Article Per Year (5 Year)
p-Index From 2021 - 2026
1.475
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Voices of English Language Education Society Borneo Educational Journal (Borju) Frasa: English Education and Literature Journal E3L : Journal of English Laguange Teaching, Linguistics and Literature International Journal of Research in Education (IJRE)
Aridah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
THREE ATTITUDE MODELS ON THE USE OF QR CODE IN EFL INDEPENDENT LEARNING AT CORDOVA ELEMENTARY SCHOOL Wulandhari, Evi; Susilo; Aridah
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 7 No. 1 (2024): 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.v7i1.4662

Abstract

This research was about three attitude models on the use of QR Code in EFL independent learning at Cordova elementary school. The design of this study was qualitative phenomenology. This study use semi-structured interview from four selected students to collect the data. Participants were selected using purposive sampling with the criteria that had been prepared by the researcher. This research aimed to find out three attitude models based on Spooncer (1992) theory, the occurred of students feeling, beliefs, and behaviours. First, the students feelings there were two main points advantages and attractiveness. Advantages regards to ease and learning media. Attractiveness regards to interesting and fun. Secondly, the students beliefs there were two main points improve ability and preferences. Improve ability regards to soft skill and hard skill. Preferences regards to agreements of students. Last, the students behave there were one main point about experiences of students. The Experiences regards to problems of media, problems of tools, and personality problems. Therefore, it is suggested that teachers will try to implement digital-based learning in schools and facilitate students with the internet and media.
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 Teaching, Linguistic, 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.
The Use of Slang on Tiktok Comments in East Kalimantan Siti Nisrina Azzahra; Ida Wardani; Aridah; Maria Teodora Ping; Ventje Jany Kalukar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6829

Abstract

This research seeks to investigate the study of slang discourse seen in the TikTok comment sections of East Kalimantan users. Slang is a kind of informal language that sounds very entertaining, trendy, and creative. Normally, the usage of the language is mostly by young people so that they can express their feelings, interact with others, and follow what is trending in the digital world. For this reason, this research aims to unveil what types of slang people use, its uses, and how it reflects identity and communication strategies. The research utilizes qualitative descriptive methodologies for data collection, which is gathered from TikTok comments and interviews conducted with eight users from East Kalimantan. The findings reveal that various etiquettes of slang are greatly influenced by both the world and local culture. Some popular terms include “anjay,” “gacor,” “slay,” and “rizz,” among others. Most users learn slang from TikTok and Instagram and extend it in a way that makes them sound modern, funny, or relatable. Slang also helps people feel part of a group and, at the same time, more quickly communicate their thoughts.    
Understanding EFL Students’ Acceptance of DeepL for English Translation: A Technology Acceptance Model Perspective Reihayyu Dwi Cahyani; Syamdianita; Aridah; Weningtyas Parama Iswari; Ichi Ahada
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6831

Abstract

This study investigates University students' perceptions of the machine translation tool DeepL in the context of learning English as Foreign Language (EFL). The main objective was to explore the frequency of use with the tool through the TAM Theory. Using a descriptive qualitative research approach, the purpose of sampling was used to select four university EFL students, who were categorized as frequent and infrequent users of DeepL. Data was collected through semi-structured interviews, and questionnaires. The results showed that frequent users of DeepL appreciated its effectiveness in vocabulary acquisition, translation accuracy, and academic writing support. In contrast, infrequent users expressed concerns about limitations such as the lack of a paraphrasing feature and the formality issues. These findings highlight significant differences in user experience based on frequency of use and the need for further research with larger and more diverse samples to validate these results. Recommendations for future research include incorporating feedback from users to improve functionality and meet the evolving needs of EFL learners. This research contributes to the understanding of the role of machine translation technology in language learning and offers insights for future research.
ANALYSIS OF STUDENT’S LANGUAGE STYLE USING MARTIN JOOS THEORY AT ENGLISH EDUCATION DEPARTMENT Maharani Illiyyin Zahra; Aridah; Ventje Jany Kalukar; Teodora Ping, Maria; Setiawan, Iwan
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: 10.47701/0xhphj94

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.
Switching Among Worlds: How Online Friends Encourage Code-Switching in Communication Gracia, Rainata; Syamdianita; Aridah; Maria Teodora Ping; Iwan Setiawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6826

Abstract

This study investigates code-switching in digital communication among bilinguals, focusing on informal conversations on WhatsApp and Discord. It aims to examine the types of Code-Switching that occur and the underlying motivations behind them. The study employs a qualitative case study approach, the research involved chat data analysis and semi-structured interviews with a 21-year-old Indonesian and an 18-year-old Malaysian, both of whom are online friends. Data were collected over a three months period (January-March 2025). Guided by Poplack’s typology, the analysis identified three types of code switching: intra-sentential, inter-sentential, and tag-switching with intra-sentential switching being the most frequent (76% of all instances). Participants reported that their language choices were influenced by social dynamics, emotional state and the context of the conversation. Reasons for code-switching were for expressive clarity, social connection and cultural identity reinforcement. While limited by its small sample and short timeframe, this study highlights how digital platforms facilitate linguistic flexibility and position Code-Switching as a strategic tool for interpersonal communication. The findings contribute to the fields of sociolinguistic and digital communication by providing insight into how online communication shapes multilingual practices in contemporary context.
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.
Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels Rania Putri Wahyudi; Aridah; Istanti Hermagustiana; Kalukar, Ventje; Teodora Ping, Maria
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.v8i2.5316

Abstract

This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Co-Authors Adrianto Ramadhan Gracia, Rainata Ichi Ahada Ida Wardani Istanti Hermagustiana Iwan Setiawan Iwan Setiawan Kalukar, Ventje Maharani Illiyyin Zahra Maria Teodora Ping Masruroh, Dzunie Mukhtasyar, Mukhtasyar Al Hazami Rania Putri Wahyudi Reihayyu Dwi Cahyani Rusmawaty, Desy Siti Nisrina Azzahra Susilo Syamdianita Teodora Ping, Maria Ventje Jany Kalukar Weningtyas Parama Iswari Wulandhari, Evi Yuni Utami Asih, Yuni Utami