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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 79 Documents
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The Conversational Implicature in the Movie Script of Freedom Writers Nia Septiyanti; Bibit Suhatmady; Yuni Utami Asih
E3L: Journal of English Teaching, Linguistic, and Literature Vol 3 No 2 (2020): 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.v3i2.1964

Abstract

This study aims at analyzing the flouting conversational maxims, types of generalized and particularized conversational implicature and its implied meanings. It belongs to a qualitative content analysis approach. The data source comes from the movie script of Freedom Writers in the form of conversation and utterances of the characters that are appropriate with the focused analysis. It uses the Grice’s theory of flouting maxims as well as implicature and Searle’s theory of illocutionary acts to support the data analysis. It reveals that the characters flouted the maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner that create the presence of implicature. They used generalized conversational implicature and particularized conversational implicature to calculate the implied meanings. It found that the implied meanings are intended to give information, to deny truthful information, to do action, to express feeling, and to show politeness and respect
The Correlation between Self –Esteem nd English Learning Achievement of the First Year English Education Department Students at Mulawarman University Novira Anjani; Aridah; A.K Amarullah
E3L: Journal of English Teaching, Linguistic, and Literature Vol 3 No 2 (2020): 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.v3i2.1965

Abstract

This study aimed to find out the correlation between students’ self-esteem and English learning achievement of the first-year English Education Department Students at Mulawarman University. The method used in this study was quantitative research which was designed in a correlational study. The total sampling method was used to take the samples, where it was the same with the numbers of population (86 students). The samples were the first-year students of the English Department from three classes. Self-Esteem Questionnaire (QSE) was adopted from Hyde (1979), which was used to find students’ self-esteem. Cumulative scores related to English courses in the first semester were used to find students’ English learning achievement. Descriptive statistics and Pearson Product Moment Correlation were used to analyze the data. The mean score for students’ self-esteem was 75.59, it indicated that the level of self-esteem was vulnerable. While the mean score for students’ English learning achievement was 3.24 which was categorized as Good. The calculation using the Pearson Product Moment showed the r-value was .185 and it was lower than r-table 0.212 with the level of probability (p) significance (sig.2-tailed) was .089 and it was higher than 0.05. It indicated that there was no significant correlation between self-esteem and English learning achievement. The different results were found between English skills subjects and non-English skills subjects with students’ self-esteem. There was a positive slight significant correlation between self-esteem and the subject of English skills, while there was no significant correlation between self-esteem and non-English skills subjects
The Potray of the Main Characters in the Complete Works of O. Henry Muhammad Hasby Ash-shiddiqy; Muhammad Natsir; Anjar Dwi Astuti
E3L: Journal of English Teaching, Linguistic, and Literature Vol 3 No 2 (2020): 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.v3i2.1966

Abstract

This study aims to determine the depiction of the main character and also how the author describes the main characters in O. Henry's short stories collection. The method in this study is qualitative by using library research, the data for the research is all sentences and dialogues among the characters in the short story which are related to the characters' characterization. The steps to collect the data are: a) Reading the five title short stories of The Complete Works of O. Henry, b) Taking notes, the required expressions or sentences from the short story that contain the information about main characters., c) Identifying all sentences and dialogues in the short story to get the data, d) Choosing the data dealing with the problems that will be investigated, the writer used a content analysis method as the data analysis. The findings of this study reveal that In the five short story titles in the collection of short stories "The Complete Works of O. Henry" there are two methods of characterization and they are the direct method and the indirect method, the characterization method used in each of the short story titles. different, there are those who only use one method and those who use two methods. and then In five selected short story titles in the "The Complete Works of O. Henry" short story collection there are several main characters in each of the short stories, some of which have two main characters, 3 main characters, and some even have only one main character. This can be seen that the main characters contribute or become the center of conflict or plot in each of the short stories
Vocabulary Enrichment through Mnemonics technique for Young Learners In Smart and Fun English Course Dedi Setiawan; Saraka; Anjar Dwi Astuti
E3L: Journal of English Teaching, Linguistic, and Literature Vol 3 No 2 (2020): 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.v3i2.1967

Abstract

The purposes of this study were to describe the implementation of teacher’s strategies in teaching English vocabulary to young learners for young learners, and to describe the problems of the implementation of teacher’s strategies in teaching English vocabulary for young learners. The design of this study was a qualitative descriptive design by using observation and interview. The research subject of this study was the English teacher who taught the Primary-Intermediate classes at SMART AND FUN English course in Samarinda. To collect and to analyze the data, an interactive data analysis was used. The study revealed the following findings: the researcher found out that the the teacher has already grasped the concept of mnemonics techniques, and tried to use one of them (cards that contain pictures) The use of picture itself is included as the visual mnemonics technique, which makes use of visual aids in teaching vocabularies. The researcher also found out that the teacher has understood the theory of mnemonics technique, based on the statement that he provided at least two techniques – pictures for low-level students and storytelling for high-level ones. The research subject then claimed that he had already tried to implement two kinds of technique, called pictures and storytelling. However, based on the interview from this study, the research subject claimed that the teacher must have knowledge about the concept of memorization in order to understand the mnemonics technique. In addition, the research subject also stated that using mnemonics technique take a certain amount of time, then suggesting the teachers to be prepared well before using the techniques. The researcher concluded that the mnemonics technique is a good way for English teachers to be implemented in future teachings. The mnemonics technique is one of many techniques to teach vocabularies to the students, however, it can be done in many ways that deals with creativity, such as the use of pictures, drilling, storytelling etc. Hopefully, the English teachers do not have to be confused if they want to teach vocabularies, even the particular ones to the students by taking benefits from using mnemonics technique.
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
The Relation between Reading Habit and Vocabulary Size of Seventh Semester English Department Students of Mulawarman University Rizal Nor Wahit; Maria Theodora Ping; Bibit Suhatmady
E3L: Journal of English Teaching, Linguistic, and Literature Vol 2 No 2 (2019): 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.v2i2.1992

Abstract

The purposes of the study were: (1) To find out seventh semester English Department students’ reading habit. (2) To find out seventh semester English Department students’ vocabulary size. (3) To find out the relationship between students’ reading habit and vocabulary size. The design of this study was correlational research design using quantitative approach. The population of this study was the seventh semester English Department students of Mulawarman University in the Academic Year 2018/2019 with the total sample of 50 students. The instruments used for the study were Reading Habit Questionnaire and Vocabulary Size Test. The time for collecting the data was different for each instrument in order to avoid errors or undesired results. Then, the researcher correlated the data using Pearson Product Moment Correlation formula in SPSS. This study showed three findings. First, it was found that the mean score of the reading habit questionnaire was 49.7, meaning that the students’ reading habit was classified as moderate. Second, it was found that the mean score of the vocabulary size test was 7968, meaning that the students’ vocabulary size fell in the category of Mid-Frequency level. Third, after analyzing the data using Pearson Product Moment formula, the researcher found that reading habit and vocabulary size had a positive, yet “very low” correlation (with rcomputed = 0.188). Having positive “very low” correlation means that both the variables had the tendency of getting similar results, but then the tendency was weak. In other words, this means that students who got high score in their reading habit did not automatically get high score in the vocabulary size test, and vice versa. However, there might be some factors affecting the findings of the study. Therefore, further investigation on which other factors might affect reading habit and its relation with vocabulary size should be done in the future.

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