Article Per Year (5 Year)
p-Index From 2021 - 2026
3.312
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) Journal of Language and Literature Studies Studies in English Language and Education E3L : Journal of English Laguange Teaching, Linguistics and Literature ABDIMU Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional PPG Universitas Mulawarman Lire Journal (Journal of Linguistics and Literature)
Syamdianita Syamdianita, Syamdianita
Universitas Mulawarman
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 29 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 29 Documents
Search

 1   2   3 
The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework Syamdianita Syamdianita; Bambang Yudi Cahyono
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.19202

Abstract

This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. 
IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS DESCRIPTIVE WRITING ABILITY Rubiyah, Rubiyah; Ping, Maria Teodora; Syamdianita, Syamdianita
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018): April 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21i1.949

Abstract

This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve students descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1) there was an improvement in the students descriptive writing average scores at the end of the second research cycle; 2) the implementation of the concept mapping technique was done properly by the teacher- researcher; 3) the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted.
A Study on the Relationship Between Students' Motivation and Their Listening and Reading Comprehension Muid, Abdul; Mohpul, Purnamawati; Rachmawaty, Noor; Iswari, Weningtyas Parama; Syamdianita, Syamdianita; Susilo, Susilo
SCOPE: Journal of English Language Teaching Vol 9, No 2 (2025): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i2.24013

Abstract

Effective language learning requires a variety of traits, but three things are absolutely necessary: motivation, listening comprehension, and reading comprehension. This study investigates the complex relationships between the motivation of senior high school students and their comprehension of reading and listening. The goal of the study is to determine whether there is a substantial correlation between students' motivation to read and listen comprehension and their actual reading and comprehension scores. To do this, a quantitative research approach employs surveys and standardized reading and listening comprehension exams. A random selection of fifty senior high school pupils was made from one of Bontang's private schools. Through data analysis using Pearson's correlation coefficient, the direction and strength of the relationship between motivation and listening and reading comprehension were determined. The findings show that while reading comprehension and listening comprehension have a strong link, students' motivation for listening and reading comprehension does not have a significant influence.
The Correlation Among Students' Motivation, Self-Regulated Learning, and English Academic Performance of Non-English Major Students of Private University in Samarinda Febiyani, Febiyani; Anjani, Novira; Rachmawaty, Noor; Iswari, Weningtyas Parama; Syamdianita, Syamdianita; Susilo, Susilo
SCOPE: Journal of English Language Teaching Vol 9, No 2 (2025): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i2.22040

Abstract

Indonesian EFL Students’ Views on Short-form Video Language Learning Muhammad Indra Fathanul Hafizh; Iwan Setiawan; Syamdianita Syamdianita; Ichi Ahada
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 8 No. 1 (2025): 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.v8i1.5227

Abstract

This study explored how Indonesian EFL students with different levels of short-form video (SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily duration of English-language SFV usage. Data were collected through interviews, 7-day learning logs, and reflective journals. Findings indicated that all participants reported improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
Pre-Service EFL Students’ Perceptions of Scripted vs. Improvisational Drama Play in Enhancing Spontaneous Speaking Fluency Achmad Nabel Rahmattullah; A.K. Amarullah; Syamdianita, Syamdianita; Sjamsir, Hasbi
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2031

Abstract

This study explored the perceptions of pre-service EFL students regarding the role of drama play in enhancing their speaking fluency. Speaking fluency is a critical skill for Indonesian EFL learners, particularly for those preparing to be educators. Despite the integration of drama-based learning in language education many existing methods focus on memorization and scripted dialogues, which may not adequately foster spontaneous speaking skills. This study uses a qualitative phenomenological approach and collects data using semi-structured interviews and journals from pre-service teachers in Samarinda. The study found that drama play significantly enhanced students’ confidence, vocabulary, and pronunciation. However, while scripted drama enhances structured speech fluency, they did not significantly improve students' ability to engage in spontaneous conversations. In contrast, improvisational elements of drama play were perceived as more effective in promoting real-time communicative competence. This study highlights the need for a balanced approach that integrates both scripted and unscripted drama techniques to optimize speaking fluency in EFL education. These findings provide valuable insights for educators and curriculum developers focused on developing strategies to improve learners’ communicative skills in English.
Twitter as a Discussion Space: Exploring Students' English Communication Patterns Putra, Setoaji; Syamdianita, Syamdianita; Aridah, Aridah; Rusmawaty, Desy; Kalukar, Ventje Jany
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2081

Abstract

This study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments.
Pemanfaatan Media Interaktif Berbasis Game Melalui Quiz Wordwall Dalam Meningkatkan Rasa Kepercayaan Diri Siswa Kelas V SDN 007 Samarinda Ulu Ahmar, Ahmar; Syamdianita, Syamdianita; Kubra, Zakiyatul
Prosiding Seminar Nasional PPG Universitas Mulawarman Vol. 6 (2025): Peningkatan Kompetensi Mahasiswa Melalui Implementasi Pembelajaran Deep Learning dan
Publisher : Program Studi Pendidikan Profesi Guru, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kepercayaan diri termasuk hal penting yang perlu dibangun dalam diri siswa guna mencapai keberhasilan pembelajaran. Pada kenyataannya kepercayaan diri siswa kelas V SDN 007 Samarinda Ulu masih perlu ditingkatkan. Peneliti melakukan Penelitian Tindakan Kelas (PTK) sebagai upaya untuk membuat suatu pembelajaran yang inovatif, kreatif, dan aktif yang dapat meningkatkan kepercayaan diri siswa melalui pemanfaatan media interaktif quiz wordwall dalam pembelajaran. PTK dilakukan dalam tiga siklus. Tiap siklus terdiri dari kegiatan perencanaan, tindakan, pegamatan, dan refleksi. Hasil penelitian menunjukkan pemanfaatan media game edukasi quiz wordwall dapat meningkatkan kepercayaan diri siswa kelas V SDN 007 Samarinda Ulu ditunjukkan dengan peningkatan persentase pemenuhan indikator kepercayaan diri siswa. Peningkatan kepercayaan diri siswa berdasarkan pada hasil analisis lembar observasi kepercayaan diri siswa yang memperoleh persentase 78.8% termasuk dalam kategori baik pada siklus I, 85.9% pada siklus II termasuk kategori sangat baik, dan 93% pada siklus III termasuk dalam kategori sangat baik. Hasil analisis tersebut dapat disimpulkan bahwa penggunaan media interaktif berbasis game seperti quiz wordwall dapat dijadikan sebagai salah satu alternatif strategi pembelajaran untuk mendukung peningkatan kepercayaan diri bagi siswa.
Peran Adaptasi Pembelajaran Berdiferensiasi Terhadap Peningkatan Partisipasi Peserta Didik Hiperaktif Dalam Topik Gotong Royong Putri, Alma Fadilla; Syamdianita, Syamdianita; Rukayah, Rukayah
Prosiding Seminar Nasional PPG Universitas Mulawarman Vol. 6 (2025): Peningkatan Kompetensi Mahasiswa Melalui Implementasi Pembelajaran Deep Learning dan
Publisher : Program Studi Pendidikan Profesi Guru, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya partisipasi aktif peserta didik hiperaktif di kelas 1 Fase A sekolah dasar, yang sering menunjukkan kesulitan dalam mempertahankan fokus, mengikuti instruksi, dan berinteraksi selama pembelajaran. Kondisi ini menghambat pencapaian tujuan pembelajaran dan menciptakan kesenjangan antara potensi dan kinerja mereka. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran adaptasi pembelajaran berdiferensiasi dalam meningkatkan partisipasi peserta didik hiperaktif pada topik gotong royong. Penelitian tindakan kelas ini melibatkan 21 peserta didik kelas 1B SDN 007 Samarinda Ulu, dengan satu peserta didik teridentifikasi hiperaktif sebagai subjek utama. Objek penelitian ini adalah implementasi adaptasi pembelajaran berdiferensiasi dan tingkat partisipasi peserta didik hiperaktif. Data dikumpulkan melalui observasi partisipatif menggunakan lembar observasi, catatan lapangan, dan wawancara semi-terstruktur dengan rekan sejawat. Analisis data dilakukan secara deskriptif kualitatif melalui reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi data untuk memastikan keabsahan. Hasil penelitian menunjukkan bahwa adaptasi pembelajaran berdiferensiasi, melalui penyesuaian konten, proses, dan produk, secara signifikan meningkatkan partisipasi peserta didik hiperaktif. Peningkatan terlihat dari fokus perhatian, keterlibatan kelompok, kemampuan menyelesaikan tugas, dan kontrol impulsif. Implikasi dari penelitian ini adalah pentingnya penerapan pembelajaran berdiferensiasi yang adaptif untuk memfasilitasi kebutuhan belajar yang beragam di kelas inklusif, khususnya bagi peserta didik hiperaktif, sehingga mendorong partisipasi dan kualitas pembelajaran yang lebih baik.
Understanding EFL Students’ Acceptance of DeepL for English Translation: A Technology Acceptance Model Perspective Reihayyu Dwi Cahyani; Syamdianita; Aridah; Weningtyas Parama Iswari; Ichi Ahada
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6831

Abstract

This study investigates University students' perceptions of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL). The main objective was to explore the frequency of use with the tool through the TAM Theory. Using a descriptive qualitative research approach, the purpose of sampling was used to select four university EFL students, who were categorized as frequent and infrequent users of DeepL. Data was collected through semi-structured interviews, and questionnaires. The results showed that frequent users of DeepL appreciated its effectiveness in vocabulary acquisition, translation accuracy, and academic writing support. In contrast, infrequent users expressed concerns about limitations such as the lack of a paraphrasing feature and the formality issues. These findings highlight significant differences in user experience based on frequency of use and the need for further research with larger and more diverse samples to validate these results. Recommendations for future research include incorporating feedback from users to improve functionality and meet the evolving needs of EFL learners. This research contributes to the understanding of the role of machine translation technology in language learning and offers insights for future research.
Co-Authors A.K. Amarullah Achmad Nabel Rahmattullah Ahada, Ichi Ahmar Ahmar, Ahmar Ahyu Ningtyas Anjani, Novira Aridah Aridah Aridah Aridah, Aridah Ariwinarno, Fani Asih Santi Hastuti Asrifan, Andi Bambang Yudi Cahyono Cahyani, Reihayyu Dwi Chris Asanti Chris Asanti, Chris Dayu Kalpiko Retno, Rafifa Dedi Rahman Nur Dyah Sunggingwati Febiyani, Febiyani Febiyani, Febiyani Gita Mutiara Hati Gracia, Rainata Herlina Herlina Hermagustiana, Istanti Ibnu Abni Lahaya Ichi Ahada Irwan Gani Ismail, Nurhijrah Iswari, Weningtyas Parama Iwan Setiawan Iwan Setiawan Kalukar, Ventje Jany Kubra, Zakiyatul Limbong , Effendi Maharani Azzahra, Yunita Mahendra Putra Kurnia Maria Teodora Ping Maria Teodora Ping, Maria Teodora Mohpul, Purnamawati Muhammad Indra Fathanul Hafizh Muid, Abdul Nira Miranda Noor Rachmawaty Noor Rachmawaty Nur Mukminatien Nurchalis, Nur Fadillah Nurdiana Nurdiana Nurhijrah Ismail Putra, Setoaji Putri, Alma Fadilla Rachmawaty, Noor Rahmat Soe'oed Reihayyu Dwi Cahyani Rofiqul Ulum Rubiyah, Rubiyah Rubiyah, Rubiyah Rukayah Rukayah Rusliansyah Rusliansyah Rusmawaty, Desy Serena, Nelda Anasthasia Sjamsir, Hasbi Suci, Dewi Nur Susilo Susilo Susilo, Susilo Teodora Ping, Maria Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yazid Basthomi