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Class Struggle In Bong Joon-Ho’s Film Parasite: An Analysis by Using Marxist Theory Natasha Fabrianne; Didik Sucahyo; Ida Wardani
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 1 (2022): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Class Struggle in Bong Joon-ho’s Film Parasite: An Analysis by Using Marxist Theory. Class struggle is the continual conflict between the capitalist and working classes for economic and political power. In this study, the researcher will analyze the class struggle in Bong Joon-ho’s film Parasite by using Marxist theory. This study will be using descriptive qualitative research as its design. The purposes of this study are: 1) to find out the portrayal of social condition of the lower class in Bong Joon-ho’s film Parasite; 2) to find out the classification of social class in Bong Joonho’s film Parasite; 3) to find out the impacts of the class struggle toward the upper class and lower class in Bong Joon-ho’s film Parasite; 4) to find out if there is any specific behavior that the upper class frequently do to the lower class in the Bong Joon-ho’s film Parasite. The data in this study will be analyzed by using Miles and Huberman’s theory, which consists of three flows of activity: data reduction, data display, and conclusion drawing/verification. The result of this study shows that Bong Joon-ho’s film Parasite portrays the social condition of the lower class as the working class for the proletariat. In this film, the classification of social class is divided into two classes: the lower class, which is the Kim family and the upper class, which is the Park family. The impacts of class struggle that happened in this film are the Kim family’s jealousy and desire to infiltrate and creep into the Park family’s house, which resulted greed and violence. There is also a specific behaviorthat the upper class frequently do to the lower class in this film, which is the upper class’ act of being annoyed by the lower class’ smell.

Students’ Difficulties In Speaking English Of The Eighth Grade Students Of SMP Negeri 35 Samarinda : Della Seventina; Aridah Aridah; Didik Sucahyo
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

The current study aimed to analyze the levels of students’ English speaking difficulties and to investigate the most frequent factor causing why students perceived the English speaking difficulties. It employed descriptive quantitative, in which the data obtained from 75 junior high school students of SMP Negeri 35 Samarinda, who responded a-five point Likert scale questionnaire through asynchronous online Google Form. The computer program of SPSS.22 was utilized in the data analysis. It showed that the level of English speaking difficulties perceived by the students was high categorized that proved with the mean score 3.28. Then, the most factor that caused on the English speaking difficulties faced by students was academic and conversational English skills (Mean=3.48), followed by linguistics obstacles (M=3.30), speech processing difficulties (M=3.29), negative effects (M=3.25), and finally access to speaking opportunities (M=2.99).

The Teaching of Listening at The English Language Education Program of Mulawarman University During Covid-19 Pandemics Farra syarliza; Bibit Suhatmady; Didik Sucahyo
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2022): 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.v5i2.1955

Listening is very important and language educators are often lacking in practical approaches, techniques, and activities that they can apply in their classrooms. The purposes of this study are to describe the implementation of Listening activities and the obstacles in implementing the activities during the Covid-19 pandemics. A qualitative case study approach was used in this research and the interview protocol and documents were utilized to collect the data. The findings of this research reveal that the teaching and learning activities conducted by the two research subjects are in the online synchronous and asynchronous mode of learning delivered through the three sequences of teaching listening namely pre-listening, whilst-listening, and post-listening which include the model, the process, and the strategies for teaching listening. In implementing activities, they involved the model, process, and strategies using videos, applications, and web platforms in different ways. Furthermore, both research subjects have similar obstacles like internet connection and mobile data which leads to the preference for the synchronous and asynchronous mode in teaching. Moreover, It is also found that the whilst-listening and the evaluation phases of listening are the biggest problems in teaching Listening

The Correlation Between Students’ Ability of Simple Past Tense and Their Ability in Writing Recount Text by the Eight Grade Students of SMP Negeri 27 Samarinda in 2017/2018 Academic Year Novia Indri Arumsari; Yuni Utami Asih; Didik Sucahyo
E3L: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 1 (2018): 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.v1i1.2027

The ability to write recount text is one of communicative competences that should be mastered by the eighth grade students of Junior High School. In writing recount text, simple past tense plays as an important role. The simple past tense should be mastered in order to be able to write recount text well. The purpose of this study was to find out the correlation between two variables, simple past tense ability and writing recount text ability, the researcher conducted the correlation research. The population of this study is the eighth grade students of SMP Negeri 27 Samarinda. There are 200 students and 30 students taken as the samples, a random sampling is applied. The researcher used two kinds of tests, simple past tense test and writing recount text test. In simple past tense test, she used objective test in a form of filling the blanks, while in writing test, she asked students to write a recount text based on their unforgettable experience or their special day. Before the instrument was used, she had to try out the simple past tense test. The main purpose was to find out the difficulty index, validity and reliability of the items of simple past tense test. This study reveals that there is significant correlation between students’ ability of simple past tense and their ability in writing recount text by the eight grade students of SMP Negeri 27 Samarinda in 2017/2018 Academic Year. It is proved by the mean score in simple past tense is 45.86 and mean score in writing recount text is 44.93, the qualification both scores are fair. The data statistically calculate using Pearson Product Moment Formula. The obtained rvalue was 0.861 and the critical value for N= 30 was 0.361. It means that the result obtained from the calculation is greater than critical value. Based on the hypothesis testing, it is found that the value of the calculate t is 9.121, while the critical value of t table with 5% significance with df =29 is 2.045. The value t is higher than t table or 9.121>2.045, it means that the alternative hypothesis is accepted, while the null hypothesis is rejected. This fact was based on the result of the test. Most of the students who had good scores in simple past tense test also got good scores in writing recount text ability test. Based on the result of this study, the researcher suggests the students to master the simple past tense if they want to write recount text better

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

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

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.

Teachers’ Perceptions of Digital Technology Use in English Language Learning During The Covid-19 Pandemic and in The Post-Pandemic Period Annisa Afrilianti; Hasbi Sjamsir; Iwan Setiawan; Didik Sucahyo; 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.v8i2.5298

COVID-19 brings a deep impact on the field of education, especially by pushing the wide use of digital technology in learning. When face-to-face learning returned, it became important to see whether teachers’ experiences with technology during the pandemic affected their views and decisions about using technology after the pandemic. Many studies have looked at teachers’ views during and after the pandemic, but only a few have explored how English teachers view these experiences and how it influenced their decisions to keep or change their use of technology especially in schools located outside urban centers or in areas with limited resources. This research focused on exploring the views of English teachers on using digital technology during and after the COVID-19 pandemic at a semi-rural public Junior High School in East Kalimantan. This study used a descriptive qualitative method with in-depth interviews for data collection. The results showed that before the pandemic, most teachers only used technology as a supporting tool. After the pandemic ended and learning returned to the classroom, teachers tend to continue the use of technology because they found it helpful and had become accustomed to it, although the use of technology after pandemic less frequent compared to during the pandemic.

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