo, Susilo; Rini Setyowati, Dea
Educational Studies: Conference Series Vol. 3 No. 1 (2023)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v3i1.2700

Abstract

This study is based on previous research that compared to textbooks, students find both the style and the level of writing of empirical articles such as research journal articles is difficult to understand. The stages of reading the journal articles are complex. Moreover, there are more studies found in sciences resulted various difficulties but limited research in a foreign language context as the journal articles are written in English. Therefore, there needs an investigation the complexity of reading journal articles to provide some way out to lessen the challenges. As a pilot study for further investigation, a questionnaire was delivered online using google form to 28 students enrolled in the courses of Advanced Reading and Advanced Writing, aged 19-22. They learn to read journal articles in the courses. The given questionnaire consisted of two sections; students self-rated confidence (adapted from Sego and Stuart, 2015) and difficulties in reading comprehension of journal articles (adopted from Chen, 2017). Using simple descriptive statistics, the results revealed that the students have three most major difficulties in reading journal articles, namely short attention span, having a problem understanding the main points, and Limited semantic knowledge (professional terms). They also have three main least challenges; do not know where to start reading, do not understand the tables, charts or statistics, memory failure. The students have the highest confidence in their ability to read and understand the content, however they have the least confidence in their abilities to write coherent summaries of journal articles. The findings imply that the students need to have more time to familiarize themselves with characteristics and construction of journal articles including what should be written in each section of the paper such as introduction, literature review, methodology, findings, discussion, and implication and limitation of the study.
EFL Pre-Service Teachers' Experiences in Speaking through a Digital Storytelling Project Risdayani, Nadila; Limbong, Effendi; Sunggingwati, Dyah
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24667

Abstract

This study delves into the experiences of EFL pre-service teachers engaging in a digital storytelling project to practice their speaking, with a focus on exploring significant learning outcomes through Fink's 2003 theory. This qualitative case study utilized semi-structured interviews and project reports as instruments, collecting data from five EFL pre-service teachers at Mulawarman University Samarinda through purposeful sampling. Thematic analysis was employed to analyze the data. Four major themes emerged from the data's thematic analysis, which encompassed the experiences of the participants: participation in the process of creating digital stories, focused speaking exercises, integration of other language abilities, and self-evaluation techniques. These themes also brought attention to the participants' learnings about digital storytelling for public speaking, the difficulties they faced, and the spectrum of emotions they went through. Furthermore, the significant learning outcomes they experienced were marked by an improvement in speaking skills and the establishment of speaking habits. Participants also gained insight into the relationship between activities such as writing scripts, recording, and reading for text reviews, all of which contributed to practicing their speaking. This project fosters self-awareness, enhances understanding of others, and instils an interest in undertaking similar projects in the future. Demonstrated ongoing learning highlights the impact of digital storytelling beyond technical skills, serving as a valuable tool for speaking practice.
From Teaching to Thriving: Exploring the Lived Experiences of English Education Graduates in Non-Teaching Careers Nabilah, Jihan; Teodora Ping, Maria; Hermagustiana, Istanti; Sunardi; Sunggingwati, Dyah; Rusmawaty, Desy
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): 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.v7i1.1973

Abstract

The present phenomenological study discovers the lived experiences of English education graduates pursuing non-teaching careers (any professional roles that do not involve teaching students in formal educational settings). By conducting in-depth interviews with three participants, their lived experiences uncovered the interaction between non-teaching career exploration, appealing job opportunities, interest-driven career decisions, career choice consistency, self-efficacy, confidence, career growth, and development opportunities, which guided them to pursue their non-teaching careers. They considered intrinsic factors (self-efficacy and confidence, personal goals, personal interest, personal development, and outcomes expectations), along with extrinsic factors (financial stability, teaching limitations, career prospect, workload vs. compensation, continued engagement with educational background) in deciding their careers. The skills from English education such as teaching, communication, critical thinking, problem-solving, and English skills are applicable to help them adapt to their non-teaching career. The findings prove the adaptability of English education graduates in managing job market difficulties and diverse applications of their educational experiences. By having these facts this study informs higher education institutions and English education programs to support and guide the English education graduates as they fit for diverse career paths.
FOREIGN LANGUAGE ANXIETY AND ENGLISH ACHIVEMENT OF EIGHTH GRADE STUDENTS OF MTS SULAIMAN YASIN SAMARINDA IN THE 2011/2012 ACADEMIC YEAR Ariani, Setya; Sunggingwati, Dyah; Iswari, Weningtyas Parama
CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 2, No 2 (2016): Desember 2016
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.325 KB) | DOI: 10.30872/calls.v2i2.694

Abstract

Anxiety is considered having negative effects for most students in learning foreign language, especially English. It has attracted researchers’ attention to do the investigation on foreign language anxiety as a factor which inhibits students to learn the target language successfully. Concerning with this issue, this correlational research was emphasized on investigating the relationship between foreign language anxiety and students’ English achievement. Fifty-five eighth grade students of MTS Sulaiman Yasin Samarinda were asked to fill out 33 items of Foreign Language Classroom Anxiety Scale (FLCAS). The Pearson Product Moment Correlation showed that anxiety had significant negative correlation with students’ English achievement (r = -.258, p<.01). Key words: anxiety, achievement, Pearson Product Moment
Mismatched Expectations and Perceptions in Undergraduate Thesis Supervision Sunggingwati, Dyah; Setyowati, Dea Rini; Hermagustiana, Istanti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i2.14385

Abstract

Thesis supervision involves both supervisors and supervisees that have different perceptions and expectations. This study aims to explore the perceptions of supervisors and expectations of supervisees. An exploratory case study design was applied in this study. Eleven of 24 supervisors who participated in this study responded to questions about their supervisory given via Google Form. Nine English undergraduate students who are currently working on their undergraduate thesis were involved. A set of questions was distributed to supervisors and semi-structured interview was applied to supervisees. The data were analyzed thematically. The findings revealed that there are mismatched expectations and perceptions that contribute to the complexity of thesis supervision. The supervisors have a positive perception about their relationship with the supervisees. They recognize their supervisees' needs and have professional relationships with their supervisees. They provide help and guidance, such as providing online links of material to support the supervisee’s thesis. Furthermore, they expect their supervisees to have autonomy in learning for their own thesis, have adequate research knowledge and skills, and have good communication skills. However, the supervisees expected that their supervisors recognized each supervisee's characters, needs, and weaknesses. They expect to receive clear and structured instructions to outline their research schedules and activities and to receive oral specific feedback on specific parts of their thesis. This study highlights a need for clarity about the expectations of each party to minimize mismatched expectations.Keywords: thesis expectations, thesis perceptions, undergraduate thesis supervision
EFL STUDENTS PERCEPTIONS ON THE ACCESSIBILITY OF E-BOOK: A CASE STUDY IN ENGLISH LANGUAGE EDUCATION PROGRAMME CLASS A 2019 IN MULAWARMAN UNIVERSITY Ramadhani, Audi Risky; Sunggingwati, Dyah; Hermagustiana, Istanti
E3L: Journal of English Teaching, Linguistic, 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.
EFL Pre-service Teachers' Perceptions towards Digital Academic Reading Hamidah, Umy; Sunggingwati, Dyah; Limbong, Effendi
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 7 No. 2 (2024): 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.v7i2.5052

Abstract

E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.
Co-Authors Ahada, Ichi Andhini Novitasari Astuti, Tripuji Chris Asanti Chris Asanti, Chris Desy Rusmawaty Fitriani, Alfisyahrin Hamidah, Umy Herdiana Rahayuningsih Hermagustiana, Istanti Husni, Amelia Ida Wardani Indah Sari Lubis Intan Rebecca Siburian Istanti Hermagustiana Kalukar, Ventje Kalukar, Ventje Jany Lilik Kosiaroh Limbong, Effendi Maharyadin, Andi Musringatin, Musringatin Nabilah, Jihan Nadeak, Magdalena Febriwati Nasrullah Nasrullah Nita Maya Valiantien Nurhajar, Ayu Sukma Nurul Fauziyah Priswalia Anggariana Putri Rahmania Rahmania Ramadhani, Audi Risky Rini Setyowati, Dea Risdayani, Nadila Rusmawaty, Desy Saidah, Nur Satyawati Surya Sella Ayu Nindya Setya Ariani Setyowati, Dea Rini Sunardi Susilo Susilo Susilo Teodora Ping, Maria Tri Puspa Juwita Ungau, Septiwin Utami Asih, Yuni Wahyuni Putri Weningtyas Parama Iswari, Weningtyas Parama