Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Widia Anggraeny Suharno
Mulawarman University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Implementing Self-created Media in Online Teaching by English Pre-service Teacher of English Language Education at Mulawarman University Widia Anggraeny Suharno
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 1 (2022): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v2i1.820

Abstract

English pre-service teachers at Mulawarman University had to implement instructional media in online teaching practice. As a result, the researcher was keen on researching the pre-service teacher's experience, difficulties, and the way the-preservice teacher overcame the difficulties in implementing self-created media in online teaching practice. The purposes of this study were (1) To explore the way English pre-service teacher implemented self-created media in online teaching practice; (2) To know difficulties faced by English pre-service teacher in online teaching practice; (3) To examine the way English pre-service teacher overcame the difficulties in online teaching practice. The design of the study was a qualitative research approach. The research participant was the seventh semester of English pre-service teacher at Mulawarman University. In collecting data, the researcher used interview, document, and observation. In analyzing the data, the researcher used Miles, Huberman, & Saldaña’s flow model of analysis that consists of data collection, data condensation, data display, and conclusion drawing and verification. This study showed that the pre-service teacher had to design the lesson plan, design the instructional video, use Google Meet as the platform for synchronous meeting, and implement the lesson plan in online teaching, which included pre-teaching, whilst-teaching, and post-teaching. The difficulties were related to a technical problem and a pedagogical problem. To overcome the difficulties, the pre-service teacher summarized the material during the online meeting and gave it to the students who could not join the class.
An EFL Teacher's Perspective on The Implementation of Formative Assessment Ismi Reza Karomah Karomah; Istanti Hermagustiana; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): 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.v9i1.6714

Abstract

This research explored the perspectives of an English as a Foreign Language (EFL) teacher regarding the implementation of formative assessment in teaching-learning activities in the classroom. This research also identified the personal and contextual factors that influenced the teacher’s perspectives. The subject of this research was a teacher from SMPN 17 Balikpapan who had an undergraduate educational background, had completed a teaching certificate program, and had implemented formative assessment for more than two years. This research used a qualitative case study design as its approach. The data were gathered through semi-structured interviews, classroom observations, and document analysis. Methodological triangulation was used to validate the data by cross-checking the interview transcripts, observations, and document analysis results. The findings revealed that the EFL teacher was proactive in viewing formative assessment as an ongoing evaluation process and was aware of the importance of its function, which extended beyond an administrative requirement to helping students achieve learning objectives. Since students were placed at the center of the learning activities, formative assessment functioned as a compass to determine whether the learning process followed the lesson plan, required adjustments, or needed to be changed entirely. This perspective was shaped by personal factors, such as the teacher’s educational background, beliefs, and attitudes, as well as contextual factors, including the school environment, working conditions, and students’ characteristics.
The Exploring the Use of ChatGPT on EFL Students' Writing Anxiety at Mulawarman University misel misi; Desy Rusmawaty; Ichi Ahada; Widia Anggraeny Suharno
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): 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.v9i1.6773

Abstract

This study aims to identify the writing anxiety levels, to explore students experiences the use of ChatGPT in supporting their writing and to examine students’ perceptions of the role ChatGPT in reducing writing anxiety at Mulawarman University. This research employed a qualitative case study design involving six final-year students selected through purposive sampling. Data were collected using a questionnaire (SLWAI) by Cheng 2004 and semi-structured interviews, then analyzed using thematic analysis. Thematic analysis of the interview data identified three major themes: The analysis generated three major themes: students’ writing anxiety levels, students’ experiences using ChatGPT in supporting writing, and ChatGPT’s role in reducing writing anxiety. The findings revealed that the majority of students experienced high levels of writing anxiety (69.2%), followed by moderate (25.6%) and low anxiety (6.4%), indicating that writing in English remains a significant challenge. In terms of learning experiences, students reported using ChatGPT for brainstorming ideas, correcting grammar, enhancing vocabulary, and receiving immediate feedback on their writing. Furthermore, ChatGPT was perceived as an effective tool in reducing writing anxiety by lowering students’ fear of making mistakes, increasing their confidence, and improving their motivation to complete writing tasks.These findings suggest that ChatGPT not only functions as a writing support tool but also serves as a psychological aid that helps students manage anxiety and engage more actively in the writing process. Keywords: Writing Anxiety, ChatGPT, EFL Students.
Co-Authors Ichi Ahada Ismi Reza Karomah Karomah Istanti Hermagustiana misel misi