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All Journal Indonesian Journal of Applied Linguistics (IJAL) CaLLs : Journal of Culture, Arts, Literature, and Linguistics Ilmu Budaya: Jurnal Bahasa, Sastra, Seni, dan Budaya LEKSIKA Jambura Journal of English Teaching and Literature JEES: Journal of English Educational Study TLEMC (Teaching and Learning English in Multicultural Contexts) Borneo Educational Journal (Borju) Journal of Language and Literature Studies 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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Teacher Readiness for Online Teaching Using Mobile Technology Rahmania Rahmania; Dyah Sunggingwati; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2022): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.127 KB) | DOI: 10.30872/e3l.v5i2.1419

Abstract

The purpose of this study was to determine the mobile technology used for online learning and the level of readiness of English teachers and non-English teachers at SMA 11 Negeri Samarinda and SMA AL-Khairiyah Samarinda 2021/2022. The research design is a survey design with a quantitative approach. The sample of this research is 113 teachers, classified as 107 non-English teachers and 6 English teachers. The questionnaire was adapted from Alwidi & Aldhaferi (2017). Based on the findings of this study, regarding teachers’ perception on their readiness in using mobile technologies and applications in class, the statement of four topics answered by the participants received a response that agreed (high), which this shows that they perceived that mobile learning is very helpful and supports this learning activity, as the teachers who were participants in this study stated that they knew and understood well how to use mobile learning. The results of the data on the level of readiness of Participant's pedagogical and technical classification between non-English teachers and English teachers the data analysis the participant's non-English teachers and English teachers show that teachers had prepared themselves with good pedagogical and technical readiness and, in the learning process, from the results of (Non English Teachers M = 3.54 and English teachers M = 3.66) which show that these teachers have good pedagogical and technical readiness
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 Language Teaching, Linguistics, 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 Language Teaching, Linguistics, 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.
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 Effect of Repeated Reading for Developing Reading Fluency and Reading Comprehension in EFL Students: Pre Experimental Study Amelia Husni; Dyah Sunggingwati; Ventje Jany Kalukar
E3L: Journal of English Language Teaching, Linguistics, 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.v7i2.5108

Abstract

Reading is one of the skill that must be mastered by students from elementary school to college level. Reading is also one of the skill learned in learning English, especially students who study English as a foreign language. Students have difficulty reading fluently because English and Indonesian writing are different. This also has an impact on students' understanding or interpreting text in English. This study aimed to examine the effect of repeated reading on the development of reading fluency and reading comprehension. This study used a pre-experimental design method. Data collection was conducted through pretest and posttest. Data analysis was conducted used descriptive data analysis and paired sample t-tests. Based on the results of the study, it was found that repeated reading was able to improve students' reading fluency and reading comprehension, as seen from the average pretest score of 68.17 and then increased to the posttest score of 78.56. This increase increased by 8.35 points. This shows that repeated reading could improving reading fluency and reading comprehension in eighth grade students of SMP Negeri 1 Loa Janan. The implications of this research are expected to help teachers in choosing reading strategies for students learning English as a foreign language.
Overcoming Speaking Anxiety: A Study on Students’ Preferred Strategies in English Language Learning Herlina, Herlina; Aridah, Aridah; Hermagustiana, Istanti; Sunggingwati, Dyah; Syamdianita, Syamdianita
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3383

Abstract

Speaking anxiety is a major challenge for students learning English as a foreign language. It often arises from fear of making mistakes, limited vocabulary, poor pronunciation, and the pressure of being judged. This study explores how English Education students at Mulawarman University experience and manage speaking anxiety. Using a qualitative design with semi-structured interviews involving three participants, data were analyzed thematically to identify patterns in causes, triggers, and coping strategies. The findings reveal that anxiety is most intense during formal tasks such as presentations or spontaneous questioning. Students adopt strategies like self-practice, note preparation, breathing techniques, self-recording, and peer support to reduce anxiety. These approaches gradually enhance confidence and improve speaking performance. The study concludes that emotional and instructional support from teachers and peers significantly reduces anxiety levels. Implications suggest that educators should foster supportive classroom environments and integrate reflective speaking practices to help students overcome fear and participate actively in English communication.
ISOL Factors affecting the students' well-being: An ecological perspective Priska Delfiana; Dyah Sunggingwati; Ventje Kalukar; Hasbi Sjamsir; Weningtyas Parama Iswari; Noor Rachmawaty
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): October 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30452

Abstract

The well-being of students in teacher education is essential for optimal outcomes; however, it receives insufficient attention. This occurs despite the fact that they are students who have opted to pursue a career in education for various reasons, and irrespective of their undergraduate degree not being in English Education, which further complicates their circumstances. These students, who simultaneously engage in the roles of learners, employees, and family members, face several challenges that lead to fatigue which are basically in their ELT Ecology. The aim of this research is to reveal the spectrum of factors supportive as well as constraining that students encounter, thereby providing a comprehensive understanding of their wellbeing through an ecological framework. The research included two interview protocols involving three participants.  The data was examined through Interpretative Phenomenological Analysis (IPA) and ecological perspectives, as this constitutes qualitative research that prioritizes lived experiences. This study discovered the correlation between ecology and the wellbeing of students with unique backgrounds and multiple roles. Their struggling encompasses a single mother, which impacts her academic achievement outcomes, a participant as the sandwich generation, along with the elements that favorably and negatively affect their wellbeing, even a student articulates a wish to disengage from college. This research can aid policymakers in identifying the measures necessary for students managing numerous obligations to enhance learning outcomes for both individuals from institutions.
Co-Authors Ahada, Ichi Amelia Husni Aridah, Aridah Astuti, Tripuji Audi Risky Ramadhani Chris Asanti Chris Asanti, Chris Fitriani, Alfisyahrin Hasbi Sjamsir Herlina Herlina Hermagustiana, Istanti Ida Wardani Indah Sari Lubis, Indah Sari Intan Rebecca Siburian Istanti Hermagustiana Iwan Setiawan Lilik Kosiaroh Limbong, Effendi Maharyadin, Andi Musringatin, Musringatin Nabilah, Jihan Nadeak, Magdalena Febriwati Nana Asrianti Nasrullah Nasrullah Nita Maya Valiantien Noor Rachmawaty Noor Rachmawaty Novitasari, Andhini Nurhajar, Ayu Sukma Priska Delfiana Priswalia Anggariana Putri Rahayuningsih, Herdiana Rahmania Rahmania Rini Setyowati, Dea Risdayani, Nadila Rusmawaty, Desy Saidah, Nur Satyawati Surya Sella Ayu Nindya Setya Ariani Setyowati, Dea Rini Sunardi Sunardi Sunardi Susilo Susilo Syamdianita Syamdianita, Syamdianita Teodora Ping, Maria Tri Puspa Juwita Ungau, Septiwin Utami Asih, Yuni Ventje Jany Kalukar Ventje Jany Kalukar Ventje Kalukar Wahyuni Putri Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama