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All Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics Script Journal: Journal of Linguistic and English Teaching Borneo Educational Journal (Borju) New Language Dimensions Southeast Asian Journal of Islamic Education E3L : Journal of English Laguange Teaching, Linguistics and Literature Lire Journal (Journal of Linguistics and Literature)
Weningtyas Parama Iswari, Weningtyas Parama
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Do Gender and School Accreditation Affect Motivation? Nindya, Sella Ayu; Aridah, Aridah; Iswari, Weningtyas Parama; Rusmawaty, Desy
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p102-114

Abstract

This research studied student motivation in light of Dörnyei’s L2 Motivational Self System theory. There are three motivational dimensions: Ideal-L2 Self, Ought-to L2 Self, and Language Learning Experience in this theory. According to the idea, this research studied whether individual variables (gender and school accreditations) influence students’ motivation in private senior high schools. This study used a quantitative survey research methodology. This survey included second-grade pupils from seventeen private high schools in Samarinda. 193 students were chosen as the sample using random cluster selection and random individual sampling. This research used the English Learner Questionnaire (ELQ) developed by Dörnyei and Taguchi. This study used SPSS 25 of descriptive and inferential statistics to analyze the data. The data revealed that private high school students in Samarinda were highly motivated (M = 4.27) to study the English language. In addition, a statistical analysis revealed female pupils demonstrated greater motivation than male classmates. In addition, the findings for the relationship between school accreditations and student motivation revealed that school accreditations do not predict learners’ motivation. Based on the L2 Motivational Self System, pupils at private senior high schools in Samarinda were highly motivated. Their motivation was often defined by gender, but not by educational attainment.
Addressing the Gap in Reflective Teaching Practices: A Case Study of an English Lecturer in Non-English Major Hasanah, Eni Uswatun; Suhatmady, Bibit; Asih, Yuni Utami; Kalukar, Ventje Jany; Iswari, Weningtyas Parama; Ping, Maria Teodora
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): 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.v7i1.1975

Abstract

This study explores the implementation of reflective teaching practices by an English lecturer instructing non-English major students and examines its contributions to professional development and classroom engagement. Reflective teaching involves a continuous cycle of self-assessment, adaptation, and improvement, which enables educators to refine their teaching methodologies to better meet students' needs. Using a qualitative case study approach, this research employed multiple data collection methods, including reflective journals, semi-structured interviews with the lecturer and students, and non-participant classroom observations. The findings indicate that reflective teaching significantly enhances lecturer self-awareness, fostering a more adaptive, student-centered instructional approach. By regularly analyzing his teaching methods and incorporating student feedback, the lecturer was able to create a more engaging and inclusive learning environment. Students reported increased motivation, participation, and comprehension as a result of these pedagogical adjustments. Even though the study found some benefits, it also found some problems that can make it hard to use reflective practices consistently. These problems include a lack of time and too much administrative work that should be done by the lecturer. The research underscores the importance of integrating reflective teaching into professional development programs to promote a culture of continuous learning among educators. Additionally, it highlights the need for further studies involving diverse educational settings to explore the long-term impacts of reflective teaching on both instructors and students. By addressing these gaps, future research can contribute to the development of more effective and sustainable approaches for incorporating reflection into higher education teaching practices
FOREIGN LANGUAGE ANXIETY AND ENGLISH ACHIVEMENT OF EIGHTH GRADE STUDENTS OF MTS SULAIMAN YASIN SAMARINDA IN THE 2011/2012 ACADEMIC YEAR Ariani, Setya; Sunggingwati, Dyah; Iswari, Weningtyas Parama
CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 2, No 2 (2016): Desember 2016
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.325 KB) | DOI: 10.30872/calls.v2i2.694

Abstract

Anxiety is considered having negative effects for most students in learning foreign language, especially English. It has attracted researchers’ attention to do the investigation on foreign language anxiety as a factor which inhibits students to learn the target language successfully. Concerning with this issue, this correlational research was emphasized on investigating the relationship between foreign language anxiety and students’ English achievement. Fifty-five eighth grade students of MTS Sulaiman Yasin Samarinda were asked to fill out 33 items of Foreign Language Classroom Anxiety Scale (FLCAS). The Pearson Product Moment Correlation showed that anxiety had significant negative correlation with students’ English achievement (r = -.258, p<.01). Key words: anxiety, achievement, Pearson Product Moment
Students’ Perception and Experience of The Use Google form as An Online Assessment tool in The English Department at Mulawarman University rahmat, hudzaifah bathinu; Iswari, Weningtyas Parama; Ahada, Ichi
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 7 No. 2 (2024): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

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

Abstract

This study explores students' perceptions and experiences of using Google Forms as an assessment tool through a mixed-method explanatory design. Quantitative data were collected from 84 students of the 2021 cohort in the English Department at Mulawarman University using a 24-item Likert-scale questionnaire, while qualitative data were obtained from interviews with two students—one with a positive and one with a neutral perception. Findings indicate that students generally view Google Forms positively due to its simplicity, accessibility across devices, and user-friendly interface. However, concerns include its aesthetic appeal, reliance on stable internet—posing challenges for students in areas with poor connectivity—and potential academic dishonesty due to the lack of supervision. Multiple-choice questions were the most preferred, though some students valued essay questions for promoting deeper understanding. Participants emphasized the importance of receiving assessment links in advance and had mixed feelings about time limits. While the immediate feedback feature was appreciated, inconsistent implementation led to calls for more detailed responses. Overall, Google Forms is seen as a flexible and accessible assessment tool, with potential improvements in design, feedback mechanisms, and technical reliability.
Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT Maesaroh, Dwi Titi; Susilo, Susilo; Aridah, Aridah; Iswari, Weningtyas Parama; Asih, Yuni Utami; Suhatmady, Bibit
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.11513

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Purwita, Dewi Nurlyan; Suhatmady, Bibit; Setiawan, Iwan; Iswari, Weningtyas Parama; Limbong, Effendi; Ahada, Ichi; Queja, Leilanie B.
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.v10i1.2032

Abstract

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.
Investigating Test-Taking Strategies in an English Reading Comprehension Test Used by Secondary High School Students Hasanah, Nur Faridatul; Iswari, Weningtyas Parama; Hermagustiana, Istanti
Borneo Educational Journal (Borju) Vol. 6 No. 2 (2024): 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.v6i2.1790

Abstract

Reading is a crucial skill that Indonesian learners are expected to master, as outlined in the 2013 Curriculum. Students are required to develop comprehension skills to understand both explicit and implicit information in a text. To assess students’ knowledge, teachers often use tests. During these reading tests, students may employ strategies to aid their comprehension. This study investigates the strategies used by secondary high school students at MA Darul Ihsan Samarinda during an English reading comprehension test, along with the challenges they face when using these strategies. This study employs a qualitative design to examine the strategies utilized by six students: high score, middle score, and lowest score. The data, gathered through the think-aloud method and interviews, is analyzed using thematic analysis. The findings reveal that students employed 23 out of 31 strategies to answer factual questions and 19 strategies for inferential questions. Both the high score and middle score students predominantly used the strategy of reading the text for clues in both types of questions. Conversely, the lowest score student primarily relied on the strategy of rereading the question. Despite the differences, all students utilized a meaning-based text strategy to choose their answers. The middle score and lowest score students frequently faced challenges with time management and complex vocabulary. Additionally, using mixed-method research designs could provide deeper insights into test-taking strategies. This study focused on the strategies used by high school students during reading tests, while other research has examined test-taking strategies in high-stakes language tests
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): In Progress
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.
Co-Authors Ahada, Ichi Aridah Aridah Aridah, Aridah Bibit Suhatmady Cahyani, Reihayyu Dwi Dyah Sunggingwati Hasanah, Eni Uswatun Hasanah, Nur Faridatul Hermagustiana, Istanti Iwan Setiawan Kalukar, Ventje Jany Limbong, Effendi Maesaroh, Dwi Titi Maria Teodora Ping, Maria Teodora Nindya, Sella Ayu Purwita, Dewi Nurlyan Queja, Leilanie B. rahmat, hudzaifah bathinu Rusmawaty, Desy Setya Ariani Susilo Susilo Syamdianita Syamdianita, Syamdianita Yuni Utami Asih, Yuni Utami