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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. 6 No. 2 (2023): September" : 5 Documents clear
The Pre-service Teachers' Experiences in Developing Digital Competences in Digital Literacies course Simanjuntak, Laura Intan Mercy Febriani; Limbong, Effendi; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, 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.v6i2.2039

Abstract

The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework.
EFL Learners’ Self-Efficacy and Learning Strategies in The Learning English Ailla Mahani Fadya Haya S; Rusmawaty, Desi; Asih, Yuni Utami
E3L: Journal of English Teaching, Linguistic, 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.v6i2.2693

Abstract

The purposes of this research were (1) to investigate the self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (2) to investigate the kind of learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda; (3) to investigate the correlation between self-efficacy level and learning strategies of EFL Learners in the learning English at English Education Department of Mulawarman University of Samarinda. This research utilized correlation research. The researcher took 100 students in sixth semester at English Education Department of Mulawarman University of Samarinda as the sample in this research. The researcher used a questionnaire as an instrument in this research. The result of this research showed that most of students or 73 (73%) of students had High criteria of self efficacy in learning English speaking. While 8 (8%) of the students had Highest criteria. Therefore, 18 (18%) of the students had Average criteria. Then, one of the students (1%) had lowest criteria. In addition, no one had low criteria. It means that most of the students had High level of self efficacy in learning English speaking. According to result of spearman correlation, the correlation coefficient obtained was 0.167, which means that correlation between learning strategies and self-efficacy have a week correlation, it can be concluded that the relationship between learning strategies and self-efficacy were extremely weak. This also evidenced by the significant value of spearman correlation obtained 0.098 was higher than 0.05 which means that there is no significant correlation between learning strategies and self-efficacy of EFL Learners in English at English Education Department of Mulawarman University of Samarinda.
Examining EFL Students' Experiences in Developing Instructional Multimedia for Technology Integration in Educational Courses Lestary Ipung, Rehuwella; Kalukar, Ventje Jany; Limbong, Effendi
E3L: Journal of English Teaching, Linguistic, 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

Abstract

This study aimed: (1) to elaborate EFL students’ experiences in developing instructional multimedia on technology in education course; (2) to elaborate the difficulties and the solutions EFL students face in developing instructional multimedia on technology in education course. This study used a case study qualitative research design. The participants of this study were four students of English Education Department at Mulawarman University who were selected with specific criteria. Interview and documentation were used as instruments for this study.The result showed that most of the students in the Technology in Education course had applied their knowledge in creating content in their experience in developing instructional multimedia. The result also showed Based on the results, the difficulties that were found came from content of the material technology, video, managing time, and design.
Exploring The Association Between Learners' Academic Self-Concept and Academic Achievement In The English Subject Soru, Maria Zefanya Tessera; Asih, Yuni Utami; Wardani, Ida
E3L: Journal of English Teaching, Linguistic, 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

Abstract

Academic achievement is significantly influenced by the cognitive and emotional involvement of students in their learning experiences, which are motivated by factors including academic self-concept. The purpose of this study is to elaborate the significant association of learners’ academic self-concept and academic achievement in the English subject. This research used quantitative data approach and analysis of Product-Moment according to Karl Pearson. There were two variables, namely academic self-concept (X), and Academic achievement (Y). There were 177 samples of this research out of 317 population gotten from simple random sampling. The value of the correlation between academic self-concept and academic achievement was 0.646 r-table (0.001) and the p-value was 0.001 lower than the significance level 0.05. Academic Self-Concept was in the high category because 68% out of samples got 67-82 and categorized as the high. More than 80% samples got scores 70-100 and the Academic Achievement categorized as the very high achievement. There was a significant positive correlation in a strong category between academic self-concept and academic achievement. It is because the higher and lower the score of Academic Self-Concept, the higher and lower the score of Academic Achievement and vice versa.
TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) PERCEPTIONS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN SAMARINDA Rifki Fadila; Sucahyo, Didik; Asih, Yuni Utami
E3L: Journal of English Teaching, Linguistic, 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

Abstract

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.

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