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Students’ Perceptions of Lecture Feedback in Learning Writing at The University of Mataram Sukreni, Ni Made Marneta; Arifuddin, Arifuddin; Zamzam, Ahmad; Waluyo, Untung
Journal of Education Research Vol. 5 No. 4 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i4.1915

Umpan balik dosen memainkan peran penting dalam mengembangkan kemampuan menulis bagi mahasiswa. Penelitian ini meneliti persepsi mahasiswa tentang umpan balik dalam proses menulis di Jurusan Pendidikan Bahasa Inggris Universitas Mataram. Penelitian ini mengeksplorasi jenis-jenis umpan balik yang menurut mahasiswa paling bermanfaat dalam meningkatkan kemampuan menulis mereka. Data dikumpulkan dengan menggunakan kuesioner dan wawancara, yang dianalisis secara tematik untuk mengidentifikasi pola umum dalam preferensi dan persepsi umpan balik. Hasil penelitian menunjukkan bahwa mahasiswa menganggap umpan balik perkuliahan penting untuk mengidentifikasi dan memperbaiki kesalahan tertentu, meningkatkan akurasi tata bahasa, dan meningkatkan kualitas tulisan secara keseluruhan. Selain itu, umpan balik secara signifikan meningkatkan motivasi dan kepercayaan diri mahasiswa selama proses penulisan. Mahasiswa lebih menyukai umpan balik yang spesifik dan langsung yang membahas kesalahan secara rinci. Temuan ini menekankan pentingnya strategi umpan balik yang efektif dalam mendorong pengembangan keterampilan menulis dan menawarkan wawasan yang berharga bagi para pendidik untuk meningkatkan metode pengajaran berdasarkan kebutuhan mahasiswa.

Addressing the Validity of a Teacher Made-Test Constructed by High School English MGMP Teachers in West Lombok Hadi, Bahrul; Waluyo, Untung; Soepriyanti, Henny
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4319

In second language learning, assessment plays a vital role in evaluating and measuring students’ proficiency levels based on the material taught. Therefore, this research aims to examine the strategies, practices, and challenges faced by an English MGMP teacher in West Lombok face during the development of a valid teacher-made test for Senior High School students. This study employs a qualitative design, and the data were collected through triangulation techniques such as teacher interviews and document analysis of the test item from two schools in West Lombok, six teachers from SMAN 1 Narmada, and four teachers from SMAN 1 Gerung. The findings indicate that the majority of teachers maintain the content validity by utilizing the curriculum, module, and test blueprint as their core references before and during the test development process. However, several test items were found to be misaligned with the curriculum and the materials taught. Furthermore, none of the respondents considered the alignment between the test with the specific language skills that being assessed. In addition, the majority of the problem that teacher usually face is the wide variation in students’ proficiency levels, which makes it difficult to design a fair test for all students. The study concludes that, although the most of English teachers had ensured the content validity of their test items by referring to official documents such as the curriculum, teaching modules, and test blueprints during the test development process, there are several items which still deviated from the material taught, and none of teachers addressed whether the test formats appropriately matched the language skills being assessed such as speaking, writing, listening and reading. Their strategies mainly involved adjusting items to students’ proficiency levels, collaborating with colleagues, and managing test banks through digital platforms such as WhatsApp and the PIJAR application. However, none reported using analytical measures like item discrimination index to examine test quality. The primary obstacle they faced was the broad variation in students’ abilities, alongside many learners performing below the expected standard. This challenge was intensified by the absence of recent professional development initiatives or coordination from the English MGMP in West Lombok over the last one to two years.

Pemanfaatan Teknologi ChatGPT untuk Pengembangan Asesmen Pembelajaran Berdiferensiasi bagi Guru-Guru Bahasa Inggris di Kabupaten Lombok Utara Waluyo, Untung; Soepriyanti, Henny; Elmiana, Dewi Satria; Tsaqiila , Thalia Qaulan; Azzuhri, Rendy Fahmi; Mudrika, Julia Ridha
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.13409

The rapid emergence of Artificial Intelligence (AI), particularly ChatGPT, provides new opportunities for innovation in English Language Teaching (ELT). However, many teachers in rural Indonesia, especially in North Lombok Regency, still struggle to integrate AI tools due to limited digital literacy, minimal training, and inadequate infrastructure. This community service program aimed to enhance teachers’ ability to design differentiated learning assessments using ChatGPT. The program implemented an AI-based digital literacy workshop that combined theoretical and hands-on practice, followed by mentoring and evaluation. Twenty English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) participated in training sessions designed to improve confidence and practical competence in AI-assisted lesson planning and assessment creation. Data were collected through pre–post tests, observation, and reflection reports. Findings reveal significant improvement in teachers’ digital literacy, creativity in assessment design, and collaboration through digital networks. Despite challenges such as unstable internet access and limited facilities, the participants successfully produced AI-based assessment prototypes adapted to their students’ needs. The program demonstrates that AI-integrated teacher training can bridge the gap between pedagogical innovation and classroom practice, empowering teachers to create inclusive and differentiated learning environments.

Exploring Motivation of English Students to Choose a Non-teaching Career: A Case Study of 2021 Undergraduate Students at English Education, FKIP UNRAM Rahmadi, Andrian; Waluyo, Untung; Susanti, Ni Wayan Mira
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/1nb7dz76

The Faculty of Teacher Training and Education (FKIP) is established to prepare professional teachers and trainers who meet national education standards. At University of Mataram, the English Education program under FKIP offers several research interests as part of their academic development. These research interests are introduced when students reach the fifth semester. At this stage, students are expected to think carefully about their future careers. There are five research interests available in total. These interests are grouped into two main categories, namely teaching and non-teaching concentration. The teaching concentration includes teacher candidates and course instructors. This track is mainly designed for students who want to become English teachers. Meanwhile, the non-teaching concentration includes tourism, translation and interpretation, and research. These options allow students to apply English skills outside formal education. This study examines the intrinsic and extrinsic motivation that influence students to choose non-teaching concentrations despite being enrolled in a teacher training faculty. Guided by Self Determination Theory (SDT), this study employed a qualitative case study design. Data were collected through open-ended questionnaire and semi structured interview at FKIP UNRAM, targeting undergraduate students of the year 2021. A total of 86 responses were collected, representing 55,4% of the total amount of population (155 students). Thematic analysis by Braun & Clarke was used to analyze 86 responses. The findings show that 26 (16,77%) students were primarily intrinsically motivated, 43 (27,74%) students were extrinsically motivated, and 17 (10,96%) students were influenced by both. These findings highlight a range of motivational influences and suggest that many students prefer non-teaching concentration due to various intrinsic and extrinsic factors, even within a teacher-focused academic environment.

Exploring Motivation of English Students to Choose a Non-teaching Career: A Case Study of 2021 Undergraduate Students at English Education, FKIP UNRAM Rahmadi, Andrian; Waluyo, Untung; Susanti, Ni Wayan Mira
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/1nb7dz76

The Faculty of Teacher Training and Education (FKIP) is established to prepare professional teachers and trainers who meet national education standards. At University of Mataram, the English Education program under FKIP offers several research interests as part of their academic development. These research interests are introduced when students reach the fifth semester. At this stage, students are expected to think carefully about their future careers. There are five research interests available in total. These interests are grouped into two main categories, namely teaching and non-teaching concentration. The teaching concentration includes teacher candidates and course instructors. This track is mainly designed for students who want to become English teachers. Meanwhile, the non-teaching concentration includes tourism, translation and interpretation, and research. These options allow students to apply English skills outside formal education. This study examines the intrinsic and extrinsic motivation that influence students to choose non-teaching concentrations despite being enrolled in a teacher training faculty. Guided by Self Determination Theory (SDT), this study employed a qualitative case study design. Data were collected through open-ended questionnaire and semi structured interview at FKIP UNRAM, targeting undergraduate students of the year 2021. A total of 86 responses were collected, representing 55,4% of the total amount of population (155 students). Thematic analysis by Braun & Clarke was used to analyze 86 responses. The findings show that 26 (16,77%) students were primarily intrinsically motivated, 43 (27,74%) students were extrinsically motivated, and 17 (10,96%) students were influenced by both. These findings highlight a range of motivational influences and suggest that many students prefer non-teaching concentration due to various intrinsic and extrinsic factors, even within a teacher-focused academic environment.

THE IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ENGLISH STUDENTS’ MOTIVATION (A SURVEY ON THE FIRST YEAR ENGLISH DEPARTMENT STUDENTS) Afrilia, Alicia; Waluyo, Untung; Apgrianto, Kurniawan; Soepriyanti, Henny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13651

The impact of teacher-student relationships on the motivation of English language learners (ELLs) is a crucial topic in the field of language education, particularly in a multilingual and culturally diverse country such as Indonesia. This study aims to provide an evidence of the link between teacher and student relationships and the motivation among ELLs in Indonesia. The researcher collected, analyzed, and compared the data obtained for this study by using a survey study design. Moreover, the researcher conducted structured interviews with ELL first-year English students to gather additional data. The findings of this study show that teachers at the university investigated, as perceived by students, exhibit a wide range of positive attitudes that positively influence student motivation. The most preferred attitudes among students were Academic Support, Responsible, and Moral Support, which emerged as the most preferred attitude among students. The results of this research show that a supportive classroom environment can enhance learners' motivation throughout their language learning journey, ultimately enhancing their language acquisition and overall success in language learning. This study provides valuable insights for educators and policymakers seeking to create an inclusive, supportive learning environment for their students. The study suggests that further studies could broaden the scope to include students from other faculties or universities. This would provide a more comprehensive understanding of lecturer attitudes and their impact on student motivation across different academic settings.

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