Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Voices of English Language Education Society Borneo Educational Journal (Borju) E3L : Journal of English Laguange Teaching, Linguistics and Literature International Journal of Research in Education (IJRE)
Aridah
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Education Languange, Linguistic, Communication & Media Mathematics

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A Corpus-Based Study On The Use Of Reporting Verbs In Applied Linguistics Journal Articles Published From 2020-2024 Adrianto Ramadhan; Weningtyas Parama Iswari; Aridah
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 8 No. 1 (2025): 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.v8i1.5242

Abstract

Reporting verbs are essential in academic writing because they help convey the writer's stance, attitude, and relationship with the reader, as highlighted in corpus-based research. This research was a corpus-based study that investigated the use of reporting verbs in applied linguistics journal articles published between 2020 and 2024. The main objectives were to identify the categories of reporting verbs used in the articles and determine the most frequently used categories within this period. This research applied a corpus linguistic technique, which used quantitative methods. The study specifically focuses on the frequency of reporting verbs in journal articles published within the selected time period. A corpus of 316 articles from the Indonesian Journal of Applied Linguistics was used as a data for the analysis. The data was processed using the software tool AntConc 4.2.0, which allowed for a detailed examination of the reporting verb frequencies and their categorization. The results revealed that Discourse Acts were the most frequently used reporting verbs, followed by Research Acts and Cognition Acts. Within the Discourse Acts category, the "certainty" subcategory emerged as the most prevalent.
Bridging the Gap: Academic and Social Challenges of First Year Out-of- Town English Students at Mulawarman University Mukhtasyar, Mukhtasyar Al Hazami; Asih, Yuni Utami; Aridah
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): 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.v7i2.2083

Abstract

This study aims to investigate the academic and social challenges faced by new students in the English education, study program at Mulawarman University Who come from outside the city. This study uses a qualitative case study design with four participants who had the lowest GPA in the last semester. Data were collected through Semi-structured interviews and analyzed using thematic analysis. The results of the study show, remained these academic challenges Social Challenges and strategies for overcoming these challenges. Academic challenges include time management in dealing with heavy workloads and difficulties in understanding English-based learning. Social challenges include homesickness, lack of confidence, and difficulties in social adaptation. Despite facing various obstacles. students implemented several strategies, such as asking for help from Friends, joining campus, organizations, and Independent Learning This study emphasizes, the importance of Campus, support systems, in helping new students from outside the region, adapt and succeed academically. And socially These findings can serve as input for lecturers, program administrators and campus officials in designing orientation programs, and students Support Services.
Foreign Language Anxiety and Its Impact on English Achievement: A Study of Gender Variations in EFL Learners Aridah; Masruroh, Dzunie; Rusmawaty, Desy
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28279

Abstract

Anxiety is a prevalent psychological factor that influences the learning process, particularly in language acquisition, where it can shape students’ confidence, engagement, and overall performance. In contexts where English is learned as a foreign language, anxiety is often linked to students' ability to navigate language learning challenges, affecting both their success and struggles in mastering the language. Understanding the extent of foreign language anxiety and its specific effects is essential, given its potential impact. This study investigates students’ anxiety levels, examines gender differences, and explores the relationship between anxiety and English achievement. A quantitative descriptive survey was conducted with 105 students in Samarinda, Indonesia, using the Foreign Language Classroom Anxiety Scale (FLCA) to measure anxiety and final semester scores to assess achievement. Data analysis using SPSS version 25 revealed that students experienced a high level of foreign language anxiety (M = 3.4459), with female students reporting slightly higher anxiety than males. However, the difference was not statistically significant. Correlation analysis showed a weak negative association (r = -.101, p = .306), suggesting that anxiety had little to no impact on achievement. These findings provide insights into foreign language anxiety in EFL contexts, emphasizing the need for targeted interventions to create a more supportive learning environment and enhance language learning experiences.
How Stereotype Threat and Stress Affect Learning: From Theory to Empirical Evidence Aridah
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1111

Abstract

Stereotype threat and stress are prevalent factors in education. Students experiencing one of these two psychological phenomena often demonstrate lower academic or learning performance. This article reviews and synthesizes some research findings, emphasizing on how stereotype threat and stress affect learning. It examines different domains, including science education such as mathematics and physics and second or foreign language learning. It also examines different demographic groups which include races, ethnic minority, gender and social class. By integrating theoretical perceptive with empirical evidence, this article offers a comprehensive overview of how stereotype threat and stress affect  learning process and provides educators and parents with strategies of how to deal with threat and stress. The results of the analysis give some implications on learning in general and in language learning in particular.
Co-Authors Adrianto Ramadhan Masruroh, Dzunie Mukhtasyar, Mukhtasyar Al Hazami Rusmawaty, Desy Weningtyas Parama Iswari Yuni Utami Asih, Yuni Utami