Article Per Year (5 Year)
p-Index From 2021 - 2026
2.488
P-Index
This Author published in this journals
All Journal Script Journal: Journal of Linguistic and English Teaching Globish: An English-Indonesian Journal for English, Education, and Culture IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Jounal of Education and Teaching (JET) Borneo Educational Journal (Borju) TRANS-KATA: Journal of Language, Literature, Culture, and Education Frasa: English Education and Literature Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature Prosiding Seminar Nasional Sastra, Bahasa, dan Seni (Sesanti) Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Iwan Setiawan
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
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.
Students’ Behavioral Engagement and Overreliance on Grammarly Feedback: A Narrative Inquiry Syarifah Nur Aminah; Aridah Aridah; Iwan Setiawan; Maria Teodora Ping
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 6 No. 1 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v6i1.182

Abstract

Grammarly is a platform that enables automated feedback, such as paraphrasing, improving sentence structure, and grammar checking, to help students produce more accurate writing. Despite its usefulness, concerns exist about its potential to cause overreliance, especially among long-term users. However, limited research has examined how upper-intermediate students behaviorally engage with Grammarly. This study addresses the gap by exploring students’ behavioral engagement and examining whether it serves as a helpful tool or a source of overreliance. Using qualitative methods with a narrative inquiry design to collect responses, data were collected through in-depth interviews with three purposely selected participants who used Grammarly in the long term and were enrolled in an Advanced Writing class from Mulawarman University. Thematic analysis was used to identify themes by coding and comparing participants' narratives. This study found that students accepted feedback on clarity, grammar, and spelling, but often rejected unclear feedback. Their revision strategies involved several other platforms. Despite its benefits, students felt unsure about submitting their assignments without Grammarly checking, which indicates overreliance. This study highlights the need for students and educators to critically use Grammarly as a platform or a helpful tool to foster teaching effectiveness and the development of students' independent writing skills.
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Dewi Nurlyan Purwita; Bibit Suhatmady; Iwan Setiawan; Weningtyas Parama Iswari; Effendi Limbong; Ichi Ahada; Leilanie B. Queja
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): 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.v10i1.2032

Abstract

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.
The Experience of EFL Pre-service teachers in Creating Multimedia of PACIFIC Through TPACK Framework on Technology in Education Course Academic Year 2018/2019 Sabarinah; Effendi Limbong; Iwan Setiawan
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 2 No. 2 (2019): 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.v2i2.1993

Abstract

The purposes of this study were to find the EFL pre-service teachers' experience, obstacle and solution in creating multimedia of PACIFIC through TPACK framework. The design of this study was a qualitative case study that aimed to interpret the phenomenon that happened about the experience of pre-service teachers in creating multimedia of PACIFIC through TPACK framework. This study used semi-structured interview, direct observation and the video project of PACIFIC as the document. Research participants were selected using purposive sampling. The participants of this study focus group discussion. The researcher found that the pre-service teachers already knew the software of PACIFIC but they did not know how to use the software of PACIFIC except PowerPoint. In creating multimedia of PACIFIC pre-service teachers need to design the project then they did teaching practice in the class. According to those processes they faced several obstacles: for the first time met PACIFIC they did not know how to operate the features of the software, their confusion to determine the activities that appropriate to their topic and their nervousness when they did teaching process. Based on those obstacles they had their solutions: they used internet to search the tutorial how to use those software and they had Facebook group contains many information about those software, they considered the learning purposes, the context of students' level and they just pretended like they present the material in front of their friends.
Students’ Perception in Creating Multimedia with Paci Model through TPACK Framework In English Department Mulawarman Universitas Siti Hardiyanti Fatimah; Iwan Setiawan; Anjar Dwi Astuti
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.v1i2.2032

Abstract

The purpose of the study is to know the students' perception in creating multimedia with PACI model through TPACK framework. This research was conducted in English Department of Mulawarman University. The design of this study was qualitative study that it is purposed to illustrate students’ perception about creating multimedia with PACI model through TPACK framework
The CORRELATION BETWEEN LISTENING STRATEGIES UTILIZED BY UNIVERSITY STUDENTS IN LISTENING CLASS AND STUDENTS LISTENING COMPREHENSION : A STUDY OF ENGLISH DEPARTMENT STUDENTS AT ENGLISH STUDY PROGRAM OF MULAWARMAN UNIVERSITY Muhammad Serghei Valentino; Iwan Setiawan; Desy Rusmawaty
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 1 (2025): 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.v8i1.5132

Abstract

Valentino, Muhammad Serghei. 2025. The Correlation Between Listening Strategies Utilized by University Students in Listening Class and Students Listening Comprehension : a Study of English Department Student at English Study Program of Unmul. Thesis English Department, Faculty of Teacher Training and Education, Mulawarman University, Samarinda. Advisors: (1) Dr. Iwan Setiawan, M.Pd (2) Dr. Desy Rusmawaty, MA Listening strategies are a method that provide aid and assistance for learners and teachers to obtain and comprehend more information and knowledge during the learning process. This study aimed: (1) To identify listening strategies utilized by English Department Students during an English listening class at Mulawarman University English Department (2) To Identify of English department students' listening level at Mulawarman University English Department. (3) To Identify the correlation between listening strategies and listening comprehension. This study used quantitative research design by using questionnaire as instrument to obtain important data. The participants of this study were English Department students at Mulawarman University that were picked purposively by certain criteria. The result of this study indicated that all of the Selected participants from English department had utilized and applied three given listening strategies which were metacognitive, cognitive and socio-affective with cognitive strategy came as the most dominant method used during listening courses with 40% in the 7th semester, 45% in the 5th semester and 44% in the 3rd semester. Followed by metacognitive as the second most used with 40% in the 7th semester, 36% in the 5th semester and 35% in the 3rd semester. Socio affective as the least preferred strategy with 20% percentage in the 7th semester, 19% in the 5th semester and 21% in the 3rd semester. The result of this study also showed that the listening level of English department students of mulawarman university were at the good level of listening level classification with the score of 76.34. This finding indicates that these students in this level were capable of comprehending spoken language in general and have a moderate level of understanding. Lastly, this research also showed that there was a positive correlation between listening strategy and students’ listening comprehension with a value of (0.496) and the p-value of <0.001. The results indicated that the higher the application of listening strategy during listening course, the higher students’ comprehension level. It showed that listening strategies correlate with listening comprehension.
Indonesian EFL Students’ Views on Short-form Video Language Learning Muhammad Indra Fathanul Hafizh; Iwan Setiawan; Syamdianita Syamdianita; Ichi Ahada
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 1 (2025): 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.v8i1.5227

Abstract

This study explored how Indonesian EFL students with different levels of short-form video (SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily duration of English-language SFV usage. Data were collected through interviews, 7-day learning logs, and reflective journals. Findings indicated that all participants reported improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
The Use of Technology in EFL Assement Process at a Vocational High School in Samarinda Endra Sufanlay; Iwan Setiawan; Yuni Utami Asih; Bibit Suhatmady
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.v8i2.5271

Abstract

This study investigates the integration of technology in the English as a Foreign Language (EFL) assessment process at a Vocational High School in Samarinda. Although the role of technology in education is increasing, its application in EFL assessment is still minimal in this context. Using a qualitative approach, data were collected through interviews involving EFL teachers. There are three research questions underlying this study, the first is what are technology tools used in the EFL assessment process in a Vocational High School in Samarinda? the second is How is the technology used by the English Teachers of a Vocational High School in Samarinda? and the last is, What are the challenges in using technology for the EFL assessment process? This study reveals that English teachers at a Vocational High School in Samarinda have integrated various technological tools in EFL assessment, especially post-distance learning due to the COVID-19 pandemic. Tools such as Google Forms, Duolingo, Google Classroom, Quizizz, and Kahoot are widely used although most teachers have only acquired these skills through self-learning. The stages carried out by teachers in using digital technology tools in the assessment process are first preparation and drafting of online exam questions, second online assessment strategies and methods, third fraud monitoring and prevention, and finally exam materials and topics. The main challenges faced include limited internet access, unstable Wi-Fi networks in schools, and students' low digital literacy on the platforms used. Nevertheless, teachers are adapting and working towards effective assessment.
Teachers’ Perceptions of Digital Technology Use in English Language Learning During The Covid-19 Pandemic and in The Post-Pandemic Period Annisa Afrilianti; Hasbi Sjamsir; Iwan Setiawan; Didik Sucahyo; Bibit Suhatmady
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.v8i2.5298

Abstract

COVID-19 brings a deep impact on the field of education, especially by pushing the wide use of digital technology in learning. When face-to-face learning returned, it became important to see whether teachers’ experiences with technology during the pandemic affected their views and decisions about using technology after the pandemic. Many studies have looked at teachers’ views during and after the pandemic, but only a few have explored how English teachers view these experiences and how it influenced their decisions to keep or change their use of technology especially in schools located outside urban centers or in areas with limited resources. This research focused on exploring the views of English teachers on using digital technology during and after the COVID-19 pandemic at a semi-rural public Junior High School in East Kalimantan. This study used a descriptive qualitative method with in-depth interviews for data collection. The results showed that before the pandemic, most teachers only used technology as a supporting tool. After the pandemic ended and learning returned to the classroom, teachers tend to continue the use of technology because they found it helpful and had become accustomed to it, although the use of technology after pandemic less frequent compared to during the pandemic.
Exploring Students’ Preferences of the Differences between British & American English Abdul Muid; Iwan Setiawan; Bibit Suhatmady
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 13 No. 2 (2024): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v13i2.11641

Abstract

The differences between American and British English have drawn more attention in the continually changing field of English language instruction. This study aimed to investigate students' preferences regarding the distinctions between British and American English in terms of spelling and lexical usage. Conducted using a quantitative approach, the research involved administering a vocabulary test to 129 ninth-grade students in a private junior high school in Bontang. The findings indicated a prevalent inclination towards American English, with a majority of students showing a preference for American English spellings and terminologies over British English counterparts. Specifically, the data revealed that American English was mostly favored in 63.4% of the cases analyzed, highlighting the significant influence of American English on the linguistic choices of students. These results contribute to a better understanding of how language variations impact language preferences among students, shedding light on the dominance of American English in contemporary educational settings.
Co-Authors Abdul Muid Annisa Afrilianti Aridah Aridah Aridah Asih, Yuni Utami Asrifan, Andi Bibit Suhatmady Budi Rachmadani Dewi Nurlyan Purwita Didik Sucahyo Dyah Sunggingwati Dyah Sunggingwati Dzul Rachman, Dzul Effendi Limbong Endra Sufanlay Feti Fahmimroah Hasbi Sjamsir Ichi Ahada Ichi Ahada Ichi Ahada Istanti Hermagustiana Julwinda Julwinda Leilanie B. Queja Limbong, Effendi Maharani Illiyyin Zahra Maria Teodora Ping, Maria Teodora Muhammad Indra Fathanul Hafizh Muhammad Serghei Valentino Nana Asrianti Noor Rachmawaty Novira Anjani Nurchalis, Nur Fadillah Rahmaniah Sabarinah Siti Hardiyanti Fatimah Siti Nurul Jameaah Sunardi Sunardi Syamdianita Syamdianita, Syamdianita Syarifah Nur Aminah Ventje Jany Kalukar Ventje Jany Kalukar Vita Andini Weningtyas Parama Iswari