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All Journal Borneo Educational Journal (Borju) Frasa: English Education and Literature Journal Educational Studies: Conference Series
Ventje Jany Kalukar
Mulawarman University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE LISTENING COMPREHENSION DIFFICULTIES OF THE STUDENTS OF ENGLISH DEPARTMENT, MULAWARMAN UNIVERSITY Ventje Jany Kalukar; Pradita Dinda Agtaviarini; Dian Anggriyani
Educational Studies: Conference Series Vol 1 No 1 (2021)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/escs.v1i1.921

Abstract

The purposes of this study were to know the difficulties faced by the fourth semester students in Advanced Listening Comprehension Course at English Department, and to know strategies used by the fourth semester students in overcoming the difficulties in Advanced Listening Comprehension Course at English Department. The design of this study was descriptive with qualitative approach. The population was the fourth semester students at English Department in Mulawarman University that consisted of 63 active students of fourth semester students at English Department in Mulawarman University. Data was gathered by questionnaire and interview. The findings of this study showed that, the students had difficulties in listening comprehension and strategies to overcome it. It was based on three factors influencing their listening: listening materials, listener factors, and physical settings. In addition, the major problems encountered by students of English Department were: accents, pronunciation, speed of speech, insufficient vocabulary, different accent of the speakers, lack of concentration, and bad quality of recording. Furthermore, the strategies that the students implemented was using media as the learning tool. It can be concluded from this study that there were ten problems in students’ self learning that were found in analyzing students’ difficulties, they were : lack of vocabulary, poor grammar mastery, accent, pronunciation, lack of concentration, speed of speech, anxiety, noisy, inability to apply listening strategy, bad quality of recording.
ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT Maharani Illiyyin Zahra; Aridah; Ventje Jany Kalukar; Maria Teodora Ping; Iwan Setiawan
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.49796

Abstract

In human society, the need for interpersonal connection has given rise to the emergence of language. Beyond serving as a medium of communication, language functions as a vehicle for articulating emotions and conveying thoughts, with its use shaped by contextual and situational factors. This research seeks to examine the language styles engaged by students of the English Education Department at Mulawarman University, using Martin Joos’ (1976) theory and Holmes (2013) as sociolinguistic theory. The study investigates the categories of language styles used in students' speech and the factors influencing their choice of style. A qualitative method was applied, utilizing data from a recorded video interview and follow-up semi-structured interviews with two selected participants. Data analysis was undertaken using thematic analysis guided by Braun and Clarke (2006) framework. The findings reveal that three out of five language styles formulated by Joos—consultative, casual, and intimate—were used by the participants, with consultative style being the most dominant. Language style occurred primarily in academic contexts, especially when interacting with instructors or unfamiliar individuals. Factors influencing language style include the speaker, setting, topic, and function, in alignment with Holmes’ (1992) sociolinguistic theory. Furthermore, although participants often identified their style as “formal,” triangulation with Joos’ and Braund and Clarke theory revealed that their usage aligned as consultative features. These findings provide valuable insights into how language styles function in educational settings and highlight the importance of context in language use.
English Teachers’ Experiences in Online Learning During The Covid-19 Pandemic at State Elementary School 005 Samarinda Simbolon Selfania Mastauli; Ventje Jany Kalukar; Weningtyas Parama Iswari
Borneo Educational Journal (Borju) Vol. 8 No. 2 (2026): August (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/bej.v8i2.2260

Abstract

The COVID-19 pandemic forced a rapid transition from face-to-face instruction to online learning across all school levels in Indonesia. For instance, one teacher at State Elementary School 005 Samarinda managed daily English lessons via a WhatsApp group - sending voice notes to explain vocabulary, relaying assignments through parents for students without smartphones, and staying online until late evening to answer students' questions. This study examines how English teachers at this school adapted to emergency remote teaching, focusing on their challenges, coping strategies, and professional development outcomes. A qualitative phenomenological design was employed to capture teachers lived experiences. Semi structured interviews were conducted with three English teachers during the 2020/2021 academic year. Data were analyzed thematically to identify patterns of challenges, adaptation, and benefits Teachers reported significant obstacles, including limited digital literacy, unstable internet access, and reduced student engagement. Despite these barriers, the transition fostered professional development, particularly in digital competence and communication through platforms such as WhatsApp, Google Classroom, and Google Meet. The study concludes that while online learning disrupted established practices, it also acted as a catalyst for teacher resilience and technological growth. Continuous technical training and infrastructure support are recommended to strengthen preparedness for future blended learning environments. Previous studies have examined online learning broadly, but few focus on elementary English teachers in Samarinda. This research fills that gap by documenting localized experiences, offering insights into resilience and adaptation in resource‑limited contexts
Co-Authors Aridah Dian Anggriyani Iwan Setiawan Maharani Illiyyin Zahra Maria Teodora Ping, Maria Teodora Pradita Dinda Agtaviarini Simbolon Selfania Mastauli Weningtyas Parama Iswari