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E3L : Journal of English Laguange Teaching, Linguistics and Literature
Published by Universitas Mulawarman
ISSN : -     EISSN : 25979442     DOI : https://doi.org/10.30872/e3l
Core Subject : Education,
Languange, Linguistic, Communication & Media
E3L is a biennial journal by English Department Faculty of Teacher Training and Education Mulawarman University. Publication is on March and August. E3L covers any relevant issues of English Education, Linguistics, and Literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 2 No 1 (2019): March" : 5 Documents clear
The Student Anxiety Level and the Dominant Factors Influencing in Learning English at SMKN 17 Samarinda Taufik Hidayat; Masrur Yahya; Weningtyas Parama Iswari
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1985

Abstract

Anxiety in learning English is a state of tension and apprehension as a natural response in learning English, and might impede students’ learning process. This study was intended to find the students anxiety level and the dominant factor influencing in learning English. The survey research was applied to get the data needed. There were 120 respondents from four classes of the eleventh grade students of SMKN 17 Samarinda. The research instrument was a questionnaire by Horwitz (1991). Descriptive statistics was used to analyze the quantitative data. It was found out that on average students had high anxiety level, in which 73% of the students were categorized as having high anxiety level. Then, 19 % of the students had very high anxiety level, and 7.5% had medium anxiety. There are three anxiety factors, two factors: communication apprehension (74.9%) and test anxiety (74,5%) became the dominant factors, since in both factors, while the negative evaluation (69%) was the lower percentages from three dominant factor. Moreover, there were sub-factors which were found in this study that had correlation with the dominant factors in learning English, such as: not confident in learning English and lack of vocabulary (communication apprehension), teacher did not reduce anxiety and teaching quickly (test anxiety) and not good environment in learning English (fear negative evaluation)
The EFL Learners’ Perceptions toward Mobile Device Usage and Mobile-Assisted Language Learning (MALL) at English Department of Mulawarman University Aminah Rhasa Wulan; Istanti Hermagustiana
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1986

Abstract

The purposes of this study were to find English department English as foreign language (EFL) learners’ perceptions toward mobile device usage and mobile-assisted language learning (MALL), and also to find the significant correlation between English department EFL learners’ perceptions towards MALL and EFL learners’ grade point average (GPA). The survey research design was applied to get the data needed. The questionnaire was distributed to the 150 samples from the fourth and the sixth-semester students of English department of Mulawarman University. The result revealed that the mean score of EFL learners’ perceptions toward mobile device usage was 44.83, which was equal with 81.50% of learners could be categorized as positive perception. Meanwhile, the result for EFL learners’ perceptions toward MALL showed that the mean score was 54.93, which was equal with 78.55% of learners, and also could be categorized as positive perception. Therefore, the correlation between EFL learners’ perception toward MALL and their grade point achievement (GPA) was tabulated by using Spearman’s Rho formula. It was found that rvalue (0.315) higher than the rtable (0.1348), which indicated that the H0 was rejected and Ha was accepted. Thus, it was taken that there was a significant correlation between EFL learners’ perceptions toward MALL and learners’ GPA.
The Correlation Between Students’ Autonomy and Motivation of Third Semester English Department Sigit Nugroho; Masrur Yahya; Maria Theodora Ping
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1987

Abstract

The purpose of this study was to find out the relationship between autonomy and intrinsic motivation of the third semester students of English Department of Mulawarman University academic year 2019/2020. The design of this study was correlational design within quantitative approach. The sample of this study was 73 Third Semester students of English Department of Mulawarman University in academic year 2019/2020. The autonomy questionnaire was adapted from Lin & Reinders (2017) and motivation questionnaire was adapted from Gardner (1985). The data of this study were analyzed using Pearson Product Moment Formula. The data analysis result of autonomy questionnaire showed that third semester English Department students’ autonomy level was 0.392 (M=3.92) and deemed as ‘approaching autonomy’. This result implied that participants had sufficient knowledge and supporting factors to increase their autonomy in learning but not in high rate. The data analysis for the motivation subscale showed that the mean score of students’ motivation was 0.407 (M=4.07), which is considered as high degree of motivation. It can be inferred that the participants had high level of integrative and instrumental motivation. The result of the Pearson Product Formula (0.378) showed that there was a positive and low correlation. Positive correlation means there is a positive relationship between variable as both variables tend to increase or decrease linearly together. This means Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. This result meant that students’ autonomy and motivation can be increased positively in linear manner. However, the correlation is not high since there are many other factors which has relationship with the development of autonomy and motivation
Students’ Anxiety in Speaking English of The 10th Grade at SMA Negeri 16 Samarinda Chyntia Tri Rahayu; Rahmat Soe'oed; Ventje Kalukar
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1988

Abstract

Anxiety in speaking English is one of the affective factors that can influence language learning negatively. This study focused on exploring students’ anxiety of the 10th grade students at SMA Negeri 16 Samarinda, for investigating the speaking anxiety of the types, causes, and students’ strategies to overcome their anxiety in speaking English. This study utilized a case study, qualitative research design. The research subjects of this study were four students who categorized as high and moderate anxiety. The data were obtained from classroom observation and interviews. The data were transcribed and triangulated by using data triangulation. The result of the study revealed that one male student was categorized as high speaking anxiety experienced with trait anxiety. While the other male students was categorized as moderate speaking anxiety experienced with state anxiety. The two female students also experienced with state anxiety. The cause of these anxiety that experienced by student who has a type of trait anxiety was because of not accustomed to speaking or interacting with other people in the form of oral communication both in English and Indonesian. While the causes of anxiety experienced by students who has a type of state anxiety was due to fear of negative reaction like being laughed at and feeling nervous and shyness because they are not confidence when speaking English in front of the class. The lack of knowledge and vocabulary mastery, and dislike of English lesson possessed also caused anxiety in speaking in English experienced by four participants. To overcome the causes of speaking anxiety, the students use preparation, avoided eye contact, expresive reactions, and positive thinking as their strategies.
The Effect of Dino Animation Videos on Fourth Grade Students’ Vocabulary Achievement at SDN 006 Sungai Kunjang Elok Prihatina; Hasby Sjamsir; Weningtyas Parama Iswari
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 1 (2019): 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.v2i1.1989

Abstract

This study aimed to find out 1) the vocabulary achievement of fourth grade students at SDN 006 Sungai Kunjang who are taught with using Dino animation videos, 2) the vocabulary achievement of fourth grade students at SDN 006 Sungai Kunjang who are taught without using Dino animation videos, and 3) whether there is any significant difference in the fourth grade students’ vocabulary achievement who are taught with and without using Dino animation videos. This study was quantitative research, which was classified as quasi- experimental research. This study used non- random sampling/ purposive and non- equivalent control group design, where the most common quasi experimental research is the comparison between (pre- test and post - test ) group control and group experimental design. The population of this study was the students at SDN 006 Sungai Kunjang, Samarinda. The total number of participants were 76 students from two classes (4B and 4C). The mean score of the experimental group was 58.3 (low) on Pre- test and 77.1(high) on Post - test and for control group was obtained 55.6 (low) on Pre- test and 65.4(average) on Post - test. After being analyzed both mean scores by using SPSS, it was found that the significance value of the difference between the two mean scores was 0.002 <α 0.05. The computation showed that the mean scores of the two groups significantly differed. In conclusion, the alternative hypothesis (Ha) is accepted and Null hypothesis (H0) is rejected. Based on the result of Paired T- test, alternative hypothesis (Ha) was accepted, thus resulted a significant effect

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