Fakultas Keguruan dan Ilmu Pendidikan Online Journals (Universitas Widya Gama Mahakam)
Not a member yet
982 research outputs found
Sort by
Bahasa dan budaya dalam pendidikan anak : Analisis perspektif teori sosiokultural Vygotsky
No full textThis theoretical study explores the interconnection between language and culture in early childhood education through the perspective of Vygotsky's sociocultural theory. Language is not just a means of communication, but also a cultural artifact that is shaped by and shapes social interactions. Drawing on concepts such as Proximal Development Zones (ZPDs), this study conducted a systematic literature review using PRISMA guidelines, analyzing empirical studies from the last ten years across leading databases. The findings of this study reveal that sociocultural theory provides a strong pedagogical framework for understanding how cultural dynamics affect language acquisition and cognitive development in diverse early childhood contexts. This study highlights the importance of integrating linguistic and cultural awareness into early childhood education to encourage inclusive and meaningful learning experiences
Pre-Service EFL Students’ Perceptions of Scripted vs. Improvisational Drama Play in Enhancing Spontaneous Speaking Fluency
No full textThis study explored the perceptions of pre-service EFL students regarding the role of drama play in enhancing their speaking fluency. Speaking fluency is a critical skill for Indonesian EFL learners, particularly for those preparing to be educators. Despite the integration of drama-based learning in language education many existing methods focus on memorization and scripted dialogues, which may not adequately foster spontaneous speaking skills. This study uses a qualitative phenomenological approach and collects data using semi-structured interviews and journals from pre-service teachers in Samarinda. The study found that drama play significantly enhanced students’ confidence, vocabulary, and pronunciation. However, while scripted drama enhances structured speech fluency, they did not significantly improve students' ability to engage in spontaneous conversations. In contrast, improvisational elements of drama play were perceived as more effective in promoting real-time communicative competence. This study highlights the need for a balanced approach that integrates both scripted and unscripted drama techniques to optimize speaking fluency in EFL education. These findings provide valuable insights for educators and curriculum developers focused on developing strategies to improve learners’ communicative skills in English
Twitter as a Discussion Space: Exploring Students' English Communication Patterns
No full textThis study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments
Grammarly As a Digital Learning Tool: Supporting Self-Directed Learning in Academic Writing at Universitas Muhammadiyah Kalimantan Timur
No full textAcademic writing is a fundamental skill in higher education, especially for students learning English as a Foreign Language (EFL), who often face challenges in organizing ideas and applying accurate grammar. The integration of artificial intelligence (AI) tools like Grammarly has opened new opportunities for students to improve writing performance independently. This study investigates students' perceptions of Grammarly and examines its role in supporting Self-Directed Learning (SDL), which includes self-management, motivation, and self-monitoring. Employing a quantitative descriptive method, data were collected through a structured questionnaire involving 50 second-semester students enrolled in the Academic Writing course at Universitas Muhammadiyah Kalimantan Timur. The results revealed high average scores in both Grammarly usage (need and practicality) and all three dimensions of SDL. Furthermore, a strong positive correlation (r = 0.869, p < 0.000) was found between Grammarly use and SDL levels. This indicates that students who positively perceive Grammarly are more likely to develop SDL behaviors in academic writing. The study concludes that Grammarly serves not only as a technical writing aid but also as a reflective tool that supports learner autonomy. The originality of this research lies in its focus on linking Grammarly use with SDL in the specific context of Indonesian EFL students an area that remains underexplored in previous studies. This provides valuable insights into how digital writing tools can foster independent learning in academic contexts
Penerapan Pembelajaran Terdiferensiasi Pada Teks Laporan Hasil Observasi di Kelas X SMK Negeri 14 Samarinda
No full textPenelitian ini bertujuan untuk mengeksplorasi penerapan pembelajaran terdiferensiasi pada pembelajaran Bahasa Indonesia, khususnya materi Teks Laporan Hasil Observasi di kelas X Pemasaran 1 SMK Negeri 14 Samarinda. Metode penelitian yang digunakan yaitu pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan pembelajaran terdiferensiasi mencakup tiga aspek utama yakni diferensiasi konten, proses, dan produk. Diferensiasi konten dilakukan melalui penyajian materi yang disesuaikan dengan tingkat pemahaman siswa. Diferensiasi proses diterapkan dengan berbagai metode pembelajaran, seperti pembelajaran berbasis kelompok, proyek, teknologi, serta pendekatan visual dan kinestetik. Sementara itu, pada diferensiasi produk diberikan kebebasan kepada siswa dalam menunjukkan pemahaman mereka melalui berbagai bentuk tugas, seperti laporan tertulis, presentasi video, infografis, dan slide presentasi. Secara keseluruhan, penelitian ini menunjukkan bahwa pembelajaran terdiferensiasi bisa dikatakan efektif dalam meningkatkan kualitas pembelajaran Bahasa Indonesia di SMK Negeri 14 Samarinda. Pada hasil penelitian ini diharapkan dapat menjadi referensi bagi guru dalam mengembangkan strategi pembelajaran yang lebih inklusif dan sesuai dengan kebutuhan siswa
The Impact of YouTube Digital Storytelling on Students’ English Retelling Skills
No full textThis study investigates the impact of YouTube-based digital storytelling on students' English retelling skills in an EFL context. The research was motivated by students' common struggles with vocabulary retention, speaking fluency, and confidence when retelling stories in English. Utilizing a mixed-method approach, the study involved 55 students from the English Education Program at Universitas Muhammadiyah Kalimantan Timur. Data were collected through a Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed using SPSS to obtain mean scores and descriptive statistics, while qualitative data were examined using thematic analysis. The findings revealed that digital storytelling significantly improved students' vocabulary, fluency, and confidence. Interview responses supported these results, highlighting how visual and audio elements in YouTube storytelling helped students recall new words, understand narrative structure, and express ideas with greater ease. The study concludes that YouTube digital storytelling is an effective, engaging, and accessible tool for enhancing retelling skills in EFL learners. The originality of this study lies in its focus on integrating multimodal digital input with narrative learning, offering pedagogical insights into low-resource and tech-friendly learning strategies for speaking development
Listening Comprehension Challenges: Analyzing EFL Students in the English Teacher Education Program at Universitas Mulawarman
No full textEFL students still struggle at several points in the listening process, despite the fact listening comprehension is an essential part of improving their listening abilities. The purpose of this study is to determine the listening comprehension challenges EFL students enrolled in Mulawarman University's English teacher education program face. Data were gathered using a descriptive study methodology also a listening comprehension-focused questionnaire. As per the results, pupils struggle greatly in all three stages of listening—perception, parsing, also utilization—with the perception phase exhibiting the most severe problems. These difficulties have a major effect on how well they listen overall. The study's findings are meant to give lecturers important information for creating engaging classes also training methods for listening skills
Integration of Dayak Culture in Women's Leadership to Improve the Quality of Digital Education in Elementary Schools: Integrasi Budaya Dayak Dalam Kepemimpinan Perempuan Untuk Peningkatkan Mutu Pendidikan Digital Di Sekolah Dasar
No full textThis research focuses on the role of women's leadership in integrating Dayak culture to improve the quality of digital-based education in elementary schools in Samarinda, East Kalimantan. With a qualitative approach through observation, in-depth interviews, and document analysis, this study identifies how women's leadership can facilitate the adoption of digital technologies while maintaining local cultural values. The results of the study show that Dayak women who lead in schools have a strategic role in designing educational policies that combine elements of technology with traditional culture, creating a more inclusive and relevant learning environment for students. Despite challenges, such as limited digital infrastructure and community resistance, women's leadership has proven effective in improving students' understanding of local cultures while preparing them for the digital world. Women's leadership plays an important role in strengthening the integration of local culture in digital education, increasing the competitiveness of education in East Kalimantan. It is recommended that there be technology training for women educators and increased access to digital infrastructure in elementary schools to support the success of this integration
From Teaching to Thriving: Exploring the Lived Experiences of English Education Graduates in Non-Teaching Careers
No full textThe present phenomenological study discovers the lived experiences of English education graduates pursuing non-teaching careers (any professional roles that do not involve teaching students in formal educational settings). By conducting in-depth interviews with three participants, their lived experiences uncovered the interaction between non-teaching career exploration, appealing job opportunities, interest-driven career decisions, career choice consistency, self-efficacy, confidence, career growth, and development opportunities, which guided them to pursue their non-teaching careers. They considered intrinsic factors (self-efficacy and confidence, personal goals, personal interest, personal development, and outcomes expectations), along with extrinsic factors (financial stability, teaching limitations, career prospect, workload vs. compensation, continued engagement with educational background) in deciding their careers. The skills from English education such as teaching, communication, critical thinking, problem-solving, and English skills are applicable to help them adapt to their non-teaching career. The findings prove the adaptability of English education graduates in managing job market difficulties and diverse applications of their educational experiences. By having these facts this study informs higher education institutions and English education programs to support and guide the English education graduates as they fit for diverse career paths
Analyzing Interpreting Strategy used by Low Proficiency EFL Students
No full textBackground: This study examines low-competency EFL students' first-time interpretation performance, concentrating on how they use their limited linguistic proficiency to interpret the messages. Student interpreters often face difficulties due to limited linguistic proficiency, which can result in misinterpretations in their first performance. However, there is currently a dearth of studies in this specific context.Methodology: Since how students use various techniques needs to be revealed in detail, their performances are recorded in the form of videos. Purposive sampling was used to select students who lacked fluency and interpreting experience. A corpus-assisted discourse analysis was applied to a dataset of 281 instances to identify recurring patterns in students' strategies. The analysis process was divided into two cycles to prevent data loss due to careless attention and insufficient reflection on human language patterns.Findings: Approximation was the most used strategy, occurring 46 times, followed by substitution at 38 instances, and compression appeared 30 times. Other strategies included reproduction (31 times), word-for-word translation (24 instances), and stalling (18 instances), with ten instances of omissions. The results further show that students keep having difficulty with vocabulary and general language transfer, which causes them to misinterpret messages. Nevertheless, students can achieve a balance between meaning loss and compression even with their insufficient language abilities in interpreting. A significant finding is the discovery of a new technique—cultural reference—that students employ to interpret utterances through cultural adaptation, which fundamentally alters how students interpret the language.Conclusion: This study concluded that students’ stronger cultural proficiency in one of their languages significantly affects their interpretation strategy. Students also frequently use wrong approximations to simplify complex information or manage time constraints while interpreting, leading to errors.Originality: The study's substantive findings clarify that inexperienced interpreters' strategies are influenced by cultural references, which contributes to fulfilling interpreting studies, particularly on first-time interpreting performance