Article Per Year (5 Year)
p-Index From 2020 - 2025
1.235
P-Index
This Author published in this journals
All Journal Script Journal: Journal of Linguistic and English Teaching IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Jounal of Education and Teaching (JET) Borneo Educational Journal (Borju) E3L : Journal of English Laguange Teaching, Linguistics and Literature Prosiding Seminar Nasional Sastra, Bahasa, dan Seni (Sesanti)
Iwan Setiawan
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : Script Journal: Journal of Linguistic and English Teaching

 1 
STUDENTS’ PROBLEMS AND EXPERIENCE ON PREZI Dzul Rachman; Iwan Setiawan
Script Journal: Journal of Linguistics and English Teaching Vol. 1 No. 2 (2016): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (684.397 KB) | DOI: 10.24903/sj.v1i2.32

Abstract

Today technology plays an important role in pedagogy. As students, it is important for them to be equipped with various ICT presentation tools to communicate effectively and efficiently their reports and presentations. It is in this light that the objective of this study is to determine the experiences and the problems faced off the students of English department in using Prezi in the classroom. A qualitative method used in this study. The researcher took students of the fourth semester as the subject of observation because they have prior knowledge or experience use presentation tool that collaborates with pictures or videos, themes, effects, and hyperlink in order to make slides of presentation or report especially in using another presentation tool. In this study, the researcher used two instruments were observation and interview. For data collection, the researcher used focus group interview to collect information relate to their experience in implementing Prezi and observed 54 students in accessing account until sharing of Prezi. In observation period, the researcher found the students got problems in making Prezi especially feature of video, path, image, music and animation. However, they also shared some challenges in using a feature of presentation tools. For instance, they needed an internet connection to import music and video online. They also needed the Wi-Fi and/or internet connection to download Prezi.           
English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University Feti Fahmimroah; Maria Teodora Ping; Iwan Setiawan
Script Journal: Journal of Linguistics and English Teaching Vol. 2 No. 1 (2017): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (793.328 KB) | DOI: 10.24903/sj.v2i1.68

Abstract

This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.
Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability Andi Asrifan; Iwan Setiawan; Maria Teodora Ping; Syamdianita Syamdianita; Nur Fadillah Nurchalis
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 2 (2022): October
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.v7i2.1096

Abstract

Background: Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country. Methodology: This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children. Findings: The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity. Conclusion: This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability. Originality: The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.
Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers Effendi Limbong; Iwan Setiawan; Amy Hamilton
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): 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.v9i1.1524

Abstract

Background: This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums. Methodology: Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings. Findings: The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources. Conclusion: The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices. Originality: This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraints
Co-Authors Akhmad Heriyadi Amy Hamilton Aridah Aridah Asrifan, Andi Bibit Suhatmady Budi Rachmadani Dyah Sunggingwati Dzul Rachman, Dzul Effendi Limbong Febiyani Feti Fahmimroah Ichi Ahada Maria Teodora Ping, Maria Teodora Nurchalis, Nur Fadillah Rahmaniah Sabarinah Siti Hardiyanti Fatimah Syamdianita Syamdianita, Syamdianita Vita Andini