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All Journal Journal of English Language and Pedagogy Borneo Educational Journal (Borju) DINAMIKA ILMU: Jurnal Pendidikan Jurnal Abdimas Mahakam Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
Sukaena
Universitas Widya Gama Mahakam Samarinda
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students' attitudes on electronic English learning Dedi Rahman Nur; Yosieka Maharani Maharani; Sukaena Sukaena
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7207

Abstract

Abstract: Along with the development of technology in various aspects of life, it makes technology have a big impact and influence in today's life. In educational sector, one of the roles of technology in learning activities is to support the learning activities become easier to accomplished and interesting. One of the developments of technology in education sector is e-learning. E-learning may be an option to be used on class as a learning tool. Especially, on English subject when some students may find it difficult then e-learning could be their alternative to learn English the significance of this study for find out the students’ perspective regarding e-learning in English subject. The data was conducted by distributing questionnaire to students. The study conducted in Bunga Bangsa Islamic Junior High School involving 56 students. Questionnaire was used as an instrument to collect the data which score analyzed based on the mean score. The result showed that students have positive attitudes toward e-learning. In terms of students’ attitudes, it is found that students have positive attitudes toward e-learning since they found e-learning is appropriate to use, effective, and excellent technique to help them learning English.  Keywords: attitudes, belief, e-learning.
Implementasi Diamond Open Access sebagai Solusi Inklusif dalam Diseminasi Publikasi Ilmiah di Indonesia Arbain; Dedi Rahman Nur; Sukaena; Farhan Alfarizsy; Ibtisam Fairusy Alsendia
Jurnal Abdimas Mahakam Vol. 9 No. 02 (2025): Juli
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jam.v9i02.3618

Abstract

Jurnal sebagai wadah publikasi merupakan salah satu sarana bagi peneliti dan dosen untuk menyebarluaskan karyanya. Namun demikian, seringkali dosen harus mengeluarkan biaya yang besar untuk mempublikasikan naskahnya untuk terbit pada jurnal. Pengabdian masyarakat ini bertujuan untuk menyampaikan implementasi Diamond Open Access yang digagas oleh UNESCO di Indonesia. Pengumpulan data dilakukan melalui studi literature serta basis data pemerintah seperti Arjuna dan SINTA. Penyampaian pengabdian masyarakat ini dilaksanakan di Cape Town, Afrika Selatan pada 8-15 Desember kepada berbagai organisasi terkait jurnal seperti Redalyc, science Europe. Hasil dari kegiatan ini berupa informasi pentingnya Diamond Open Access jurnal di Indonesia untuk penyebarluasan ilmu pengetahuan serta pembiayaan yang tidak memberatkan penulis. Pengabdian ini juga merekomendasikan pentingnya penerbit untuk menjaga kualitas jurnal yang dikelolanya serta berupaya untuk melakukan pembiayaan secara mandiri. Selain itu, pemerintah selaku pemangku kebijakan dapat menghibau dan menertibkan penerbit agar memberikan biaya yang wajar.
Emotions and Emotion Regulation in Indonesian Islamic Schools: A Qualitative Phenomenological Study of EFL Students’ Lived Experiences across Intercultural Contexts Ariyanti Ariyanti; Sukaena Sukaena; Muhammad Bayu Pratama; Agnes Veronika; Fahrus Zaman Fadhly; Diana Rozelin
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12944

Abstract

Emotions matter in English as a Foreign Language (EFL) learning because they shape how students participate, persist, and respond to classroom demands. Although emotion regulation has received growing attention in language education, little is known about how students in Indonesian Islamic schools describe and manage their emotions in everyday English lessons. This gap is important. When models developed mainly in Western psychological traditions are applied without cultural reading, students’ silence, hesitation, or restraint can easily be mistaken for low motivation or weak ability. In an Islamic-Indonesian school context, the same responses may also be connected with patience, modesty, face-saving, respect for others, or the wish to keep classroom harmony. Using a qualitative phenomenological design, this study explored the emotional experiences and emotion regulation strategies of 67 students from two Islamic high schools in East Kalimantan, Indonesia. Data were gathered through open-ended questionnaires and two focus group discussions involving 20 selected students, and were analysed thematically. The findings show three intertwined emotional patterns: enjoyment, confidence, and motivation; anxiety, confusion, boredom, and fear of making mistakes; and fluctuating or neutral emotional states. Students most often used cognitive reappraisal (n = 25) and expressive suppression (n = 13), but they also reported more practical strategies, including deep breathing, peer talk, goal reminders, resting, drawing, asking questions, and silent self-composure. These findings suggest that emotion regulation in Islamic EFL classrooms is not only an individual cognitive process. It is also embodied, social, and shaped by local cultural expectations. The study therefore calls for EFL classrooms where teachers read students’ silence and hesitation carefully, reduce the social risk of error, and support emotional well-being through culturally responsive pedagogy.
Enhancing Students’ Critical Reading Skills through Global News Analysis Model (GNAM) in English for International Relations Contexts Akhmad Heriyadi; Dedi Rahman Nur; Abdul Rohman; Sukaena Sukaena; Shorea Helminasari; Annisa Rohmah; Yasmin Auliasari; Indah Farma Pasaribu; Maria Goretti Adella Kornelia Yulianti Hiping
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2349

Abstract

Critical reading is a core academic competence for International Relations students who regularly engage with global news texts. Such texts frequently embed ideological framing, selective evidence, and political agendas that require analytical interpretation. This study examines students’ self-perceived critical reading competence after instruction using the Global News Analysis Model (GNAM). It also explores students’ perceptions of GNAM’s effectiveness and identifies instructional components perceived as most influential. A quantitative descriptive survey was conducted with 72 International Relations students who completed GNAM-based learning activities. Data were collected using a validated questionnaire with a five-point Likert scale. Reliability analysis showed strong internal consistency (Cronbach’s Alpha = 0.88). Results indicate moderate to high perceived critical reading competence, with the strongest confidence in identifying main claims (M = 4.12, SD = 0.54) and the weakest in detecting media bias and framing (M = 3.31, SD = 0.73). GNAM was perceived as effective overall (M = 4.07, SD = 0.45), particularly in comparative media analysis (M = 4.26, SD = 0.49). The findings suggest that GNAM supports students’ analytical awareness of global news, although deeper ideological evaluation remains challenging.
Asynchronous Online Community Engagement for Developing Intensive Reading Skills Using a Prototype LMS and Adapted Literary Texts Dedi Rahman Nur; Arbain Arbain; Godefridus Bali Geroda; Hanita Hanita; Sukaena Sukaena; Akhmad Heriyadi; Indah Farma Pasaribu; Maria Goretti Adella Kornelia Yulianti Hiping; Yasmin Auliasari; Annisa Rohmah
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v9i12026p56-64

Abstract

This community service initiative investigated the implementation of an asynchronous Learning Management System to enhance intensive reading abilities in English language learners. The platform, available at https://publicmodul.my.canva.site/checkreading1 , was developed as a prototype Learning Management System (LMS) to evaluate instructional viability, learner engagement, and the effectiveness of modular delivery in a flexible online setting. The program took place from January 2026 and was structured into six consecutive modules addressing skimming, scanning, primary concept identification, cohesiveness, inference, and tone analysis. Participants engaged in self-directed learning activities, contributed to asynchronous discussion forums, and assembled documentation of their progress via organized reading portfolios. The evaluation utilized LMS activity logs, task completion trends, and qualitative reflections submitted by participants during the training. The results indicate a progressive transformation in reading habits. Numerous learners seemed to diminish word-by-word processing and commenced utilizing more deliberate tactics, especially in skimming and scanning activities. Enhancements in cohesion awareness were also seen in subsequent entries. Inference and tone interpretation continued to be challenging, while portfolio entries suggest developing progress backed by textual rationale. The LMS operated dependably as a prototype for pilot use, although it exposed multiple opportunities for usability enhancement. The results suggest that an asynchronous, community-focused paradigm demonstrates potential for facilitating flexible reading development, while specific enhancements are necessary prior to broader implementation.
Co-Authors Abdul Rohman Agnes Veronika Akhmad Heriyadi Annisa Rohmah arbain arbain Ariyanti Dedi Rahman Nur Diana Rozelin Fahrus Zaman Fadhly Farhan Alfarizsy Godefridus Bali Geroda Hanita Hanita Ibtisam Fairusy Alsendia Indah Farma Pasaribu Maria Goretti Adella Kornelia Yulianti Hiping Muhammad Bayu Pratama Shorea Helminasari Yasmin Auliasari Yosieka Maharani Maharani