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All Journal Jurnal Ilmiah POTENSIA Research and Innovation in Language Learning Jurnal Ilmiah Profesi Pendidikan Studies in English Language and Education
Ahmad Zamzam
Universitas Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring the Teachers and Learners’ Perceptions of Online Corrective Feedback through Multiple Platforms Ris Suliandari; Ahmad Zamzam; Khusnul Khotimah
Research And Innovation In Language Learning (RILL) Vol 5, No 1 (2022)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v5i1.5855

Abstract

The shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.
First Language Acquisition Analysis Of A One Year Five Month Child “Mateo” Ni Putu Ayu Niya Loviyani; Ni Nyoman Padmadewi; Luh Gd Rahayu Budiarta; Ahmad Zamzam
Jurnal Ilmiah POTENSIA Vol 7 No 2 (2022): JULI
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.7.2.202-206

Abstract

First language acquisition has an essential role in children's development. This paper aimed to know the use of language acquisition by a Youtube video. Descriptive  qualitative methods have been used to carry out this research. It used five procedures of collecting the data are taking the data from a Youtube video, transcribing the video, classifying, identifying, observing, and analyzing the data. Findings revealed from a child named Mateo that the speech contained phonological, morphological, and syntactical acquisition that showing the development of children in early acquisition. There were 37 words produced with all initial /b/. /d/, /h/, /m/, /n/. /p/. /m/ and /p/ from initial sounds. Then, in syntax acquisition, the researcher found 2 commands. Thus, Mateo’s language acquisition has revealed morphological, phonological, and syntactical acquisition.
Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized Ni Nyoman Padmadewi; Luh Putu Artini; Ni Made Ratminingsih; I Putu Andre Suhardiana; Ahmad Zamzam; Putu Adi Krisna Juniarta
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.27408

Abstract

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation).  The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.
English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA Nur Aisyah; Lalu Thohir; Ahmad Zamzam; Boniesta Zulandha Melani
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.
An Analysis on Student’s Ability and Problems in Writing Recount Text at The Eighth Grade of SMPN 2 Lingsar Rizkia Prahasti Aprilia; Lalu Thohir; Ahmad Zamzam; Udin Udin
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3394

Abstract

This study aims to analyze the students' ability in writing recount text, and to explore the problems they faced in writing this text type. By using a qualitative method with a case study, this research involved 28 students as samples in the VIII grade of SMPN 2 Lingsar in the academic year 2023/2024. They were selected with a purposive sampling method. The data were collected by using a set of validated questionnaires and a writing test and they were analyzed descriptively based on the purposes of this research.  The findings show that the students' abilities in writing recount text are in the poor category, with an average score of 47. The students experienced problems that cause them to make many mistakes in writing recount texts are grammar with an average score of 33, vocabulary with an average score of 28 and mechanics with an average score of 26. The students should practice writing and the teacher needs to assist the students to develop their writing skill by applying appropritate strategies.
The Implementation of Project-based Learning in English Classrooms: A Case Study at SMKN 1 Mataram Irma Rizki Utami; Ahmad Zamzam; Lalu Jaswadi Putera
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei (on progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4964

Abstract

This research examined the implementation of Project-based Learning (PjBL) in English classes at SMKN 1 Mataram. The study aimed to examine students’ engagement, autonomy, and attitudes during project activities, analyse the relationship between PjBL and constructivist learning in vocational education, and provide insights for teacher training, curriculum development, and classroom practices in Indonesian vocational schools. This study used a qualitative case study design involving one class, Class XII LPS 1 majoring Layanan Perbankan Syariah (Sharia Banking Service), consisting of 1 English teacher and 28 students selected through purposive sampling technique. The data collection was employed through observation checklists, document analysis, and field notes, with validated instruments to ensure credibility. The data analysis was conducted thematically to identify patterns in the implementation of PjBL. The findings showed that the implementation of PjBL varied across two observed meetings and remained incomplete. In the first meeting, the teacher only implemented the initial stage by introducing essential questions related to job interviews. Student participation was limited, and no further stages such as project planning or development were conducted. The teacher also shared a personal experience of being rejected for a job in Belgium because she wore a hijab to engage students in discussion. In the second meeting, the implementation improved as the teacher facilitated group work, introduced a project, and monitored students’ activities. However, important stages such as detailed planning, presentation, assessment, and reflection were still absent. Although some progress was evident, the implementation did not represent the complete cycle of PjBL and failed to fully support constructivist principles or student autonomy. The study concludes that comprehensive teacher training, structured planning, and the implementation of all PjBL stages are necessary to maximize its effectiveness in vocational English classrooms.
Co-Authors Boniesta Zulandha Melani Emi Nurul Wahyuni Husnul Lail I Putu Andre Suhardiana Irma Rizki Utami Khusnul Khotimah Luh Gd Rahayu Budiarta Luh Putu Artini Muhammad Rainaldy Juliansyah Rainaldy Ni Made Ratminingsih Ni Nyoman Padmadewi NI Putu Ayu Niya Loviyani Nur Aisyah Putera, Lalu Jaswadi Putu Adi Krisna Juniarta Ris Suliandari Rizkia Prahasti Aprilia Thohir, Lalu Udin Udin