Garuda - Garba Rujukan Digital

The Pre-service Teachers' Experiences in Developing Digital Competences in Digital Literacies course Laura Intan Mercy Febriani Simanjuntak; Effendi Limbong; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 2 (2023): 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.v6i2.2039

The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework.

The Pre-service Teachers’ Experiences in Developing Digital Competences in Digital Literacies course Laura Intan Mercy Febriani Simanjuntak; Effendi Limbong; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2023)
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.v6i1.2393

The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework

Exploring The Association Between Learners' Academic Self-Concept and Academic Achievement In The English Subject Maria Zefanya Tessera Soru; Yuni Utami Asih; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 2 (2023): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

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

Academic achievement is significantly influenced by the cognitive and emotional involvement of students in their learning experiences, which are motivated by factors including academic self-concept. The purpose of this study is to elaborate the significant association of learners’ academic self-concept and academic achievement in the English subject. This research used quantitative data approach and analysis of Product-Moment according to Karl Pearson. There were two variables, namely academic self-concept (X), and Academic achievement (Y). There were 177 samples of this research out of 317 population gotten from simple random sampling. The value of the correlation between academic self-concept and academic achievement was 0.646 r-table (0.001) and the p-value was 0.001 lower than the significance level 0.05. Academic Self-Concept was in the high category because 68% out of samples got 67-82 and categorized as the high. More than 80% samples got scores 70-100 and the Academic Achievement categorized as the very high achievement. There was a significant positive correlation in a strong category between academic self-concept and academic achievement. It is because the higher and lower the score of Academic Self-Concept, the higher and lower the score of Academic Achievement and vice versa.

The Correlation Between Students’ Motivation and Their Achievement in Studying English at a Junior High School in Samarinda Gita Rininta Gita; Ida Wardani; Bibit Suhatmady; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 2 (2025): 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.v8i2.5293

English plays a pivotal role as a global language and is taught as a compulsory subject in Indonesia. However, students’ low enthusiasm toward learning English remains a critical concern, particularly at the junior high school level. Motivation is widely recognized as a major determinant of success in second or foreign language learning. This study aims to investigate the correlation between students’ motivation and their English language achievement at a Junior High School in Samarinda. Employing a quantitative correlational method, the study involved 170 ninth-grade students selected through purposive sampling. Data were collected using a motivation questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB) and English achievement scores provided by the school. Validity and reliability tests were conducted prior to data collection, with 11 out of 20 questionnaire items declared valid (r > 0.300) and Cronbach’s Alpha indicating reliable consistency (α = 0.701). Descriptive statistics revealed that the majority of students showed moderate motivation (37.1%) and high average English scores (M = 91.94). However, the results of the Spearman rank correlation showed a weak and negative correlation (r = -0.025, p = 0.747) between students’ motivation and English achievement. These findings suggest that although motivation exists, it is not a strong predictor of performance in this context. Other influencing factors such as teaching quality, parental involvement, and prior exposure to English may play a more significant role. This study highlights the need for a multifaceted approach in language teaching, addressing both motivational and environmental aspects to improve learning outcomes.

EFL Students’ Reading Preferences Based on Gender: A Study of Perceptions among EFL Learners of Mulawarman University Titis Tustika Putri Indriyani; Ida Wardani; Dr. Istanti Hermagustiana, MA; Dr. Yuni Utami Asih, M.Pd
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): 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.v9i1.6046

This study explores the perceptions of English as a Foreign Language (EFL) students regarding their reading preferences at the English Department of Mulawarman University. Focusing on gender differences, the research aims to understand how male and female students perceive their reading interests. Using a qualitative case study design, six sixth-semester students from English Language Education Program at Mulawarman University were selected through stratified purposive sampling. Semi-structured interviews were conducted to collect in-depth data on students’ views of reading for pleasure and their references in genre and reading habits. Thematic analysis revealed that students perceive reading as both an academic necessity and a personal interest, with noticeable gender-related patterns. Female students showed a balance preference for fiction and non-fiction genre, while male students leaned towards fiction. These preferences are shaped by individual interests, emotional engagement and exposure to various reading materials. Findings contribute to the understanding of how gender influences reading behavior among EFL learners.

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