Borneo Educational Journal (Borju)
Borneo Educational Journal (Borju) by The Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in February and August. The Journal ISSN Number for online version is 2655-9323. It contains articles of research or study of Theory of Education, Language Education, Early Childhood Education, Primary School Education, Educational Management and Technological Education.
Articles
89 Documents
<![CDATA[The Teachers Exploring Students’ Speaking Skill using Hypnoteaching ]]>
<![CDATA[Rahmaniah Rahmaniah]]>;
<![CDATA[Abdul Rohman]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.628
<![CDATA[Hypnoteaching could be a “new” strategy or procedure in education, especially in the teaching and learning process. Furthermore, hypnoteaching was an activity in which the teacher gave affirmative or positive words. Hypnosis is usually described or done with a conscious state where. In teaching, hypnosis collaboration with the activity is that the teacher gave a positive word to students. This study was conducted in M.A. Sabillarasyad. To found the result in this study researcher used interviews were as an instrument to collect the data. The subjects in this study are three teachers. The result showed that students’ speaking problems were reduced, and the students were more confident after the teacher used hypnoteaching, in which the teachers gave positive words to students by repetition. Furthermore, the students more relax and enjoy the learning process. The researcher found the HT1 as the teacher one used hypnoteaching in order for students focused on there did not aware when the teacher did hypnoteaching. Therefore the students feel more closely with the teacher when their inside or outside the class. The researcher concludes that Hypnoteaching was a suitable method for reducing students’ speaking problems and helped the teacher manage the classroom in the learning process.]]>
<![CDATA[Effectiveness of Player Unknown Battleground (PUBG) Video Game in Improving Vocabulary ]]>
<![CDATA[Sastradwija Putra Perkasa]]>;
<![CDATA[Dedi Rahman Nur]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.629
<![CDATA[One of the online-based games that are popular right now is PUBG. This online-based game is good to be used as an alternative for the student to learn vocabulary. This study aims to compare whether to learn English vocabulary through PUBG online game than pre adopted course. This paper utilized a pre-test and post-test questionnaire to gather the data. There are observations and reactions to digital games. This study indicated that after playing PUBG the students' mean score is significantly higher than before playing the game, showing the beneficial effect of using video games to improve students' English vocabulary. Video games have basic representations of perception that are interactive. Therefore, from an optimistic viewpoint, integrating video games into the learning process must be viewed. It is not a simple task to create video games packed with instructional features, but it is a standard solution to better understand their assignments. Via problem-solving, decision-making, conclusion-making and collaborative study with their peers, students learn cognitive and beneficial components in addition to fun. Not only do students know about the subject, but they also develop their personalities.]]>
<![CDATA[The Perceptions between Teachers’ in Public and Private Schools related to the (LFH) Learn from Home Policy ]]>
<![CDATA[Sari Wahyuni]]>;
<![CDATA[Ariyanti Ariyanti]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.631
<![CDATA[Knowledge of the various kinds of teacher perceptions between 2 different schools about LFH policies will increase our knowledge of each teacher's strengths and weaknesses in learning activities using LFH policies during the pandemic. This research was conducted in private schools SD Darul Falah 2 Samarinda and public schools SDN 019 Muara Badak, namely four teachers and two principals. It collected data in this study using interview techniques to determine the strengths and weaknesses of LFH policies from teacher perceptions of LFH policies and questionnaire techniques to support interviews with teachers. Furthermore, The results showed that 24% of private school teachers' perceptions of the LFH policy were included in the "Disagree" category. Similar to private schools, the results showed that public school teachers' perceptions of LFH policies, namely 23.5%, were also included in the "Disagree" category. From these two results, it can be concluded that the average teacher disagrees with the LFH policy because it is considered to have many deficiencies that can impact current education development. The data subject was challenged to face in the learning process because the situation made students and teachers need a high focus level to understand what was conveyed by the teacher in daring or online learning.]]>
<![CDATA[The Using of Short Stories to Enhance Students’ Reading Comprehension ]]>
<![CDATA[Yustina Jeni]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.632
<![CDATA[The study uses classroom action research. This study also to solve the problems in the class and it also has a cycle with four steps. The data were collected by observation, learning test results, and documentation. This study involved 35 students in eight grade of SMPN 5 Samarinda. This study was carried out in one cycle. It also showed that there is an enhancement in students’ learning results. In addition, it can be said that the use of short stories during the teaching and learning process is very effective to enhance students’ reading comprehension. This is due to the enthusiasm of students to join the process and short stories that are exciting to read. Hence, the students’ mean score indicated that there is an enhancement during the teaching and learning process using short stories. Using short stories as teaching material and strategy in teaching is a very good way, especially to enhance their reading comprehension. This is because short stories provide motivation through moral lessons and get students involved in learning activities. Short stories also give students time to interact with the text by reading the whole story from various short stories. Besides, short stories are also exciting because short stories are very diverse and it enriches students’ vocabulary. Finally, short stories also make students think critically through what is conveyed by the stories.]]>
<![CDATA[University Students' Reflection on Learning English through Drama ]]>
<![CDATA[Jihan]]>;
<![CDATA[Hendriwanto]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 3 No. 1 (2021): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v3i1.705
<![CDATA[Speaking skills is common in higher education and can be a significant source of anxiety and stress. This study was designed to measure the student's experience and self-esteem of speaking skills through drama performance. The research was conducted a qualitative interviewing method and analyzed using narrative inquiry. This study participants were English department students who have completed the drama subject in the fifth semester. The instrument used for collecting the data was an interview guide. This study revealed that drama makes students feel confident and self-esteem, freedom of expression, and improved speaking skills. It is supported by students' preparation in action and lecturers' feedback and appreciation in drama. The implications for lecturers involved in speaking performance include drama to consider their involvement in the process of student engagement in preparing for the performance. Because with the preparation time, the input and praise they receive can significantly affect their self-confidence, self-esteem, and the results of their appearance.]]>
<![CDATA[Photovoice Activities to Teach Writing for High School Students ]]>
<![CDATA[Enti Khoirun Nisa]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 3 No. 1 (2021): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v3i1.706
<![CDATA[Photovoice is reflective learning that engages learners' writing ability by having their literature from their experiences into perspective through photography. It is reflected in what happened, what has been done, or what is happening. The central premise of the study is that students have difficulty expressing their perspectives and creativity in literature. They are unable to brainstorm successfully in an online classroom because of individual factors. Photovoice is a relevant tool to engage students' motivation and writing ability since the photovoice role as guidance to write literature review by gathering ideas by their perspective and reflecting their voice to divide with others. Thus, this study aims to report that investigated photovoice activity to teach writing to high school students. The research was conducted in one of the Senior High schools in Yogyakarta. The data collected through photovoice and analyzed by using SHOWeD Analysis (1) what do you see here; (2) What is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people?]]>
<![CDATA[A Popperian Approach: Pre-service Teachers’ Preparation In Teaching English to Young Learners ]]>
<![CDATA[Yuli Astutik]]>;
<![CDATA[Fabiola Dharmawanti Kurnia]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 3 No. 1 (2021): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v3i1.707
<![CDATA[Karl Popper's falsification epistemology theory that all science develops through conjectures and refutations have enormous implications for education, especially in teaching English as a foreign language (TEFL). TEFL to young learners is a challenge for pre-service teachers in non-home English countries. They should prepare to teach English while they also use English as a foreign language. Pre-service teachers focused on mastering language skills, whereas many preparatory processes they have to ensure before they take into the English teaching profession. Therefore, in this article, the authors assert that pre-service teachers should master linguistics proficiency, pedagogy knowledge, and literature as the means used in teaching English. Some theories and research findings have been discussed in teaching English to EFL children. However, the scope of discussion on pre-service teachers' preparation is fragmented among the uses of language skill and teaching discipline. Even they rarely explain how to teach language in a fun way through literary works. With a comprehensive literature review method, this article focuses more on conveying the author's ideas and thoughts discussing EFL pre-service teachers' preparation in teaching English to young learners with the Popperian approach. The popperian approach is considered to be more dynamic and open to ideas and opinions on policies in various fields, one of which is education.]]>
<![CDATA[The Use of Data-Driven Dialogue to teach English ]]>
<![CDATA[Muhammad Farhan Oniel]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 3 No. 1 (2021): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v3i1.708
<![CDATA[The term data-driven data-driven dialogue (DDD) has emerged recently as a valuable tool for organizing classroom discussion of any predicted lessons and monitoring students' learning process in the classroo O’Brian, Nocon, and Sands (2010). The background of this study is most of the teachers in Indonesia tend to skip the dialogue process when they teach grammar to their students. These conditions impact the use of inappropriate grammar and decreased student interest in learning grammar, especially in English. Thus, this study aims to describe how data-driven dialogue methods can be applied in English classes for Senior High School students. The research was conducted in one of the Senior High Schools in Yogyakarta. The data collected through the DDD method using the four steps include (1) Predict, (2) Explore, (3) Explain, and (4) Take Action.]]>
<![CDATA[Students' Attitudes on Electronic English Learning ]]>
<![CDATA[Yosieka Maharani]]>;
<![CDATA[Dedi Rahman Nur]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 3 No. 1 (2021): February ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v3i1.709
<![CDATA[Along with the development of technology in various aspects of life, technology has a significant impact and influence in today's life. One of the roles of technology in learning activities is to support the learning activities more manageable to accomplish and exciting in the educational sector. One of the developments of technology in the education sector is E-Learning. E-Learning may be an option to be used in class as a learning tool. Especially on English subject when some students may find it difficult, E-Learning could be their alternative to learn English the significance of this study to find out the students' perspective regarding E-Learning in English. The data will be conducted by distributing a questionnaire to students. The objectives of this study are to find out attitudes from students toward E-Learning. The study was conducted in Bunga Bangsa Islamic Junior High School involving 56 students. A questionnaire was used as an instrument to collect the data, which score analyzed based on the mean score. The result showed students have positive attitudes toward E-Learning. In terms of students' attitudes, it is found that students have positive attitudes toward E-Learning since they found E-Learning is appropriate to use, effective, and excellent technique to help them learn English.]]>
<![CDATA[The Effect of Using English Song as Teaching Media to Improve Vocabulary Mastery on The Eleventh Grade Students of SMK Negeri 11 Samarinda ]]>
<![CDATA[Purnamasari Purnamasari]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.748
<![CDATA[The purpose of this study was to determine whether there was a significant difference in vocabulary mastery between students in the eleventh grade at SMK Negeri 11 Samarinda who used English songs and those who used conventional methods. Cluster random sampling was employed in this study, which is a strategy for determining sample size based on a group's cluster and homogeneous samples. Sixty pupils in the eleventh grade were engaged in this investigation. The research subjects were chosen at random and divided into two groups: experimental and control. Descriptive and inferential statistical approaches were used to obtain the data. Prior to conducting the hypothesis test, the normality and homogeneity tests were undertaken, and the hypothesis was tested using a t-test. The study's findings indicate that there is a significant difference between using English songs and traditional methods taught by the teacher for eleventh-grade students, with a significance value of 0,000 less than 0,05 and a t-value greater than the t-table, or 7,421 greater than 2,002, indicating that the use of English songs as a teaching medium is sufficiently effective to increase learning results.]]>
