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COMPARATIVE STUDY BETWEEN SASAKNESE AND ENGLISH AFFIXATION TO IMPROVE STUDENTSâ€™ VOCABULARY MASTERY Nafisah, Baiq Zuhrotun; Sugianto, Sugianto; Suadiyatno, Taufik
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

The research is aimed at finding out the distinctive between Sasak language and English language affixation in which this is the starting point of investigating whether or not it has some similarities or may differences. The similarities will bring the easiness to the students while the differences will bring the difficulties. The result of the study is very particularly aimed to improve students? vocabulary mastery during the classroom teaching action. Hopefully, it will bring some positive effect on students? mastery regarding to the worse condition of vocabulary mastery. The interview was conducted closely to the research participants to dig up the information on how the affixation might change the meaning of particular word in Sasak language which then confirmed to that of English language have. The data collected through the interview process then will be transcribe and reduced based on research need for the sake of answering the research question. The research conclusion was made based on data finding during the field interview process. The research result than applied in the classroom teaching practice and published widely on journal of English language teaching.

EXAMINING THE EFFECT OF CONTEXTUAL TEACHING-LEARNING AND ANXIETY TOWARDS STUDENTSâ€™ SPEAKING SKILLS Suadiyatno, Taufik; Firman, Edi; Hanan, Ahmad; Sumarsono, Dedi
JOLLT Journal of Languages and Language Teaching Vol 8, No 1 (2020)
Publisher : UNDIKMA Mataram (Eks. IKIP Mataram)

This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students? speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students? speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students? class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students? class of SMKN 2 Mataram; 3) There is an interaction between CTL and students? anxiety towards students speaking skill of the tour and travel students? class of SMKN 2 Mataram.

THE INTERFERENCE OF NATIVE LANGUAGE INTO ENGLISH PRONUNCIATION Suadiyatno, Taufik
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 2, No 1 (2015)
Publisher : IKIP Mataram

This research was aimed at finding out how the native language interfere the English pronunciation and to identify the native language sounds that interfere the English pronunciation of the third semester of English Department students of IKIP Mataram in the academic year 2013/2014. This research was a qualitative research. The subjects of this research were the third semester of English Department students of IKIP Mataram in the academic year 2013/2014 that were selected based on certain category. The data was collected through observation and analyzed through some steps namely (1) transcribing the data, (2) reducing the data, (3) displaying the data that have been reduced and then drawing and verifying conclusion. Based on the result of data analysis it can be concluded that the native language interfere the students? English pronunciation automatically when the English words sounds that they produced do not exist in their mother tongue. The researcher found some native language sound that interfere their English pronunciation, such as: vowel sound: /E/ for /Ï/, /a/ for /?É/, /I/ for /iÉ/, /«/ for /äÉ/, /U/ for /uÉ/, /a/ and /«/, for /?/. Where as in consonant are: /p/ for /f/, /t/ for /T/ and /D/, and /s/ for /?/.

THE EFFECTIVENESS OF MEMORY TRICKS GAME IN TEACHING GRAMMAR Ningsi, Cicilia; Suadiyatno, Taufik; Sandiarsa S., K. Dedy
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 4, No 2 (2017)
Publisher : IKIP Mataram

This research was aimed to find out the effectiveness of Memory Tricks game in teaching grammar. The research was experimental research and the design that was used was pre-test and post-test design. The population of the study was the first grade students of SMKN 1 Kuripan especially in TKJ (TeknikKomputer and Jaringan) course which consisted of three classes. Two classes were chosen as the samples, those were TKJ 1 Class as experimental group consisted of thirty five students and TKJ 3 Class as control group consisted thirty five students. They were chosen by usingSimple Random Sampling technique. Experimental group was treated by Memory Tricks game and control group was treated by Verb Search game. The instrument that was used objective test in forms of completion items test. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). Therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student?s grammar scores taught by Memory Tricks game and taught by Verb Search game. In other words, Memory Tricks game is effective in teaching grammar.

IMPROVING STUDENTSâ€™ WRITING SKILL THROUGH INTERACTIVE BLOG AT IKIP MATARAM Suhaili, Muhamad; Suadiyatno, Taufik
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 3, No 2 (2016)
Publisher : IKIP Mataram

This research is aimed to improve students? writing skill through Interactive Blog at English Department of IKIP Mataram. The subjects of the research were A class students of the fifth semester of English Department that consist of 45 students. This research was a Classroom Action Research that involved critical analyses of the situation in classroom and system in which they worked. These situations were structured institutionally with some cycles that consist of planning, acting, observing, and reflecting which can help to define issues and ideas. There were four techniques of data collection that were applied in this research; they were observation, interview, questioner and objective test. The techniques of analyzing data in this research used analytical scoring rubric adapted from Weigle. There were five components presented in the analytical scoring rubric for writing, i.e., content, organization, vocabulary, language use, and mechanics. The result of this research showed that interactive blog could improve students? writing skill, It can be proved by some facts; first, related to the srudents? result, there was 82% who passed the passing grade (60). Second, the observation result of students? participation showed the good improvement from the first meeting until the last meeting. The last, the result of interview towards students and lecturer showed the positive response when the interactive blog was applied in improving students? writing skill. It created a situation of feeling free and enjoyable. The students can explore and share their idea or opinion with other friends. Therefore students can help each other to do whatever was necessary to succeed. These situation made students? writing skill and productivity were more increasing. In addition by using this media, students were able to improve their ability in working individually, students were able to build their own knowledge, students were able to find out steps in solving problem in writing. Based on the result of this research, it can be concluded that interactive blog is able to improve students writing skill at IKIP Mataram.

INCREASING STUDENTS’ PRONUNCIATION USING ENGLISH PRONUNCIATION IPA APPLICATION THROUGH ANDROID Suadiyatno, Taufik
Journal Transformation of Mandalika, e-ISSN: 2745-5882, p-ISSN: 2962-2956 Vol. 3 No. 8 (2022): Agustus
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jtm.v3i8.2567

The aim of this research was to know how English pronunciation IPA Android application is able to increase students’ English pronunciation ability and to know to what extent the English Pronunciation IPA application through android is able to increase students’ English pronunciation. This research was Classroom Action Research (CAR). The processes that were applied in this research were planning, acting, observing and reflecting. The instruments that were used to collect the data were observation sheet, test, and questionnaire. This research was held at MA Malaka, North Lombok with 25 second grade students as the subjects of research. This classroom action research was conducted within one cycle. The initial finding before the researchers began the first cycle showed that students score on pre-test was indicated as low score with average mean score 45,88 that achieved through multiple choice and oral test. Research finding in cycle 1 showed that students’ score on post-test was increased to 88, 56 which means that the students’ score increased 31, 75%. Moreover, based on the result of questionnaire they were able to reach on the points of Interesting, Challenging, Comprehending, Understanding, Enhancing, Intelligent, and Advantages. In the other words, English Pronunciation IPA application through android as the teaching media in action research was able to increase students’ English pronunciation.

The Role Of Social Media On Students’ English Vocabulary Achievement Hanan, Ahmad; Yuliani, Neni; Suadiyatno, Taufik
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 7, No 1 (2023): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v7i1.4507

The purpose of this study is to explain the extent of the role of social media on students' English vocabulary mastery and also to describe the role of social media on students' vocabulary acquisition related to their respective use of social media. It uses the case study method. The data needed for this study were collected from student observations and questionnaires. Data were collected from direct observation and analyzed using descriptive qualitative methods to find out how to explain social media activity to students. By using this method, researchers can find out the average activeness of students on the most frequently used social media. This observation was also carried out to find out between social media activity and student vocabulary achievement. Meanwhile, the data collected from the questionnaire results were then analyzed using the descriptive data method and the classification method of social media activity from Nuraini (2011). This method was used to describe students based on their social media activity.Therefore, the results of this study indicate that there is student activity and vocabulary achievement so that social media plays an important role in achieving student vocabulary. However, some of the students have differences with different levels of social media activity. Most of the students with higher social media activity were able to achieve better vocabulary than those with lower social media activity, although there were some students with lower social media activity who could achieve better scores than those who were very active. . These conditions indicate that social media has a role in students' vocabulary mastery. As a researcher, I suggest that teachers and students try to use social media as a medium for language learning.

The Role Of Social Media On Students’ English Vocabulary Achievement Hanan, Ahmad; Yuliani, Neni; Suadiyatno, Taufik
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 7, No 2 (2023): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v7i2.4674

The purpose of this study is to explain the extent of the role of social media on students' English vocabulary mastery and also to describe the role of social media on students' vocabulary acquisition related to their respective use of social media. It uses the case study method. The data needed for this study were collected from student observations and questionnaires. Data were collected from direct observation and analyzed using descriptive qualitative methods to find out how to explain social media activity to students. By using this method, researchers can find out the average activeness of students on the most frequently used social media. This observation was also carried out to find out between social media activity and student vocabulary achievement. Meanwhile, the data collected from the questionnaire results were then analyzed using the descriptive data method and the classification method of social media activity from Nuraini (2011). This method was used to describe students based on their social media activity.Therefore, the results of this study indicate that there is student activity and vocabulary achievement so that social media plays an important role in achieving student vocabulary. However, some of the students have differences with different levels of social media activity. Most of the students with higher social media activity were able to achieve better vocabulary than those with lower social media activity, although there were some students with lower social media activity who could achieve better scores than those who were very active. . These conditions indicate that social media has a role in students' vocabulary mastery. As a researcher, I suggest that teachers and students try to use social media as a medium for language learning

Differentiated Assessment In EFL Classroom in Indonesia: Prospects and Challenges Arsyad, Moh. Arsyad; Suadiyatno, Taufik
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1913

Differentiated assessment has emerged as a pivotal component within the realm of English Language Teaching (ELT), particularly in the culturally diverse landscape of Indonesia. This paper reviews the prospects and challenges associated with implementing differentiated assessment practices in Indonesian EFL classrooms. Indonesia's linguistic diversity, with over 700 languages spoken across 17,000 islands, coupled with ongoing educational reforms, presents both opportunities and obstacles for differentiated assessment adoption. The paper begins by outlining the potential benefits of differentiated assessment in Indonesia, emphasizing its alignment with learner-centred pedagogy and its ability to cater to diverse learning styles and abilities. Through various assessment methods and tasks, educators can provide equitable opportunities for students to showcase their language proficiency while fostering a constructive learning atmosphere. However, the implementation of differentiated assessment faces significant challenges within the Indonesian EFL context. Deeply ingrained traditional evaluation methods, influenced by standardized testing, pose resistance to change. Moreover, infrastructural limitations, including inadequate teacher training and resource constraints, hinder effective implementation. To address these challenges, the paper proposes strategies such as comprehensive teacher training, curriculum adaptations, and community engagement. By equipping educators with the necessary skills and resources, promoting inclusive curriculum design, and fostering collaboration among stakeholders, the adoption of differentiated assessment can be facilitated.

THE EFFECT OF THE FABLE COTTAGE CHANNEL OF YOUTUBE TOWARDS STUDENTS’ SPEAKING SKILLS Suadiyatno, Taufik; Abimayu, Anggito
JOETAL: Journal of Education, Teaching and Learning Vol. 1 No. 4 (2024): JOETAL Volume 1 Number 4 (December 2024)
Publisher : Sinar Lima

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

Students face significant barriers to effective self-expression, including speaking apprehension, diminished motivation, and confidence deficits. Traditional teaching methods, such as the Silent Way, exacerbate these issues. To overcome these challenges, educators must adopt innovative instructional strategies that foster active learning, promote speaking skills, and encourage student engagement. The Fable Cottage channel transforms language learning into an immersive experience, leveraging storytelling to enhance linguistic proficiency. Departing from traditional textbook-based instruction, this approach fosters vocabulary expansion, cultural awareness, creativity, critical thinking and effective communication skills through collaborative project-based learning. The aim of this study was to determine whether the Fable Cottage YouTube channel has an effect on students' speaking skills. This study was a quantitative method using a pre-experimental design. The sample of this study consisted of 36 students. Based on the data analysis the results indicated a positive effect on the English-speaking skills of students who were taught using the Fable Cottage YouTube channel, compared to those who experienced traditional teaching methods. Students reported that the YouTube videos helped them infer the meaning of unfamiliar words and improved their speaking skills. The implementation of The Fable Cottage Channel YouTube videos yielded significant enhancements in students' speaking skills. The researchers recommended that language teachers integrate the Fable Cottage YouTube channel when teaching speaking.

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