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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Journal of English Literacy Education Sriwijaya University Learning and Education International Conference Script Journal: Journal of Linguistic and English Teaching IRJE (Indonesian Research Journal in Education) Indonesian Journal of English Language Teaching and Applied Linguistics

Lingga Agustina Suganda

Universitas Sriwijaya

Author-ID : 2414217

Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 9 Documents Claim Missing Document

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Articles

Indonesian pre-service teachers’ mindfulness, social emotional competence, and academic achievement Pudja Hermana; Zuraida Zuraida; Lingga Agustina Suganda
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21272

Pre-service teachers must be able to fulfill the standards of having teachers’ competencies and more than adequate knowledge to teach the future generations. In relation to this, mindfulness, social emotional competence, and academic ability become crucial reasons they need in perceiving the quality to become professional teachers. The respondents of this study were 68 students who were English as a Foreign Language (EFL) pre-service teachers ranging from the age of 19-22 from the Faculty of Teacher Training and Education at one of the university in South Sumatra, Indonesia. The aims of this study were to find out the relationship among these pre-service teachers’ mindfulness, social emotional competence and academic achievement. The instruments of this study were the five-facet mindfulness and social emotional competence questionnaires. The documentation of their GPA which were analyzed using Pearson Product Moment Test. The results of this study showed that pre-service teachers had high level of mindfulness and social emotional competence. It also highlighted that there were significant weak correlation between their five facet mindfulness and academic achievement, and their five facet mindfulness and social emotional competence toward academic achievement. Specifically, the non-judging dimension from the five-facet mindfulness and self-management from social emotional competence also correlated significantly to academic achievements. In conclusion, the pre-service teachers’ mindfulness, social emotional competence, and academic achievement had beneficial relationship one another.

English as a foreign language students’ mindfulness, academic motivation, and academic performance Ayu Ulivia; Ismail Petrus; Lingga Agustina Suganda
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22322

Previous studies found that academic motivation has a role in affecting academic performance. Along with that, the experts lately investigate mindfulness as one of the cognitive aspects related to student’s performance. This study aimed to find out the correlations among mindfulness, academic motivation, and academic performance in the context of English as a foreign language (EFL) student in Indonesia. Using a quantitative correlation design, this study involved 170 students from English education study program in a university in Indonesia. Five Facets Mindfulness Questionnaire (FFMQ), Academic Motivation Scale (AMS), and grade point average (GPA) official data were used as data collection instruments. Furthermore, to measure the correlation and contribution between the variables, Pearson product-moment correlation coefficient and regression analyses were conducted. The result of this study showed that most students had low mindfulness scale, high AMS with a dominant extrinsic motivation type, and very satisfactory GPA. However, there was no correlation among mindfulness, academic motivation, and academic performance. Moreover, it was found that only amotivation subscale has negative significant correlation with academic performance.

Indonesian students’ social-emotional competencies and their english academic achievement Ganda Wirajaya; Lingga Agustina Suganda; Zuraida Zuraida
Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019
Publisher : Intelektual Pustaka Media Utama

In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.

IMPROVING NARRATIVE WRITING ACHIEVEMENT OF THE TENTH GRADERS OF SMA NEGERI UNGGUL 4 PALEMBANG Muhammad Irwansyah Putra; Erlina Erlina; Lingga Agustina Suganda
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 2 (2019): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v6i2.10746

The objectives of this study were to find out whether or not (1) there was any significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy and (2) there was any significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and the those who were not. The sample of this study was tenth graders of SMA Unggul Negeri 4 Palembang chosen by using convenience sampling method. There were two groups, namely experimental group and control group. To collect the data, pre-test and post-test were given. The data were analyzed using paired sample t-test and independent sample t-test in SPSS version 22. The results of paired sample t-test showed that there was a significant difference in narrative writing achievement between before and after the tenth graders of SMA Negeri Unggul 4 Palembang were taught by using POW+WWW W=2 H=2 strategy as the r-value was lower than 0.05 (0.000 < 0.05). The results of independent sample t-test showed that there was a significant difference in narrative writing achievement between the students who were taught by using POW+WWW W=2 H=2 strategy and those who were not as the r-value was lower than 0.05 (0.000 < 0.05). In conclusion, using POW+WWW W=2 H=2 Strategy is effective to improve narrative writing achievement of the tenth graders of SMA Unggul Negeri 4 Palembang.

CODE SWITCHING USED IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE FACULTY OF TEACHER TRAINING AND EDUCATION AT SRIWIJAYA UNIVERSITY LINGGA AGUSTINA SUGANDA; ZURAIDA ZURAIDA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the act of code switching which refers to the use of two languages, English and Indonesian, as a medium of instruction used by the teachers in the context of teaching and learning English as one of the courses in the Faculty of Teacher Training and Education at Sriwijaya University. The subjects - the teachers and students who were dealing directly with the use of code switching in the process of teaching and learning – were observed, interviewed, and given a set of questionnaire. This study yields three important results. First, the teachers use code switching in order to have a better communication with their students during the teaching and learning process, especially to transfer the material or topic of discussion in class so that the students can understand the material or topic better. Second, three language aspects – pronunciation, vocabulary, and grammar – were involved in this code switching phenomenon. Finally, students had a positive perception on their teachers‟ use of code switching during the teaching and learning process.

Cloud Collaboration: Its Effect toward Writing Achievement and Impact toward Attitude to Learning Dedi Kurniawan; Lingga Agustina Suganda; Zuraida Zuraida
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020
Publisher : Universitas Jambi, Indonesia

The study aims at finding out the effect of cloud collaboration toward writing achievement and students’ perception toward its impact to attitude of English learning. It was an experimental study with pretest-posttest control group design, and the forty-eight samples of which were randomly taken from seventy-nine students taking paragraph writing course. The data were collected using an adapted writing test and cloud service impact questionnaire. The data from the test were analysed using t-test, while the data form questionnaire were descriptively analysed. The results show that there was an increase of writing achievement before and after the treatment and the increase was caused by the cloud collaboration implementation. The results also report that the cloud collaboration implementation had a high positive impact toward students’ confidence, affective engagement and behavioural engagement to English learning, especially in writing course.

EFL Teacher’s Code Switching in the Social Emotional Learning Context Lingga Agustina Suganda; Ismail Petrus; Zuraida Zuraida
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.

Indonesian English Teachers’ Social-Emotional Competence and Students’ English Learning Motivation Larasati Anisa; Lingga Agustina Suganda; Hariswan Putera Jaya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study was carried out to determine the correlation between the social-emotional competence of the English teachers and the English learning motivation of their students. The sample was 111 students of secondary school. This study provides not only the correlation but also the survey results of teachers’ social-emotional competence and students learning motivation as well as the contribution of the teachers’ competence to their students’ motivation. The instruments used in this study were two questionnaires that were given to the students to assess their learning motivation and the social-emotional competence of their English teachers. The results of the study presented that there was a fairly significant correlation between the two variables, with teachers’ social-emotional competence contributing 23.1% to students’ learning motivation. The results also showed that the self-management of teachers’ social-emotional competence gave the highest contribution to students’ motivation with 16.8% contribution value while the self-awareness gave the lowest contribution with 3.8%.

Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia Lingga Agustina Suganda; Bambang A Loeneto; Zuraida Zuraida
Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

Co-Authors Ayu Ulivia Bambang A Loeneto Dedi Kurniawan Erlina Erlina Ganda Wirajaya Hariswan Putera Jaya Ismail Petrus Larasati Anisa Muhammad Irwansyah Putra Pudja Hermana Zuraida Zuraida

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