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All Journal Script Journal: Journal of Linguistic and English Teaching Dinamika Ilmu ASIAN TEFL Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Cakrawala Linguista Borneo Educational Journal (Borju) Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education Jurnal Abdimas Mahakam

Ariyanti

Universitas Widya Gama Mahakam Samarinda

Author-ID : 772648

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 17 Documents Claim Missing Document

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Articles

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Foreign Language Anxiety in Academic Writing Ariyanti, Ariyanti
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.815

Accomplishing an assignment in academic writing course is not as easy as pie because there are many aspects that students need to follow to have an English writing with a good quality. Particularly, this study is aimed to investigate Foreign Language Anxiety (FLA) in academic writing specifically to EFL students at university level. The factors that cause the students feel anxious in English writing represent on close-ended questionnaires that the researcher asks the students to answer. In addition, the researcher does direct observation by acting as a passive observer where she has no role in conducting or helping the lecturer in teaching the writing course. In this case, what the researcher does is finding an appropriate spot in classroom in order to have a clear description regarding with ongoing process of teaching and learning of writing course of English Department students at Widya Gama Mahakam University, Samarinda, Indonesia. As a result, data analyzed by using Likert Scale indicate that High Anxiety (HA) appears to be the highest level in studentsâ anxiety with nine out of sixteen anxiety statements. In addition, Moderate Anxiety (MA) is also showed on the result with six out of sixteen anxiety statements. Furthermore, although Low Anxiety (LA) appears in only one out of sixteen statements, it is correlated to other facts i.e. the apprehension of working with English writing assignment under time constraint, lack of self-confidence because of inadequate capability in English language proficiency such as structural rules in English as well as an ability to relate and compare theories among experts to support their writing. Further implication for better research and lecture of English writing course in the future is also pointed out in this study.

EFL Students’ Use of Transition Signals in Essay Writing Ariyanti Ariyanti
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This study is aimed to explore the use transition signals used by EFL students in essay writing in higher education level. Particularly, this essay will be conducted to English Language Education Study Program students at University of Widya Gama Mahakam Samarinda. This research is a qualitative study with content analysis research design where twenty-six comparison and contrast essays of the third semester students were analyzed by using coding which indicates transition signals used by students. Additionally, in-depth interview also applied to the students who are considered as less active users of transition signals in their writing in order to figure out deeper on what difficulties they found during writing the essay. The findings of this research reveal three major result i.e. most of students are succeed to use compare and contrast type of transition signals to compose their comparison and contrast essay, the students mostly use time order transition signals to make their essay coherent, and two out of twenty-six students have no transition signals to be used on their essays. Result from interview shows that the students still lack of understanding toward when, where, and what type of transition signals can be used for certain context. Pedagogical implication is discussed further in this research.

EFL Students’ English Language Development: In Participation of International Exchange Program Ariyanti Ariyanti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This research is aimed to investigate students development in terms of their English speaking proficiency, vocabulary and pronunciation aspects in context of English as Foreign Language. Furthermore, six EFL students who become subject of this research are Indonesian students who are originally stil studying at University of Widya Gama Mahakam Samarinda, Indonesia. In this case, those students had an experience of participating an international program what so called by Sea-Teacher, one of priority programs under Southeast Asian Ministers of Education (SEAMEO) which its homebase is in Bangkok, Thailand. Moreover, in dept interview was applied to those six students in order to find out what sort of effects they acquire after participating the Sea-Teacher program. As a result, all of exchange students experience development in terms of their oral proficiency, vocabulary as well as pronunciation. Natural condition in using English as language of communication was formed when conversing with local people and teaching in classrooms. Research implication and suggestion are also noticed in this study.

Correcting Feedback on Essay Composition: EFL Students’ Preferences between Traditional and e-Feedback Ariyanti Ariyanti; Dedi Rahman Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 2(3), December 2017
Publisher : Yayasan Visi Intan Permata

Writing is one of skills in English language proficiency which is considered as a complex and important element to passive communication. In addition, an ability of writing good composition has become one of requirements to successful life in many major aspects. Specifically to particular unit in learning writing in EFL classroom, feedback is the key for students to get their essay quality improved better. Therefore, this study is aimed to investigate feedback given by writing lecturer whether in traditional and e-feedback, as well as digging students’ preference towards those methods. Classroom observation and students’ open-ended questionnaires were used as major instruments, while semi-structured interview to writing lecturer was also used as supporting data. The result showed that most of the students prefer to be given the e-feedback to assess their essay instead of the traditional one. This study also reveals high expectation to the use of vary electronic media from the students, therefore future implication is clearly derived to the creativity of writing lecturer so that the students will be more motivated and surely improved in terms of structural and content aspects of writing.

Students’ Preferences towards Techniques Used by Lecturer in Teaching Pronunciation Ariyanti Ariyanti; Umar Fauzan
CAKRAWALA LINGUISTA Vol 1, No 1 (2018): Volume 1 Number 1 July 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/cling.v1i1.494

This study is aimed to explore techniques used by the lecturer in teaching pronunciation to EFL university students. In addition, the students’ preferences towards the techniques used by the lecturer are also pointed out by the use of direct observation to the classroom and semi-structured interview to the students. As a result, Oral Drill and Modeling appear to be the most techniques used by the lecturer and get the students’ preference in 20%. Meanwhile, the use of Real Object only appears once along the researchers’ observation which also takes 20% of the students’ preference. The last result which is obtained by the researchers is that the use of games attracts the students’ attention with 40% of preference. Interestingly, the students promote positive attitudes when the lecturer is applying the games to have them practice their pronunciation. They feel enjoyable and can acquire the pronunciation subject easier. Those findings imply that an evaluative assessment is needed in order to gain better quality of the students’ English pronunciation and reflect what technique seems to give more significant effect to the students’ production in pronunciation.

The Correlation Between Student’s Reading Habit in English and Students’ Reading Comprehension Ability Merry Andriani; Ariyanti Ariyanti; arbain arbain
Borneo Educational Journal (Borju) Vol. 1 No. 1 (2019): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Reading comprehension can be influenced by reading habit. This research is intended to identify the students’ ability in reading English. The main objective of this research is to recognize whether there is significant correlation between student’s reading habit in English and students’ reading comprehension ability identified through the use of students’ habit questionnaire and reading test with the text was took from passage in TOEFL test. These subjects who are involved at this research are second semester of English Department in Widya Gama Mahakam Samarinda University. This research used quantitative research method. The research design of this study is correlational study. Reading test and questionnaire were used as the instruments; it was used to find out students reading comprehension (variable Y) and students reading habit (variable X) in order to get the data. Moreover, this research used simple random sampling technique. Population of this research was the second semester of English Department in Widya Gama Mahakam Samarinda. The researcher took 38 students as the sample. In this study the researcher computed the normality test to measure the data have a normal distribution and linearity test to measure the data is linear. The data was analyzed using product moment correlation coefficient by SPSS version 22. The result of this research is 0.657. From the result of this research is 0.657 was higher than the significant degree 0.05 at Sig. (2-tailed). It can be concluded the Null hypothesis (Ho) is rejected and the Alternative hypothesis (Ha) is accepted.

An Analysis of Teacher Talk used by English Teacher at SMKN 5 Samarinda Siti Aminah; Dedi Rahman Nur; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 1 No. 1 (2019): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This research used qualitative research method. The research design of this study is descriptive study. The researcher used interview as the instruments. The participants in this study were teachers of SMK Negeri 5 Samarinda and the researcher took three teachers. The research used purpose sampling technique. In this research the data collection techniques is using interviews to find out the types of teacher talk and the reasons for the teacher used teacher talk. The findings showed that there are three teachers talk used by teacher such as asking question, lecturing and giving direction. Nevertheless, there are three main reasons for the teacher used the teacher talk such as students’ language ability, students’ motivation and students’ participation.

Teachers’ Strategies in responding students’ Minor Misbehavior (a Case Study in SMP Negeri 26 Samarinda) Siti Halimah; Rinda Fitriana; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 1 No. 1 (2019): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This Study aimed to find out: (1) What students’ minor misbehavior appears in the classroom? (2) What strategies do teachers use to response the students’ minor misbehavior? This research used a qualitative study with case study design. The study involved the English teacher, 7th and 8th grade students on SMPN 26 Samarinda. Data were collected by observation class. To check the reliability of the data, triangulation was also used in this research. The researcher compared the accrued information with different relevant researchers and consulted the lectures implicated in the study. The findings showed that the common students' minor misbehavior that appeared in the class were: talking each other, clowning around, drumming, tapping a pen, sleeping, and daydreaming. Moreover, to responding the misbehavior, the teacher used a various strategy that were: ignoring, reminder in soft voice, calling on the student, public rule reminder, the look, facial expression, proximity and warning the consequence.

SEA-Teacher Students' Perspective: Challenges Teaching English Overseas in the Philippines Christie Urai Musa; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 2 No. 1 (2020): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This qualitative research helps explore and understand the meaning of human action by describing the essential characteristics of a social or human experience (Astalin, 2013). This research aims to investigate SEA-Teacher students' challenges in teaching English overseas in the Philippines in terms of difficulties, motivations, and knowledge during and after teaching English overseas. A semi-structured in-depth interview was conducted and applied to those four SEA-Teacher students to find out the challenges in teaching English overseas according to 7th batch of SEA-Teacher students in the Philippines. Those students had experienced teaching English subjects in other countries in the Philippines by joining the SEA-Teacher program, one of the Southeast Asian Ministers of Education (SEAMEO) programs and located in Bangkok, Thailand. Flow Qualitative Analysis by Miles, Huberman, & Saldana (2014) analyzes the data. The interview result showed that teaching process and teaching preparation were the most challenging in teaching English in other countries. Teaching preparation was challenging to work on the Philippines' lesson plan because of curriculum differences. They also found that they were challenging in their teaching process where they were hard to manage the classroom during their teaching class because of the students' attitude when they were not listening to the teacher's instruction. Their difficulties in teaching preparation and Process came from themselves where they did not have the confidence and knowledge to adapt to other countries full of different cultures.

The Perceptions between Teachers’ in Public and Private Schools related to the (LFH) Learn from Home Policy Sari Wahyuni; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Knowledge of the various kinds of teacher perceptions between 2 different schools about LFH policies will increase our knowledge of each teacher's strengths and weaknesses in learning activities using LFH policies during the pandemic. This research was conducted in private schools SD Darul Falah 2 Samarinda and public schools SDN 019 Muara Badak, namely four teachers and two principals. It collected data in this study using interview techniques to determine the strengths and weaknesses of LFH policies from teacher perceptions of LFH policies and questionnaire techniques to support interviews with teachers. Furthermore, The results showed that 24% of private school teachers' perceptions of the LFH policy were included in the "Disagree" category. Similar to private schools, the results showed that public school teachers' perceptions of LFH policies, namely 23.5%, were also included in the "Disagree" category. From these two results, it can be concluded that the average teacher disagrees with the LFH policy because it is considered to have many deficiencies that can impact current education development. The data subject was challenged to face in the learning process because the situation made students and teachers need a high focus level to understand what was conveyed by the teacher in daring or online learning.

Co-Authors arbain arbain Christie Urai Musa Dedi Rahman Nur Dewi Eka Juriati Ignatius Rindu Merry Andriani Mustika Putri Oktaviani Rinda Fitriana Sari Wahyuni Siti Aminah Siti Halimah Stevi Indarti Andriani Umar Fauzan Widi Syahtia Pane

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