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Borneo Educational Journal (Borju) Teacher Training and Education Faculty of University of Widya Gama Mahakam Samarinda East Kalimantan. Jl. KH.Wahid Hasyim, Sempaja No.28, Samarinda, East Kalimantan
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Borneo Educational Journal (Borju)
Published by Universitas Widya Gama Mahakam Samarinda
ISSN : -     EISSN : 26559323     DOI : https://doi.org/10.24903/bej
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Borneo Educational Journal (Borju) by The Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in February and August. The Journal ISSN Number for online version is 2655-9323. It contains articles of research or study of Theory of Education, Language Education, Early Childhood Education, Primary School Education, Educational Management and Technological Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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Search results for , issue "Vol. 7 No. 2 (2025): August" : 36 Documents clear
Enhancing EFL Speaking with Simple Tech: A Junior High Experiment Using Audio-Visual Slides Yanartik, Nur Rochmah; Mandarani, Vidya
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.v7i2.2058

Abstract

This study aims to explore the effectiveness of audio-visual slides in enhancing the speaking skills of seventh-grade students. Despite being a key skill for expressing ideas and interacting in English, speaking is often under practiced in the classroom. To bridge this gap, the study implements audio-visual slides that integrate visual and audio elements to capture students’ attention and stimulate their imagination. The research employs a pre-experimental one-shot case study design involving 32 students. It focuses on four core indicators of speaking proficiency: fluency, pronunciation, grammar, and comprehension. The results show that the students achieved an average speaking score of 69.53, and the t-test value reached 70, indicating their performance in the “good” category, particularly in grammar and pronunciation. These findings indicate that using audio-visual slides positively impacts students’ speaking abilities. Statistical analysis further supports the conclusion that this method is effective. These outcomes highlight that incorporating audio-visual materials into English lessons can create a more dynamic, engaging, and encouraging language learning environment, helping students build greater confidence and competence in speaking English.
A Teachers Role in Addressing Challenges and Strategies in Secondary English Teaching Putri, Ashifa Nabila; Rachman, Dzul; Sunarti, Sunarti
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.v7i2.2065

Abstract

This study explores the multifaceted role of English teachers in addressing the instructional challenges encountered at the secondary school level in Samarinda, Indonesia. Given the increasing demand for English proficiency and the limitations within English as a Foreign Language (EFL) contexts, this research investigates the core obstacles faced by educators and the strategies they implement to enhance student learning outcomes. A qualitative phenomenological approach was employed, using structured interviews with purposively selected English teachers based on experience, educational background, teaching methodology, and school location. Thematic analysis revealed three principal themes: instructional challenges (e.g., time constraints, student apathy, technical limitations), pedagogical considerations in choosing learning strategies, and adaptive solutions such as differentiated instruction and peer collaboration. The findings highlight teachers’ critical role in adjusting instructional methods to students' diverse needs and utilizing collaborative networks to overcome resource limitations. The study contributes original insight by focusing on localized, real-world teacher experiences in a specific urban-rural Indonesian setting an area that remains underrepresented in existing literature. It underscores the necessity of systemic support and continuous professional development for EFL teachers navigating complex classroom dynamics.
The Dark Side of Dependency: Negative Consequences of EFL Students' Use of ChatGPT for Academic Writing Marisa, Sonia; Rachman, Dzul; Puspita, Rani Herning; Rahmawati, Yeni
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.v7i2.2069

Abstract

The need for artificial intelligence-based tools like ChatGPT is rising among EFL students in scientific writing, as these technologies enhance the efficiency and clarity of their written work. This study underscores the detrimental effects of over dependence on these tools, particularly regarding students' critical thinking skills, creativity, and academic integrity. Data was acquired by successively implementing a mixed-methods strategy, which involved delivering questionnaires to 60 students from the English Education program, followed by semi-structured interviews with chosen responders. Quantitative results indicate that although ChatGPT assists in generating ideas and enhancing grammar, its utilization frequently diminishes analytical depth, undermines the writer's authentic voice, and heightens the likelihood of plagiarism. Qualitative findings validated these results, as students articulated apprehensions regarding diminished creativity, drive to learn, and independent thought. This study finds that although ChatGPT might serve as a valuable resource, excessive dependence on it may impede the cultivation of students' intellectual faculties and ethical standards. Consequently, educational institutions must to establish explicit norms and promote the utilization of technology in a critical and ethical fashion. This study addresses a research deficiency by highlighting the adverse effects of AI utilization on EFL students' academic writing, a topic that has not been extensively explored previously.
Exploring Teachers’ and Students’ Perceptions of Deep Learning: Integrating Meaningful, Mindful, and Joyful Learning in ELT Classrooms Dea Amanda Ricita; Abdul Halim; Sunarti, Sunarti
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.v7i2.2078

Abstract

This study investigates teachers’ and students’ perceptions of deep learning within English Language Teaching (ELT) classrooms at SMK Negeri 15 Samarinda, focusing on the integration of meaningful, mindful, and joyful learning strategies. Employing a mixed-methods design, the research collected quantitative data through Likert-scale questionnaires from 66 students and 5 teachers, and qualitative data through semi-structured interviews with the same group of teachers. Quantitative results showed generally positive perceptions, with students reporting an average score of 3.17 on deep learning indicators. Notably, 86.3% strongly agreed that games and storytelling increased motivation, highlighting the value of joyful learning. Qualitative findings revealed key challenges, including limited infrastructure, inconsistent digital literacy, and curriculum constraints. However, teachers demonstrated adaptability through real-world projects, collaborative strategies, and reflective discipline. Despite minimal formal training, many educators intuitively applied deep learning principles. The study underscores the need for systemic support such as professional development and equitable resource allocation to ensure the effective and sustainable integration of deep learning in ELT practices.
Twitter as a Discussion Space: Exploring Students' English Communication Patterns Putra, Setoaji; Syamdianita, Syamdianita; Aridah, Aridah; Rusmawaty, Desy; Kalukar, Ventje Jany
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.v7i2.2081

Abstract

This study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments.
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 Impact of YouTube Digital Storytelling on Students’ English Retelling Skills Rabi'ah Al-Adawiyah; Dzul Rachman; Ade Ismail Ramadhan Hamid
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.v7i2.2089

Abstract

This study investigates the impact of YouTube-based digital storytelling on students' English retelling skills in an EFL context. The research was motivated by students' common struggles with vocabulary retention, speaking fluency, and confidence when retelling stories in English. Utilizing a mixed-method approach, the study involved 55 students from the English Education Program at Universitas Muhammadiyah Kalimantan Timur. Data were collected through a Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed using SPSS to obtain mean scores and descriptive statistics, while qualitative data were examined using thematic analysis. The findings revealed that digital storytelling significantly improved students' vocabulary, fluency, and confidence. Interview responses supported these results, highlighting how visual and audio elements in YouTube storytelling helped students recall new words, understand narrative structure, and express ideas with greater ease. The study concludes that YouTube digital storytelling is an effective, engaging, and accessible tool for enhancing retelling skills in EFL learners. The originality of this study lies in its focus on integrating multimodal digital input with narrative learning, offering pedagogical insights into low-resource and tech-friendly learning strategies for speaking development.
Enhancing English Vocabulary Acquisition of Indonesian EFL Students through Auditory Feedback in Quizizz Tamam, Avila Akhtar; Kasim, Ahmad
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.v7i2.2090

Abstract

This quasi-experimental study investigates the efficacy of auditory feedback in Quizizz, a gamified learning platform, for enhancing vocabulary acquisition among Indonesian EFL learners. Sixty-two 11th-grade students from SMA 1 Tenggarong were assigned to an experimental group (n=34) using Quizizz with auditory feedback and a control group (n=28) receiving traditional teacher-led instruction. Over four 60-minute sessions across two weeks, both groups studied identical vocabulary content. Pre- and post-tests employing the Vocabulary Size Test (Nation & Beglar, 2007) measured receptive vocabulary gains, while a bilingual Intrinsic Motivation Inventory (Ryan & Deci, 2000) assessed perceptions. Results revealed significantly greater vocabulary improvement in the experimental group (mean gain +0.20 vs. control's -0.28; *t*(60)=2.34, *p*=.023, *d*=0.42), with notably higher motivation scores across all subscales (Interest, Competence, Effort, Value; *p*<.05). These findings align with Mayer's (2009) Cognitive Theory of Multimedia Learning, demonstrating that auditory-enhanced digital instruction outperforms conventional methods in both cognitive and affective domains. The study advocates for integrating multimodal feedback in EFL pedagogy, particularly in contexts seeking to optimize limited instructional time
Writing Self-Efficacy in English Language Learning: A Study of University Students' Academic Achievement and Motivational Factors Ariyanti
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.v7i2.2095

Abstract

This study examines the relationship between writing self-efficacy and academic performance among university students enrolled in English writing courses. Using a mixed-methods approach, data were collected from 150 university students across three institutions in East Java, Indonesia. The study employed the Questionnaire of English Writing Self-Efficacy (QEWSE) and semi-structured interviews to assess students' self-efficacy beliefs and identify influencing factors. Results revealed a significant positive correlation between writing self-efficacy and academic performance (r = .67, p < .001). Key predictors of writing self-efficacy included previous English learning experience (β = .34, p < .001), quality of instructor feedback (β = .28, p < .001), peer collaboration opportunities (β = .22, p < .01), and perceived task difficulty (β = -.19, p < .05). Qualitative findings highlighted five major themes: mastery experiences, instructor feedback quality, peer support, task relevance, and technological resources. The study provides empirical evidence for the importance of writing self-efficacy in L2 contexts and offers practical implications for English language pedagogy in higher education. The findings highlight actionable strategies for improving English writing instruction, including the role of peer support, feedback mechanisms, and task design, particularly in EFL university settings.
Exploring Learning Motivation Through Contextual Learning in ESP Classes: A Study on Automotive Engineering Students Yeni Rahmawati; Septianto, Adit; Khatimah, Khusnul
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.v7i2.2097

Abstract

This research investigated how contextual learning influences students’ motivation and English proficiency in English for Specific Purposes (ESP) classes for automotive engineering students. Motivated by the disconnect between general English curricula and students’ vocational goals, this research applies contextual strategies aligned with the ARCS motivational model—Attention, Relevance, Confidence, and Satisfaction. A total of 91 students participated, and data were collected using a validated questionnaire. Statistical analyses, including Cronbach’s alpha (0.851), descriptive statistics, t-tests, and multiple regression, were used. The findings reveal that contextual learning significantly enhances students’ motivation, especially in the areas of relevance and attention, and contributes positively to their English language performance. Regression analysis showed that motivational factors explained 18.1% of the variance in English proficiency scores, with “Relevance” emerging as the strongest predictor. Students reported higher satisfaction and engagement when learning materials reflected their professional context. This research confirms that integrating real-world content into ESP instruction not only improves student motivation but also supports linguistic outcomes. These results advocate for ESP curricula that are closely tied to industry-related content to better equip vocational students for future professional demands.

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