E3L: Journal of English Teaching, Linguistic, and Literature

The Usage And Attitudes Towards Chatgpt Among The English Department Students In Samarinda

Selly Nur Maya Sari — 2025-12-02

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.

The Use of Technology in EFL Assement Process at a Vocational High School in Samarinda

Endra Sufanlay — 2025-12-02

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.

The Correlation Between Students’ Motivation and Their Achievement in Studying English at a Junior High School in Samarinda

Gita Rininta Gita — 2025-12-02

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.

Teachers’ Perceptions of Digital Technology Use in English Language Learning During The Covid-19 Pandemic and in The Post-Pandemic Period

Annisa Afrilianti — 2025-12-02

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.

Strategies in Coping with Problems Faced by University Students in Speaking Class Across Different Proficiency Levels

Rania Putri Wahyudi — 2025-12-02

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.