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THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward studentsâ speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students. Â Key words: Information Gap, Achievement Motivation, and Speaking Ability

The Use of Dictogloss in Teaching Listening Comprehension for EFL Learners Asrobi, Maman; Amni, Khaerul
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

The objective of this study was to know the effectiveness of dictogloss in teaching listening comprehension. The design of this research was a pre-experimental research design. To collect the data, a pre-test and a post-test was given to the tenth graders of MA Muallimat NW Pancor (30 students). In order to examine the effectiveness of dictogloss, the collected data were submitted to a paired samples t-test by using SPSS 17 for windows. Based on the result of study, the mean score of pre-test (11.10) was lower than post test (13.57). After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=29) = 16.49 at p ˂ .01, meaning that the null hypothesis was rejected and alternative hypothesis was accepted. Dictogloss was significantly effective in teaching listening comprehension for the tenth graders of MA Muallimat NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggested that the English teacher use dictogloss as the technique to teach the students.

The Use of Inquiry-Based Learning Strategy in Teaching Writing Skill for the Eighth Grade Students Junior High School Isra', Hidayatul; Asrobi, Maman
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This present study investigated the use of inquiry-based learning strategy in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Research methodology that was used in this study was pre-experimental research and the design was a one group pretest and posttest design. The population was eighth grade students consisted of two classes and took one class as the sample. The sampling technique in this study was cluster random sampling. The data collection was done by administering pre and post-test to the eighth grade students of MTs. NW Dames (21 students). Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of pre-test was 59.14 and post-test was 63.62, it could be stated that null hypothesis was rejected and the hypothesis was accepted. Inquiry-based learning strategy was significantly effective in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that English teacher can use inquiry-based learning strategy to teach students.

THE EFFECTIVENESS OF PERSONAL DILEMMA TECHNIQUE ON TEACHING SPEAKING SKILL FOR EFL LEARNERS asrobi, maman
Educatio Vol 10, No 2 (2015)
Publisher : Universitas Hamzanwadi

This study aims at investigating the effectiveness of personal dilemma technique on teaching speaking skill for EFL learners. Designed as pre-experimental research with pretest-posttest design, it examined a sample of first semester of English department of STKIP Hamzanwadi Selong in the school year 2014-2015. Random sampling technique was used in determining the sample of the study. Speaking test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. The result of descriptive statistic analysis revealed that personal dilemma technique is effective for teaching speaking for EFL learners since the mean score of posttest 71.85 was higher than mean score of pretest 61.28. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. So, it means that the hypothesis of this study was accepted. In other word, personal dilemma technique was significantly effective in improving students’ speaking ability of the first semester students of English department of STKIP Hamzanwadi Selong in the school year 2014-2015.

THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ€™ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward students? speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students. Key words: Information Gap, Achievement Motivation, and Speaking Ability

WHAT MAKES EFL SPEAKERSâ€™ UTTERANCES MORE INTELLIGIBLE IN THE CONTEXT OF GLOBAL INTELLIGIBILITY? Moedjito, M.; Jaelani, Selamet Riadi; Asrobi, Maman
Indonesian Journal of Applied Linguistics Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i1.15235

In this globalisation era, native-like pronunciation has no longer become the goal of pronunciation teaching in EFL classrooms. Instead, intelligibility, more specifically, global intelligibility, has become a legitimate goal of pronunciation teaching (Moedjito, 2009). However, researchers and practitioners have not reached to the final conclusion of what makes EFL speakers? utterances more intelligible. This paper is to report a study investigating factors which made EFL speakers? utterances more intelligible in the context of global intelligibility. In order to achieve the goal, the present researchers used three instruments to collect data: a questionnaire, an in-depth interview, and an assessment of EFL speakers? utterances from the in-depth interview. The quantitative data from the questionnaire and assessment of EFL speakers? utterances were submitted to a Pearson?s Product Moment test to assess the correlation coefficient of each independent variable to intelligibility and to a multiple regression test to examine the predictive power of the independent variables to intelligibility as the dependent variable. Meanwhile, the data of the in-depth interview were qualitatively scrutinised. The results of the data analysis revealed that word pronunciation accuracy might become the most influencing factor which made EFL speakers? utterances more intelligible. In addition to the accurate pronunciation, meaningful vocabulary might crucially account for intelligibility of EFL speakers? utterances. These findings were positively confirmed by the results of the in-depth interview analysis. The major pedagogical implication of the study is that in English pronunciation classes, there should be more focus on word pronunciation accuracy in EFL classrooms.

Pendampingan public speaking pada tutor lembaga kursus bahasa Inggris Surayya, St. Ayu; Asrobi, Maman; Prasetyaningrum, Ari
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 1, No 2 (2020): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Based on the observations' results, many graduate students from an English course institution still do not understand public speaking techniques. Even though the course institution is a well-known course institution in Indonesia, these graduates are relatively fast reading and speaking English. However, this word's smooth production was not matched with variations in voice, changes in intonation, and minimal meaning. As a lecturer in the English department, this is also our responsibility. Moreover, these graduates are now having their English course institutions independently. They are required to be able to communicate with their students. It is hoped that the current course institutions, especially in the Selong sub-district, can improve the quality of learning by applying correct public speaking techniques. Therefore, it is necessary to hold public speaking training for tutors at English language course institutions. The service plans carried out are: 1.) Delivery of mentoring material, 2.) Implementation of speaking practice in internal forums, 3.) Study tours at other course institutions, 4. ) Practicing speaking as well as evaluating outside the forum. This community service has increased English tutors' understanding in the Foreign Language Center (FLC) of Selong sub-district, East Lombok, seen from how they apply public speaking techniques during their teaching practice English tutors

The Use of Dictogloss in Teaching Listening Comprehension for EFL Learners Maman Asrobi; Khaerul Amni
VELES Voices of English Language Education Society Vol 1 No 1 (2017): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v1i1.394

The objective of this study was to know the effectiveness of dictogloss in teaching listening comprehension. The design of this research was a pre-experimental research design. To collect the data, a pre-test and a post-test was given to the tenth graders of MA Muallimat NW Pancor (30 students). In order to examine the effectiveness of dictogloss, the collected data were submitted to a paired samples t-test by using SPSS 17 for windows. Based on the result of study, the mean score of pre-test (11.10) was lower than post test (13.57). After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=29) = 16.49 at p Ë‚ .01, meaning that the null hypothesis was rejected and alternative hypothesis was accepted. Dictogloss was significantly effective in teaching listening comprehension for the tenth graders of MA Muallimat NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggested that the English teacher use dictogloss as the technique to teach the students.

The Use of Inquiry-Based Learning Strategy in Teaching Writing Skill for the Eighth Grade Students Junior High School Hidayatul Isra'; Maman Asrobi
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i1.606

This present study investigated the use of inquiry-based learning strategy in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Research methodology that was used in this study was pre-experimental research and the design was a one group pretest and posttest design. The population was eighth grade students consisted of two classes and took one class as the sample. The sampling technique in this study was cluster random sampling. The data collection was done by administering pre and post-test to the eighth grade students of MTs. NW Dames (21 students). Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of pre-test was 59.14 and post-test was 63.62, it could be stated that null hypothesis was rejected and the hypothesis was accepted. Inquiry-based learning strategy was significantly effective in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that English teacher can use inquiry-based learning strategy to teach students.

Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context Siti Ayu Surayya; Maman Asrobi
VELES Voices of English Language Education Society Vol 4, No 2 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i2.2417

With the world demand to provide digital school, this study examines how the integration between technology, pedagogy and content knowledge in writing context as the part of TPACK framework on the practical EFL teachers. The samples of this study are 27 of practical English teachers divided into three level of achiever (low, middle, and high. They were taking the Writing and Assessment courses as the part of their education to achieve the bachelor degree in Universitas Hamzanwadi, a private university in Lombok, Indonesia. This research took about six months of teaching and learning process. The observation and document results of the practical EFL teachers become the data primer of this study since the researchers act directly as the lecturer in the writing course. This study uses qualitative research as it investigates a process of teaching learning that lasted several months and happened in a particular setting. The result of study showed that the practical teachersâ€™ writing content and pedagogy knowledge were better than their technological knowledge. Furthermore, the high achiever of practical EFL teachers perform a good TPK and TCK rather than they who come from middle and low achiever.

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