The Influence of Academic Supervision, Work Motivation, and Collaborative Learning Practices on Teacher Performance in Junior High Schools in Berau Regency

Academic supervision, work motivation, and collaborative learning practices are key aspects influencing teacher performance. These three elements support the creation of a higher quality and more effective educational environment. This study aims to assess the impact of academic supervision, work motivation, and collaborative learning practices on teacher performance at public junior high schools in Berau Regency. Utilizing a quantitative approach with cluster random sampling, the research population consists of 20 accredited A public junior high schools totaling 507 teachers, while the sample includes 9 accredited A schools with 244 teachers. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression. The findings reveal that academic supervision significantly impacts teacher performance with a contribution of 35%. Additionally, work motivation has a smaller effect at 6.9%, while collaborative learning practices also contribute 35%. Collectively, these factors account for 35% of teacher performance, with the remaining influence attributed to unidentified factors. The study emphasizes the importance of synergy between academic supervision providing constructive feedback, relevant incentives to motivate teachers, and developing learning communities that support ongoing professional growth. School leaders should enhance academic supervision through targeted training, local governments should offer more effective performance-based rewards, and schools should facilitate sustainable learning community programs to foster continuous innovation in teaching and improve teacher performance consistently. This research is expected to serve as a reference for educational policy in Berau Regency and enhance the overall quality of education in Indonesi

EFL Students’ Beliefs on Self-Assessment on Speaking Performance: Case on Indonesian Pre-Service Teachers

This research aims to explore student beliefs regarding self-reported feedback on their speaking performances in English classes. It investigates what beliefs students hold about receiving self-assessed evaluations and delves into how these assessments can identify both strengths and weaknesses in English-speaking abilities. Using a qualitative case study approach involving interviews with three highly self-regulated learners, the study highlights the significance of self-assessment for improving speaking skills. While acknowledging that self-assessment has its limitations—such as insufficient English proficiency, restricted practice opportunities, and emotional hurdles—the research emphasizes incorporating external feedback from peers, teachers, or technological tools to enhance learner comprehension of their speaking capabilities. Ultimately, addressing these challenges through integrated teaching methods could optimize the efficacy of self-assessment practices in enhancing language learning outcomes

The Attitudes of Undergraduates toward the Use of Mobile Applications for Learning English

Although extensive research has been conducted on the positive impact of Mobile Assisted Language Learning (MALL) on student learning, there have been few studies examining university students' attitudes toward the use of MALL for English learning. The study investigates the attitudes of university students toward MALL, focusing on the use of mobile applications to learn English. This study's participants are the English department at a private university in East Kalimantan. This study employs a questionnaire and a semi-structured interview for data collection. The findings from this analysis demonstrated that students had a favorable perception of the usefulness of MALL in various aspects of language learning. They perceived English mobile applications as beneficial for improving their language skills, enhancing work quality, and promoting motivation. These positive perceptions indicated that MALL had the potential to be an effective tool in supporting language learning among student

Addressing the Gap in Reflective Teaching Practices: A Case Study of an English Lecturer in Non-English Major

This study explores the implementation of reflective teaching practices by an English lecturer instructing non-English major students and examines its contributions to professional development and classroom engagement. Reflective teaching involves a continuous cycle of self-assessment, adaptation, and improvement, which enables educators to refine their teaching methodologies to better meet students' needs. Using a qualitative case study approach, this research employed multiple data collection methods, including reflective journals, semi-structured interviews with the lecturer and students, and non-participant classroom observations. The findings indicate that reflective teaching significantly enhances lecturer self-awareness, fostering a more adaptive, student-centered instructional approach. By regularly analyzing his teaching methods and incorporating student feedback, the lecturer was able to create a more engaging and inclusive learning environment. Students reported increased motivation, participation, and comprehension as a result of these pedagogical adjustments. Even though the study found some benefits, it also found some problems that can make it hard to use reflective practices consistently. These problems include a lack of time and too much administrative work that should be done by the lecturer. The research underscores the importance of integrating reflective teaching into professional development programs to promote a culture of continuous learning among educators. Additionally, it highlights the need for further studies involving diverse educational settings to explore the long-term impacts of reflective teaching on both instructors and students. By addressing these gaps, future research can contribute to the development of more effective and sustainable approaches for incorporating reflection into higher education teaching practice

Management of Principal Leadership in Improving Teacher Performance to Optimize the Quality of Education at Tenggarong Elementary School

An effective school principal must possess good leadership skills to create a conducive learning environment, develop teacher competencies, and ensure that the learning process runs smoothly. This study aims to describe the planning, organizing, implementation, and supervision carried out by the principal in improving teacher performance to maximize the quality of education at Muhammadiyah 1 Elementary School in Tenggarong. This research uses a qualitative approach with a case study method. Data collection techniques include observation, in-depth interviews, and documentation, with data validity checks through source and method triangulation. The results indicate that at the planning stage, Muhammadiyah 1 emphasizes strengthening religious values and utilizing technology in learning; at the organizing stage, a deliberative approach is used with support from Muhammadiyah institutions; at the implementation stage, the focus is on religious activities and the use of technology to create a dynamic and interactive learning environment; and at the supervision stage, it is conducted through structured evaluations, classroom observations, and regular evaluation meetings. By implementing the results of this research, it is hoped that a better and more competitive educational environment can be created, capable of producing a higher quality generation

Listening Comprehension Challenges: Analyzing EFL Students in the English Teacher Education Program at Universitas Mulawarman

EFL 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

Mitigating Student’s Stage Fright in Public Speaking at An Islamic Boarding School in Samarinda

Delivering a speech or presentation to an audience is known as public speaking. In general, oral interaction with a wide audience intended to transmit ideas, messages, and opinions is referred to as public speaking. This qualitative study investigates how students at an Islamic boarding school navigate stage fright in public speaking, particularly when using English as a foreign language. The study explores the methods students use to deal with stage fright, the effect that social support has on anxiety control, and the differences between stage fear in academic and non-academic environments. Through in-depth interviews with students from a high school in Samarinda, the study sheds light on students' perspectives and coping mechanisms concerning stage fright during public speaking engagements

Storytelling in English Language Learning: Boosting Confidence and Discourse in EFL Contexts

This study investigates the role of storytelling as a teaching strategy for improving English language abilities among vocational students at SMKN 1 Samarinda. Recognizing a void in the literature on practical approaches for reducing speaking anxiety in EFL contexts, this study analyzes students’ perspectives of how storytelling impacts their confidence, discourse growth, and engagement. Data were acquired using a phenomenological technique via semi-structured interviews with three selected students, with validation provided by insights from their English teacher to increase the study’s credibility. The main findings show that storytelling boosts students’ confidence in speaking, promotes discourse expansion, and encourages active engagement in classroom activities. However, some challenges emerged, such as nervouness when presenting stories and concerns about peer evaluation. These elements occasionally prevented pupils from fully participating. The conclusion indicates that storytelling can be an effective method for creating a more participatory and encouraging language learning environment. Educators are advised to add narrative activities designed to reduce fear and improve confidence, allowing children to practice speaking abilities in a comfortable environment. &nbsp

Analysis of the Quality of Facilities and Infrastructure on Student and Lecturer Satisfaction in Private Higher Education Institutions: Analisis Kualitas Sarana dan Prasarana terhadap Kepuasan Mahasiswa dan Dosen pada Perguruan Tinggi Swasta

This research aims to analyze the relationship between the quality of facilities and infrastructure and the satisfaction levels of students and lecturers in Private Higher Education Institutions (PTS). Based on a satisfaction survey conducted, it was found that 78% of students in PTS with complete facilities reported high satisfaction levels, compared to 54% in PTS with limited facilities. The study identifies aspects of user satisfaction, including physical comfort, functionality, aesthetics, and the relevance of facilities to academic needs. Data from 50 respondents indicate that the availability of flexible learning spaces and adequate technological facilities are critical factors. Differences in funding sources and government policies significantly contribute to the disparity in facility quality between the two types of higher education institutions. The enhancement of facilities and infrastructure is not only aimed at increasing student and lecturer satisfaction but also at strengthening the institution's competitiveness in the education market. PTS needs to establish partnerships with the private sector and seek external funding to support facility development. Furthermore, a data-driven approach in policy formulation is expected to create a conducive academic environment that supports improved academic performance. By understanding the factors influencing user satisfaction, institutions can design appropriate strategies to enhance the quality of facilities and infrastructure, thereby benefiting all stakeholders in higher educatio

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

This 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