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The Effect Of Flashcard On Students’ Motivation In Speaking Skill At Sman 10 Mataram Imansyah Imansyah; Terasne Terasne
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 3, No 3 (2019): JISIP: JURNAL ILMU SOSIAL DAN PENDIDIKAN
Publisher : Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jisip.v3i3.1010

This research was aimed at finding out the effecton students’ motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019. The research was experimental with quasi experimental design. The population of the study was the tenth grade students of SMAN 10 Mataram that consisted of five classes. Two classes were chosen as the samples, those were X MIPA 1 as experimental group and X MIPA 2 as control group. They were chosen by using cluster random sampling. Experimental group treated by using flashcard and control group treated by using word wall. The data of the research were gathered from questionnaire test and the data analysis used inferential analysis. Based on the data analysis was gotten t-test = 3.801 and t-table = 1.684. It means that t-test was higher than t-table (3.801 > 1.684) with signification level 0.05. So that way, alternative hypothesis (Ha) accepted and null hypothesis (Ho) rejected. Therefore, it took conclusion that there is effect of flashcard on students' motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019.

Needs Analysis of English for Fine Arts Study Program Students as a Basis to Design English Teaching Materials Sri Sukarni; Imansyah Imansyah
Linguistics and ELT Journal Vol 10, No 1 (2022)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v10i1.9075

This research aimed to find out English teaching materials need of Fine Art study program students in learning English. The quantitative method was conducted in this research. In collecting the data, the researchers applied questionnaires for the students as the instrument of the research. There were 16 students of Fine Arts study program in the 2021-2022 academic year as the participants in this research. The results of this research revealed that in learning English students of Fine Arts study program need all language skills and the mostly needed language skill is speaking. They need speaking because will support their future career as artisan art working in English. Regarding language components, mainly required by the students is vocabulary. In addition, teaching materials related to fine arts are needed by the students, as well the teaching materials are taken from internet. Furthermore, pertaining to the objective of learning English that is to be able to communicate in English, the students need discussion before beginning to learn English course. This method can support students’ need in speaking skill. These students’ needs can be used as the basis to design English teaching materials..

The effect of problem-based learning on students’ critical thinking and speaking competence I Made Permadi Utama; Imansyah Imansyah
Journal of English Language and Pedagogy Vol 5 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i2.13667

This study is generally attempted to find the effect of Problem-Based Learning towards students’ critical thinking and speaking competence at SMA Muhammadiyah Mataram. This research applied experimental research using MANOVA. The population of this research was the students of SMA Muhammadiyah Mataram. The sample of the study was 29 students consisting of two classes. The results of the study show that there is a significant effect of Problem-Based Learning towards students‟ critical thinking and speaking. Research data found that the mean score of critical thinking was 74,50 and class control was 54,00; 0,05. While the mean for the speaking of the experimental class was 75.83 and control class was 60,45; 0,05. It can be concluded that the use of Problem Based Learning has a positive effect on students‟ critical thinking and speaking competence and has correlation both of them at the SMA Muhammadiyah Mataram.

Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment Dedi Sumarsono; Moh. Arsyad Arrafii; Imansyah Imansyah
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7481

Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.

The Integration of Islamic Values in English Classroom in Integrated Islamic School in Mataram Viewed From Teaching Instruments Imansyah Imansyah; I Made Permadi Utama
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2059

This research was designed as descriptive qualitative research and aimed at figuring out whether or not the Islamic values were integrated with the lesson plan and the syllabus teachers designed. It is essential to see if these values are integrated, considering that JSIT mandates all Islamic schools to incorporate them in all subjects at all levels. The research took place in Mataram, taking English teachers and schools’ curriculum vice principals in four different Islamic integrated schools spread in Mataram as the subjects. Data was collected through document study and interviews. A document study was conducted to see if the Islamic values were added to the indicators and the teaching procedures teachers designed in both the lesson plan and syllabus. A semi-structured interview was carried out with 4 English teachers and 4 curriculum vice principals who were purposively chosen to get more in-depth and comprehensive information on the lesson plan and syllabus they designed. This research suggested that one school successfully implemented integration among the four integrated Islamic schools. This is seen in their indicators and the teaching procedures that reflect Islamic values. The three schools were yet to implement the integration properly as they considered prayers before and after the lesson and some advice during the lesson as the integration.

Teachers’ Corrective Feedback in the English Classroom at SMPIT Tunas Cendekia Mataram Imansyah Imansyah
Jurnal Ilmiah Mandala Education (JIME) Vol 12 No 1 (2026): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v12i1.10216

This study investigates English teachers’ use of corrective feedback in classroom interaction at SMPIT Tunas Cendekia Mataram. Employing a qualitative case study design, data were collected through classroom observations and semi-structured interviews. The findings reveal that teachers employed a range of corrective feedback types, with recasts being the most frequently used, followed by explicit correction, clarification requests, and elicitation. Corrective feedback was implemented flexibly depending on instructional focus, task type, and student proficiency, with teachers favoring implicit feedback during fluency-oriented activities and more explicit feedback during accuracy-focused instruction. The reasons underlying teachers’ selection of particular feedback types were influenced by pedagogical beliefs, concern for students’ affective factors, classroom constraints, and institutional values. Triangulation of interview and observation data indicated a strong alignment between teachers’ stated beliefs and their classroom practices. Overall, the study highlights the context-sensitive nature of corrective feedback and underscores the importance of considering teacher cognition and school culture in understanding feedback practices in EFL classrooms.

The Integration of Islamic Values in English Classroom in Integrated Islamic School in Mataram Viewed From Teaching Instruments Imansyah Imansyah; I Made Permadi Utama
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 6 No. 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2059

This research was designed as descriptive qualitative research and aimed at figuring out whether or not the Islamic values were integrated with the lesson plan and the syllabus teachers designed. It is essential to see if these values are integrated, considering that JSIT mandates all Islamic schools to incorporate them in all subjects at all levels. The research took place in Mataram, taking English teachers and schools’ curriculum vice principals in four different Islamic integrated schools spread in Mataram as the subjects. Data was collected through document study and interviews. A document study was conducted to see if the Islamic values were added to the indicators and the teaching procedures teachers designed in both the lesson plan and syllabus. A semi-structured interview was carried out with 4 English teachers and 4 curriculum vice principals who were purposively chosen to get more in-depth and comprehensive information on the lesson plan and syllabus they designed. This research suggested that one school successfully implemented integration among the four integrated Islamic schools. This is seen in their indicators and the teaching procedures that reflect Islamic values. The three schools were yet to implement the integration properly as they considered prayers before and after the lesson and some advice during the lesson as the integration.

Orthographic Variation in the Representation of Ingressive Plosives in Bimanese: Evidence from Digital Communication Imansyah Imansyah
JUPE : Jurnal Pendidikan Mandala Vol 11 No 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/kax85404

This study investigates the orthographic representation of the ingressive bilabial plosive /ƀ/ and the ingressive dental–epikopos plosive /đ/ in contemporary Bimanese (Bahasa Mbojo). Although these phonemes have been formally standardized in Kamus Mbojo–Indonesia Edisi Ketiga (2023), preliminary observations indicate significant variation in actual written usage. Drawing on naturally occurring data from WhatsApp group interactions among Bimanese speakers, this study identifies two dominant orthographic strategies: cluster substitution (ƀ → pb, đ → td) and phonological simplification (ƀ → b, đ → t). Using a qualitative-dominant mixed-method approach supported by phonological theory, acoustic phonetics, orthographic studies, and sociolinguistics, the study demonstrates that these forms are systematic and socially shared rather than random errors. The findings reveal a substantial gap between orthographic standardization and real-world language practice, shaped by phonological markedness, Indonesian language influence, and technological constraints in digital communication. This study contributes to broader discussions on orthography, language planning, phonological representation, and digital sociolinguistics in minority languages.

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