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 
Switching Among Worlds: How Online Friends Encourage Code-Switching in Communication Gracia, Rainata; Syamdianita; Aridah; Maria Teodora Ping; Iwan Setiawan
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.v13i2.6826

Abstract

This study investigates code-switching in digital communication among bilinguals, focusing on informal conversations on WhatsApp and Discord. It aims to examine the types of Code-Switching that occur and the underlying motivations behind them. The study employs a qualitative case study approach, the research involved chat data analysis and semi-structured interviews with a 21-year-old Indonesian and an 18-year-old Malaysian, both of whom are online friends. Data were collected over a three months period (January-March 2025). Guided by Poplack’s typology, the analysis identified three types of code switching: intra-sentential, inter-sentential, and tag-switching with intra-sentential switching being the most frequent (76% of all instances). Participants reported that their language choices were influenced by social dynamics, emotional state and the context of the conversation. Reasons for code-switching were for expressive clarity, social connection and cultural identity reinforcement. While limited by its small sample and short timeframe, this study highlights how digital platforms facilitate linguistic flexibility and position Code-Switching as a strategic tool for interpersonal communication. The findings contribute to the fields of sociolinguistic and digital communication by providing insight into how online communication shapes multilingual practices in contemporary context.
Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance Syamdianita, Syamdianita; Gita Mutiara Hati
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.1902

Abstract

Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data. Findings: According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities. Conclusion: These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities. Originality: The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments.
Bridging the Gap: Challenges Faced by Pre-service Teachers in Creating Interactive Video Assessments Dayu Kalpiko Retno, Rafifa; Limbong , Effendi; Aridah, Aridah; Rusmawaty, Desy; Syamdianita
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.875

Abstract

This study explores the challenges that pre-service teachers face when developing interactive video assessments, with a focus on the technological, pedagogical and psychological aspects involved. While interactive videos have been shown to increase student engagement, some pre-service teachers struggle to create them. Three English education students from Mulawarman University were purposefully selected for the study. Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed technical challenges like unstable internet and delayed AI. Pedagogical challenges such as teachers relied heavily on AI, and limiting creativity. Psychological challenges when participants did not trust the accuracy of AI or the grammar of AI-generated questions, necessitating additional scrutiny. Despite these challenges, the study showed that participants transitioned from passively accepting the AI's output to actively adapting and refining it. This demonstrates that, when teachers take ownership of the contextualisation of materials, interactive video assessments can be effective, provided they are supported by thorough training in digital pedagogy and AI literacy.
ENCOURAGING CRITICAL LITERACY DEVELOPMENT THROUGH EXTENSIVE READING ACTIVITY IN AN EFL (ENGLISH AS A FOREIGN LANGUAGE) CONTEXT Asanti, Chris; Syamdianita, Syamdianita
CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 3, No 2 (2017): December 2017
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (332.036 KB) | DOI: 10.30872/calls.v3i2.869

Abstract

This study is an attempt to address the issue of how extensive reading (ER) as a supplementary reading approach is able to encourage students’ critical literacy. Further, how ER influences students’ perception of critical literacy related to students’ viewpoint of the texts is examined thoroughly. ER in this study was employed as a supplementary reading activity where students were engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students’ understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). In order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the questionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the texts to world’s issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints.Keywords: extensive reading, critical literacy development, EFL
EFL STUDENTS’ ACCEPTANCE OF DEEPL TRANSLATION: A TECHNOLOGY ACCEPTANCE MODEL STUDY Cahyani, Reihayyu Dwi; Syamdianita, Syamdianita; Aridah, Aridah; Iswari, Weningtyas Parama; Ahada, Ichi
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 3 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/ire.v9i3.535

Abstract

This study applied the Technology Acceptance Modes (TAM)framework to investigates university EFL students' acceptance of DeepL machine translation tool, focusing on how frequency of use influences their perceptions. A descriptive qualitative approach was used involving purposive sampling of four students in semi-structured interviews. A short questionnaire was administered beforehand to classify participants into two categories, two frequent and two infrequent DeepL users. of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL), involving four participants (two frequent users and two infrequent users). The results showed that frequent users found DeepL valuable for vocabulary acquisition, translation accuracy, and academic writing support, whereas infrequent users highlighted limitations such as the lack of a paraphrasing feature and issues with formality. These differences suggest that usage frequency significantly impacts perceived usefulness and ease of use of the tool. This study is among the first to extend the TAM framework to a machine translation tool like DeepL, addressing a gap in MT research by examining the role of usage frequency. The findings offer both theoretical and practical significance, providing insights into how MT tools can be more effectively integrated into EFL learning.
Kajian Akademik Pelaksanaan Dana Bantuan Operasional Sekolah Daerah Sebagai Dasar Penyusunan Peraturan Kepala Daerah Kabupaten Mahakam Ulu Kurnia, Mahendra Putra; Gani, Irwan; Syamdianita, Syamdianita; Rusliansyah, Rusliansyah; Lahaya, Ibnu Abni; Serena, Nelda Anasthasia; Nurdiana, Nurdiana; Ulum, Rofiqul; Ariwinarno, Fani
ABDIMU Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): September
Publisher : Fakultas Ekonomi dan Bisnis Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/abdimu.v4i2.15519

Abstract

Kajian akademik ini bertujuan untuk menganalisis secara komprehensif pelaksanaan Dana Bantuan Operasional Sekolah Daerah (BOSDA) di Kabupaten Mahakam Ulu sebagai landasan yuridis dan empiris dalam penyusunan Peraturan Kepala Daerah (Perkada). Meskipun BOSDA bertujuan untuk meningkatkan mutu pelayanan pendidikan dengan memberikan dukungan biaya operasional non-personalia, implementasinya sering menghadapi tantangan terkait landasan hukum, mekanisme penetapan alokasi, dan akuntabilitas penggunaan. Metode penelitian yang digunakan adalah hukum normatif-empiris, menggabungkan analisis terhadap peraturan perundang-undangan terkait (APBD, Permendikbud, dan peraturan daerah yang relevan) dengan data empiris di lapangan yang dikumpulkan melalui wawancara dan observasi. Hasil kajian menunjukkan bahwa: (1) Belum terdapat regulasi setingkat Perkara yang secara spesifik dan terperinci mengatur tata kelola BOSDA, yang menyebabkan keragaman interpretasi dan pelaksanaan di tingkat sekolah
Strategic Code-Switching in Indonesian EFL Classroom: Forms, Functions, and Students Perspective Maharani Azzahra, Yunita; Aridah, Aridah; Teodora Ping, Maria; Syamdianita, Syamdianita; A.K. Amarullah
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
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.v8i1.2318

Abstract

This study examined the forms and functions of lecturers’ code-switching in English as a Foreign Language (EFL) classroom interaction in Indonesian higher education. Using a qualitative descriptive design, data were collected through classroom observations and student interviews and analyzed thematically. The study focused on naturally occurring interactions across multiple lessons to capture authentic language use. The findings reveal three main forms of code-switching: inter-sentential, intra-sentential, and tag switching, with inter- and intra-sentential appearing more salient during explanatory and instructional sessions. Functionally, code-switching was used toexplain material, give instructions, check understanding, build rapport, and manage classroom behavior. Students reported that code-switching supported their understanding while still maintaining the use of English as the main instructional language. These results indicate that lecturers’ code-switching is a patterned and interactionally grounded practice, demonstrating how bilingual resources can be effectively leveraged to enhance learning outcomes and student engagement in Indonesian EFL classrooms.
Overcoming Speaking Anxiety: A Study on Students’ Preferred Strategies in English Language Learning Herlina, Herlina; Aridah, Aridah; Hermagustiana, Istanti; Sunggingwati, Dyah; Syamdianita, Syamdianita
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.3383

Abstract

Speaking anxiety is a major challenge for students learning English as a foreign language. It often arises from fear of making mistakes, limited vocabulary, poor pronunciation, and the pressure of being judged. This study explores how English Education students at Mulawarman University experience and manage speaking anxiety. Using a qualitative design with semi-structured interviews involving three participants, data were analyzed thematically to identify patterns in causes, triggers, and coping strategies. The findings reveal that anxiety is most intense during formal tasks such as presentations or spontaneous questioning. Students adopt strategies like self-practice, note preparation, breathing techniques, self-recording, and peer support to reduce anxiety. These approaches gradually enhance confidence and improve speaking performance. The study concludes that emotional and instructional support from teachers and peers significantly reduces anxiety levels. Implications suggest that educators should foster supportive classroom environments and integrate reflective speaking practices to help students overcome fear and participate actively in English communication.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani, Febiyani; Iswari, Weningtyas Parama; Ping, Maria Teodora; Susilo, Susilo; Rachmawaty, Noor; Syamdianita, Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article in Press)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
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