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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) LingTera JEES (Journal of English Educators Society) Journal Of English Language and Education Script Journal: Journal of Linguistic and English Teaching Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal Abdimas Mahakam ACITYA Journal of Teaching & Education Journal of English Language and Pedagogy IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Teacher in Educational Research Academia Open Borneo Educational Journal (Borju) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JELL (Journal of English Language Learning Journal of Empowerment and Community Service JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of English Language Teaching and Literature (JELITA)

Dzul Rachman, Dzul

Universitas Muhammadiyah Kalimantan Timur

Author-ID : 2478401

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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STUDENTSâ PROBLEMS AND EXPERIENCE ON PREZI Rachman, Dzul
Script Journal: Journal of Linguistic and English Teaching Vol 1, No 2 (2016): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Today technology plays an important role in pedagogy. As students, it is important for them to be equipped with various ICT presentation tools to communicate effectively and efficiently their reports and presentations. It is in this light that the objective of this study is to determine the experiences and the problems faced off the students of English department in using Prezi in the classroom. A qualitative method used in this study. The researcher took students of the fourth semester as the subject of observation because they have prior knowledge or experience use presentation tool that collaborates with pictures or videos, themes, effects, and hyperlink in order to make slides of presentation or report especially in using another presentation tool. In this study, the researcher used two instruments were observation and interview. For data collection, the researcher used focus group interview to collect information relate to their experience in implementing Prezi and observed 54 students in accessing account until sharing of Prezi. In observation period, the researcher found the students got problems in making Prezi especially feature of video, path, image, music and animation. However, they also shared some challenges in using a feature of presentation tools. For instance, they needed an internet connection to import music and video online. They also needed the Wi-Fi and/or internet connection to download Prezi.Â Â Â Â Â Â Â Â Â Â Â

Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL Suyatman, Suyatman; Rachman, Dzul
Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1) students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2) the most strategies used by the students was âLooking for contextual clues to the meaning of unknown words.(3) the least strategy used by the students to answer vocabulary test was âDeveloping a new vocabulary study system, and (4) the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

The Effectiveness of Flip Classroom with Student Teams-Achievement Divisions (STAD) Method to Teach Reading Viewed from Students’ English Learning Interest Sunarti, Sunarti; Rachman, Dzul
Script Journal: Journal of Linguistic and English Teaching Vol 3, No 2 (2018): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

The study is aimed: (1) To know whether Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) to know whether the students who have high learning interest have better reading comprehension than those who have low learning interest; and (3) to know whether there is an interaction between Flip Classroom with teaching methods and students’ learning interest. The population of the research is the First year students of Public Health. The samples were from two classes. In taking the sample, cluster random sampling approach was used. Each class was divided into two groups (the students who have high and low learning interest). Then, the techniques which have been used to accumulate the information had been questionnaire student learning interest and reading test. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. There are some research findings: (1) Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) the reading comprehension of the students who have high learning interest is better than that of those who have low learning interest because; and (3) there is an interaction between teaching methods and learning interest for teaching reading. It is concluded that there is an interaction impact among methods and students’ learning interest for teaching reading. Flip Classroom with STAD is suitable for students having high learning interest and Traditional Instruction is suitable for students having low learning interest.

STUDENTS’ PROBLEMS AND EXPERIENCE ON PREZI Dzul Rachman; Iwan Setiawan
Script Journal: Journal of Linguistics and English Teaching Vol. 1 No. 2 (2016): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL Suyatman Suyatman; Dzul Rachman
Script Journal: Journal of Linguistics and English Teaching Vol. 2 No. 2 (2017): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1) students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2) the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3) the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4) the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

The Effectiveness of Flip Classroom with Student Teams-Achievement Divisions (STAD) Method to Teach Reading Viewed from Studentsâ€™ English Learning Interest Sunarti Sunarti; Dzul Rachman
Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

The study is aimed: (1) To know whether Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) to know whether the students who have high learning interest have better reading comprehension than those who have low learning interest; and (3) to know whether there is an interaction between Flip Classroom with teaching methods and studentsâ€™ learning interest. The population of the research is the First year students of Public Health. The samples were from two classes. In taking the sample, cluster random sampling approach was used. Each class was divided into two groups (the students who have high and low learning interest). Then, the techniques which have been used to accumulate the information had been questionnaire student learning interest and reading test. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. There are some research findings: (1) Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) the reading comprehension of the students who have high learning interest is better than that of those who have low learning interest because; and (3) there is an interaction between teaching methods and learning interest for teaching reading. It is concluded that there is an interaction impact among methods and studentsâ€™ learning interest for teaching reading. Flip Classroom with STAD is suitable for students having high learning interest and Traditional Instruction is suitable for students having low learning interest.

Integrating Problem-Based Learning in a Criminal Law Course Dzul Rachman; Rio Arif Pratama; Ni Wayan Surya Mahayanti; I Putu Indra Kusuma
Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Background:In this modern era, intelligent and capable human resources to solve issues in the law field are necessary. Project-based learning with technology integration is perhaps one of the solutions to yield such human resources. However, the previous studies did not put much attention on the implementation of technology into project-based learning. This study therefore aims to examine the effect of project-based learning on studentsâ€™ problem-solving abilityMethodology:This study implemented a quantitative approach by administering a quasi-experimental design with the one group design pre-test and post-tests. This study involved 49 students who were taking a criminal law course in a university in Indonesia to obtain the data through administering tests.Findings:The data were then analysed by performing paired sample t-test analysis and showed that t (96) = 67.67, p < 0.001.Conclusion:In conclusion, project-based learning with technology integration can enhance the studentsâ€™ problem-solving ability in a criminal law course. In addition, there are two implications discussed in this article.Â

Interactions of Novice Researchers with Journal Reviewers: Exploring Recommendations on Academic Writing Dzul Rachman
Script Journal: Journal of Linguistics and English Teaching Vol. 8 No. 2 (2023): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v8i2.1444

Background: Journal reviewers play a crucial role in disseminating research findings, but novice researchers often struggle with their feedback. This study explores how novice researchers engage with journal reviewer feedback.Methodology: This study is part of a larger research project examining novice researchers' publishing attitudes and practices in an English as a foreign language (EFL) setting. A case study approach was employed to gain an in-depth understanding of how novice researchers engage with journal reviewer feedback. Interviews, conducted in Bahasa Indonesia, were the primary data source, supplemented with textual data, including manuscripts and response letters.Findings: Novice researchers engage with feedback behaviorally, affectively, and cognitively. Affective responses vary based on feedback nature and prior experience. They appreciate positive feedback but find rejections frustrating. Personal judgment influences how they value feedback.Conclusion: Novice researchers diligently address all feedback despite emotional fluctuations. This reveals a disconnect between their affective and behavioral domains. The study emphasizes the importance of active engagement with reviewer feedback in the scholarly publication process.Originality: This research fills a gap in understanding novice researchers' interactions with journal reviewer feedback, emphasizing the role of experience and personal judgment. It contributes to the literature on student engagement with feedback in academic writing.

Bibliometric Analysis of Oral Presentations with Mobile Technology in Tertiary Education Dzul Rachman; Khusnul Khatimah; I Putu Indra Kusuma; Marianus Roni
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i1.1578

Background: Oral presentations, vital for assessing student understanding and communication skills in higher education, are enhanced by peer feedback and video recording. However, language anxieties necessitate supportive strategies. This study explores mobile technology's role in presentations via a bibliometric analysis.Methodology: This study uses bibliometric analysis to track research trends in mobile technology use in higher education oral presentations from 2014 to 2023. Data was gathered from the Dimensions database and analyzed with Excel and VOSviewer, revealing publication and citation trends, top researchers, thematic clusters, and research categories.Findings: Research output rose steadily until 2017, then surged in 2020 due to the Covid-19 pandemic. Rising citations reflect enduring impact. The focus is on education, with contributions from various disciplines. Global collaboration is evident among top researchers.Conclusion: The study finds that mobile tech-based oral presentations are crucial in higher education, promoting learning and skills. It underscores research resilience and adaptability to global challenges like the Covid-19 pandemic, providing valuable insights for future research and teaching practices.Originality: This study explores trends in oral presentations with mobile technology in higher education via a detailed bibliometric analysis. It provides insights into research output, citation impact, and thematic clusters, contributing to the dialogue on effective teaching and assessment practices.

Co-Authors A.A. Ketut Agung Cahyawan W Abd. Rajab Abdul Halim Abdul Rohman Ade Ismail Ramadhan Hamid Afiifah Nur Alyaa Ibrahim Ahmad Fauzi* Ahmad Wira Yudha Amin, Khoirul Aniq Hudiyah Bil Haq, Aniq Hudiyah Bil Anisa Izza Faudzia Arbain Artha Rattri Wardhana Rattri Artini, Ni Nyoman Ashadi Ashadi Auliasari, Yasmin Aura Paradiba Azhar Aziz Lubis Azzahra Namira Putri Bayu Prasetyo Caly Setiawan Danung Cipta Wardana Dedi Rahman Nur Dewi Maharani Ezi Apino Fadilah, Evan Ikhsan Fikran Arendi Pratama* Fitriani, Desy Fuad Fansuri Geroda, Godefridus Bali Godlove Elioth Kiswaga Harfiza, Junisa Harfiza Hendrawan, Shafira Zinedhina Hauda Sari Heri Retnawati Hiping, Maria Goretti Adella Kornelia Yulianti I Putu Indra Kusuma I Putu Indra Kusuma I Putu Indra Kusuma Ibrahim Iis Naiyah* Iwan Setiawan Janu Arlinwibowo Julianur Julianur Junedi Junedi Khairul Amin Khatimah, Khusnul Khumayda Shofiyul Khaliyah Khusnul Khatimah Khusnul Khatimah, Khusnul Khatimah M.Yusuf Qardawi Marianus Roni Marisa, Sonia Miftahul Ramadhani Muhammad Handi Gunawan Muhammad Najeri Al Syahrin Mutmainnah Nabila, Ashifa Ni Komang Arie Suwastini Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Ni Wayan Surya Mahyanti Pane, Widi Syahtia Pasaribu, Indah Farma Paulus Widiatmoko Prameswari Ayudya Marini* Prof. Dr. Ni Nyoman Padmadewi,MA . Puspita, Rani Herning Putri Elmira Fadyatulina Anshary Putri, Ashifa Nabila Putri, Azzahra Namira Rabi'ah Al-Adawiyah Ramadhan Hamid, Ade Ismail Ramadhany, Dimas Rani Herning Puspita Riastini, Putu Nancy Rio Arif Pratama Rochma, Anis Firdatul Rohmah, Annisa Rosinta, Rosinta Salsabila, Nala Saputra, I Nyoman Pasek Hadi Sidiq, Reza June Siti Sagirah Solly Aryza Soviyah Soviyah Sunarti Sunarti Sunarti Suyatman Suyatman Suyatman Suyatman Syarief Fajaruddin Tagfirul Azima Yoga Siswa, Muspidar Mulyadi Tiara Amalia Wahyono, Joko Waladdin Panggabean Yeni Rahmawati Yeni Rahmawati, Yeni

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