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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 Experience of EFL Pre-service teachers in Creating Multimedia of PACIFIC Through TPACK Framework on Technology in Education Course Academic Year 2018/2019 Sabarinah; Effendi Limbong; Iwan Setiawan
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.v2i2.1993

Abstract

The purposes of this study were to find the EFL pre-service teachers' experience, obstacle and solution in creating multimedia of PACIFIC through TPACK framework. The design of this study was a qualitative case study that aimed to interpret the phenomenon that happened about the experience of pre-service teachers in creating multimedia of PACIFIC through TPACK framework. This study used semi-structured interview, direct observation and the video project of PACIFIC as the document. Research participants were selected using purposive sampling. The participants of this study focus group discussion. The researcher found that the pre-service teachers already knew the software of PACIFIC but they did not know how to use the software of PACIFIC except PowerPoint. In creating multimedia of PACIFIC pre-service teachers need to design the project then they did teaching practice in the class. According to those processes they faced several obstacles: for the first time met PACIFIC they did not know how to operate the features of the software, their confusion to determine the activities that appropriate to their topic and their nervousness when they did teaching process. Based on those obstacles they had their solutions: they used internet to search the tutorial how to use those software and they had Facebook group contains many information about those software, they considered the learning purposes, the context of students' level and they just pretended like they present the material in front of their friends.
An Analysis of Grammatical Errors in Writing Thesis Proposal of English Department Students in Mulawarman University in the Academic Year 2018/2019 Lidya Ayu Permatasari; Ventje Kalukar; Ida Wardani
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.v2i2.1994

Abstract

The purposes of the study were (1) To find out the types of grammatical error made by English Department students in writing thesis proposal and (2) To know the most dominant grammatical error made by English Department students in writing thesis proposal. The subjects of this study were the eighth semester students of English Department. The researcher used the students’ thesis proposals as the instrument which had a total of 20 thesis proposals. The data was collected through quantitaive-qualitative methods. Therefore, this study used document analysis. The findings showed that the students of English Department made errors in singular-plural noun, word form, subject-verb agreement, verb tense, and verb form in writing thesis proposal. There were 47 errors in singular-plural noun or 12.46%, 3 errors in word form or 0.80%, 238 errors in subject-verb agreement or 63.12%, 58 errors in verb tense or 15.39%, and 31 errors in verb form or 8.23%. Therefore, the most dominant error that the students made was subject-verb agreement (238 errors or 63.12%).
Grice’s Maxim in Humor Conversation of Yoo Bro Meme Comic Milda Sari; Susilo; Effendi Limbong
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.v2i2.1995

Abstract

Humor is funny thing which is made by creativity, interest, and critic to entertain the reader. Through humor violating maxims may occur. This studies concerns on Grice's Maxim in Humor Conversation of Yoo Bro Meme Comic. The main focus of the researcher is to analyze violating maxims use in the conversation of yoo bro meme comic. The purposes of this study are; (1)To identify and classify kinds of maxim are disobeyed in humor conversation of Yoo bro meme comic and (2)To explain how violated maxim generates a sense of humor in Yoo bro meme comic. The design of this study was descriptive qualitative which describes what the data shows. The researcher was the key instrument because she directly involved collecting and analyzing the data in this study. The researcher conducted the study and took the data from website https://me.me/t/yoo-bro. The source of data is 48 conversations. This study used Miles and Huberman’s flow model for analyzing. To identify types of violating maxim and how violating maxim generate sense of humor, researcher applied theory proposed by Grice (1975) as guideline. The result reveals that: (1)There are four types violating maxims found in the conversations of Yoo Bro Meme Comic, namely, violating maxim of quantity, violating maxim of quality, violating maxim of relation, and violating maxim of manner. The most frequent type of violating maxim used by the subject is violating the maxim of quality which occurred 22 times 36.07% of the total violations. The second most common was violating the maxim of relation, this happened 19 times or 31.15% of all occurrences. Violating the maxim of quantity came in third with 22.95% or 14 occurrences. The least frequent type of violating maxims to be used in the conversation of Yoo Bro Meme Comic is violating maxim of manner. It happened 6 times or 9.83% of the total occurrences. (2) To generate sense of humor in yoo bro meme comic, the result showed that behind of violating maxim of quantity the speaker being uninformative, the speaker did not attempt to go truthful behind violating maxim of quality, the speaker being irrelevant behind violating maxim of relation and being unclear behind violating maxim of manner
Social Competence of an English Lecturer at English Department of Mulawarman University Kresentia Sartini; Ida Wardani; Desy Rusmawaty
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.v2i2.1996

Abstract

This title underlying this study was social competence of a lecturer at English Department of Mulawarman University. The aims of this study were to know the components of social competence of the lecturer and to know the lecturer practice in his teaching activities. This research used descriptive qualitative method. The subject of the research was the lecturer at English Department of Mulawarman University. The technique of collecting data used by the researcher was observation and interview. After collecting the data, they were analyzed through some stages, making field note into written data, classifying the data based on the components of social competence, analyzing the data and interviewing the subject to answer the research problems. From observations it can be seen that lecturers use several components of social competence. In this case the observation that is seen often using self-regulation is management emotions and also often use interpersonal knowledge and skills that read social situations accurately. From the interview results, it appears that the lecturer does prioritize social relations in the classroom so that it is always good and comfortable so that students can go through classes comfortable. The implication of the research was to know that social competence by the lecturer can make good atmosphere in the classroom and students could be more enjoy the class. Even though the lecturer has some shortage in assess and prepared the material before teaching
The Correlation Between Students’ Ability of Simple Past Tense and Their Ability in Writing Recount Text by the Eight Grade Students of SMP Negeri 27 Samarinda in 2017/2018 Academic Year Novia Indri Arumsari; Yuni Utami Asih; Didik Sucahyo
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 1 (2018): 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.v1i1.2027

Abstract

The ability to write recount text is one of communicative competences that should be mastered by the eighth grade students of Junior High School. In writing recount text, simple past tense plays as an important role. The simple past tense should be mastered in order to be able to write recount text well. The purpose of this study was to find out the correlation between two variables, simple past tense ability and writing recount text ability, the researcher conducted the correlation research. The population of this study is the eighth grade students of SMP Negeri 27 Samarinda. There are 200 students and 30 students taken as the samples, a random sampling is applied. The researcher used two kinds of tests, simple past tense test and writing recount text test. In simple past tense test, she used objective test in a form of filling the blanks, while in writing test, she asked students to write a recount text based on their unforgettable experience or their special day. Before the instrument was used, she had to try out the simple past tense test. The main purpose was to find out the difficulty index, validity and reliability of the items of simple past tense test. This study reveals that there is significant correlation between students’ ability of simple past tense and their ability in writing recount text by the eight grade students of SMP Negeri 27 Samarinda in 2017/2018 Academic Year. It is proved by the mean score in simple past tense is 45.86 and mean score in writing recount text is 44.93, the qualification both scores are fair. The data statistically calculate using Pearson Product Moment Formula. The obtained rvalue was 0.861 and the critical value for N= 30 was 0.361. It means that the result obtained from the calculation is greater than critical value. Based on the hypothesis testing, it is found that the value of the calculate t is 9.121, while the critical value of t table with 5% significance with df =29 is 2.045. The value t is higher than t table or 9.121>2.045, it means that the alternative hypothesis is accepted, while the null hypothesis is rejected. This fact was based on the result of the test. Most of the students who had good scores in simple past tense test also got good scores in writing recount text ability test. Based on the result of this study, the researcher suggests the students to master the simple past tense if they want to write recount text better
The TPACK Framework On Teacher’s Classroom Activity at Ma’Had Tahfidzul Qur’an Rahmatullah Samarinda Wasilatun Abidah; Bibit Suhatmady; Effendi Limbong
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2028

Abstract

Indonesian students who are uninterested in English learning demands English teacher to be more creative and clever to choose an exact way in teaching. One of better ways is integrating various technologies into teacher’s teaching in any content area. In this case, TPACK framework is so needed to create an effective and efficient English teaching and learning that make students interested and motivated. As in MTQ Rahmatullah Samarinda, English teacher uses technology in teaching English. This study proposed 1) to investigate the TPACK being included in teacher’s lesson plan. 2) To analyze how the English teacher implementing TPACK framework in teaching. 3) To compose what problems are faced by teacher in teaching within the TPACK framework. The design of this study was a qualitative research, a case study. In this study, purposive sampling was chosen. From three classroom observations and one interview, this study revealed three findings: 1) the English teacher applied TPACK framework based on her lesson plan. 2) the English teacher applied TK, CK, PK, and PCK, TPK while did not apply TCK and TPACK based on her classroom observation and document finding. 3) there seven problems were faced by the English teacher in applying TPACK that was include of the difficulties in selecting best technology in efficient time (TK), mastering the topic especially pronunciation mistakes (CK), managing the classroom setting (PK), choosing a good way for receiving teacher’s goal with specific English material (PCK), creating an efficient time by using suitable technology to make students easier to understand and engage them (TCK), utilizing technologies to manage noisy classroom (TPK), and applying various technologies for specific subject content (TPACK). In short, based on the finding it showed that by applying TPACK the teacher required suitable technologies and methods in teaching to encourage students learning English
The Effect of Different Types of Corrective Feedback on EFL Learners’ Accuracy in Using English Articles by the Eleventh Grade Science Students of SMA N 3 Bontang Priswalia Anggariana Putri; Dyah Sunggingwati; Satyawati Surya
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2030

Abstract

This article reports on a study that investigated the effectiveness of direct-focused corrective feedback and metalinguistic focused feedback on EFL learners’ accuracy in using English articles. The study employed a pretest–posttest design with five treatment sessions. The design of this study was quasi-experimental design. The sample of this study were 60 of the eleventh grade science students. They were assigned into two groups, direct-focused corrective feedback group and metalinguistic-focused feedback group. The linguistic target was English articles. A fill in the blank exercise were employed to measure any development in learners’ ability to use articles. The results revealed that both direct-focused corrective feedback and metalinguistic focused feedback lead to greater learners’ accuracy of using English articles. The direct-focused feedback is found more effective than metalinguistic-focused feedback.
The Implementation of Holistic Approach in Teaching Speaking by the Teacher of English Speaking at the Second and Fourth Semester of the English Aan Nursifa Hamizan; Ida Wardani; Effendi Limbong
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2031

Abstract

There are a lot of students have low speaking ability. They have difficulties to speak because of thinking about grammatical rules and pronouncing certain English words. It makes them have difficulties in expressing their ideas in speaking. As a result, they prefer to be silent and not fully participate in the classroom activities. The purpose of this study was to know how the teacher implemented the holistic approach in teaching speaking at the second and fourth semester of the English Department. The design of this study was qualitative research. The sources of data were observation and interview. Instruments of this study were classrooms observations, video recorder, field notes, and interview. There were three main points in data analysis technique such as data reduction, data display, and conclusion drawing and verification. The findings of this research showed the process of the holistic approach to teaching speaking which was applied by the teacher. Based on the observations, the researcher found that the teacher had implemented all stages of the holistic approach. Even though, they were not optimal because some aspects of language were not included in some stages such as vocabulary and pronunciation. Furthermore, to promote students' fluency in speaking the teacher provided students a lot of opportunities to practice their speaking. The teacher also provided accuracy tests (grammar and text structure) to promote their ability for further speaking assignments. Feedbacks were given by the teacher after students finished practicing their speaking or accuracy test to help them find out their mistakes. Based on the result of this research, the researcher concluded the teacher implemented the holistic approach in teaching speaking.
Students’ Perception in Creating Multimedia with Paci Model through TPACK Framework In English Department Mulawarman Universitas Siti Hardiyanti Fatimah; Iwan Setiawan; Anjar Dwi Astuti
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2032

Abstract

The purpose of the study is to know the students' perception in creating multimedia with PACI model through TPACK framework. This research was conducted in English Department of Mulawarman University. The design of this study was qualitative study that it is purposed to illustrate students’ perception about creating multimedia with PACI model through TPACK framework
The Dispositions of A Caring English Teacher in Motivating Students in Learning English in SMKN 7 Samarinda Talitha Rahmawati Lahay; Susilo; Sunardi
E3L: Journal of English Teaching, Linguistic, and Literature Vol 1 No 2 (2018): 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.v1i2.2033

Abstract

Teacher has an important role in teaching-learning process. Teacher does not only teach the students, but also educates them. A caring teacher has a role to create a positive environment. When the teacher can create a positive environment, the students will feel comfortable and confident to learn the lesson well. This study involved an English teacher who had the criteria of a caring teacher as the subject. The purposes of this study are: (1) To find out the dispositions of a caring English teacher found in SMKN 7 Samarinda (2) To find out students’ perspectives toward their caring English teacher in motivating them in learning English. The design of this study was a descriptive qualitative research. The data were taken from observations and interviews with teacher and students. To identify the dispositions of a caring teacher, a theory by Carloz F. Diaz et al. (2005) was applied. In analyzing the data, the researcher used Miles and Huberman’s Framework (1994). The result of this study showed that (1) There were three dispositions found in the English teacher, they were: respect all students, believe that all children could learn, and classroom for social justice. It meant that the teacher was a caring teacher. By being a caring teacher, the students were more motivated to learn English. (2) Based on students’ perspective, it was shown that the teacher was a caring teacher, and their caring teacher motivated them to learn English better. Students appreciated that their teacher respected them, he often motivated them to learn English, and he was fair and equal to them all

Page 5 of 8 | Total Record : 79

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