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<![CDATA[READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY ]]>
<![CDATA[Tanjung, Firima Zona]]>;
<![CDATA[Ridwan, Ridwan]]>;
<![CDATA[Gultom, Uli Agustina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve studentsâ reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014) and Chauhan and Lal (2012). The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program. DOI: doi.org/10.24071/llt.2017.200209]]>
<![CDATA[ANALISIS SARANA DAN PRASARANA SEKOLAH DASAR BERDASARKAN TINGKAT AKREDITASI DI KOTA TARAKAN ]]>
<![CDATA[Annisa, Muhsinah]]>;
<![CDATA[Tanjung, Firima Zona]]>;
<![CDATA[Ridwan, Ridwan]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v5i2.8934
<![CDATA[Tujuan penelitian ini adalah untuk mengidentifikasi sarana dan prasarana pendidikan sekolah dasar di Kota Tarakan berdasarkan tingkat akreditasinya dan menganalisis kesesuaiannya berdasarkan permen 24 tahun 2007. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif. Pengambilan sampel sekolah berdasarkan akreditasi sekolah, yaitu sekolah akreditasi A, B dan C, yaitu SDN 028 (Akreditasi A), SDN 013 Tarakan (Akreditasi B) dan SDN 021 Tarakan (Akreditasi C). Hasil yang diperoleh yaitu secara keseluruhan sarana prasarana di sekolah dasar layak, kesesuaian sarana prasarana sekolah dasar 80,9% untuk SDN 028 Tarakan (Akreditasi A), 78,7% untuk SDN 013 Tarakan (Akreditasi B) dan 55,3% untuk SDN 021 Tarakan (Akreditasi C) mengacu pada Peraturan Menteri Pendidikan Nasional Republik Indonesia no 24 tahun 2007 tentang Standar Sarana dan Prasarana untuk Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI), Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs), dan Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA).]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM IN INDONESIAN HIGHER EDUCATION CONTEXT ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[Indonesian university students are not well-familiar with language learning strategies (LLS) as they are dependent on their lecturers. This condition also gets worse because the students still have low level of proficiency although they have already been learning English for multiple years. There have been many researches on studentsâ LLS related to the four language skills and gender but there is a high need of studying the studentsâ LLS regarding their age in the Indonesian higher education context. This research aimed at investigating studentsâ language learning strategies related to their ages and providing some steps to make teaching program more effective by considering studentsâ LLS and their age as well. This research utilized descriptive survey research design. The participants were 122 English Department students at one of public universities in Borneo Island, Indonesia. The instrument was SILL questionnaire. All the collected data were analyzed statistically. The findings show that students mostly used metacognitive (M=3.857), cognitive (M=3.707), and compensation strategies (M=3.563). The studentsâ different age led them to select and implement different strategies. Some steps to optimize studentsâ learning strategies are through inserting LLS instruction in the curriculum of teaching program, implementing certain models of strategy instruction, and developing lecturersâ awareness of designing instruction at which one of the methods that can be employed is eclective methods. Considering all findings, it can be concluded that although indirect strategies get higher means of preference from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Further, to make students more successful on their learning, the institution including lecturers and the academic community should take part in the effort of teaching learning strategies. This provides future research area that emphasizes on designing LLS instruction regarding studentsâ age and level of their education.   DOI: doi.org/10.24071/llt.2018.Suppl2106  ]]>
<![CDATA[COURSE SYLLABUS: RESPONDING TO STUDENTS’ NEEDS IN THE FOURTH INDUSTRIAL REVOLUTION ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 3, No 1 (2019): January 2019 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v3i1.1710
<![CDATA[Universities are required to improve their service mainly in offering effective reading course which meets diverse issues. Reading course syllabus should be designed appropriately dealing with the students’ needs and the shift of current global issues. This study was carried out in the purpose of evaluating pre-existing reading course syllabus and intending the novel one. The study utilized various methods namely questionnaire, interview, and documents. The data were analyzed statistically and descriptively. It was found that students focus on the general-literary skills mastery only so they have unclear goals in the content-specific literary skills. Given that findings, backward design was employed. Skill syllabus and content-based syllabus are selected to promote students’ skills in their contextual learning. Integration of contextual and flexible topics, materials, and mobile apps in the course syllabus is significant to transform their learning to be more fruitful.DOI: doi.org/10.24071/ijiet.2019.030111]]>
<![CDATA[TEACHERS' VIEWS ON THE INTEGRATION OF TECHNOLOGY IN EFL CLASSROOM ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2344
<![CDATA[In many study results, technology integration has been indicated to contribute regularly on the development of students’ 21st century skills ultimately in this digital era. This condition particularly creates new challenges for language teachers, e.g. being digitally literate, being adaptable with rapid technological changes, finding alternatives to stimulate the students to learn, and creating conducive class atmosphere. Considering previous points, this paper presents teachers’ view on the integration of technology in their EFL classroom. Qualitative method was utilized in which the data were in the form of comments dealing with technology use and teachers’ views on technology integration in their classroom. The compiled data was then analyzed by applying interactive model. The finding shows that teachers have positive views on the integration of technology in EFL classroom. Stated benefits of technology integration on enabling the development of students’ 21st century skills, teachers are highly demanded to encourage students’ active participation by engaging them through meaningful learning activities and use of technology simultaneously. Therefore, teachers should put high attention on the process of selecting, preparing, integrating, assessing, and evaluating types of technology being employed in classroom instruction.       Corresponding author: Firima Zona TanjungDOI: 10.24071/ijiet.2020.040204 ]]>
<![CDATA[SPEECH ACTS CATEGORIES: AN ANALYSIS OF CHARACTERS’ UTTERANCES IN “BEAUTY AND THE BEAST” ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ TELL - US JOURNAL Vol 5, No 1 (2019): March 2019 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2019.v5i1.3229
<![CDATA[This study aims at analyzing speech acts in the dialogue conducted among characters in “Beauty and The Beast” movie and the implication of analysis for teaching English in EFL context. Qualitative and quantitative methods were employed in order to process the data comprehensively. Movie script and movie video were exploited as the source of data. The procedure of analysis was conducted through identification, classification, and utilization of comprehensive analysis of language use in relation to pragmatics and contexts in discourse approach. The findings showed that all type of speech acts were used by all characters in their dialogue. Among types of speech acts, directive speech act was frequently employed since it reached 92 times of use (57%). Particularly, the analysis of speech acts in characters’ utterances can benefit teaching practitioners mainly in making connection of using movie as learning media with the teaching of language in EFL setting. Therefore, students do not only watch the movie but they also learn the language simultaneously. ]]>
<![CDATA[Resensi Buku: STEM Dan Profil Pelajar Pancasila ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ Cokroaminoto Journal of Primary Education Vol. 6 No. 2 (2023): Oktober 2023 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/cjpe.622023.2507
<![CDATA[Merespon transisi yang begitu cepat akibat pandemi COVID-19, kombinasi metode pembelajaran dalam jaringan dan luar jaringan dianggap bersesuaian dengan kondisi terkini dan mampu mengakomodir kebutuhan belajar siswa, khususnya pada jenjang sekolah dasar. Tentunya, implementasi ragam model pembelajaran menuntut guru untuk lebih kreatif dalam merancang pembelajaran efektif. Fenomena transisi dan pentingnya kreativitas guru dalam menyelenggarakan pembelajaran khususnya dengan menggunakan STEM berbasis proyek tersebut kemudian dikemas secara komprehensif ke dalam buku berjudul STEM dan Profil Pelajar Pancasila. Menilik keunikan publikasi buku berbasis hasil penelitian yang kontennya lebih spesifik pada pembahasan penyelenggaraan proses pembelajaran untuk mendukung pembentukan profil pelajar Pancasila, artikel ini akan mengemukakan pendapat personal tentang elaborasi di setiap bab buku STEM dan Profil Pelajar Pancasila. Selain itu, elaborasi juga ditekankan pada evaluasi terhadap mutu konten yang ada. Hasil ulasan menunjukkan bahwa buku terdiri atas enam bab dan membahas topik berkenaan dengan transisi metode pembelajaran dari luring menjadi daring di masa pandemic secara ringkas, penerapan Science, Technology, Engineering, and Mathematics (STEM) secara umum, hasil riset mengenai STEM, dan pembahasan terkait penerapan STEM untuk membentuk Profil Pelajar Pancasila sejak dini. Sebagai simpulan, buku ini direkomendasikan bagi siapapun, khususnya guru Sekolah Dasar dalam membaurkan STEM dan pembelajaran berbasis proyek ke dalam aktivitas kelas. Pada akhirnya, penerapan STEM merupakan salah satu langkah pemertahanan dan keberlanjutan pendidikan yang memerdekakan.]]>
<![CDATA[Delving into EFL Students' Difficulties in Translation: A Case Study of the English Department at Borneo Tarakan University ]]>
<![CDATA[Saputra, Qalbi Arianto]]>;
<![CDATA[Winarno, Winarno]]>;
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ Borneo Journal of English Language Education Vol 6, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bjele.v6i1.5930
<![CDATA[The purpose of the research was to analyze translation errors and difficulties based on the implementation methods used by the students. This research applied a type of qualitative research with a case study model. The sample of the research consisted of six interviewees, consisting of three students from class Al and three others from class A2 of the sixth semester at the Department of English Education, Borneo University Tarakan. The instruments were the interview guide and documentation (students' academic reports). In the process of analyzing the translation, the researcher used the translation method based on Newmark's theory. The results showed that the students only used two methods to translate the text the word-for-word translation method and the free translation method. The research results indicated that the students who used the free translation method produced different translation results due to their creativity and understanding of similar contexts. Students also had difficulty with the use of free translation in determining the correct grammar and context for the sentence. On the contrary, the users of the word-for-word translation method have similar translation results among students who refer to the literal word translation method, most of them also have translation results that are out of the context of the sentence in terms of the literal meaning of the source language to the target language. Students also expressed difficulties with word-for-word translation, with students struggling to find the context of the sentence and the correct use of grammar for their translations.]]>
<![CDATA[LEADING INSTRUCTIONAL STRATEGIES FOR TEACHING EFFECTIVE LISTENING TO EFL STUDENTS AT BORNEO TARAKAN UNIVERSITY ]]>
<![CDATA[Vega, Nofvia De]]>;
<![CDATA[Gultom, Uli Agustina]]>;
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ Borneo Journal of English Language Education Vol 6, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bjele.v6i1.5722
<![CDATA[This paper aims to improve students' listening comprehension by implementing a structured instructional program that emphasizes three critical elements: Listening for Gist, Inferring Meaning, and Detecting Signposts. The primary goal is to identify educational strategies that are effective and can significantly enhance students' academic performance and listening abilities. The study addresses a significant gap in previous research by offering a comprehensive framework that integrates multiple aspects of listening comprehension, thereby contributing to the existing literature. This framework often isolates these skills. The program aims to enhance students' listening scores and cultivate a more profound comprehension of spoken language by implementing a targeted approach. The research utilizes a classroom action research design involving a cohort of 40 students who participated in three distinct instruction cycles. Each cycle focused on A specific listening component, which involved using a combination of active listening techniques, contextual exercises, and signpost identification activities. In order to evaluate the efficacy of the instructional strategies and the progression of the students, pre-and post-test assessments were implemented. In all three cycles, the results show substantial improvements, with average scores increasing from 60 to 75 in Listening for Gist, 65 to 82 in Inferring Meaning, and 70 to 88 in Detecting Signposts. These results indicate that the targeted interventions were effective in improving students' listening skills, as numerous students demonstrated a significant improvement in their ability to understand spoken texts. This research has implications for both educational practice and future research. The results emphasize the significance of a multifaceted approach to listening instruction, which motivates educators to implement comparable frameworks in their instruction. Furthermore, additional research could investigate the long-term implications of these instructional strategies on listening proficiency and their generalisability in various educational settings. ]]>
<![CDATA[Perceptions of failed mathematics education students toward preparatory mathematics course ]]>
<![CDATA[Simamora, Rustam Effendy]]>;
<![CDATA[Tanjung, Firima Zona]]>;
<![CDATA[Rizmawati, Lusiana]]>;
<![CDATA[Lastari, Dini Adhe]]>
<![CDATA[ Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math ]]>
Publisher : <![CDATA[Universitas Papua ]]>
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DOI: 10.30862/jhm.v7i2.571
<![CDATA[Investigating the experiences of mathematics education students who have faced academic challenges is vital for shaping the professional development of future mathematics educators. This study examines the experiences of Indonesian mathematics education students who have encountered difficulties in a Preparatory Mathematics Course (PMC). Employing a qualitative case study narrative approach, we explore these students’ perceptions, emphasizing the crucial role of foundational mathematics skills and the potential of PMC in aiding underprepared learners. Data were collected through questionnaires and interviews. The findings reveal varied perspectives on the course's value. Some students recognized its significance and contribution to their university studies, particularly in mathematics content courses, while others viewed it as less impactful. Factors contributing to student failures included a lack of focus and dedication, carelessness in test assessments, and discrepancies between expected and actual learning experiences. Additionally, participants provided constructive suggestions for improving the course, such as integrating collaborative learning, enhancing assignments and assessments, incorporating instructional videos, offering in-person learning opportunities, adjusting schedules, and facilitating anonymous online discussion forums. These insights offer valuable directions for refining PMC and improving outcomes for mathematics students and educators.]]>
