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All Journal IJEE (Indonesian Journal of English Education) Linguistics and Elt Journal Jurnal Gema Ngabdi PANYONARA: Journal of English Education Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research JOLLT Journal of Languages and Language Teaching Journal of English Language and Education EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Pendidikan dan Pengabdian Masyarakat Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of English Education Forum (JEEF)
Thohir, Lalu
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Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Pelatihan Penulisan Comprehension Questions Berorientasi High-Order Thinking Skills Bagi Guru Bahasa Inggris SMP di Kabupaten Lombok Barat Thohir, Lalu; Soepriyanti, Henny; Amin, Muhammad; Isnaini, Mh.
Jurnal Gema Ngabdi Vol. 6 No. 2 (2024): JURNAL GEMA NGABDI
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jgn.v6i2.421

Abstract

In learning, a teacher needs to train his students to think critically so that they can make the right decisions when solving a problem. For this purpose, teachers can take advantage of question-and-answer activities by asking questions or questions in the HOTS (High Order Thinking Skills) category. This Community Service (PKM) activity aims to provide training for teachers so that they can improve their skills in preparing questions (comprehension questions) that are oriented towards critical thinking abilities. This PKM activity was carried out at SMPN 4 Narmada involving 22 English teachers who were members of the English Middle School MGMP in West Lombok district. This PKM activity takes the form of training or technical guidance in preparing questions which begins with presentation of material, questions and answers, group work, presentation of group work results, and evaluation or providing feedback. The results of this PKM activity show that the teachers were very enthusiastic in participating in the series of activities, especially when preparing questions in groups, presenting the results of group work and discussions. The questions produced by participants in groups show a focus not only on low-level thinking abilities but also on high-level thinking abilities. From the results of the existing questionnaire, in general the teachers stated that they welcomed this activity and hoped that there would be similar activities that could improve their competence as English teachers. Keywords: Comprehension Questions; HOTS; English Teacher
Mother Tongue Interference Toward Students' Ability In Producing English Sounds Faradila, Qoonitah; Thohir, Lalu; Arafiq; Amin, Muhammad
Journal of Classroom Action Research Vol. 6 No. 2 (2024): Mei 2024
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v6i2.7736

Abstract

This study aimed at investigating how students’ mother tongue interferes their pronunciation of English sound and the factors that cause the interference. The research used descriptive qualitative method. The participants of the study were 8th  and 9th students of an Islamic junior high school Mataram. Those students are from different families with different local languages comprising Sasak, Sumbawa, and Bima language. The data were collected through pronunciation test, observation sheet and interview guides. The data analysis consisted of data reduction, data display, and conclusion drawing or verification. The findings showed that, two Sasak students struggle to pronounce the consonants voiceless fricative labiodental sound /f/, and the voiced labiodental fricative sound /v/, often substituting them with the voiceless bilabial stop sound /p/. Two Sumbawa students evidently make similar interference to Sasak students, and also struggle to pronounce the vowels open middle central vowel /ə/ and the half-open middle central-tensed vowel /з:/ as the middle front vowel /e/ and close front vowel /i/. One Bimanese student mispronounces the voiced alveolar plosive sound /d/, the voiceless alveolar plosive sound /t/ as the voiced labiodental plosive sound /D/, the voiceless labiodental plosive sound /T/ and three students are struggle to pronounce the vowel sound, similar interference to Sumbawa students. Further, there are six factors that cause interference in students’ pronunciation of English sounds. They are: the use of more than one language, insufficient learning period to train in English sounds, producing English sound using their speaking habits, lack of interest in English, lack of practice, lack of focus in pronunciation during classroom instruction.
Students’ Ability in Reading Narrative Text at The Eleventh Grade of SMAN 1 Masbagik in Academic Year 2023/2024 Ilahi, M. Rifky Surya; Thohir, Lalu; Wardana, Lalu Ali; Elmiana, Dewi Satria
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 4 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i4.2715

Abstract

This study aim to analyze the ability of grade XI students at SMAN 1 Masbagik in reading narrative text. It is descriptive qualitative design. The participants in this study were 19 students from class XI-F7. The data were collected using a reading test and a questionnaire. The data obtained from the reading test were analyzed and calculated to determine the final score and identify the most difficult aspects of reading. Meanwhile, the data from the questionnaire were analyzed by reducing the data, displaying, and drawing conclusions. The results of this study indicate that out of 19 students, only three students scored in the very high category, six students scored high, three students scored medium, four students scored low, and three students scored very low. In addition, making inferences emerged as the most challenging reading aspect. Through an analysis of questionnaire responses, two prominent obstacles were identified: limited vocabulary knowledge and cognitive load. Many students faced difficulties in deciphering individual word meanings, thereby impeding their overall comprehension of texts. This study highlights the imperative for targeted strategies aimed at addressing these challenges to improve reading proficiency and academic achievement among students.
Sosialisasi Hasil Penelitian Aktivitas Pembelajaran dan Asesmen Pemicu Emosi Positif dan Emosi Negatif Mahasiswa Amin, Muhammad; Mahyuni, Mahyuni; Thohir, Lalu; Basri, Ahmad Hasanul
DARMADIKSANI Vol 4 No 2 (2024): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v4i2.5973

Abstract

Emosi diketahui berimplikasi pada kesejateraan manusia secara umum, termasuk motivasi dan produktifitas seseorang. Dalam dunia pendidikan emosi berpengaruh terhadap proses mengikuti pembelajaran dan juga capaian pembelajaran,  Oleh karenanya sangat penting bagi semua yang terlibat dalam kegiatan pendidikan untuk berusaha memunculkan sebanyak-banyaknya pemicu emosi positif dan mempertahankannya dan menghindarkan pemicu emosi negatif. Emosi yang positif akan sangat pontensial menjadi pemicu tumbuhnya motivasi dan kinerja yang maksimal bagi semua dalam melakukan tugasnya. Melihat pentingnya peran emosi dalam proses pembelajaran, dipandang perlu melakukan sosialisasi hasil penelitian tahun 2023 tentang faktor pemicu emosi positif dan negatif dalam hubungannya dengan aktivitas dan asesmen pembelajaran Dari penelitian tersebut ditemukan banyak informasi tentang respon mahasiswa secara emosi terhadapdan jenis asesmen yang dilakukan dan diterapkan selama ini: apa saja yang menjadi pemicu munculnya emosi positif dan negatif mahasiswa di dua kegiatan belajar mengajar tersebut. Kegiatan pengabdian ini dilakukan dua kali, kepada participant yang berbeda dan pada waktu yang berbeda pula. Kegiatan pertama dilakukan kepada mahasiwa semester III dan semester I dan baru setelahnya dilakukan kepada   para dosen staf penagajr di Program Studi.  Ketika kegiatan PkM dilakukan ke mahasiswa, mereka diberikan kuesioner seperti yang diberikan kepada partisipan penelitian di tahun sebelumnya. Hal ini dlakukan untuk mengetahui persepsi mereka terhadap jenis aktifitas pembelajaran dan jenis asesmen dari sudut emosi yang ditimbulkan. Secara umum tidak ada perbedaan temuan antara hasil penelitian dengan persepsi mahasiswa terhadap aktifitas pembelajaran dan jenis asesmen memicu emosi positif kecuali pada jenis asesmen sit-in examination.
The Effectiveness of Using Game-Based Quizizz in Teaching Vocabulary (An Experimental Study of The Eleventh-Grade Students of SMAN 2 Pujut) Sisnawati, Meisy; Melani, Boenista Zulanda; Thohir, Lalu
Journal of English Education Forum (JEEF) Vol. 4 No. 3 (2024): JUL-SEP 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i3.704

Abstract

This research aims to determine the effectiveness of using Game-Based Quizizz on the vocabulary mastery of eleventh-grade students at SMAN 2 Pujut. This research was pre-experimental research with one group pre-test-post-test design. The population in this research was class XI IPA 1 students at SMAN 2 Pujut. The sampling technique used in this research was a purposive sampling technique with one experimental class. The results obtained from the data analysis showed that the mean score of the pre-test was 30.71 and after treatment, the mean score of the post-test increased to 68.06. Data collection was divided into three steps i.e., pre-test, treatment, and post-test. A result with a significance value of 0.00 was found and the significance value obtained was lower than the alpha value i.e., 0.05.  The test results showed that the significance value (α) is lower than the value (0.00 > 0.05), meaning that the use of Game-Based Quizizz is effective. Therefore, the use of Game-Based Quizizz is very effective for teaching vocabulary to students and can effectively improve students’ vocabulary mastery.
The Effectiveness of Integrating Quillbot for Paraphrasing in Writing Instruction Thohir, Lalu; Udin, Udin; Isnaeni, Mh; Putera, Lalu Jaswadi
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12780

Abstract

QuillBot is one of the online programs that can be utilized to enhance students’ writing skills. By integrating the paraphrasing tool QuillBot into the writing instruction, this study aimed to examine the effectiveness of QuillBot paraphraser on the students’ paraphrasing ability. Additionally, this study sought to find out the students' opinions on paraphrasing and on the use of QuillBot in paraphrasing. Adopting a mixed method with explanatory design, this study employed quasi-experimental research with a one group pretest posttest design. There were 44 fourth-semester students taking the Academic Writing course in the English study program at the University of Mataram participating in this study. The students’ paraphrasing ability was tested before and after the treatment with both manual paraphrasing instruction and QuillBot paraphrasing tool. While, the students’ opinions towards paraphrasing instruction integrating the QuillBot paraphrasing tool was discovered through questionnaire. Further, the collected data were analyzed quantitatively and qualitatively to answer the predetermined research objectives. The results of t-test showed that there was a significant difference between the students’ paraphrasing ability before and after the treatment with significance value 0.000 lower than 0.05. In addition, most students responded positively to the integration of QuillBot in paraphrasing instruction, as it not only improved their literacy skills but also their motivation in learning paraphrasing in which the use of QuillBot paraphraser is simple, easy, instant and time-saving. This study highlights and confirms the potential of AI tools like QuillBot to enhance language instruction. Other reseachers might compare the efficacy of QuillBot paraphraser to other automatic paraphraser in writing instruction and use both questionnaire and interview to obtain more detailed information about the students’ attitudes or opinions.
English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA Aisyah, Nur; Thohir, Lalu; Zamzam, Ahmad; Melani, Boniesta Zulandha
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3110

Abstract

This study used a descriptive qualitative method to describe the Vocabulary Learning Strategies (VLS) and discover the most dominant strategies used by the eleventh-grade students of MAN 1 Bima. The subjects were 15 male and 15 female students. The data were collected using a questionnaire of 40 items selected from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ). Interviews were also conducted to obtain more information from the students. The data was calculated using the Likert scale formula in the MS Excel software package. The result shows that male and female students employed more than one strategy in learning vocabulary. The dominant Vocabulary Learning Strategy (VLS) used by male students was metacognitive strategies (63%), and the least is memory strategies (47%). Meanwhile, the dominant Vocabulary Learning Strategies (VLS) used by female students were metacognitive strategies (72%), and the least determination strategies (54%). This finding also revealed no statistically significant difference in male and female students’ use of the five categories and individual VLSs.
A PARAPHRASING STRATEGY INSTRUCTION MODEL TO HELP UNIVERSITY STUDENTS AVOID PLAGIARISM IN ACADEMIC WRITING Thohir, Lalu; Nurtaat, Lalu; Udin, Udin; Isnaini, Mh.
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.34750

Abstract

ABSTRACTA paraphrasing strategy instruction model has been developed through a research and development method. The developed model is called the 3RI (Read, Rewrite, Revise, Integrate) paraphrasing strategy instruction model. This is a part of the research and development, which is aimed at evaluating the effectiveness of the developed model. For evaluation, the field testing was carried out in the English study program at the University of Mataram. Seventy-five students who were taking academic writing courses were involved in this study. To evaluate the effectiveness of the developed model, the students self-assessed before and after having been treated using the 3RI paraphrasing strategy instruction model. After the treatment, the students were asked to fill in the questionnaire, which covered statements about the students' responses toward the instruction with the developed model. The results indicated a significant difference between the student's scores in the self-assessment before and after the treatment. Further, the students generally responded positively to the treatment with the developed model. The 3RI paraphrasing strategy instruction model can be one of the ways to help students avoid plagiarism and develop their creativity and critical thinking skills. ABSTRAKSebuah model instruksi strategi perparafiran telah dikembangkan melalui metode penelitian dan pengembangan. Model yang dikembangkan disebut sebagai model instruksi strategi perparafiran 3RI (Read, Rewrite, Revise, Integrate). Ini merupakan bagian dari penelitian dan pengembangan yang bertujuan untuk mengevaluasi efektivitas model yang dikembangkan. Untuk evaluasi, uji lapangan dilakukan di program studi bahasa Inggris di Universitas Mataram. Tujuh puluh lima mahasiswa yang mengikuti mata kuliah penulisan akademis terlibat dalam penelitian ini. Untuk mengevaluasi efektivitas model yang dikembangkan, mahasiswa melakukan penilaian diri sebelum dan setelah menerima perlakuan menggunakan model instruksi strategi perparafiran 3RI. Setelah perlakuan, mahasiswa diminta untuk mengisi kuesioner yang mencakup pernyataan tentang tanggapan mahasiswa terhadap instruksi dengan model yang dikembangkan. Hasilnya menunjukkan perbedaan signifikan antara skor penilaian diri mahasiswa sebelum dan setelah perlakuan. Selanjutnya, mahasiswa umumnya memberikan tanggapan positif terhadap perlakuan dengan model yang dikembangkan. Model instruksi strategi perparafiran 3RI dapat menjadi salah satu cara untuk membantu mahasiswa menghindari plagiarisme dan mengembangkan kreativitas serta keterampilan berpikir kritis mereka.How to Cite: Thohir, L., Nurtaat, L., Udin, & Insaini, M. (2023). A paraphrasing strategy instruction model to help university students avoid plagiarism in academic writing. IJEE (Indonesian Journal of English Education), 10(2), 340-354. https://doi.org/10.15408/ijee.v10i2.34750    
The Effectiveness of The Learning by Doing Method in Teaching Speaking to 7th Grade Students at SMPN 14 Mataram Zahara, Baiq Ane Balqis; Thohir, Lalu; Junaidi, Ahmad; Arifuddin, Arifuddin
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3138

Abstract

The purpose of this study was to investigate whether the implementation of the Learning by Doing method is effective in improving students' speaking ability at SMPN 14 Mataram. This study used a quantitative approach with a pre-experimental design with involving 31 students at SMPN 14 Mataram. The data were collected by using pre and post-test on students' speaking performance in terms of fluency, pronunciation, grammar, vocabulary, and comprehension. Data were analyzed by using SPSS with a paired sample t-test. The findings of the study reveal that there was a significant difference between the scores before and after treatment. In which the average score of students in the pre-test was 54.58 and became 79.29 in the post-test and the results of the hypothesis testing of this study (2-tailed) is 0.00 (<0.05). Therefore, it can be concluded that the implementation of the Learning by Doing method has a significant positive effect on students' speaking skill.
Authenticity and Pedagogical Aspects in an English Textbook for Seventh Grade Students of Junior High School Lady Cantika Yahya, Shahnaz; Thohir, Lalu; Apgrianto, Kurniawan
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.12462

Abstract

This study deals with the analysis of textbooks for the 7th grade students of junior high school in terms of authenticity and pedagogical. The purpose of this study was to know to what extent the English textbook accomplishes authenticity aspects and pedagogical aspects. This study employed a qualitative descriptive approach. The data were collected through documentation. The data source for this research is the Bupena English textbook for seventh grade students of Junior high school written by Nur Zaida and published by Erlangga in 2018. The textbook analysis for authenticity aspects was identified by using authentic assessment criteria, while for pedagogical aspects, it was based on the criteria made by Cunningsworth (1995). The results of the study show that from the authenticity aspects, the textbook fulfills 7 out of 15 criteria and is categorized as "poor" with an average score of 46.67%. From the pedagogical aspect, this textbook fulfills 17 out of 20 criteria and it is categorized as "good" with an average score of 85%. In conclusion, the Bupena English textbook is not good enough for authenticity aspects but it is good enough for pedagogical aspects.
Co-Authors Ahmad Junaidi Amalia Wahyuningsih, Lisda Amrullah Anggrianingsih Apgrianto, Kurniawan Aprilia, Rizkia Prahasti Arafiq Arifuddin Arifuddin Aristawidya, Alzena Aryanti, Fhebby Novit Baharuddin Basri, Ahmad Hasanul Boniesta Zulandha Melani Eka Fitriana ELMIANA, DEWI Elmiana, Dewi Satria Faradila, Qoonitah Farmasari, Santi Fatmasari, Santi Fauzi, Safira I MADE SUJANA . Ilahi, M. Rifky Surya In’ami, Moh Ismiaton, Laela Isnaeni, Mh Isnaini, Mh. Jaswadi Putera, Lalu Khumairah, Azahra Lady Cantika Yahya, Shahnaz Lalu Nurtaat, Lalu Mahyuni Mahyuni Masyhadani, Rizki Putra Melani, Boenista Zulanda Muhammad Amin Munandar, La Ode Aflin Haris Munandar, La Ode Alfin Haris Nawawi Nawawi Niswari, I Gusti Ayu Made Sekar Nur Aisyah Pratiwi, Meilisa Cahya Putera, Lalu Jaswadi Putri, Prily Wiske Widiya SAFNA, RIA Sahuddin Saputra, Agus Setia Ningsih, Baiq Indria Sholehudin, Sholehudin Sisnawati, Meisy Soepriyanti, Henny Sulistiani, Salmeinda Maya Suryaningsih, Hartati Susanti, Ni Wayan Mira Udin, Udin Wardana, Lalu Ali Zahara, Baiq Ane Balqis Zamzam, Ahmad