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All Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature
Ventje Kalukar
Universitas Mulawarman
Languange, Linguistic, Communication & Media

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The Instructional Media Criteria In English Learning Videos On The Ruang Guru Youtube Channel Rusmadi Rusmadi; Ventje Kalukar; Anjar Dwi Astuti
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.918 KB) | DOI: 10.30872/e3l.v4i1.1905

Abstract

This study focused on three English learning videos on the Ruang Guru Bimbel Online No. 1 YouTube channel. The design of this research is descriptive qualitative. The subjects of this study were three videos from the Ruang Guru Bimbel Online No. 1 YouTube channel which discusses the expression material for junior high school, as well as the responses from viewers in the three videos. This study used a checklist observation sheet and viewers' comments as documents to collect data. Researchers used a checklist of instructional video criteria adapted from Dimas, et al. (2018) to determine the criteria applied by the Ruang Guru Bimbel Online No. 1 YouTube channel. The researcher also used viewers' comments to find out the audience's response to the instructional video. The researcher found that the videos from the Ruang Guru Bimbel Online No.1 YouTube channel is a useful video and the content already contains a learning model that is in accordance with the 2013 curriculum, and also there is no gender discrimination in the videos which are in accordance with the first criterion, namely content. then there is a motivating introduction, detailed information to be understood, suggested methods that can be used by teachers, can be used as teacher reflections, activities that can encourage active learning, and the audio-visual quality is quite clear which is in accordance with the second and third criteria, namely instructional plans, and technical production. On the fourth criterion, which is included supplement materials, the researcher did not find any supplemental materials from the videos. Then most of the responses found from viewers lead to positive responses to the Integration into the Learning Environment on the Instructional Plan criteria, where viewers think these videos can be used as independent learning or in class. As for the negative response aimed at audio quality in the Technical Production criteria, the viewers felt that the teacher was still lacking in the pronunciation aspect.
Students’ Anxiety in Speaking English of The 10th Grade at SMA Negeri 16 Samarinda Chyntia Tri Rahayu; Rahmat Soe'oed; Ventje Kalukar
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.v2i1.1988

Abstract

Anxiety in speaking English is one of the affective factors that can influence language learning negatively. This study focused on exploring students’ anxiety of the 10th grade students at SMA Negeri 16 Samarinda, for investigating the speaking anxiety of the types, causes, and students’ strategies to overcome their anxiety in speaking English. This study utilized a case study, qualitative research design. The research subjects of this study were four students who categorized as high and moderate anxiety. The data were obtained from classroom observation and interviews. The data were transcribed and triangulated by using data triangulation. The result of the study revealed that one male student was categorized as high speaking anxiety experienced with trait anxiety. While the other male students was categorized as moderate speaking anxiety experienced with state anxiety. The two female students also experienced with state anxiety. The cause of these anxiety that experienced by student who has a type of trait anxiety was because of not accustomed to speaking or interacting with other people in the form of oral communication both in English and Indonesian. While the causes of anxiety experienced by students who has a type of state anxiety was due to fear of negative reaction like being laughed at and feeling nervous and shyness because they are not confidence when speaking English in front of the class. The lack of knowledge and vocabulary mastery, and dislike of English lesson possessed also caused anxiety in speaking in English experienced by four participants. To overcome the causes of speaking anxiety, the students use preparation, avoided eye contact, expresive reactions, and positive thinking as their strategies.
An Analysis of Grammatical Errors in Writing Thesis Proposal of English Department Students in Mulawarman University in the Academic Year 2018/2019 Lidya Ayu Permatasari; Ventje Kalukar; Ida Wardani
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.v2i2.1994

Abstract

The purposes of the study were (1) To find out the types of grammatical error made by English Department students in writing thesis proposal and (2) To know the most dominant grammatical error made by English Department students in writing thesis proposal. The subjects of this study were the eighth semester students of English Department. The researcher used the students’ thesis proposals as the instrument which had a total of 20 thesis proposals. The data was collected through quantitaive-qualitative methods. Therefore, this study used document analysis. The findings showed that the students of English Department made errors in singular-plural noun, word form, subject-verb agreement, verb tense, and verb form in writing thesis proposal. There were 47 errors in singular-plural noun or 12.46%, 3 errors in word form or 0.80%, 238 errors in subject-verb agreement or 63.12%, 58 errors in verb tense or 15.39%, and 31 errors in verb form or 8.23%. Therefore, the most dominant error that the students made was subject-verb agreement (238 errors or 63.12%).
Co-Authors Chyntia Tri Rahayu Ida Wardani Lidya Ayu Permatasari Rahmat Soe'oed Rusmadi Rusmadi