Borneo Educational Journal (Borju) https://jurnal.fkip-uwgm.ac.id/index.php/Borju <p>Borneo Educational Journal (Borju)&nbsp;by The Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in <strong>February</strong> and <strong>August</strong>. The Journal ISSN Number for the online version is <span style="text-decoration: underline;"><strong><a href="http://u.lipi.go.id/1546499866" target="_blank" rel="noopener"><span style="font-family: helvetica; font-size: small;"><span style="font-family: helvetica; font-size: medium;">2655-9323</span></span></a></strong></span>. It contains articles of research on the development of <strong>education and teaching in all countries throughout the world</strong>. The article is written in English Language.&nbsp;</p> en-US <p><strong>Authors retain copyright and grant the journal right of first publication</strong> with the work simultaneously licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/"><strong>Creative Commons Attribution 4.0 International License</strong></a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</p> <p><img src="/public/site/images/borju/CC_BY2.png"></p> <p>&nbsp;</p> borju@uwgm.ac.id (Rinda Fitriana) dedirahmannur@uwgm.ac.id (Dedi Rahman Nur) Tue, 14 Sep 2021 15:00:30 +0700 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 The iSpring Suite 9: Its Effect on EFL Learners in Comprehending Narrative Text https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/771 <p>The research is to find out the effect of using interactive learning multimedia with iSpring Suite 9 to improve motivation and civics education learning outcome in one of state vocational schools. The population is all of the students in tenth grade. The sample is Multimedia 1 as the experimental Class and Multimedia 2 as the control class. Both of two classes consist thirty six students. The research methodology used in this research is experiment research method with quantitative approach. The used experiment method form is Quasi Experimental design. Data collection instrument for learning narrative text uses 10 multiple choices questions, while learning outcome is done by test. The data collection was taken from pre-test and post-test using online learning especially WhatsApp group. The research result data are previously done by making normality test, homogeneity test and T test. Data analysis uses T test with Microsoft excel 2007. The average score of experimental group is 81.66, and the average score of control group is 68.22. Moreover, the hypothesis test shows that H<sub>o</sub> is rejected because t count (4.71)&nbsp; is higher than t tab (2.28) . The result of this study indicates that using iSpring Suite 9 gives significant effect to teach narrative reading skill.</p> <p>&nbsp;</p> <p>Keywords: iSpring Suite 9, WhatsApp Group, Narrative Text.</p> Fita Fitriati, Fika Megawati Copyright (c) 2021 Fita Fitriati, Fika Megawati https://creativecommons.org/licenses/by/4.0 https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/771 Tue, 31 Aug 2021 00:00:00 +0700 Factors Affecting Students' Speaking: is Motivation the Most Influencing Factor? https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/778 <p><strong>Abstract</strong></p> <p>The phenomenon that the students of English Department, at Universitas Pendidikan Mandalika were not active to speak outside the class using English as their target language triggered this research to be conducted.&nbsp; They tend to go back to their first language (Bahasa Indonesia) as they are outside the classroom while motivation can be seen as the successful aspect when learning a target language deals with speak the language (speaking skill) (Ihsan, 2016:32). This research deals with 10 factors affecting learners in learning the target language (Pasty and Nina: 2006) in which this aims at finding the percentage of the factors affecting the learners’ speaking. By means of applying questionnaire and interview to 15 subjects of the research it was found that all ten factors were found as the factors affecting the students’ speaking. The result shows that motivation is the most influencing factor with the highest percentage among the other factors (57%). This means that the students are actually having high motivation to speak English not only during the class, but also after the class, but it cannot be neglected that the other 9 factors (age, aptitude, personality, attitude, cognitive style, learning style, intelligent, anxiety, and group affiliation) are also affecting the learners’ speaking. Moreover, the result shows that the 10 factors cannot be separated affecting the learners, but they are well interrelated. Thus, it can be concluded that motivation takes the position as the most influencing factor affecting students’ speaking outside the classroom as this factor is also well supported by the other nine (9) factors.</p> <p>&nbsp;</p> <p>Keywords:Motivation; Speaking; Factors Affecting L2 Learning</p> Muliani Muliani, Muhammad Muhlisin, Zainul Islam Copyright (c) 2021 Muliani Muliani, Muhammad Muhlisin, Zainul Islam https://creativecommons.org/licenses/by/4.0 https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/778 Tue, 31 Aug 2021 00:00:00 +0700 EFL Teachers’ Soft-Skill Strategies in Teaching Speaking https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/780 <p>Some learners get difficulties in speaking English because of a weak soft-skill they have, such as motivation, social skill, and self-efficacy. Therefore, teachers’ role in &nbsp;embedding soft-skill in teaching speaking is essential because learning success is influenced &nbsp;more by soft-skill than IQ. This study discussed kinds of soft-skills embedded by teachers in teaching speaking. This study uses qualitative analysis approach by using descriptive research design. The data are gained from three English teachers of SMAN 6 MATARAM by observation and interview. The results revealed that there are five kinds of soft--skills embedded by EFL teachers, such as self-perceptions, motivation, creativity, metacognitive and social competencies. Moreover, the steps teacher embed them are by &nbsp;using classroom discussion, giving reward, telling story or information, ordering students to describe a picture in front of class, ordering students to perform dialogue, and sometimes teacher use the same steps in the next meeting if the previous materials have not finished. Those soft-skills contributed to the students’ speaking ability, such as making them more interactive, more communicative and used more various language.</p> Ni Putu Astrini , Edi Firman Copyright (c) 2021 Ni Putu Astrini , Edi Firman https://creativecommons.org/licenses/by/4.0/ https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/780 Tue, 31 Aug 2021 00:00:00 +0700 The EFL Lecturers’ Feedback on Pre-Service Teachers’ Writing Performance In Online Instruction https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/781 <p>Based on the facts about problems in teaching and learning of writing, it shows that the teaching learning of English in classrooms has not achieved the goals yet. Many students face many problems in writing. In addition, because of the situation happen in our world caused by Pandemic, it poses a special challenge for educators because in this situation learning takes place online.&nbsp; In this case, feedback is considered the most important factor in determining the success of the message to be conveyed to the recipient of the message. Concerning to the learning, Irons (2008) suggests that feedback is any information, process or activity carried out to accelerate student learning based on comments related to the results of assessing student development. In conducting a research entitled “The EFL Lecturers Feedback on Pre-Service Teacher Writing Performance in Online Instruction” in which this aims at identifying the types of feedback provided by lecturers on pre service teachers’ writing performance in online instruction and also to describe the implementation of the feedback provided by lecturers on pre-service teacher writing performance in online instruction. By means of applying interviews to 3 writing lecturers of faculty of culture, management, and business at UNDIKMA, the lecturer lecturers often used direct corrective feedback and electronic feedback in giving feedback on pre-service teacher writing performance in online instruction. The lecturers give some signs or clue to indicate the students writing mistakes, repeated explanations, add closeness to communication and give alternative answer for each students mistakes. It was also found that the feedback provide by the lecturers contain affective points. it also found that the implementation of lecturer feedback was more focused on general level feedback concerning the results of students' writing. the implementation of feedback emphasizes communication so that the feedback process can run smoothly, provides detailed explanations and gives students the opportunity to correct their mistakes in writing.</p> Baiq Rabiatul Adawiyah, Baiq Sumarni Copyright (c) 2021 Baiq Rabiatul Adawiyah, Baiq Sumarni https://creativecommons.org/licenses/by/4.0/ https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/781 Tue, 31 Aug 2021 00:00:00 +0700 University Studets’ Experience Of Pre-Service Studen-Teacher Teaching English Aboard: An Interview Study of A Student Exchange Program https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/784 <p>Educational institutions carry out several programs that are able to support the development of their students in preparation for becoming a teacher. Pre-service student teaching aboard is one of executable program. Through this international teaching, pre-service teachers got more dynamic experiences. Not to mention, the status of English in the country where they work is a second language.&nbsp; This research show the result regarding the challenges faced by student exchange participants while participating in pre-service teacher programs abroad and the impact of the experience they gained on their self-efficacy as future teacher candidates.&nbsp; there are so many challenges they have to face; starting from participating in the training provided by the faculty where they will be trained in their English language skills and monitored for their behavior for several days; find out about the school system and curriculum taught in the Philippines and then study it; looking for references on socio-cultural life to find out what can and cannot be done; adapting to the new school and living environment; language gap that makes their communication less fluent; different English terms; culture shock such as the striking attitude of some local people, speaking style; the weather is different from the country of origin. As well as the improvements they experienced after doing this program such as their confidence in their self-efficacy as teachers in the future.</p> Anisa Candra Rukmana, Angga Taufan Dayu, Raudatul Haura Copyright (c) 2021 Anisa Candra Rukmana, Angga Taufan Dayu, Raudatul Haura https://creativecommons.org/licenses/by/4.0 https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/784 Tue, 31 Aug 2021 00:00:00 +0700 Improving Students Creativity In Writing Narrative Text Using Marathon Technique : A Study Of Tenth Grade Student Of SMAN 1 Lingsar https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/789 <p>Creativity is an important component of global competition in the 21st century. Increasing students’ creativity is a great challenge for every educational institution. Education should be able to stimulate student creativity. The learning environment should be able to help students to develop their creativity so that students are able to optimize their ability. Students must be prepared to survive in real life. Therefore, students need to improve communication, action and creativity. From the pre-observation result of English teaching and learning process at tenth grade of SMAN 1 Lingsar, the researcher found that at least three problems faced by the students in their writing creativity. First, students lack initiative to make writing work during on after class. Second, they appeared reluctant when asked to write during class. Third, they showed disengagement when writing activities occurred in the classroom. This research has an aim to improve the students’ creativity in writing narrative text by using marathon technique, therefore, this research can be categorized into classroom action research (CAR).Based on research findings, Marathon Technique is able to improve students’ creativity in writing narrative text, students have improved their creativity in writing narrative text as it is proven by the score that the students achieved in their post-test compared to those in pretest. In pre-test, there were only 6 students got passing criteria of creativity, it was different with the post-test 1, which the students passing criteria of creativity are 13 students that accounted for 61% of success rate. In post-test 2 the students who passed criteria of creativity were 20 students (95%).The students and teachers’ perceptions towards the use of Marathon Technique were very good as indicated by their response from interview. The students and teachers’ perceptions were good in teaching writing using Marathon Technique as media especially in writing narrative text at tenth grade student of SMAN 1 Lingsar</p> Riza Jayanti, Heri Hidayatullah Copyright (c) 2021 Riza Jayanti, Heri Hidayatullah https://creativecommons.org/licenses/by/4.0/ https://jurnal.fkip-uwgm.ac.id/index.php/Borju/article/view/789 Tue, 31 Aug 2021 00:00:00 +0700