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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 4 No 1 (2021): March" : 5 Documents clear
Inquiry-Based Learning Implementation In English Teaching For Sixth Grade Students At SDN 016 Samarinda Seberang Wahyuni Putri; Dyah Sunggingwati; Desy Rusmawaty
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.71 KB) | DOI: 10.30872/e3l.v4i1.1900

Abstract

Inquiry-Based Learning (IBL) was defined as a learning model to develop students’ understanding of language content and scientific practices. In K13 curriculum, it was also considered as one of the learning models recommended by the government to be applied in the teaching and learning process. This study focused on the IBL implementation in English teaching for sixth-grade students at SDN 016 Samarinda Seberang. The purposes of this study were: (1) to know how IBL is implemented in English teaching; (2) to know the problems faced by the teacher during the implementation of IBL method in English teaching. This research used descriptive qualitative research. The subject was an English teacher from SDN 016 Samarinda Seberang. The data were collected from observation sheet notes and interviews. The data classified according to the identified problems and were analyzed by using the descriptive analysis method. The findings showed that the teacher used six IBL procedures such as (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. Also, the subject appropriately applied videos and pictures to deliver the material. During its implementation, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred in online classroom. It was suggested for the teacher to keep practicing on IBL in the teaching process, be more patient in creating creative activities, participate in teaching workshop, and discuss the lesson plan with other English teachers. Meanwhile, for the next researcher, it is suggested to explore IBL in other skills or other levels of students since the current study only focused on the implementation of IBL for sixth grade students.
Students’ Perception Toward The Use Of Process Approach In Writing Course of English Department in Mulawarman University Nira Miranda; Aridah Aridah; Syamdianita
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.937 KB) | DOI: 10.30872/e3l.v4i1.1904

Abstract

This study was aimed (1) to find out how the process approach is implemented in writing course and (2) to know the students’ perceptions toward the use of process approach in writing course. The design of this study was a descriptive qualitative design. The data were collected by using interview guide. The 64 students from class B 2018 and C 2019 were selected as the subject from the results of final score in writing 3 course. While, the six students were selected as the interviewee since they had the highest, middle, and lowest score in writing class. The result of this study found that the lecturer used the same five steps of process approach based on Hyland (2003) which involved pre-writing, drafting, revising, editing and publishing. Furthermore, the students’ perception toward the use of process approach in writing course was totally positive. It was explicitly described under the five aspects that were attitudes, motives, interests, experience, and expectation. Mostly, the students showed positive perception toward the use of process approach in writing course. Moreover, the implementation of process approach was very helpful and also motivated them in writing their future essay
The Instructional Media Criteria In English Learning Videos On The Ruang Guru Youtube Channel Rusmadi Rusmadi; Ventje Kalukar; Anjar Dwi Astuti
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.918 KB) | DOI: 10.30872/e3l.v4i1.1905

Abstract

This study focused on three English learning videos on the Ruang Guru Bimbel Online No. 1 YouTube channel. The design of this research is descriptive qualitative. The subjects of this study were three videos from the Ruang Guru Bimbel Online No. 1 YouTube channel which discusses the expression material for junior high school, as well as the responses from viewers in the three videos. This study used a checklist observation sheet and viewers' comments as documents to collect data. Researchers used a checklist of instructional video criteria adapted from Dimas, et al. (2018) to determine the criteria applied by the Ruang Guru Bimbel Online No. 1 YouTube channel. The researcher also used viewers' comments to find out the audience's response to the instructional video. The researcher found that the videos from the Ruang Guru Bimbel Online No.1 YouTube channel is a useful video and the content already contains a learning model that is in accordance with the 2013 curriculum, and also there is no gender discrimination in the videos which are in accordance with the first criterion, namely content. then there is a motivating introduction, detailed information to be understood, suggested methods that can be used by teachers, can be used as teacher reflections, activities that can encourage active learning, and the audio-visual quality is quite clear which is in accordance with the second and third criteria, namely instructional plans, and technical production. On the fourth criterion, which is included supplement materials, the researcher did not find any supplemental materials from the videos. Then most of the responses found from viewers lead to positive responses to the Integration into the Learning Environment on the Instructional Plan criteria, where viewers think these videos can be used as independent learning or in class. As for the negative response aimed at audio quality in the Technical Production criteria, the viewers felt that the teacher was still lacking in the pronunciation aspect.
The Difficulties Of Argumentative Essay Writing Experienced By Undergraduate Students Of English Department Mulawarman University Yohanisa Septyana; Aridah Aridah; Ida Wardani
E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.809 KB) | DOI: 10.30872/e3l.v4i1.1906

Abstract

The purpose of this study was to find out the difficulties faced by the undergraduate students in writing argumentative essay and their strategies to solve their difficulties. The design of this study was qualitative case study that aims in understanding and explaining the difficulties faced by the undergraduate students of English Department Mulawarman University in writing argumentative essay. The subject of this study was the seventh semester students of English Department Mulawarman University in academic year 2019/2020. The data were collected from students’ argumentative essay writing task and semi-structured interview. The result of the study showed that the students faced difficulties in linguistic, cognitive, and psychological aspect when writing argumentative essay. The most dominant difficulties in linguistic aspects were grammar, finding the correct diction, and in linking paragraph. Then, idea organization was claimed as the most difficult thing in cognitive aspect. Moreover, in psychological aspect the students mentioned stress and laziness. Based on those mentioned difficulties they had their strategies: they used the internet to search about the explanations of the given topic and examples of the correct punctuation and connector. In addition, they used the dictionary to find the correct diction and synonym of a word. Revising and translating were also mentioned as their strategies to solve difficulties in spelling and sentence structure.
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 Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.949 KB) | DOI: 10.30872/e3l.v4i1.1907

Abstract

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).

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