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All Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature
Maria Theodora Ping
Universitas Mulawarman
Languange, Linguistic, Communication & Media

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A Case Study: The Use Of Translanguaging In The Form Of Lecturer-Directed Translanguaging Of English Department Class Of Mulawarman University Eirene Letarina; Maria Theodora Ping; Yuni Utami Asih
E3L: Journal of English Teaching, Linguistic, and Literature Vol 5 No 2 (2022): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (664.076 KB) | DOI: 10.30872/e3l.v5i2.1417

Abstract

This study aimed to find the translanguaging practice during the teaching and learning process in the online environment class and the factors behind the existence of lecturer‟s translanguaging in the teaching and learning process in the online class. The current study used case study research design under a qualitative approach. This study observed and interviewed a lecturer in English Department at Mulawarman University to collect the data. The data analysis method employed was qualitative content analysis. The current study revealed target language is still the dominant language that appeared in the virtual class. In addition, the lecturer‟s translanguaging appeared in content/language explanation, especially in explaining pronunciation, grammar, vocabulary or difficult terms; drawing attention and comprehension checking; instruction reinforcement. This study also found that translanguaging is used as material sources that created multimodal and multilingual learning. Translanguaging occurred in the virtual class because of four factors: familiarity/friendliness with the students, attitudes and emotions of the speaker, purpose of the message is more important than the language, habit or usual manner of behavior. The current study found that translanguaging has positive values where the lecturer used translanguaging as assistance to make sure the message gets across. Therefore, educators may want to consider allowing the class to translanguage during the teaching and learning process.
The Correlation Between Students’ Autonomy and Motivation of Third Semester English Department Sigit Nugroho; Masrur Yahya; Maria Theodora Ping
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1987

Abstract

The purpose of this study was to find out the relationship between autonomy and intrinsic motivation of the third semester students of English Department of Mulawarman University academic year 2019/2020. The design of this study was correlational design within quantitative approach. The sample of this study was 73 Third Semester students of English Department of Mulawarman University in academic year 2019/2020. The autonomy questionnaire was adapted from Lin & Reinders (2017) and motivation questionnaire was adapted from Gardner (1985). The data of this study were analyzed using Pearson Product Moment Formula. The data analysis result of autonomy questionnaire showed that third semester English Department students’ autonomy level was 0.392 (M=3.92) and deemed as ‘approaching autonomy’. This result implied that participants had sufficient knowledge and supporting factors to increase their autonomy in learning but not in high rate. The data analysis for the motivation subscale showed that the mean score of students’ motivation was 0.407 (M=4.07), which is considered as high degree of motivation. It can be inferred that the participants had high level of integrative and instrumental motivation. The result of the Pearson Product Formula (0.378) showed that there was a positive and low correlation. Positive correlation means there is a positive relationship between variable as both variables tend to increase or decrease linearly together. This means Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. This result meant that students’ autonomy and motivation can be increased positively in linear manner. However, the correlation is not high since there are many other factors which has relationship with the development of autonomy and motivation
The Relation between Reading Habit and Vocabulary Size of Seventh Semester English Department Students of Mulawarman University Rizal Nor Wahit; Maria Theodora Ping; Bibit Suhatmady
E3L: Journal of English Teaching, Linguistic, 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.v2i2.1992

Abstract

The purposes of the study were: (1) To find out seventh semester English Department students’ reading habit. (2) To find out seventh semester English Department students’ vocabulary size. (3) To find out the relationship between students’ reading habit and vocabulary size. The design of this study was correlational research design using quantitative approach. The population of this study was the seventh semester English Department students of Mulawarman University in the Academic Year 2018/2019 with the total sample of 50 students. The instruments used for the study were Reading Habit Questionnaire and Vocabulary Size Test. The time for collecting the data was different for each instrument in order to avoid errors or undesired results. Then, the researcher correlated the data using Pearson Product Moment Correlation formula in SPSS. This study showed three findings. First, it was found that the mean score of the reading habit questionnaire was 49.7, meaning that the students’ reading habit was classified as moderate. Second, it was found that the mean score of the vocabulary size test was 7968, meaning that the students’ vocabulary size fell in the category of Mid-Frequency level. Third, after analyzing the data using Pearson Product Moment formula, the researcher found that reading habit and vocabulary size had a positive, yet “very low” correlation (with rcomputed = 0.188). Having positive “very low” correlation means that both the variables had the tendency of getting similar results, but then the tendency was weak. In other words, this means that students who got high score in their reading habit did not automatically get high score in the vocabulary size test, and vice versa. However, there might be some factors affecting the findings of the study. Therefore, further investigation on which other factors might affect reading habit and its relation with vocabulary size should be done in the future.
Co-Authors Asih, Yuni Utami Bibit Suhatmady Eirene Letarina Rizal Nor Wahit Sigit Nugroho Yahya, Masrur