E3L: Journal of English Language Teaching, Linguistics, and Literature
E3L: Journal of English Language Teaching, Linguistics, and Literature by The Faculty of Teacher Training and Education, Universitas Mulawarman, which is published twice a year in March and September. The Journal ISSN Number for the online version is 2597-9442. It contains original Research papers on Language Teaching, Linguistics, and Literature. The article is written in English Language, we recommend that you study About the Journal menu for information for the journal's section policies and other relevant information before considering submitting your work to this journal for consideration.
English Department, Faculty of Teacher Training and Education, Mulawarman University
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English Teachers' Perception of the Use and Challenge of YouTube Videos in Vocabulary Learning at Junior High Schools in Penajam Paser Utara
This study examined English teachers' perceptions of using YouTube videos in vocabulary instruction and the challenges they encounter when integrating this medium into classroom practice. A quantitative survey with a descriptive design was employed, involving 55 English teachers from junior high schools in Penajam Paser Utara Regency. Data were collected through a questionnaire adapted from Al Amin and Aziz (2023) and Scott and Walczak (2009), covering six indicators: absorption, understanding, evaluation, perceived ease of use, perceived usefulness, and external challenges. Data were analyzed descriptively using percentages and mean scores. Results showed that teachers held generally positive perceptions of YouTube as a vocabulary learning tool, with absorption, understanding, and evaluation indicators falling into the good category, suggesting that audiovisual context supports vocabulary comprehension and sustains learner motivation. Teachers nonetheless reported persistent challenges, namely unreliable internet connectivity, the time burden of curating suitable videos, the risk of students being distracted by unrelated content, and limited institutional support for technology integration. These findings indicate that while YouTube holds strong potential as a vocabulary learning medium, its effective use depends on teachers' digital competence, deliberate pedagogical planning, and adequate institutional backing.
Copyright (c) 2026 Awalia Fitratul Jannah Oktavia, Weningtyas Parama Iswari, Kurniawan Suryatama https://creativecommons.org/licenses/by-sa/4.0
The Exploring the Use of ChatGPT on EFL Students' Writing Anxiety at Mulawarman University
This study aims to identify the writing anxiety levels, to explore students experiences the use of ChatGPT in supporting their writing and to examine students’ perceptions of the role ChatGPT in reducing writing anxiety at Mulawarman University. This research employed a qualitative case study design involving six final-year students selected through purposive sampling. Data were collected using a questionnaire (SLWAI) by Cheng 2004 and semi-structured interviews, then analyzed using thematic analysis. Thematic analysis of the interview data identified three major themes: The analysis generated three major themes: students’ writing anxiety levels, students’ experiences using ChatGPT in supporting writing, and ChatGPT’s role in reducing writing anxiety. The findings revealed that the majority of students experienced high levels of writing anxiety (69.2%), followed by moderate (25.6%) and low anxiety (6.4%), indicating that writing in English remains a significant challenge. In terms of learning experiences, students reported using ChatGPT for brainstorming ideas, correcting grammar, enhancing vocabulary, and receiving immediate feedback on their writing. Furthermore, ChatGPT was perceived as an effective tool in reducing writing anxiety by lowering students’ fear of making mistakes, increasing their confidence, and improving their motivation to complete writing tasks.These findings suggest that ChatGPT not only functions as a writing support tool but also serves as a psychological aid that helps students manage anxiety and engage more actively in the writing process. Keywords: Writing Anxiety, ChatGPT, EFL Students.
Copyright (c) 2026 misel misi, Desy Rusmawaty, Ichi Ahada, Widia Anggraeny Suharno https://creativecommons.org/licenses/by-sa/4.0
An EFL Teacher's Perspective on The Implementation of Formative Assessment
This research explored the perspectives of an English as a Foreign Language (EFL) teacher regarding the implementation of formative assessment in teaching-learning activities in the classroom. This research also identified the personal and contextual factors that influenced the teacher’s perspectives. The subject of this research was a teacher from SMPN 17 Balikpapan who had an undergraduate educational background, had completed a teaching certificate program, and had implemented formative assessment for more than two years. This research used a qualitative case study design as its approach. The data were gathered through semi-structured interviews, classroom observations, and document analysis. Methodological triangulation was used to validate the data by cross-checking the interview transcripts, observations, and document analysis results. The findings revealed that the EFL teacher was proactive in viewing formative assessment as an ongoing evaluation process and was aware of the importance of its function, which extended beyond an administrative requirement to helping students achieve learning objectives. Since students were placed at the center of the learning activities, formative assessment functioned as a compass to determine whether the learning process followed the lesson plan, required adjustments, or needed to be changed entirely. This perspective was shaped by personal factors, such as the teacher’s educational background, beliefs, and attitudes, as well as contextual factors, including the school environment, working conditions, and students’ characteristics.
Copyright (c) 2026 Ismi Reza Karomah Karomah, Istanti Hermagustiana, Widia Anggraeny Suharno https://creativecommons.org/licenses/by-sa/4.0
EFL Students’ Reading Preferences Based on Gender: A Study of Perceptions among EFL Learners of Mulawarman University
This study explores the perceptions of English as a Foreign Language (EFL) students regarding their reading preferences at the English Department of Mulawarman University. Focusing on gender differences, the research aims to understand how male and female students perceive their reading interests. Using a qualitative case study design, six sixth-semester students from English Language Education Program at Mulawarman University were selected through stratified purposive sampling. Semi-structured interviews were conducted to collect in-depth data on students’ views of reading for pleasure and their references in genre and reading habits. Thematic analysis revealed that students perceive reading as both an academic necessity and a personal interest, with noticeable gender-related patterns. Female students showed a balance preference for fiction and non-fiction genre, while male students leaned towards fiction. These preferences are shaped by individual interests, emotional engagement and exposure to various reading materials. Findings contribute to the understanding of how gender influences reading behavior among EFL learners.
Copyright (c) 2026 Titis Tustika Putri Indriyani, Dr. Istanti Hermagustiana, MA, Dr. Istanti Hermagustiana, MA, Dr. Yuni Utami Asih, M.Pd https://creativecommons.org/licenses/by-sa/4.0
Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels
This study aimed to describe the problems faced by university students in English speaking classes across different proficiency levels at one of the universities in East Kalimantan and their strategies to overcome the problems. This research used a quantitative survey method. The data was collected using a questionnaire divided into two sections, speaking problems and strategies, shared using Google Forms. 85 of 100 students answered the questionnaire. The findings revealed that the most prevalent problems were affective-related (68.7%) and linguistic-related (62.0%). Specifically, 83.5% of students reported fear of making mistakes, 82.4% struggled with overuse of their mother tongue, and 75.3% faced insufficient grammar knowledge. Beginner students exhibited the highest frequency of issues, with 100% acknowledging fear of mistakes, while intermediate and advanced students also reported significant affective and linguistic challenges, albeit at slightly lower rates (e.g., 86% and 74% for fear of mistakes, respectively). Coping strategies varied by proficiency level: beginners relied heavily on passive methods like watching movies (75%), while intermediate students incorporated more interactive strategies, such as peer practice (37.9%). Advanced learners demonstrated balanced strategies, including regular speaking practice (52.2%) and peer interaction (60.9%). The study results underline the need for tailored pedagogical interventions to support students’ emotional readiness and language competence, emphasizing the importance of strategic practice environments and personalized feedback.
Copyright (c) 2025 Rania Putri Wahyudi, Aridah, Istanti Hermagustiana, Ventje Kalukar, Maria Teodora Ping https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Perceptions of Digital Technology Use in English Language Learning During The Covid-19 Pandemic and in The Post-Pandemic Period
COVID-19 brings a deep impact on the field of education, especially by pushing the wide use of digital technology in learning. When face-to-face learning returned, it became important to see whether teachers’ experiences with technology during the pandemic affected their views and decisions about using technology after the pandemic. Many studies have looked at teachers’ views during and after the pandemic, but only a few have explored how English teachers view these experiences and how it influenced their decisions to keep or change their use of technology especially in schools located outside urban centers or in areas with limited resources. This research focused on exploring the views of English teachers on using digital technology during and after the COVID-19 pandemic at a semi-rural public Junior High School in East Kalimantan. This study used a descriptive qualitative method with in-depth interviews for data collection. The results showed that before the pandemic, most teachers only used technology as a supporting tool. After the pandemic ended and learning returned to the classroom, teachers tend to continue the use of technology because they found it helpful and had become accustomed to it, although the use of technology after pandemic less frequent compared to during the pandemic.
Copyright (c) 2025 Annisa Afrilianti, Hasbi Sjamsir, Iwan Setiawan, Didik Sucahyo, Bibit Suhatmady https://creativecommons.org/licenses/by-sa/4.0
The Correlation Between Students’ Motivation and Their Achievement in Studying English at a Junior High School in Samarinda
English plays a pivotal role as a global language and is taught as a compulsory subject in Indonesia. However, students’ low enthusiasm toward learning English remains a critical concern, particularly at the junior high school level. Motivation is widely recognized as a major determinant of success in second or foreign language learning. This study aims to investigate the correlation between students’ motivation and their English language achievement at a Junior High School in Samarinda. Employing a quantitative correlational method, the study involved 170 ninth-grade students selected through purposive sampling. Data were collected using a motivation questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB) and English achievement scores provided by the school. Validity and reliability tests were conducted prior to data collection, with 11 out of 20 questionnaire items declared valid (r > 0.300) and Cronbach’s Alpha indicating reliable consistency (α = 0.701). Descriptive statistics revealed that the majority of students showed moderate motivation (37.1%) and high average English scores (M = 91.94). However, the results of the Spearman rank correlation showed a weak and negative correlation (r = -0.025, p = 0.747) between students’ motivation and English achievement. These findings suggest that although motivation exists, it is not a strong predictor of performance in this context. Other influencing factors such as teaching quality, parental involvement, and prior exposure to English may play a more significant role. This study highlights the need for a multifaceted approach in language teaching, addressing both motivational and environmental aspects to improve learning outcomes.
Copyright (c) 2025 Gita Rininta Gita, Ida Wardani, Bibit Suhatmady, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
The Use of Technology in EFL Assement Process at a Vocational High School in Samarinda
This study investigates the integration of technology in the English as a Foreign Language (EFL) assessment process at a Vocational High School in Samarinda. Although the role of technology in education is increasing, its application in EFL assessment is still minimal in this context. Using a qualitative approach, data were collected through interviews involving EFL teachers. There are three research questions underlying this study, the first is what are technology tools used in the EFL assessment process in a Vocational High School in Samarinda? the second is How is the technology used by the English Teachers of a Vocational High School in Samarinda? and the last is, What are the challenges in using technology for the EFL assessment process? This study reveals that English teachers at a Vocational High School in Samarinda have integrated various technological tools in EFL assessment, especially post-distance learning due to the COVID-19 pandemic. Tools such as Google Forms, Duolingo, Google Classroom, Quizizz, and Kahoot are widely used although most teachers have only acquired these skills through self-learning. The stages carried out by teachers in using digital technology tools in the assessment process are first preparation and drafting of online exam questions, second online assessment strategies and methods, third fraud monitoring and prevention, and finally exam materials and topics. The main challenges faced include limited internet access, unstable Wi-Fi networks in schools, and students' low digital literacy on the platforms used. Nevertheless, teachers are adapting and working towards effective assessment.
Copyright (c) 2025 Endra Sufanlay, Iwan Setiawan, Yuni Utami Asih, Bibit Suhatmady https://creativecommons.org/licenses/by-sa/4.0
The Usage And Attitudes Towards Chatgpt Among The English Department Students In Samarinda
This research aims to examine the level of ChatGPT usage and the attitudes of English Department students in Samarinda toward its role in academic learning. The research is grounded in the rapid integration of artificial intelligence (AI) in higher education, particularly the increasing use of ChatGPT. A descriptive quantitative method was employed, using a validated questionnaire adapted from Sallam et al. (2024) which was distributed to 192 students from A University, B University, and C University. The data were analyzed using mean score calculations to determine the students’ level of usage and attitudes. The results showed that the majority of students (64.58%) used ChatGPT at a moderate level, indicating regular but not intensive engagement with the tool. In terms of attitudes, the majority of students (55.21%) demonstrated a neutral stance. Students generally found ChatGPT accessible and useful, although some expressed concerns related to academic integrity, data privacy, and overreliance on AI tools. In conclusion, English Department students in Samarinda are incorporating ChatGPT into their academic routines with both interest and caution. While they acknowledge its practical benefits, they also maintain a balanced perspective on its potential risks. These findings highlight the importance of promoting digital literacy and ethical awareness in the use of AI-based educational tools.
Copyright (c) 2025 Selly Nur Maya Sari, Dr. Weningtyas Parama Iswari, Dra. Ida Wardani, Istanti Hermagustiana https://creativecommons.org/licenses/by-sa/4.0
A Corpus-Based Study On The Use Of Reporting Verbs In Applied Linguistics Journal Articles Published From 2020-2024
Reporting verbs are essential in academic writing because they help convey the writer's stance, attitude, and relationship with the reader, as highlighted in corpus-based research. This research was a corpus-based study that investigated the use of reporting verbs in applied linguistics journal articles published between 2020 and 2024. The main objectives were to identify the categories of reporting verbs used in the articles and determine the most frequently used categories within this period. This research applied a corpus linguistic technique, which used quantitative methods. The study specifically focuses on the frequency of reporting verbs in journal articles published within the selected time period. A corpus of 316 articles from the Indonesian Journal of Applied Linguistics was used as a data for the analysis. The data was processed using the software tool AntConc 4.2.0, which allowed for a detailed examination of the reporting verb frequencies and their categorization. The results revealed that Discourse Acts were the most frequently used reporting verbs, followed by Research Acts and Cognition Acts. Within the Discourse Acts category, the "certainty" subcategory emerged as the most prevalent.
Copyright (c) 2025 Adrianto Ramadhan, Weningtyas Parama Iswari, Aridah https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students' Perceptions of Teachers with Native and Non-Native English Accents
A growth in the demand for English language teachers led to a greater number of educators from diverse countries. Therefore, this study investigates EFL students’ perceptions of native English-speaking teachers (NESTs) and non-native English- speaking teachers (NNESTs), with particular attention to how different English accents influence students’ learning experiences. Conducted at a Junior High School in Samarinda, Indonesia, the research adopts a qualitative approach using thematic analysis to interpret data obtained through observations and interviews. The study reveals that students are aware of noticeable differences between native and non-native accents, and these differences impact their comprehension and classroom engagement. While native speakers were often perceived as more fluent and authentic in pronunciation, non-native teachers were seen as more relatable and easier to understand due to their shared linguistic background.
Copyright (c) 2026 Fizza Shakila, Ventje Jany Kalukar, Istanti Hermagustiana, Desy Rusmawaty https://creativecommons.org/licenses/by-sa/4.0
The Relationship between Daily X (Twitter) English Usage and the Vocabulary Mastery of Eleventh Grade Students at SMAN 1 Samarinda
The present study was aimed to investigate whether there is a relationship between daily X (Twitter) English usage and vocabulary mastery. The objective was to find out (1) the intensity of students’ daily X (Twitter) English usage; (2) the students’ vocabulary mastery; (3) the relationship between the intensity of students’ daily X (Twitter) English use and students’ vocabulary mastery. The design of the study was correlational quantitative research. The population was eleventh grade students, and the sample was 141 students who were using X (Twitter). The instruments of this study were a questionnaire and a multiple choice test. The data were analyzed by using Spearman Rank on SPSS 23. The finding of this study was (1) the intensity of students’ daily X (Twitter) English use was categorized as low, with the mean score 57.68; (2) the vocabulary mastery of students was categorized as excellent, with the mean score 81.6140; (3) the correlation correlation coefficient value was 0.101. In addition, p-value was 0.231 (>0.05). It indicated that there was no significant relationship between daily X (Twitter) English use and the vocabulary mastery of eleventh grade students at SMAN 1 Samarinda. The results of this study implied that students did not consider X (Twitter) as a vocabulary learning tool. In addition, students may have an excellent vocabulary without using X (Twitter). This study can be useful for future researchers as they can further investigate what are the factors of students’ English vocabulary mastery. Furthermore, they can also conduct an experimental study using the same subject and objective of the current study.
Copyright (c) 2025 Fathya Azzahra, Dr. Phil. Maria T. Ping, M.Sc, A.K. Amarullah, S.S., M.Pd https://creativecommons.org/licenses/by-sa/4.0
Indonesian EFL Students’ Views on Short-form Video Language Learning
This study explored how Indonesian EFL students with different levels of short-form video (SFV) consumption perceived its impact on their English language proficiency. Using a qualitative phenomenological approach, three participants were selected based on their daily duration of English-language SFV usage. Data were collected through interviews, 7-day learning logs, and reflective journals. Findings indicated that all participants reported improvements in listening, speaking, and vocabulary, particularly through repeated exposure to authentic speech and mimicry. However, reading and writing development remained limited. Crucially, the study found that the quality of engagement—such as intentional mimicry, vocabulary tracking, and content curation—was more influential than the amount of time spent watching. Participants who used SFVs strategically experienced greater gains than those who consumed them passively. Additionally, attention span and distraction emerged as factors affecting learning depth, especially in high-exposure contexts. The study concluded that SFVs can support informal language learning when used purposefully and in moderation.
Copyright (c) 2025 Muhammad Indra Fathanul Hafizh, Iwan Setiawan, Syamdianita Syamdianita, Ichi Ahada https://creativecommons.org/licenses/by-sa/4.0
The Impact of Animated Storybooks on Kindergarten Vocabulary
This study investigates the effect of animated storybooks on vocabulary achievement among B Class students of TK Islam Al Azhar 4 Samarinda in the 2024/2025 academic year. Employing a quasi-experimental design, 86 students were divided into an experimental group (n=43) and a control group (n=43). The experimental group received vocabulary instruction through animated storybooks, while the control group was taught using traditional methods. Data were collected through a vocabulary matching test and analyzed using the Mann-Whitney U Test due to the non-normal distribution of data. The results showed a significant difference in vocabulary achievement between the two groups (p = 0.004), with the experimental group scoring higher. This suggests that animated storybooks are an effective medium to enhance vocabulary learning among young learners.
Copyright (c) 2025 Shella Septianisa Septianisa, Desy Rusmawaty Rusmawaty, Iwan Setiawan Setiawan https://creativecommons.org/licenses/by-sa/4.0
The CORRELATION BETWEEN LISTENING STRATEGIES UTILIZED BY UNIVERSITY STUDENTS IN LISTENING CLASS AND STUDENTS LISTENING COMPREHENSION : A STUDY OF ENGLISH DEPARTMENT STUDENTS AT ENGLISH STUDY PROGRAM OF MULAWARMAN UNIVERSITY
Valentino, Muhammad Serghei. 2025. The Correlation Between Listening Strategies Utilized by University Students in Listening Class and Students Listening Comprehension : a Study of English Department Student at English Study Program of Unmul. Thesis English Department, Faculty of Teacher Training and Education, Mulawarman University, Samarinda. Advisors: (1) Dr. Iwan Setiawan, M.Pd (2) Dr. Desy Rusmawaty, MA Listening strategies are a method that provide aid and assistance for learners and teachers to obtain and comprehend more information and knowledge during the learning process. This study aimed: (1) To identify listening strategies utilized by English Department Students during an English listening class at Mulawarman University English Department (2) To Identify of English department students' listening level at Mulawarman University English Department. (3) To Identify the correlation between listening strategies and listening comprehension. This study used quantitative research design by using questionnaire as instrument to obtain important data. The participants of this study were English Department students at Mulawarman University that were picked purposively by certain criteria. The result of this study indicated that all of the Selected participants from English department had utilized and applied three given listening strategies which were metacognitive, cognitive and socio-affective with cognitive strategy came as the most dominant method used during listening courses with 40% in the 7th semester, 45% in the 5th semester and 44% in the 3rd semester. Followed by metacognitive as the second most used with 40% in the 7th semester, 36% in the 5th semester and 35% in the 3rd semester. Socio affective as the least preferred strategy with 20% percentage in the 7th semester, 19% in the 5th semester and 21% in the 3rd semester. The result of this study also showed that the listening level of English department students of mulawarman university were at the good level of listening level classification with the score of 76.34. This finding indicates that these students in this level were capable of comprehending spoken language in general and have a moderate level of understanding. Lastly, this research also showed that there was a positive correlation between listening strategy and students’ listening comprehension with a value of (0.496) and the p-value of <0.001. The results indicated that the higher the application of listening strategy during listening course, the higher students’ comprehension level. It showed that listening strategies correlate with listening comprehension.
Copyright (c) 2025 Muhammad Serghei Valentino, Iwan Setiawan, Desy Rusmawaty https://creativecommons.org/licenses/by-sa/4.0
The Effect of Repeated Reading for Developing Reading Fluency and Reading Comprehension in EFL Students: Pre Experimental Study
Reading is one of the skill that must be mastered by students from elementary school to college level. Reading is also one of the skill learned in learning English, especially students who study English as a foreign language. Students have difficulty reading fluently because English and Indonesian writing are different. This also has an impact on students' understanding or interpreting text in English. This study aimed to examine the effect of repeated reading on the development of reading fluency and reading comprehension. This study used a pre-experimental design method. Data collection was conducted through pretest and posttest. Data analysis was conducted used descriptive data analysis and paired sample t-tests. Based on the results of the study, it was found that repeated reading was able to improve students' reading fluency and reading comprehension, as seen from the average pretest score of 68.17 and then increased to the posttest score of 78.56. This increase increased by 8.35 points. This shows that repeated reading could improving reading fluency and reading comprehension in eighth grade students of SMP Negeri 1 Loa Janan. The implications of this research are expected to help teachers in choosing reading strategies for students learning English as a foreign language.
Copyright (c) 2025 Amelia Husni, Dyah Sunggingwati, Ventje Jany Kalukar https://creativecommons.org/licenses/by-sa/4.0
EFL Pre-service Teachers' Perceptions towards Digital Academic Reading
E-learning has increasingly focused on improving digital reading skills and developing an efficient digital reading mode as digital reading becomes more prevalent. This study explored students' perceptions of digital academic reading in e-learning, focusing on enhancing digital reading competency and establishing an effective reading mode. Using a qualitative research approach defined by Creswell (2014), the study targeted 2019 A English Department students at Mulawarman University. From a questionnaire, nine participants were selected for interviews. Findings indicated that all participants had positive attitudes toward digital academic reading, with an average questionnaire score of 80.6. Most preferred digital reading over printed materials, particularly in the EFL (English as a Foreign Language) context at higher education levels. The advantages of digital reading included accessibility, practicality, versatility, portability, lighting independence, and reduced sleepiness. However, disadvantages such as reliance on the internet and battery life, notification distractions, and eye strain were noted. Despite some drawbacks, the study concluded that digital academic reading was highly effective for higher-education EFL students. These insights contributed to developing more efficient digital reading strategies in e-learning environments.
Copyright (c) 2025 Umy Hamidah, Dyah Sunggingwati, Effendi Limbong https://creativecommons.org/licenses/by-sa/4.0
Pre-Service Teachers Adaptability in The Philippines during Student Exchange Program
This research investigates the adaptability skills of pre-service teachers during a student exchange program in the Philippines, focusing on their development and challenges in a new cultural and academic setting. Through qualitative methods, findings highlight cognitive, emotional, and behavioral adaptability, as three participants overcame language barriers, culture shock, and logistical issues. Despite challenges in STEM teaching, cultural norms, and infrastructure, these experiences fostered significant personal and professional growth. The study underscores the transformative role of exchange program in preparing teachers for diverse educational contexts and offers recommendations for stakeholders to enhance program effectiveness.
Copyright (c) 2025 Maria Anggelinawati, Effendi Limbong, Ventje Jany Kalukar https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception and Experience of The Use Google form as An Online Assessment tool in The English Department at Mulawarman University
This study explores students' perceptions and experiences of using Google Forms as an assessment tool through a mixed-method explanatory design. Quantitative data were collected from 84 students of the 2021 cohort in the English Department at Mulawarman University using a 24-item Likert-scale questionnaire, while qualitative data were obtained from interviews with two students—one with a positive and one with a neutral perception. Findings indicate that students generally view Google Forms positively due to its simplicity, accessibility across devices, and user-friendly interface. However, concerns include its aesthetic appeal, reliance on stable internet—posing challenges for students in areas with poor connectivity—and potential academic dishonesty due to the lack of supervision. Multiple-choice questions were the most preferred, though some students valued essay questions for promoting deeper understanding. Participants emphasized the importance of receiving assessment links in advance and had mixed feelings about time limits. While the immediate feedback feature was appreciated, inconsistent implementation led to calls for more detailed responses. Overall, Google Forms is seen as a flexible and accessible assessment tool, with potential improvements in design, feedback mechanisms, and technical reliability.
Copyright (c) 2025 hudzaifah bathinu rahmat, Weningtyas Parama Iswari, Ichi Ahada https://creativecommons.org/licenses/by-sa/4.0
A STUDY OF STUDENTS' SPEAKING DIFFICULTIES AT ENGLISH CLUB SMA NEGERI 7 SAMARINDA
This study aimed to investigate students’ speaking difficulties and the reasons behind the difficulties. This qualitative case study gathered data through speaking task assessment, questionnaire, and semi-structured interview which analyzed thematically from English Club in SMA Negeri 7 Samarinda in the academic year of 2024 who were selected based on the 3 lowest score of the questionnaire. Additionally, students’ speaking difficulties in speaking were categorized into shyness and inhibition, low participation of individuals, finding things to say, and L1 use, meanwhile the reasons behind students’ speaking difficulties were categorized as psychological factors, linguistic factors, and lack of practice factors based on some theories. The result showed that English Club students experienced some difficulties in speaking, such as overuse of L1, confused in finding things to say, shyness and inhibition, and low participation of individuals. This study also found out that the possible reasons behind the difficulties were from linguistic factors: lack of vocabularies, lack of pronunciation, and lack of grammar. Moreover, psychological factors which related to fear of making mistakes, self- confidence, and language anxiety also contributed to the difficulties with the lack opportunities to practice inside and outside the class. Hence, English Club students were still lack of linguistical features in speaking which also affect their psychological and became hesitate to speak in English Club meetings.
Copyright (c) 2025 Aida Qoir Setyaning, Phil Maria T Ping, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
THREE ATTITUDE MODELS ON THE USE OF QR CODE IN EFL INDEPENDENT LEARNING AT CORDOVA ELEMENTARY SCHOOL
This research was about three attitude models on the use of QR Code in EFL independent learning at Cordova elementary school. The design of this study was qualitative phenomenology. This study use semi-structured interview from four selected students to collect the data. Participants were selected using purposive sampling with the criteria that had been prepared by the researcher. This research aimed to find out three attitude models based on Spooncer (1992) theory, the occurred of students feeling, beliefs, and behaviours. First, the students feelings there were two main points advantages and attractiveness. Advantages regards to ease and learning media. Attractiveness regards to interesting and fun. Secondly, the students beliefs there were two main points improve ability and preferences. Improve ability regards to soft skill and hard skill. Preferences regards to agreements of students. Last, the students behave there were one main point about experiences of students. The Experiences regards to problems of media, problems of tools, and personality problems. Therefore, it is suggested that teachers will try to implement digital-based learning in schools and facilitate students with the internet and media.
Copyright (c) 2025 Evi Wulandhari, Susilo, Aridah https://creativecommons.org/licenses/by-sa/4.0
EFL STUDENTS PERCEPTIONS ON THE ACCESSIBILITY OF E-BOOK: A CASE STUDY IN ENGLISH LANGUAGE EDUCATION PROGRAMME CLASS A 2019 IN MULAWARMAN UNIVERSITY
EFL students often receive assignments via digital platforms, specifically pdfs or e-books, such as article analysis for reading comprehension and EFL students' experience accessing e-book. People' reading preferences and behavior have changed due to the advancement of electronic book (e-book) technology. .This study is intended for 2019 A English Department students at Mulawarman University who have finished the advanced reading course and from these criteria. The researcher selected 7 participants from the questionnaire results, and interview them. Almost all participants felt that there are numerous solutions to challenges associated with the use of electronic books. Some participants claimed they preferred to utilize the e-book's search box to find keywords they were interested in. Other individuals stated that simply looking for what we enjoy might be a motivator to engage in reading. The researcher found that efl students have several reasons for using e-books as their most convenient reading tool.
Copyright (c) 2025 Audi Risky Ramadhani, Dyah Sunggingwati, Istanti Hermagustiana https://creativecommons.org/licenses/by-sa/4.0
ENGLISH AS A FOREIGN LANGUAGE PRESERVICE TEACHERS' EXPERIENCE IN PLAYING ONLINE GAMES FOR READING COMPREHENSION
This research was conducted to determine whether playing games affects English-speaking students, especially students' reading comprehension skills in the academic field/in the classroom. The students studied were students of the English language education program at the Faculty of English, Mulawarman University, class of 2019. This research used a mixed methods approach with a case study design. This research involved 5 English students from the English Faculty of Mulawarman University class of 2019. Mixed method data is taken from interviews and quantitative data is taken from tests as a tool to validate and convince interview data. This research found that students felt helped by playing online games and improving their English language skills, especially their ability to read and understand in class. This research also found that although in theory, online games can improve students' English skills, there are also challenges behind it all. For the students themselves, they face challenges such as unfamiliar words which make it difficult for them to understand the context/message they want to convey when reading while playing online games.
Copyright (c) 2025 FIKRY KHAIKAL, Ventje Jany Kalukar, Effendi Limbong https://creativecommons.org/licenses/by-sa/4.0
Pre-Service Teachers’ Performance in Applying the ARCS Model on Technology in Education Course
This study aimed to find: (1) to elaborate pre-service teachers’ performance in applying the ARCS model on technology in education course; (2) to elaborate pre-service teachers’ difficulties and solution in integrating ARCS to technology in education. The Attention, Relevance, Confidence, Satisfaction (ARCS) model is an instructional design framework developed by Keller (2010), the model focuses on strategies to motivate and engage learners in the educational process. This study used a case study with qualitative approach. In this study, the participants were three student-teachers of English Education Department at who met the criteria. The data of this research were collected through interviews and analyzed by using Thematic Analysis adopted from Braun & Clarke (2006). The researcher found that the pre-service teachers in the Technology in Education course relatively had good knowledge of ARCS components. It was concluded that most of the pre-service teachers were able to integrate the core components of ARCS. Some of The EFL pre-service teachers taught their content lesson effectively by using ARCS instructional models with specific technology strategies. The result also showed that various difficulties were faced by the pre-service teachers in integrating ARCS to Technology in Education course. The difficulties were from designing the content, translating the material to media, choosing the suitable template, making the material relevance, and set learning objective. To overcome the difficulties, the pre-service teachers looked for the example, making the outline, and also making careful planning in translating the material.
Copyright (c) 2025 Suji Rahmawati, Didik Sucahyo, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) PERCEPTIONS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN SAMARINDA
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.
Copyright (c) 2025 Rifki Fadila, Didik Sucahyo, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
Exploring The Association Between Learners' Academic Self-Concept and Academic Achievement In The English Subject
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.
Copyright (c) 2025 Maria Zefanya Tessera Soru, Yuni Utami Asih, Ida Wardani https://creativecommons.org/licenses/by-sa/4.0
Examining EFL Students' Experiences in Developing Instructional Multimedia for Technology Integration in Educational Courses
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.
Copyright (c) 2025 Rehuwella Lestary Ipung, Ventje Jany Kalukar, Effendi Limbong https://creativecommons.org/licenses/by-sa/4.0
Simplification of Dialogues in Shakespeare’s Drama : Macbeth
The purposes of this study are to find the simplification language usage, the vocabulary and structure, and content in unabridged and abridged dialogues of Shakespeare’s Drama: Macbeth. This research used descriptive qualitative research and the script of drama to analyze the dialogue of each character and the language simplification usage, the vocabulary and structure controlled in unabridged and abridged, and the content in abridged version.. The data source that used in this research is a dialogue of Shakespeare’s drama Macbeth in unabridged and abridged version. The result of the reasearch showed that there were simplification of vocabulary, structure and content. Simplification of vocabulary and structure occured inside the language rules while simplification of content occured inside the dialogue content. All the simplification language occured because of the verbs, the length of discursive segments, and the elements of drama
Copyright (c) 2026 Nada Zahro Afifah, Sunardi, A.K.Amarullah https://creativecommons.org/licenses/by-sa/4.0
This study used Qualitative Content Analysis research as its design. The purpose of this study are: (1) to find out the types of profanity that are uttered in Pulp Fiction; (2) to find out the purposes of the profanity that are uttered in Pulp Fiction. In analysing the data, the researcher used Creswell and Poth’s (2018) qualitative data analysis procedure. The researcher analysed the profanity in Quentin Tarantino’s film Pulp Fiction by using Bergen (2016) and Pinker (2007) profanity theory. The result of this study shows that in Pulp Fiction there are four types of profanity, namely religious, sex, bodily function, and discriminative language. As for the purpose, there are four purpose of profanity in Pulp Fiction, namely dysphemistic, emphatic, idiomatic, cathartic, and abusive. Sex profanity are the most used type of profanity, while religious profanity are the least used type. Emphatic purpose is the most used profanity purpose, while idiomatic purpose are the least used purpose. The suggestion from the researcher were students and teachers should learn profanity as the means to understand and expand their knowledge in profanity language so that students who freely use the words would become more responsible when using profanity. For the next researchers, it would be useful if they investigate profanity based on medias that portray more realistic social interaction or even goes far as focusing on real life human interaction in society
Copyright (c) 2026 Alif akbar Ramadha, Masrur Yahya, Yuni Utami Asih https://creativecommons.org/licenses/by-sa/4.0
The Communication Style of Americans In ‘The Stars Shine Down’ by Sidney Sheldon
This study analyzes the communication style of Americans in novel tilted “The Stars Shine Down” by Sidney Sheldon. It is important to be analyzed because if people control their communication style, they can control the outcome of most interactions and avoid the conflict or misunderstanding that caused by communication problem. The analysis of characters’ communication was based on McCallister’s theory (1994) to determine the patterns of communication style. The patterns were divided into three communication styles. It was Dominant Style which was included Noble, Reflective, and Socratic. Then, Blended Style consisted of Magistrate and Candidate. Also, Dual Style was known as Senator. Furthermore, this study was designed in the form of a content analysis of qualitative design. The source of data was the dialog of the main and supporting characters in the novel “The Stars Shine Down” by Sidney Sheldon which supported by the author’s narrative of novel. Moreover, this study used two validators to increase the credibility of the findings and interpretation the communication style. The results for the research question showed that Magistrate and Senator were mostly used by Lara for communication. Then, Noble was utilized dominantly by Paul in his communication which was influenced by the social status. Meanwhile, other style such as Socratic and Candidate were found in most of Howard‟s interaction. Even if all of the communication styles were reflected to the characters, the difference of frequency figures in using communication style was not too excessive for each style. Also, with using of communication style, both of main and supporting character can control the outcome of interaction. It can be related to students’ communication and material of teaching and learning English Thus, it is important for the students and lecturers to understand communication style in their interaction with foreign language speakers, especially Americans to avoid the misunderstanding of communication and control the outcome of interaction
Copyright (c) 2026 Fitri Setyani, Sunardi, Bibit Suhatmady https://creativecommons.org/licenses/by-sa/4.0