Article Per Year (5 Year)
p-Index From 2021 - 2026
4.52
P-Index
This Author published in this journals
All Journal Lingua Cultura JELLT (Journal of English Language and Language Teaching) Jurnal Ilmiah Telaah SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Wiralodra English Journal (WEJ) Journal of Language and Literature Ethical Lingua: Journal of Language Teaching and Literature JOLLT Journal of Languages and Language Teaching Jurnal Sinestesia Kulturistik : Jurnal Bahasa dan Budaya Sadharananikarana: Jurnal Ilmiah Komunikasi Hindu ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Jurnal Bastra (Bahasa dan Sastra) DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan
Sutarman Sutarman
Universitas Bumigora
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 26 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 26 Documents
Search

 1   2   3 
Peningkatan keterampilan menulis bahasa inggris melalui pendekatan pembelajaran berbasis pembelajaran eksperimental Dedi Aprianto; Sutarman Sutarman; Wira Hendri
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i1.37485

Abstract

Abstrak Kemampuan menulis akademik dalam bahasa Inggris merupakan keterampilan penting bagi mahasiswa untuk mendukung publikasi ilmiah dan dokumentasi profesional. Observasi awal menunjukkan bahwa sebagian besar mahasiswa S1 Farmasi Universitas Bumigora mengalami kesulitan dalam struktur kalimat, penggunaan tata bahasa, dan penyusunan ide secara koheren. Pengabdian masyarakat ini bertujuan meningkatkan keterampilan menulis mahasiswa melalui pendekatan Pembelajaran eksperimental. Metode yang digunakan melibatkan 49 mahasiswa sebagai peserta, dilaksanakan selama empat minggu, meliputi identifikasi kebutuhan belajar melalui kuesioner pre-test, pelatihan menulis berbasis learning by doing, pendampingan intensif menulis paragraf dan esai, serta evaluasi post-test. Kuesioner pre-test dan post-test menggunakan skala Likert 1-5 untuk menilai aspek gramatika, struktur teks, kosakata, dan kepercayaan diri mahasiswa. Hasil pengabdian menunjukkan peningkatan signifikan pada seluruh indikator, dengan rata-rata skor pre-test 2,80 meningkat menjadi 4,32 pada post-test. Mahasiswa lebih mampu menyusun paragraf dan esai yang koheren, menggunakan kosakata akademik tepat, serta menunjukkan kepercayaan diri lebih tinggi dalam menulis. Temuan ini menegaskan adanya efektivitas pendekatan pembelajaran eksperimental dalam meningkatkan kemampuan menulis akademik, keterlibatan aktif, dan refleksi diri mahasiswa. Kata kunci: pembelajaran eksperimental; peningkatan keterampilan menulis; menulis akademik. Abstract Academic writing skills in English are essential for students to support scientific publications and professional documentation. Initial observations show that most undergraduate pharmacy students at Bumigora University have difficulties with sentence structure, grammar usage, and coherent idea development. This community service program aims to improve students' writing skills through an pembelajaran eksperimental approach. The method involved 49 students as participants and was conducted over four weeks, including the identification of learning needs through a pre-test questionnaire, learning-by-doing-based writing training, intensive guidance on writing paragraphs and essays, and a post-test evaluation. The pre-test and post-test questionnaires used a 1-5 Likert scale to assess aspects of grammar, text structure, vocabulary, and student confidence. The results of the community service showed a significant increase in all indicators, with an average pre-test score of 2.80 increasing to 4.32 on the post-test. Students were better able to compose coherent paragraphs and essays, use appropriate academic vocabulary, and demonstrate higher confidence in writing. These findings confirm the effectiveness of the Pembelajaran eksperimental approach in improving students' academic writing skills, active engagement, and self-reflection. Keywords: experimental learning; writing skill improvement; academic writing
Empowering English Foreign Language Learners through Sasak Local Wisdom: Effects on Self-Directed Learning Dedi Aprianto; Muhlisin Muhlisin; Wahyu Kamil Syarifaturrahman; Agus Syahid; Sutarman Sutarman; Erwin Suhendra
Humanitatis : Journal of Language and Literature Vol. 12 No. 2 (2026): Humanitatis: Journal of Language and Literature: In-Press
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i2.6562

Abstract

The integration of local cultural knowledge into English as a Foreign Language (EFL) instruction has received increasing attention as an approach to creating more meaningful, relevant, and learner-centered educational experiences. This study aimed to investigate the effects of integrating Sasak local wisdom-based learning materials on students’ self-directed learning and to explore students’ perceptions regarding how such materials influenced their engagement and learning experiences in EFL contexts. This study employed an explanatory sequential mixed-methods design by combining quantitative and qualitative methods. The quantitative phase investigated the influence of Sasak local wisdom-based learning materials on students’ self-directed learning through questionnaires, while the qualitative phase explored students’ perceptions through semi-structured interviews. The study involved 89 second-year students from the Undergraduate Computer Science Program of Bumigora University, Mataram, selected through total sampling, with 50 students in the experimental group and 39 in the control group. Twelve students were purposively selected for the interview phase based on their questionnaire responses. The quantitative findings showed that students in the experimental group achieved a higher self-directed learning score (M = 84.70) compared to the control group (M = 62.72). The independent samples t-test confirmed a statistically significant difference between the two groups, with a Sig. (2-tailed) value of 0.000 (p < .05), indicating the positive effect of Sasak local wisdom-based learning materials on students’ self-directed learning. The qualitative findings further revealed that students perceived the materials as enhancing their learning autonomy, motivation, cultural identity, and engagement in independent English learning activities. These findings suggest that culturally responsive EFL materials can serve as an effective pedagogical approach to empowering learners while connecting global English competence with local cultural values.
Konstruksi Maskulinitas pada Era Orde Baru dalam Film Seperti Dendam, Rindu Harus Dibayar Tuntas Akbar Adiwinata; Abdul Muhid; Sutarman Sutarman; Zainudin Abdussamad
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 1 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i1.1056

Abstract

Films often represent masculinity as a social construction shaped and legitimized by state power. This study examines how the state produces and regulates various forms of masculinity in the film Seperti Dendam, Rindu Harus Dibayar Tuntas. Rather than portraying masculinity as a single and stable identity, the film challenges state-supported hegemonic masculinity by presenting masculine identities as diverse, fluid, and continuously negotiated within particular socio-political contexts. This research employs a multimodal discourse analysis approach to explore the relationship between state authority, gender ideology, and cinematic representation. The findings indicate that the state reinforces hegemonic masculinity through regulatory practices that reproduce patriarchal values and maintain social hierarchies. At the same time, the film opens spaces of resistance, especially for heterosexual men who do not fully conform to dominant masculine norms, enabling them to renegotiate their social position within the masculine order. Although the film was produced during the Reformasi era while narratively set in the Orde Baru period, it reflects a transitional moment in which masculinity is increasingly understood as contested and unstable. The boundaries of masculinity become more flexible, allowing the emergence of new forms of gender negotiation. This study demonstrates that cinema can critically interrogate state-constructed models of masculinity while offering alternative interpretations of masculine identity in post–Orde Baru Indonesian film.
Verb Formation of Derivational Sasak Prefix: Morphological Study Wahyu Kamil Syarifaturrahman; Sutarman Sutarman; Zainudin Abdussamad
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 9 No 2 (2024)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v9i2.2268

Abstract

Penelitian ini bertujuan untuk mengeksplorasi proses morfologis pembentukan verba melalui prefiks derivasional dalam bahasa Sasak, dengan fokus pada dialek Meno-Mene yang dituturkan di desa Kuripan, Pulau Lombok. Penelitian ini memiliki dua tujuan utama: pertama, untuk mengidentifikasi jenis-jenis prefiks dalam bahasa Sasak yang dapat membentuk kategori verba dalam hal derivasi, dan kedua, untuk menentukan jenis morfem dasar yang dapat dikombinasikan dengan setiap prefiks untuk membentuk verba. Penelitian ini menggunakan metode kualitatif deskriptif. Hasil penelitian ini mengidentifikasi 4 (empat) prefiks, termasuk /be-/ (terdiri dari /be-/ dan /ber-/ sebagai alomorf), /m-/, /peN-/ (terdiri dari /pe-/ dan /per-/ sebagai alomorf), dan /N-/ (terdiri dari /n-/, /ng-/, dan /ny-/ sebagai alomorf). Temuan menunjukkan bahwa prefiks ini melekat pada kategori morfem dasar tertentu untuk menghasilkan verba. Misalnya, awalan /be-/ dapat bergabung dengan kata benda, kata sifat, dan kata keterangan, sementara /peN-/ memiliki jangkauan yang lebih luas, melekat pada kata benda, kata sifat, kata keterangan, dan jumlah kategori kata. Awalan /m-/ terbatas pada kategori kata benda, dan /N-/ secara eksklusif dibubuhkan pada kategori kata benda. Studi ini memberikan wawasan berharga tentang morfologi derivasional bahasa Sasak, yang berkontribusi pada pemahaman proses pembentukan kata kerja dalam bahasa Austronesia. Temuan ini menyoroti sifat sistematis awalan dan perannya dalam memperluas leksikon kata kerja dalam bahasa Sasak.
Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study Dedi Aprianto; Sutarman Sutarman
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18102

Abstract

In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.
Comparing EFL Visual, Auditory, Kinesthetic Students’ High Learning Intensity in Increasing Speaking Performance Dedi Aprianto; Sutarman; Lela Rahmawati
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i1.18564

Abstract

This study examined the impact of high learning intensity on the speaking performance of EFL students with different learning styles: visual, auditory, and kinesthetic. The study involved the 129 selected students from Computer Study Program, Bumigora University through a total sampling technique. The instruments were the VARK questionnaire identifying the participants’ learning styles, a learning intensity questionnaire assessing their learning intensity, and a speaking performance test evaluating their fluency, accuracy, pronunciation, vocabulary, and grammar. Data were analyzed by using One-Way ANOVA and Bonferroni post-hoc tests to determine differences among the groups. The findings revealed significant differences in speaking performance across the three learning styles with F value 59.967, Sig. value 0.000 < 0.05. Kinesthetic learners demonstrated the highest mean score of 82.16), significantly outperforming visual learners’ mean score of 77.09, and auditory learners’ mean score of 70.80. Post-hoc analysis confirmed that kinesthetic learners performed significantly better than auditory learners with mean difference is 11.364, Sig. value 0.000 < 0.05, and visual learners’ mean difference is 5.069, Sig. value 0.000 < 0.05. The visual learners also outperformed auditory learners with mean difference is 6.295, Sig. value 0.000 < 0.05. These results suggested that the kinesthetic learners benefited most from the high-intensity learning environments, achieving better speaking performance. This study showed the importance of considering learning styles in designing EFL learning curriculum. The findings emphasize the need for integrating kinesthetic activities into instructional practices to maximize speaking performance, particularly in high-intensity learning contexts.
Co-Authors Abdul Muhid Agus Syahid Agus Syahid Akbar Adiwinata Alan Cahya Saputra Ari Saputra Dedi Aprianto Diah Supatmiwati Erwin Suhendra Hilda Hastuti Hilda Hastuti Komang Sathya Yogindra Aditia Lela Rahmawati Lela Rahmawati Miswaty, Titik Ceriyani Muhlisin Muhlisin Ni Ketut Sriwinarti Ni Nyoman Widani Nurachman Hanafi Syamsurijal Syamsurijal Syamsurrijal Syamsurrijal Taufik Suadiyatno Tiara Resta Putri Wahyu Kami Syarifaturrahman Wahyu Kamil Syarifaturrahman Wahyu Kamil Syarifaturrhaman Wira Hendri Wirajaya Kusuma Wiya Suktiningsih Zainuddin Abdussamad Zainudin Abdussamad