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All Journal Jurnal Pendidikan Indonesia English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Jurnal Penelitian Pendidikan IPA (JPPIPA) LLT Journal: A Journal on Language and Language Teaching Formatif: Jurnal Ilmiah Pendidikan MIPA JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat Borneo Journal of English Language Education Jurnal Borneo Humaniora Borneo Journal of Biology Education (BJBE)
Ridwan Ridwan
Pendidikan Bahasa Inggris, FKIP, Universitas Borneo Tarakan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences Other

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READING HABITS IN DIGITAL ERA: A RESEARCH ON THE STUDENTS IN BORNEO UNIVERSITY Firima Zona Tanjung; Ridwan Ridwan; Uli Agustina Gultom
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i2.742

Abstract

This research aims to explore the current reading habits of university students. Moreover, it aims to determine the effects of widespread use of the internet and other digital resources in reading habits and to give some possible recommendation to improve students reading habits in the digital era. The research design was descriptive survey research. The instrument of the research was questionnaire, which is based on Akarsu and Dariyemez (2014) and Chauhan and Lal (2012). The participants of the research were 320 students studying in six majors in Faculty of Teachers Training and Education at Borneo University. They were selected through the cluster random sampling. The questionnaire involved six categories, namely demographic information, frequency of items read, contents of online reading, online activities, content first clicked when online, and techniques to develop reading habits. All research data was analyzed using SPSS Statistics 22 program.DOI: doi.org/10.24071/llt.2017.200209
STUDENTS’ SELF-ESTEEM AND ITS CONTRIBUTION TO ENGLISH LEARNING ACHIEVEMENT Ridwan Ridwan; Andhini Prayatma
Borneo Journal of English Language Education Vol 3, No 1 (2021): August
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v3i1.2362

Abstract

The purpose of this research was to find out any contribution of self-esteem to the English learning achievement of the eighth grade students of SMP Negeri 1 Tarakan. This research employed a correlational method and the eighth grade students at SMP Negeri 1 Tarakan as the population with a total of 348 students. The number of samples in this research was 186 students who were determined by using the Slovin formula with an error rate of 5%, so that 16-17 students were taken from each class and used the proportionate stratified random sampling technique. The data collection techniques in this research used a questionnaire that was distributed to the sample, an interview to representative students, and documentation which was mainly from the result of final test of the odd semester in the academic year 2020/2021. The data analysis technique in this research used descriptive analysis and regression analysis. The results of the research showed that the mean score of self-esteem was 78.45 with the percentage spread across the very high category of 3.76%, high 41.94%, moderate 34.95%, low 15.05% and very low 4.30%, while the mean score of students’ English learning achievement was 79.93 with the percentage ranged from the very good category of 6.45%, good 43.01%, fair 31.72%, to poor 18.82%. The T-test result was 0.000 which was less than 0.05 indicated that the independent variable contributed to the dependent variable. The regression equation was Y = 16.487 + 0.809, which meant the constant value of the English learning achievement was 16.487 and the self-esteem value was 0.809, where for every point increased in the self-esteem variable, the learning achievement value would increase about 0.809 point. The coefficient of determination (R2) which was 0.088 pointed out that the students’ self-esteem contributed to their English learning achievement by 88%, while other 12% were contributed by other factors which were not explored in this research. Based on these results, it can be concluded that there was a contribution of self-esteem to the English learning achievement of the eighth grade students of SMP Negeri 1 Tarakan. 
ENGLISH TEACHER’S PROBLEMS IN IMPLEMENTING THE 2013 CURRICULUM IN ONLINE LEARNING AT SMA MUHAMMADIYAH BOARDING SCHOOL TARAKAN Rini Handayani; Ridwan Ridwan
Borneo Journal of English Language Education Vol 3, No 2 (2021): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v3i2.2368

Abstract

Abstract The present study aimed at describing the English teacher’s problems in implementingthe 2013 curriculum in online learning at SMA Muhammadiyah Boarding SchoolTarakan. A case study was conducted to an English teacher at SMA MuhammadiyahBoarding School Tarakan. Data were collected through observation, interview, anddocumentation. The concurrent flows of analysis (data reduction, data display, andconclusion drawing) were used to reveal the English teaching problems. The result ofanalysis disclosed the problems from three teaching dimensions. In the preparation,the teacher found a hard struggling to compile the instructional documents because ofthe limitation of time in making the documents and in obtaining the references foronline learning. In the teaching and learning process, the teacher did not fully meetthe target of learning materials listed in the lesson plans because he had to adapt thematerials to the online class atmosphere. Controlling the students’ activities was alsothe challenging part during online class because the teacher could not see the studentsdirectly. Although, the teacher had mastered on how to use online learning platforms,some students could not use those platforms appropriately. The other problems wereunstable internet connection and support from students’ parents. These led thestudents became passive and decrease their motivation. In the assessment process, theteacher felt burdened because the assessment components were too complex. Besidesthat, there was a lot of tolerances given by the teacher to students.
THE EFFECT OF INFORMATION GAP TECHNIQUE ON STUDENTS’ SPEAKING ACHIEVEMENT AT THE EIGHTH GRADERS OF SMPN 11 TARAKAN Sakina Sakina; Ridwan Ridwan
Borneo Journal of English Language Education Vol 3, No 1 (2021): August
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v3i1.2359

Abstract

This research aims to find out the effect of using the information Gap technique inimproving student speaking achievement at eighth-grade students of SMP Negeri 11Tarakan. The method used in this research was quasi-experimental. The population ofthis research was 58 students. The researcher used purposive sampling in took asample. In collecting the data, the researcher used a speaking test. Before treatment,the researcher gave Pretest. After that, the researcher gave treatment. After treatment,the researcher gave a posttest. The mean score of each test was compared to know thestudent's improvement in speaking. The mean score of pretests in the experimentalclass was 45.17, and in the control, class was 46.90. The mean score of posttests in theexperimental class was 70.17, and in the control, class was 65.69. The score ofposttests of the experimental class was higher than the control class. The result of theindependent sample t-test showed that the t-test (2.204) higher than the t-table (1.673).It was concluded that the information gap technique has a significant effect on studentspeaking achievement at SMPN 11 Tarakan.
THE EFFECT OF EXTENSIVE READING STRATEGY IN IMPROVING VOCABULARY MASTERY AT THE TENTH GRADES NURSING STUDENTS OF SMK KESEHATAN KALTARA TARAKAN Maghfirotin Maghfirotin; Ridwan Ridwan
Borneo Journal of English Language Education Vol 3, No 1 (2021): August
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v3i1.2361

Abstract

The purpose of this study was to determine whether there is a significant difference inimproving the vocabulary of students who are taught using the Extensive Readingstrategy and those taught using the Intensive Reading strategy in the tenth grade ofSMK Kesehatan Kaltara Tarakan. This research method is Quasi-experimental.Samples were selected using the purposive sampling technique. There are two classessampled in this study. The treatment for the experimental class was taught using theExtensive Reading Strategy and the control class using the Intensive Reading Strategy.The research instrument was a multiple-choice written test. The data analyzed werethe pre-test and post-test from the experimental and control classes. In analyzing thedata, researchers used an independent sample T-test at SPSS 23.0. The results showedthat there were differences in the scores of students from the experimental class andthe control class. This is evidenced by the results of the student's average score. Thetest results before being given the treatment (pre-test) of the experimental classobtained an average score of 40.00 and the control class obtained 51.11. Whereas forthe posttest results, the experimental class with a mean score of 69.81, and the posttestresults for the control class with a mean score of 64.26. This can be seen from the twoclasses getting a higher increase after giving a treatment by using extensive readingand intensive reading strategies. The results of the independent sample T-test betweenthe posttest in the experimental class and the control class were (t-score = 2.559) (ttable=2.007)withavalueof0.13.Basedontheexplanationabove,theresultsofthedataanalysis prove that there is a significant difference between students who aretaught using the Extensive Reading strategy and students who are taught using theIntensive Reading strategy in increasing student vocabulary. Ha is accepted when thet-score is higher than the t-table, while Ho is rejected.
ANALISIS SARANA DAN PRASARANA SEKOLAH DASAR BERDASARKAN TINGKAT AKREDITASI DI KOTA TARAKAN Muhsinah Annisa; Firima Zona Tanjung; Ridwan Ridwan
Jurnal Pendidikan Indonesia Vol 5 No 2 (2016)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.251 KB) | DOI: 10.23887/jpi-undiksha.v5i2.8934

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi sarana dan prasarana pendidikan sekolah dasar di Kota Tarakan berdasarkan tingkat akreditasinya dan menganalisis kesesuaiannya berdasarkan permen 24 tahun 2007. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif. Pengambilan sampel sekolah berdasarkan akreditasi sekolah, yaitu sekolah akreditasi A, B dan C, yaitu SDN 028 (Akreditasi A), SDN 013 Tarakan (Akreditasi B) dan SDN 021 Tarakan (Akreditasi C). Hasil yang diperoleh yaitu secara keseluruhan sarana prasarana di sekolah dasar layak, kesesuaian sarana prasarana sekolah dasar 80,9% untuk SDN 028 Tarakan (Akreditasi A), 78,7% untuk SDN 013 Tarakan (Akreditasi B) dan 55,3% untuk SDN 021 Tarakan (Akreditasi C) mengacu pada Peraturan Menteri Pendidikan Nasional Republik Indonesia no 24 tahun 2007 tentang Standar Sarana dan Prasarana untuk Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI), Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs), dan Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA).
The ongoing convergence of blended learning classroom in new normal: Teachers’ and students’ perspectives in higher education Ramli Ramli; Farid Helmi Setyawan; Ridwan Ridwan; Nofvia De Vega; Romlah Ulfaika
EduLite: Journal of English Education, Literature and Culture Vol 7, No 1 (2022): February 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (46.455 KB) | DOI: 10.30659/e.7.1.1-15

Abstract

Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021). Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL  was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.
An Analysis of Authentic Assessment in English Textbook “Stop Bullying Now” Used for the Eleventh Grade Students of Senior High School Ridwan Ridwan; Sri Wahyuningsih; Winarno Winarno
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4504

Abstract

The objectives of the present research were to describe the characteristics of authentic assessment used in the English Textbook “Stop Bullying Now” and to find out the characteristics of the most dominant authentic assessment applied in the book “Stop Bullying Now” used for the eleventh grade students of senior high school. This research was a library research using a qualitative descriptive approach. The data which were obtained from document analysis were analyzed using concurrent activity flows from (Miles et al, 2014). The results of this research showed that the textbook had applied authentic assessments to all English skills: listening, speaking, reading, and writing. However, among the four skills, listening was the skill with the least activity. The textbook applied eight out of nine characteristics (realistic activity or context, cognitively complex, performance-based, formative assessment, collaborative, defense is required, multiple indicators or portfolio, and mastery expectation). The textbook did not apply the criteria known by students because it did not illustrate how teacher assessed students’ work. The most dominant criteria used in this textbook was realistic activity or context. This textbook also took a lot of materials related to the real-life of students.
IMPLEMENTASI KURIKULUM 2013 UNTUK MENINGKATKAN KUALITAS PENDIDIKAN DI INDONESIA (KAJIAN PROSES PEMBELAJARAN K-13 DI KOTA TARAKAN DAN KABUPATEN BULUNGAN KALIMANTAN UTARA) Ibrahim Ibrahim; Ridwan Ridwan; Arifin Arifin
Borneo Journal of Biology Education (BJBE) Vol 1, No 2 (2019): Oktober
Publisher : Prodi Pendidikan Biologi Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.111 KB) | DOI: 10.35334/bjbe.v1i2.1727

Abstract

Penelitian ini bertujuan untuk mengetahui pemahaman guru di Tarakan dan Bulungan terkait Kurikulum 2013. Penelitian ini menggunakan pendekatan kualitatif, dengan jenis penelitian deskriptif. Terdapat 3 hal yang diukur, yaitu pemahaman terkait proses, materi dan penilaian. Hal yang cukup menarik, terdapat persentase yang besar terkait pemahaman guru dalam proses pembelajaran. Persentase guru SD yang kurang paham sebesar 52,63%, guru SMP sebesar 26,08%, dan guru SMA sebesar 40,62%. Kata kunciKurikulum 2013, Pemahaman Guru
LOOKING AT THE LINKAGE BETWEEN LEARNING INDEPENDENCE, LEARNING CREATIVITY, AND ENGLISH ACHIEVEMENT OFTHE EIGHTH GRADE STUDENTS OF SMPN 1 LUMBIS Ridwan Ridwan; Dewi Fitriani
Jurnal Borneo Humaniora Vol 4, No 2 (2021)
Publisher : LPPM Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/borneo_humaniora.v4i2.2254

Abstract

This research aimed at looking at the linkage or relationship between learning independence, learning creativity, and English achievement; and finding out a significant effect of learning independence and learning creativity towards English achievement of the eighth-grade students of SMPN 1 Lumbis. Acorrelational research was employed at the eighth-grade students of SMP Negeri 1 Lumbis. 118 out of 168 students from five classes were the sample of this research by using the random sampling technique, where the Slovin formula was used to determine the students’ representation from each class. The data were gathered by utilizing questionnaires, interview, and document. The results of the analysis showed that: first, there was a simultaneous linkage or relationship between learningindependence, learningcreativity, and Englishachievement. It was proved by the value of probability from eithermultiple correlation or Pearson product moment correlation (0.000) was smaller than the level of significance (0.05). Second, learning independence and learning creativity simultaneously had a positive effect towards English achievement, in which the value of probability was smaller than the level of significance (0.000 0.05). However, there were differences in the direction of effect among the variables, where learning independence had a positive effect towards English achievement in which the value of probability was smaller than the level of significance (0.000 0.05), while learning creativity had an inconstant effect towards English achievement in which the value of probability was greater than the level of significance (0.141 0.05). The result of the determination coefficient was 30.50%, which means that learning independence and learning creativity during the covid-19 pandemic affected students’ English learning achievement by 30.50%. Other factors which influenced 69.50% were not investigated in this present study. One of these factors was the lack of online learning facilities such as unstable internet connection and internet data package.
Co-Authors Agus Rianto Andhini Prayatma Apriani, Eva Arifin, Arifin Dewi Fitriani Dian Permatasari Farid Helmi Setyawan, Farid Helmi Firima Zona Tanjung Firima Zona Tanjung Fitriawati Fitriawati Ibrahim Ibrahim Kusuma, Arief Ertha Maghfirotin Maghfirotin Muhsinah Annisa Munirotunnisa Novfia De Vega Pangkuh Ajisoko Rafiqa, Syarifa Ramli Ramli Ramli Ramli Rini Handayani Romlah Ulfaika Romlah Ulfaika Rusmansyah Sakina Sakina Shinta Wulandari Simamora, Rustam E Siti Aisyah Siti Hajar Siti Sulistyani Pamuji Sri Wahyuningsih Taqwim Almustaqim Uli Agustina Gultom Vega, Nofvia De Winarno Winarno Woro Kusmaryani