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All Journal Journal on English as a Foreign Language (JEFL) Ganaya: Jurnal Ilmu Sosial dan Humaniora Borneo Educational Journal (Borju) Jurnal Cahaya Mandalika Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education E3L : Journal of English Laguange Teaching, Linguistics and Literature Indonesian Journal of English Language Teaching and Applied Linguistics
Yuni Utami Asih, Yuni Utami
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Corpus-Based Analysis of Word 'Ghost' in the Collection of Kenyah Stories Syarifah, Laily; Febiyani, Febiyani; Anjani, Novira; Munawarah, Siti; Putri, Jairatunnisyah Jaidun; Asih, Yuni Utami; Kalukar, Ventje Jany
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(1), May 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i1.741

Abstract

To illustrate the concept of ghosts, this research aimed to explain how they were described in Ã`ma Lóngh and Lebu’ Kulit language, the collection of Dayak Kenyah short stories. This research employed a descriptive qualitative method based on figurative language personification theory. Data analysis is conducted using corpus analysis with the AntConc application. This research concluded that there are four categories that employ personification in relation to the term 'ghost' namely the ghosts act like human, the ghosts being described as dying like humans, ghosts can transform into other forms and ghosts being described as animals. The use of personification in these stories allows readers to relate to and believe in the ghost, enhancing the drama and suspense of the story. The ghosts in this research were only described using personification. Further research might investigate ghosts through different theories to see how their appearance can contribute to certain meanings in the stories.
Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program Nurfitriana, Latifah; Ping, Maria Teodora; Asih, Yuni Utami
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8892

Abstract

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education
Addressing the Gap in Reflective Teaching Practices: A Case Study of an English Lecturer in Non-English Major Hasanah, Eni Uswatun; Suhatmady, Bibit; Asih, Yuni Utami; Kalukar, Ventje Jany; Iswari, Weningtyas Parama; Ping, Maria Teodora
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.v7i1.1975

Abstract

This study explores the implementation of reflective teaching practices by an English lecturer instructing non-English major students and examines its contributions to professional development and classroom engagement. Reflective teaching involves a continuous cycle of self-assessment, adaptation, and improvement, which enables educators to refine their teaching methodologies to better meet students' needs. Using a qualitative case study approach, this research employed multiple data collection methods, including reflective journals, semi-structured interviews with the lecturer and students, and non-participant classroom observations. The findings indicate that reflective teaching significantly enhances lecturer self-awareness, fostering a more adaptive, student-centered instructional approach. By regularly analyzing his teaching methods and incorporating student feedback, the lecturer was able to create a more engaging and inclusive learning environment. Students reported increased motivation, participation, and comprehension as a result of these pedagogical adjustments. Even though the study found some benefits, it also found some problems that can make it hard to use reflective practices consistently. These problems include a lack of time and too much administrative work that should be done by the lecturer. The research underscores the importance of integrating reflective teaching into professional development programs to promote a culture of continuous learning among educators. Additionally, it highlights the need for further studies involving diverse educational settings to explore the long-term impacts of reflective teaching on both instructors and students. By addressing these gaps, future research can contribute to the development of more effective and sustainable approaches for incorporating reflection into higher education teaching practices
EFL Learners’ Self-Efficacy and Learning Strategies in The Learning English Ailla Mahani Fadya Haya S; Rusmawaty, Desi; Asih, Yuni Utami
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): 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.v6i2.2693

Abstract

The purposes of this research were (1) to investigate the self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (2) to investigate the kind of learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (3) to investigate the correlation between self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda. This research utilized correlation research. The researcher took 100 students in sixth semester at English Education Department of Mulawarman University of Samarinda as the sample in this research. The researcher used a questionnaire as an instrument in this research. The result of this research showed that most of students or 73 (73%) of students had High criteria of self efficacy in learning English speaking. While 8 (8%) of the students had Highest criteria. Therefore, 18 (18%) of the students had Average criteria. Then, one of the students (1%) had lowest criteria. In addition, no one had low criteria. It means that most of the students had High level of self efficacy in learning English speaking. According to result of spearman correlation, the correlation coefficient obtained was 0.167, which means that correlation between learning strategies and self-efficacy have a week correlation, it can be concluded that the relationship between learning strategies and self-efficacy were extremely weak. This also evidenced by the significant value of spearman correlation obtained 0.098 was higher than 0.05 which means that there is no significant correlation between learning strategies and self-efficacy of EFL Learners in English at English Education Department of Mulawarman University of Samarinda.
Exploring The Association Between Learners' Academic Self-Concept and Academic Achievement In The English Subject Soru, Maria Zefanya Tessera; Asih, Yuni Utami; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic achievement is significantly influenced by the cognitive and emotional involvement of students in their learning experiences, which are motivated by factors including academic self-concept. The purpose of this study is to elaborate the significant association of learners’ academic self-concept and academic achievement in the English subject. This research used quantitative data approach and analysis of Product-Moment according to Karl Pearson. There were two variables, namely academic self-concept (X), and Academic achievement (Y). There were 177 samples of this research out of 317 population gotten from simple random sampling. The value of the correlation between academic self-concept and academic achievement was 0.646 r-table (0.001) and the p-value was 0.001 lower than the significance level 0.05. Academic Self-Concept was in the high category because 68% out of samples got 67-82 and categorized as the high. More than 80% samples got scores 70-100 and the Academic Achievement categorized as the very high achievement. There was a significant positive correlation in a strong category between academic self-concept and academic achievement. It is because the higher and lower the score of Academic Self-Concept, the higher and lower the score of Academic Achievement and vice versa.
TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) PERCEPTIONS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN SAMARINDA Rifki Fadila; Sucahyo, Didik; Asih, Yuni Utami
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): 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.v6i2.3212

Abstract

Technological Pedagogical Content Knowledge (TPACK) competency is a relevant competency that teachers must have in line with the 4.0 era where technological developments are very necessary. This research aims to find out how Technological Pedagogical Content Knowledge (TPACK) perception of junior high school English Teachers in Samarinda and find out whether there are differences in the TPACK perception on factors of gender, age and teaching experience. The sample of study was 42 teachers who were willing to fill out the questionnaire on the distributed Google Form. The results of this research were that the highest TPACK perception was in the Content Knowledge component at 77.98% and the lowest was in the TPK component at 70.12%. The results of this research show that there are no differences in perception based on gender, age, or teaching experience where the Sig (2-tailed) value is> 0.05 so there is no difference in three factors.
Pre-Service Teachers’ Performance in Applying the ARCS Model on Technology in Education Course Rahmawati, Suji; Sucahyo, Didik; Asih, Yuni Utami
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.v7i1.3239

Abstract

This study aimed to find: (1) to elaborate pre-service teachers’ performance in applying the ARCS model on technology in education course; (2) to elaborate pre-service teachers’ difficulties and solution in integrating ARCS to technology in education. The Attention, Relevance, Confidence, Satisfaction (ARCS) model is an instructional design framework developed by Keller (2010), the model focuses on strategies to motivate and engage learners in the educational process. This study used a case study with qualitative approach. In this study, the participants were three student-teachers of English Education Department at who met the criteria. The data of this research were collected through interviews and analyzed by using Thematic Analysis adopted from Braun & Clarke (2006). The researcher found that the pre-service teachers in the Technology in Education course relatively had good knowledge of ARCS components. It was concluded that most of the pre-service teachers were able to integrate the core components of ARCS. Some of The EFL pre-service teachers taught their content lesson effectively by using ARCS instructional models with specific technology strategies. The result also showed that various difficulties were faced by the pre-service teachers in integrating ARCS to Technology in Education course. The difficulties were from designing the content, translating the material to media, choosing the suitable template, making the material relevance, and set learning objective. To overcome the difficulties, the pre-service teachers looked for the example, making the outline, and also making careful planning in translating the material.
A STUDY OF STUDENTS' SPEAKING DIFFICULTIES AT ENGLISH CLUB SMA NEGERI 7 SAMARINDA Setyaning, Aida Qoir; Ping, Phil Maria T; Asih, Yuni Utami
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.v7i1.4726

Abstract

This study aimed to investigate students’ speaking difficulties and the reasons behind the difficulties. This qualitative case study gathered data through speaking task assessment, questionnaire, and semi-structured interview which analyzed thematically from English Club in SMA Negeri 7 Samarinda in the academic year of 2024 who were selected based on the 3 lowest score of the questionnaire. Additionally, students’ speaking difficulties in speaking were categorized into shyness and inhibition, low participation of individuals, finding things to say, and L1 use, meanwhile the reasons behind students’ speaking difficulties were categorized as psychological factors, linguistic factors, and lack of practice factors based on some theories. The result showed that English Club students experienced some difficulties in speaking, such as overuse of L1, confused in finding things to say, shyness and inhibition, and low participation of individuals. This study also found out that the possible reasons behind the difficulties were from linguistic factors: lack of vocabularies, lack of pronunciation, and lack of grammar. Moreover, psychological factors which related to fear of making mistakes, self- confidence, and language anxiety also contributed to the difficulties with the lack opportunities to practice inside and outside the class. Hence, English Club students were still lack of linguistical features in speaking which also affect their psychological and became hesitate to speak in English Club meetings.
Bridging the Gap: Academic and Social Challenges of First Year Out-of- Town English Students at Mulawarman University Mukhtasyar, Mukhtasyar Al Hazami; Asih, Yuni Utami; Aridah
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2083

Abstract

This study aims to investigate the academic and social challenges faced by new students in the English education, study program at Mulawarman University Who come from outside the city. This study uses a qualitative case study design with four participants who had the lowest GPA in the last semester. Data were collected through Semi-structured interviews and analyzed using thematic analysis. The results of the study show, remained these academic challenges Social Challenges and strategies for overcoming these challenges. Academic challenges include time management in dealing with heavy workloads and difficulties in understanding English-based learning. Social challenges include homesickness, lack of confidence, and difficulties in social adaptation. Despite facing various obstacles. students implemented several strategies, such as asking for help from Friends, joining campus, organizations, and Independent Learning This study emphasizes, the importance of Campus, support systems, in helping new students from outside the region, adapt and succeed academically. And socially These findings can serve as input for lecturers, program administrators and campus officials in designing orientation programs, and students Support Services.
Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT Maesaroh, Dwi Titi; Susilo, Susilo; Aridah, Aridah; Iswari, Weningtyas Parama; Asih, Yuni Utami; Suhatmady, Bibit
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.11513

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.
Co-Authors Ailla Mahani Fadya Haya S Anjani, Novira Aridah Aridah, Aridah Bibit Suhatmady Fauzi, Khozin Febiyani, Febiyani Gita, Gita Rininta Hariadi, Rizki Hasanah, Eni Uswatun Hermagustiana, Istanti Iwan Setiawan Kalukar, Ventje Jany Limbong, Effendi Maesaroh, Dwi Titi Maria Teodora Ping, Maria Teodora Mukhtasyar, Mukhtasyar Al Hazami Munawarah, Siti Nurfitriana, Latifah Ping, Phil Maria T Putri, Jairatunnisyah Jaidun Rahmawati, Suji Rifki Fadila Rijamil, Safira Amru Rusmawaty, Desi Setyaning, Aida Qoir Soru, Maria Zefanya Tessera Sucahyo, Didik Sufanlay, Endra Susilo Susilo Syarifah, Laily Wardani, Ida Weningtyas Parama Iswari, Weningtyas Parama