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All Journal OKARA: Jurnal Bahasa dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Script Journal: Journal of Linguistic and English Teaching Ganaya: Jurnal Ilmu Sosial dan Humaniora Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Bubungan Tinggi: Jurnal Pengabdian Masyarakat Borneo Educational Journal (Borju) EduLine: Journal of Education and Learning Innovation E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series
Asih, Yuni Utami
Universitas Mulawarman
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Politically Correct Terms In The Jakarta Post Muhammad Anwar; A.K Amarullah; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v6i1.2391

Abstract

The purpose of this study was to find out the types of political correctness used in The Jakarta Post’s news website. The design of the study was qualitative approach. The sample of this study was eleven news articles taken from March to May 2021. Political correctness categorizations were taken from the works of John (2017), Andary-Brophy (2015), and Monashnenko, Amelina, and Shynkaruk (2021). The finding was that The Jakarta Post used: eight PC-Liberalism and three PC-Authoritarianism types; two politeness, one accuracy, three academic, and five conformity variants; and seven euphemisms of discrimination, one euphemism of unpleasant reality, and three euphemisms of people’s lives. The data analysis result exhibited that The Jakarta Post mainly used political correctness for conformity, adhering to the practices of liberalism, and avoiding terms that may be discriminatory. The goal of the study was to provide a better understanding and description of political correctness as well as a model for English language education department students to do further comparable research.
Affective Meaning Through Metaphorical Language In Selected Ost of “The Greatest Showman” Annisya Fajriati; Maria Theodora Ping; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v6i1.2395

Abstract

The aim of this study is to categorize metaphor and to analyze the affective meaning of selected song of “The Greatest Showman” Movie which are “Come Alive” and “This Is Me”. It is a qualitatve study using content analysis to analyze the data based on Lakoff and Johnson (1980) theory for types of metaphors and Leech (1974) for affective meaning theory. There are 34 data that are analyzed which consist of 15 orientational, 14 ontological and 5 structural metaphors. Both of “Come Alive” and “This Is Me” showed similarities meaning to convey which is about trust and the process of self-acceptance in living life without having to worry about other people’s view
EFL Learners’ Self-Efficacy and Learning Strategies in The Learning English Ailla Mahani Fadya Haya S; Desi Rusmawaty; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v6i2.2693

Abstract

The purposes of this research were (1) to investigate the self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (2) to investigate the kind of learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (3) to investigate the correlation between self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda. This research utilized correlation research. The researcher took 100 students in sixth semester at English Education Department of Mulawarman University of Samarinda as the sample in this research. The researcher used a questionnaire as an instrument in this research. The result of this research showed that most of students or 73 (73%) of students had High criteria of self efficacy in learning English speaking. While 8 (8%) of the students had Highest criteria. Therefore, 18 (18%) of the students had Average criteria. Then, one of the students (1%) had lowest criteria. In addition, no one had low criteria. It means that most of the students had High level of self efficacy in learning English speaking. According to result of spearman correlation, the correlation coefficient obtained was 0.167, which means that correlation between learning strategies and self-efficacy have a week correlation, it can be concluded that the relationship between learning strategies and self-efficacy were extremely weak. This also evidenced by the significant value of spearman correlation obtained 0.098 was higher than 0.05 which means that there is no significant correlation between learning strategies and self-efficacy of EFL Learners in English at English Education Department of Mulawarman University of Samarinda.
Exploring The Association Between Learners' Academic Self-Concept and Academic Achievement In The English Subject Maria Zefanya Tessera Soru; Yuni Utami Asih; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, 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

Abstract

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.
TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) PERCEPTIONS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN SAMARINDA Rifki Fadila; Didik Sucahyo; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v6i2.3212

Abstract

Technological Pedagogical Content Knowledge (TPACK) competency is a relevant competency that teachers must have in line with the 4.0 era where technological developments are very necessary. This research aims to find out how Technological Pedagogical Content Knowledge (TPACK) perception of junior high school English Teachers in Samarinda and find out whether there are differences in the TPACK perception on factors of gender, age and teaching experience. The sample of study was 42 teachers who were willing to fill out the questionnaire on the distributed Google Form. The results of this research were that the highest TPACK perception was in the Content Knowledge component at 77.98% and the lowest was in the TPK component at 70.12%. The results of this research show that there are no differences in perception based on gender, age, or teaching experience where the Sig (2-tailed) value is> 0.05 so there is no difference in three factors.
Pre-Service Teachers’ Performance in Applying the ARCS Model on Technology in Education Course Suji Rahmawati; Didik Sucahyo; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v7i1.3239

Abstract

This study aimed to find: (1) to elaborate pre-service teachers’ performance in applying the ARCS model on technology in education course; (2) to elaborate pre-service teachers’ difficulties and solution in integrating ARCS to technology in education. The Attention, Relevance, Confidence, Satisfaction (ARCS) model is an instructional design framework developed by Keller (2010), the model focuses on strategies to motivate and engage learners in the educational process. This study used a case study with qualitative approach. In this study, the participants were three student-teachers of English Education Department at who met the criteria. The data of this research were collected through interviews and analyzed by using Thematic Analysis adopted from Braun & Clarke (2006). The researcher found that the pre-service teachers in the Technology in Education course relatively had good knowledge of ARCS components. It was concluded that most of the pre-service teachers were able to integrate the core components of ARCS. Some of The EFL pre-service teachers taught their content lesson effectively by using ARCS instructional models with specific technology strategies. The result also showed that various difficulties were faced by the pre-service teachers in integrating ARCS to Technology in Education course. The difficulties were from designing the content, translating the material to media, choosing the suitable template, making the material relevance, and set learning objective. To overcome the difficulties, the pre-service teachers looked for the example, making the outline, and also making careful planning in translating the material.
A STUDY OF STUDENTS' SPEAKING DIFFICULTIES AT ENGLISH CLUB SMA NEGERI 7 SAMARINDA Aida Qoir Setyaning; Phil Maria T Ping; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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.v7i1.4726

Abstract

This study aimed to investigate students’ speaking difficulties and the reasons behind the difficulties. This qualitative case study gathered data through speaking task assessment, questionnaire, and semi-structured interview which analyzed thematically from English Club in SMA Negeri 7 Samarinda in the academic year of 2024 who were selected based on the 3 lowest score of the questionnaire. Additionally, students’ speaking difficulties in speaking were categorized into shyness and inhibition, low participation of individuals, finding things to say, and L1 use, meanwhile the reasons behind students’ speaking difficulties were categorized as psychological factors, linguistic factors, and lack of practice factors based on some theories. The result showed that English Club students experienced some difficulties in speaking, such as overuse of L1, confused in finding things to say, shyness and inhibition, and low participation of individuals. This study also found out that the possible reasons behind the difficulties were from linguistic factors: lack of vocabularies, lack of pronunciation, and lack of grammar. Moreover, psychological factors which related to fear of making mistakes, self- confidence, and language anxiety also contributed to the difficulties with the lack opportunities to practice inside and outside the class. Hence, English Club students were still lack of linguistical features in speaking which also affect their psychological and became hesitate to speak in English Club meetings.
The Use of Technology in EFL Assement Process at a Vocational High School in Samarinda Endra Sufanlay; Iwan Setiawan; Yuni Utami Asih; Bibit Suhatmady
E3L: Journal of English Language Teaching, Linguistics, 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.v8i2.5271

Abstract

This study investigates the integration of technology in the English as a Foreign Language (EFL) assessment process at a Vocational High School in Samarinda. Although the role of technology in education is increasing, its application in EFL assessment is still minimal in this context. Using a qualitative approach, data were collected through interviews involving EFL teachers. There are three research questions underlying this study, the first is what are technology tools used in the EFL assessment process in a Vocational High School in Samarinda? the second is How is the technology used by the English Teachers of a Vocational High School in Samarinda? and the last is, What are the challenges in using technology for the EFL assessment process? This study reveals that English teachers at a Vocational High School in Samarinda have integrated various technological tools in EFL assessment, especially post-distance learning due to the COVID-19 pandemic. Tools such as Google Forms, Duolingo, Google Classroom, Quizizz, and Kahoot are widely used although most teachers have only acquired these skills through self-learning. The stages carried out by teachers in using digital technology tools in the assessment process are first preparation and drafting of online exam questions, second online assessment strategies and methods, third fraud monitoring and prevention, and finally exam materials and topics. The main challenges faced include limited internet access, unstable Wi-Fi networks in schools, and students' low digital literacy on the platforms used. Nevertheless, teachers are adapting and working towards effective assessment.
The Correlation Between Students’ Motivation and Their Achievement in Studying English at a Junior High School in Samarinda Gita Rininta Gita; Ida Wardani; Bibit Suhatmady; Yuni Utami Asih
E3L: Journal of English Language Teaching, Linguistics, 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

Abstract

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.
Re-focusing School Curriculum: Shaping Educational Vision Around the New Capital City of Indonesia Abdul Hakim; Susilo Susilo; Atin Nuryadin; Yuni Utami Asih; Sudarman Sudarman; Khusnul Khotimah; Nurul Fitriyah Sulaeman
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17350

Abstract

Human resource development is a key focus in the development of the Indonesian capital city. Elementary and secondary schools in Sepaku Regency, Penajam Paser Utara Regency, are the closest buffer zone to the New Capital City. Therefore, the quality of these schools is crucial in facilitating the development of the younger generation around the New Capital City. Adjustments to curriculum documents serve as guidelines for school administration, ensuring the quality of educational services provided. Therefore, training and mentoring in school curriculum development are crucial and have become the aim of this program. The method of this mentoring program was implemented through five phases from 2024 to 2025, with 12 elementary schools and two junior high schools in Sepaku District participating. The mentoring result demonstrated that each school was able to create comprehensive and aligned curriculum documents with a focus on in-depth learning. Challenges encountered during the training process included changes in the number of school representatives present at the training and mentoring activities. In early 2025, there was a shift in the curriculum guidelines toward in-depth learning. The finalization process for mentoring, incorporating key elements of in-depth learning into the curriculum documents, has been completed. It can be concluded that mentoring could support schools to re-focus their curriculum. 
Co-Authors A.K Amarullah Abdul Hakim Achmad Ivansyah Obos Adrianto Ramadhan Aida Qoir Setyaning Ailla Mahani Fadya Haya S Alif akbar Ramadha Annisya Fajriati Aridah Aridah Atin Nuryadin Bibit Suhatmady Bibit Suhatmady Desi Rusmawaty Didik Sucahyo Dwi Titi Maesaroh Dynda Anastasya Eirene Letarina Endra Sufanlay Gita Rininta Gita Ida Wardani Ida Wardani Istanti Hermagustiana Iwan Setiawan Jojor Siahaan Karomah Khairunnisa Limbong, Effendi Linda Sari Maria Teodora Ping, Maria Teodora Maria Theodora Ping Maria Zefanya Tessera Soru Masrur Yahya Muhammad Anwar Nia Septiyanti Novia Indri Arumsari Nurul Fitriyah Sulaeman, Nurul Fitriyah Phil Maria T Ping Rahmaniah Rahmaniah Ratna Afina Firstyani Rifki Fadila Risna Safira Amru Rijamil Safria Rima Jayusna Siti Patimah Sudarman Suji Rahmawati Susilo Susilo Weningtyas Parama Iswari Yosieka Maharani