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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 174 Documents
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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.
Students’ Perception of using Instagram to Vocabulary Mastery in University Muhammadiyah Kalimantan Timur Danung Cipta Wardana; Dzul Rachman; Ibrahim
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.v7i2.2098

Abstract

The integration of social media into education in the contemporary digital era has created novel avenues for engaging students in language acquisition. This research delivers to look at the usage of Instagram as a supplement to promote vocabulary mastery among students at a University Muhammadiyah Kalimantan Timur. Although vocabulary is important in language competency, traditional techniques may fail to engage kids. Instagram, which is frequently used by teenagers for visual communication, gives an opportunity for contextual and interactive vocabulary development. This qualitative descriptive study will involve watching classroom activities and conducting semi-structured interviews to investigate students' involvement, reactions, and vocabulary growth using Instagram-based tasks. The study intends to evaluate the efficacy of Instagram in enhancing vocabulary acquisition, investigate its implementation in the classroom, and comprehend students'perspectives of its utility as an educational resource.
Exploring Student Perceptions on Ai Integration in Academic English Writing Skill Development Harfiza, Junisa Harfiza; Rachman, Dzul; 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.v7i2.2104

Abstract

This study explores university students’ perceptions of AI integration in academic English writing using a mixed-methods approach grounded in the Technology Acceptance Model (TAM). Conducted at Universitas Muhammadiyah Kalimantan Timur, it involved 65 questionnaire respondents and five interviewees. Findings revealed that students found AI tools useful for grammar correction, idea generation, and efficiency. However, concerns emerged regarding over-reliance, reduced critical thinking, and limited motivational impact. The study highlights that while AI tools are perceived as beneficial, their adoption lacks affective engagement, especially in contexts with minimal digital literacy training. Originality lies in combining TAM with students’ emotional and contextual experiences in Indonesia, a perspective underrepresented in existing literature. The study recommends structured, reflective pedagogy to support ethical and autonomous AI use in writing.
Grammarly As a Digital Learning Tool: Supporting Self-Directed Learning in Academic Writing at Universitas Muhammadiyah Kalimantan Timur Musyarofah, Riskiyanti; Ramadhan Hamid, Ade Ismail; Halim, Abdul
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.v7i2.2107

Abstract

Academic writing is a fundamental skill in higher education, especially for students learning English as a Foreign Language (EFL), who often face challenges in organizing ideas and applying accurate grammar. The integration of artificial intelligence (AI) tools like Grammarly has opened new opportunities for students to improve writing performance independently. This study investigates students' perceptions of Grammarly and examines its role in supporting Self-Directed Learning (SDL), which includes self-management, motivation, and self-monitoring. Employing a quantitative descriptive method, data were collected through a structured questionnaire involving 50 second-semester students enrolled in the Academic Writing course at Universitas Muhammadiyah Kalimantan Timur. The results revealed high average scores in both Grammarly usage (need and practicality) and all three dimensions of SDL. Furthermore, a strong positive correlation (r = 0.869, p < 0.000) was found between Grammarly use and SDL levels. This indicates that students who positively perceive Grammarly are more likely to develop SDL behaviors in academic writing. The study concludes that Grammarly serves not only as a technical writing aid but also as a reflective tool that supports learner autonomy. The originality of this research lies in its focus on linking Grammarly use with SDL in the specific context of Indonesian EFL students an area that remains underexplored in previous studies. This provides valuable insights into how digital writing tools can foster independent learning in academic contexts.
Pesantren-Based Curriculum Management to Enhance the Quality of Learning at Al Azhar 46 Kindergarten, Samarinda Rika, Fajar Eriza Rikasari; Nurlaili, Nurlaili; Sudarman, Sudarman; Hidayanto, Dwi Nugroho; Gede Mulawarman, Widyatmike; Haryaka, Usfandi
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.v7i2.2114

Abstract

Pesantren-based curriculum management is a blend of the national curriculum and the foundation’s curriculum, administered within an educational management system to provide continuous knowledge acquisition in both general sciences and Islamic studies. This study aims to describe the pesantren-based curriculum management, covering planning, organizing, implementation, and evaluation at Al Azhar 46 Kindergarten, Samarinda. The research employs a qualitative descriptive method through a case study approach, utilizing data collection techniques such as observation, interviews, and documentation, with data validity ensured through source triangulation. The findings reveal that: 1) Curriculum planning at Al Azhar 46 Kindergarten begins with an analysis of community needs, emphasizing religious education based on adab (Islamic manners) to instill religious and moral values from an early age. The curriculum is formulated on the philosophical foundation of the Qur’an and Hadith to ensure religious content aligns with Islamic teachings. 2) The pesantren-based curriculum development highlights tahfizh (Qur’an memorization) classes and adab learning, implemented continuously from kindergarten through junior high school to nurture noble character from an early age. 3) Curriculum management implementation at Al Azhar 46 Kindergarten is conducted through structured planning that integrates the national and religious curricula in a balanced manner. The learning process emphasizes teacher role modeling, habituation of religious values, and employs tahfizh methods such as Alsam and Tilawati. 4) The evaluation of pesantren-based curriculum management is carried out regularly and systematically, including annual work meetings, semester coordination meetings, and program evaluations every three months. 5) The implementation of pesantren-based curriculum management at Al Azhar 46 Kindergarten positively impacts the quality of learning. The curriculum management has been executed systematically, adhering to the functions of curriculum management through the development of technical guidelines and integrative modules that facilitate the balanced implementation of both the national and pesantren curricula
Voices of Future English Teachers: A Narrative Inquiry of Preservice Teachers' Experiences and Perceptions of World Englishes Buton, Nurdayanti; Ibrahim, Ibrahim; Hamid, Ade Ismail Ramadhan
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.v7i2.2118

Abstract

This study examines how pre-service English teachers' life experiences, beliefs, and identity conflicts influence their perceptions and understandings of World Englishes (WE). Using a qualitative method with a narrative inquiry approach, this study used interviews and reflective journals from four sixth-semester students of an English education program at one of the religiously based private universities in East Kalimantan. The findings were that WE understanding developed through exposure to media and personal experiences, as well as language skills courses. These pre-service English teachers perceived that WE is important for students and has a positive impact on students' language skills. Despite challenges, the pre-service English teachers were committed to creating an inclusive learning environment and valued the diversity of the English language. This research suggests further exploration of how World Englishes influence teachers' teaching practices.
Evaluasi Kebijakan Pendidikan Inklusif di SMA Negeri 1 Penajam Paser Utara Theodora, Novieta Christina; Komariyah, Laili; Haeruddin; Mulawarman, Widyatmike Gede; Haryaka, Usfandi; Yahya, Masrur
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.v7i2.2135

Abstract

Inclusive education is an educational system that ensures equity and equality for all students, including those with special needs, within regular educational institutions. Although the implementation of inclusive education in schools is supported by legal frameworks and national policies, there remain gaps between the policy standards and actual practices in schools, including at SMA Negeri 1 Penajam Paser Utara. This study aims to: (1) describe the implementation of inclusive education policy at SMA Negeri 1 Penajam Paser Utara; (2) identify the barriers to its implementation; and (3) explore solutions to overcome these barriers. This research adopts a qualitative approach using an evaluation method. The findings reveal that: (1) the implementation of inclusive education policy at SMA Negeri 1 Penajam Paser Utara has not fully met the standards set by regulations; (2) the key barriers include the availability of special education teachers, initial assessments, infrastructure, and funding; and (3) proposed solutions involve strengthening resources, improving programs, and requesting additional funding. Inclusive education is expected to be implemented more effectively through systematic and comprehensive improvements at the school level, thereby providing fair and equal services to all students, including those with special needs.

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