Garuda - Garba Rujukan Digital

Experiencing Digital Storytelling: Students’ Perception Ahada, Ichi; Wardani, Ida; Rizki, Sanova; Izzatul Jannah, Ajeng
Educational Studies: Conference Series Vol. 4 No. 2 (2024)
Publisher : Faculty of Teacher Training and Education, Mulawarman University

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To foster global connections by promoting networking and collaboration through storytelling is the aim of this investigation, beginning with students in a classroom setting who will collaboratively write a story by merging their ideas and creativity. The primary activities involve reading, writing, and sharing, where participants read a paragraph, add to it, and share their contributions with others. The research focuses on understanding students' perceptions of their experiences with digital storytelling. Engaging students in meaningful learning experiences through digital storytelling is an effective strategy that enhances teamwork, creativity, and writing skills. The integration of technology makes the storytelling process more engaging and enjoyable for students. Findings indicate that students have a positive view of digital storytelling as it stimulates their imagination, encourages collaboration, and improves their writing abilities

The Pre-service Teachers' Experiences in Developing Digital Competences in Digital Literacies course Simanjuntak, Laura Intan Mercy Febriani; Limbong, Effendi; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, 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 Intan Mercy Febriani Simanjuntak, Laura; Limbong, Effendi; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, 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 Soru, Maria Zefanya Tessera; Asih, Yuni Utami; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 2 (2023): September
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

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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.

Evaluating the Educational Impact of Digital Storytelling through Student Perceptions Ahada, Ichi; Surya, Satyawaty; Rusmawaty , Desi; Hermagustiana , Istanti; Wardani, Ida
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.v6i2.1786

Digital storytelling can strengthen relations between participants (N. G. Davey & Benjaminsen, 2021; N. Davey & Moulton, 2020). This research intends to connect people around the world to build networking and collaboration to create stories but for the first step, the focus is intended to cooperate with students in the classroom to write a story together by combining ideas and creativity. Reading, writing, and sharing are the main activities conducted by participants. It is the participant’s turn to read the previous paragraph, add another paragraph, and share it with the other participant. Since this research was intended to find out how students/participants’ perceptions of experiencing digital storytelling, a quantitative approach was employed as the research design. Using digital storytelling to engage students in meaningful learning experiences is a useful strategy. It develops teamwork, creativity, and writing abilities. Students find the storytelling process more engaging and enjoyable when technology is used to improve it. The study''s conclusions show that students view digital storytelling favorably because it inspires them to use their imaginations, work with others, and become better writers

The Correlation Between Students’ Motivation and Their Achievement in Studying English at a Junior High School in Samarinda Gita, Gita Rininta; Wardani, Ida; Suhatmady, Bibit; Asih, Yuni Utami
E3L: Journal of English Teaching, Linguistic, 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.

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