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The Correlation Between Self-Directed Learning and Students' Academic Writing Skills Undergraduate Program of English Education Windiana Rizkiani; Ahmad Zamzam; Arafiq
Journal of Classroom Action Research Vol. 5 No. 2 (2023): Mei
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v5i2.3314

Success in academic writing cannot be separated from students' level of self-directed learning. Therefore, this study aims to measure the correlation between self-directed learning levels and academic writing. This study used the quantitative method and inferential analysis in Pearson Products Moment SPSS 25 version to identify and clarify the hypothesis and the correlation between self-directed learning level and academic writing. The participants of this study were 25 students 9th semester who had taken the proposal exam at the English Language Education University of Mataram. To collect the data, the researcher used distributed SRSSDL questionnaire and a test. The finding of this study indicates that most students experienced a high level of self-directed learning and academic writing in percentage 32.00 %, followed by 68.00% of moderate one. The correlation between the two variables is statistically significant at the .01 level. Pearson's coefficient value is .801, which shows a very strong correlation between the level of self-directed learning and academic writing. Therefore, the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted because the significance value is 2 ≥ (more than) a. It means that there is a significant correlation between two variables, that is, self-directed learning level and academic writing

Local Language Phonological Constraint-Based in Learning Pronunciation of English: An Experimental Study of English Department Uswatun Hasanah; Nurahmadi; Arafiq; Nurachman
Journal of Classroom Action Research Vol. 5 No. SpecialIssue (2023): Mei
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v5iSpecialIssue.3425

This study aims of finding out whether local language phonological constraint based is effective to help Bimanese English students of English department of university of Mataram in learning standard English pronunciation. The data were collected through questionnaire to 15 Bimanese English students as the respondents. The questionnaire contained 60 items which are categorized into linguistics kinds from words, phrases, and sentences. The test was assessing the student pronunciation of middle central vowel [ə] [ɜ] and alveolar step consonant [d] and [t] which are considered difficult fear the Bimanese speakers due to their absence in Bimanese phonological inventory. Deployment the questionnaire was conducted offline and the data collection was carried out online through Spada. The data analysis was carried out by using t-test by comparing the initial competence (pretest) and the final competence (posttest) of students between the experimental class and the control class. Based on the analysis, two conclusions were obtained. First, there are 7 students who obtained the high score from 60 to 66. There are also 7 students who obtained the middle score from 50 to 56 and 1 student who obtained the low score which is 40. From each problem sounds above, most of them are still difficult pronounce sound [t] and some of them are still moderate on sound [ə][ɜ][d]. Second, there are 9 students who obtain the high score from 80 to 93. There are also 4 students who achieved a score 70-78 and there are 2 students who got low score from 60 to 68. From the data above, there is a change in their pronunciation especially the sound problematic in English students so that they can achieve good scores.

Mother Tongue Interference Toward Students' Ability In Producing English Sounds Faradila, Qoonitah; Thohir, Lalu; Arafiq; Amin, Muhammad
Journal of Classroom Action Research Vol. 6 No. 2 (2024): Mei 2024
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v6i2.7736

This study aimed at investigating how students’ mother tongue interferes their pronunciation of English sound and the factors that cause the interference. The research used descriptive qualitative method. The participants of the study were 8th and 9th students of an Islamic junior high school Mataram. Those students are from different families with different local languages comprising Sasak, Sumbawa, and Bima language. The data were collected through pronunciation test, observation sheet and interview guides. The data analysis consisted of data reduction, data display, and conclusion drawing or verification. The findings showed that, two Sasak students struggle to pronounce the consonants voiceless fricative labiodental sound /f/, and the voiced labiodental fricative sound /v/, often substituting them with the voiceless bilabial stop sound /p/. Two Sumbawa students evidently make similar interference to Sasak students, and also struggle to pronounce the vowels open middle central vowel /ə/ and the half-open middle central-tensed vowel /з:/ as the middle front vowel /e/ and close front vowel /i/. One Bimanese student mispronounces the voiced alveolar plosive sound /d/, the voiceless alveolar plosive sound /t/ as the voiced labiodental plosive sound /D/, the voiceless labiodental plosive sound /T/ and three students are struggle to pronounce the vowel sound, similar interference to Sumbawa students. Further, there are six factors that cause interference in students’ pronunciation of English sounds. They are: the use of more than one language, insufficient learning period to train in English sounds, producing English sound using their speaking habits, lack of interest in English, lack of practice, lack of focus in pronunciation during classroom instruction.

AN ANALYSIS OF SPEECH ACTS IN THE MOVIE “MONTE CARLO” BY THOMAS BEZUCHA Khaeratun Niswati; Mahyuni; Arafiq
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i03.18216

Speech acts are essential for effective communication, as they involve not just the content of a message but also how it is conveyed and understood by the listener. They play a crucial role in maintaining relationships between speakers and listeners. As a core aspect of pragmatics, speech acts help us interpret the meaning behind utterances, including apologies, requests, complaints, and other forms of communication.This study focuses on analyzing illocutionary, locutionary, and perlocutionary acts in the Monte Carlo movie using qualitative research. This approach relies on the researcher's expertise in analyzing data rather than on numerical or statistical information. In the movie, 69 locutionary acts are identified, where characters express ideas without necessarily expecting the listener to be convinced or take action. The film also features 173 illocutionary acts, with directives—commands or requests—being the most common. These acts are followed by 58 representative acts, in which characters assert beliefs to persuade the listener. Perlocutionary acts, which are the effects these speech acts have on the listener, often result from directive illocutionary acts. Sometimes, these lead to non-verbal responses, such as the listener rejecting the speaker's direction. The study highlights the significance of understanding these speech acts in communication.

An Analysis of Grammatical Cohesion of Reading Texts in "Paragraph Writing" Textbook Artarifah, Fitriani; Baharuddin; Arafiq; Wardana, Lalu Ali; Sahrul
Journal of English Education Forum (JEEF) Vol. 4 No. 3 (2024): JUL-SEP 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i3.691

This study aims to find out the types of grammatical cohesion in the reading texts in “Paragraph Writing” textbook. The data were the reading texts taken from a textbook entitled “Paragraph Writing” and analyzed using the theory proposed by Halliday & Hasan (1976). This study uses a qualitative approach with a descriptive qualitative design and documentary technique as data collection procedures. The findings show that all types of grammatical cohesion are found in the total 22 reading texts. From 211 sentences, 569 data are classified as grammatical cohesion items and all types of it are found. The reference occurs 442 times, ellipsis 17 times, substitution only once, and conjunction 109 times. To sum up, “Paragraph Writing” Textbook is a good supplementary teaching material for lecturers in teaching grammatical cohesion, and a suitable additional learning material for students in mastering discourse analysis, especially the grammatical cohesion.

Students’ Perception Towards the Use of Spotify Application as A Medium of Listening Practice A Case Study in 2nd Semester English Education of the University Mataram Awindya, Alzena; Arafiq; Aziz, Atri Dewi; Sahrul
Journal of English Education Forum (JEEF) Vol. 4 No. 4 (2024): OCT-DEC 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i4.720

A common issue faced in the English study program is students' lack of understanding in listening, as evidenced by low scores in the listening section of the TOEFL test. Additionally, students often engage in activities requiring strong listening skills to comprehend speakers and interact effectively with others. To address this, researchers have chosen Spotify as a tool for enhancing listening skills due to its accessibility at any time and place. This study aimed to explore students' perceptions and development while using Spotify for listening practice. Utilizing qualitative methods and purposive sampling, as only a few students use Spotify, the findings revealed that most respondents strongly agreed or agreed that Spotify is an effective medium for improving their listening skills. Positive feedback from interview responses further supports the idea that Spotify is a suitable tool for listening practice. The study's results indicate that respondents have a positive perception of Spotify as a medium for listening practice, as it offers a wide variety of songs and podcasts across different genres. Respondents predominantly agreed that Spotify helps improve their English skills, particularly in listening and vocabulary, while also providing a comfortable and motivating environment for learning.

English Teachers’ Perception of Project-Based Learning in Teaching English (A Case Study at SMPN 1 Jonggat) Rampes, Sovia Lavender; Arafiq; Wardana, Lalu Ali
Journal of English Education Forum (JEEF) Vol. 4 No. 4 (2024): OCT-DEC 2024
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v4i4.800

In the era of global competition, enhancing English language skills is critical, and project-based learning (PjBL) presents a potential model to improve student engagement and language competence. This qualitative case study, conducted at SMPN 1 Jonggat in Central Lombok, Nusa Tenggara Barat, examines English teachers' perceptions of PjBL, focusing on its effectiveness, challenges, and implementation strategies. Using a purposive sample of three English teachers who employ PjBL in their classrooms, data were collected through semi-structured interviews and close-ended questionnaires to capture detailed insights into teachers' attitudes and experiences with PjBL. Semi-structured interviews allowed for in-depth exploration of teachers' subjective experiences, while questionnaires provided structured data on specific aspects of PjBL’s implementation. Data were analyzed following Miles and Huberman's three-step process—data reduction, data display, and conclusion drawing/verification—to systematically interpret findings. This study contributes valuable insights for educators seeking to enhance English language teaching through PjBL, offering a framework for understanding both the benefits and challenges of PjBL from teachers’ perspectives in a secondary school context. Findings are expected to support improved teaching strategies and contribute to more effective English education practices.

WORKSHOP PENCEGAHAN PLAGIARISME MATERI BAGI GURU-GURU DI PONDOK PESANTREN HARAMAIN PUTRA NARMADA Arifuddin, Arifuddin; Amin, Muhammad; Nurtaat, Lalu; Zamzam, Ahmad; Arafiq
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 4 (2024): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v7i4.7587

Abstrak – Indonesia pernah tercatat sebagai salah satu negara yang melanggar hak kekayaan intelektual yang parah tinggi di dunia. Tahun 2010 berdasarkan survei yang dilakukan oleh Political and Economic Risk Consultancy, Indonesia adalah pelanggar Hak Atas Kekayaan Intelektual terburuk di Asia, berada pada angka 8,5 dari angka maksimum 10 untuk kawasan Asia. Posisi di bawahnya ialah Vietnam (8,4), China (7,9), Filipina (6,8), India (6,5), Thailand (6,1), dan Malaysia (5,8) (Panjaitan, 2017). Salah satu contoh pelanggaran hak intelektual ialah plagiarisme atau penjiplakan. Kegiatan pengabdian kepada masyarakat ini dilakukan melalui sosialisasi, diskusi, dan pendampingan lanjutan. Khalayak strategis kegiatan ini ialah guru-guru pada Pondok Pesantren Nurul Haramain Putra dan Pondok Pesantren Nurul Haramain Putri Narmada Lombok Barat. Mitra dan sekaligus koordinator ialah Pimpinan Pondok Pesantren Nurul Haramain Putra Narmada Lombok Barat. Kegiatan ini menghasilkan luaran: 1) Pemahaman dan wawasan yang lebih luas menegnai apa, bagaimana dan dampak plagiariasme itu bagi pengembangan ilmu pengetahuan dan teknologi serta karakter guru dan siswa, 2) Artikel pada JPPM FKIP Universitas Mataram ber-ISSN, pengumpulan palit lambat 1 tahun setelah kontrak berakhir; dan 3) Dokumen Pencegahan Plagiarisme. Dapat disimpulkan bahwa kegiatan ini berjalan dengan sangat lancar dan mendapat respon yang sangat tinggi dari khalayak sasaran. Ada keinginan yang kuat dari peserta untuk terus melanjutkan kegiatan serupa dalam waktu yang lebih lama lagi.

Pendampingan Pembelajaran Bahasa Inggris Berbasis Kendala Linguistik Bahasa Daerah Bagi MGMP Bahasa Inggris SMK Kabupaten Lombok Barat Arafiq; Arifuddin; Atri Dewi Aziz; Mh. Isnaini
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 1 (2025): Januari-Maret 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i1.10777

This community service aims to provide training of learning English based on linguistic constraints of regional languages to members of MGMP (Discussion Forum for English teacher) of Vocational High School of West Lombok. This service is relevant to sociocultural problems that the English teachers of the schools, especially vocational schools of West Lombok Regency. The problems the teachers are facing are (1) the influence of regional languages still causes a decline in interest in learning English, (2) students are not yet aware of the influence of regional languages spoken in English language practices, and (3) teachers have not found the right way to make students aware of the influence of their regional languages in English lessons. This service was carried out through participatory method expecting direct participation of during the processes and stages from planning, implementation, and evaluation. Regarding the types of problems mentioned above, the services offered are as follows: (1) providing counseling to teachers about the types of influence of regional languages spoken by students (regional languages in NTB) on learning English subjects, (2) providing guidance to teachers on how to build student awareness so that they can anticipate the influence of regional languages in learning English subjects, and (3) providing guidance on how to integrate learning based on linguistic constraints of regional languages into English subject learning activities. The output expected from this Community Service are (1) the publication of a publication article in national proceedings and (2) a statement on the use of technology for implementing learning based on linguistic constraints of regional languages in English language learning in vocational schools throughout West Lombok Regency, West Nusa Tenggara.

The Correlation between Student’s Interest and Their English Learning Outcomes: A Correlational Study at SMAN 5 Mataram Alpina; Arafiq; Aziz, Atri Dewi
Journal of English Education Forum (JEEF) Vol. 5 No. 1 (2025): JAN-MAR 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i1.795

This study aims to determine the correlation between students' interest and their English learning outcomes among grade XI students at SMAN 5 Mataram, as well as to identify the factors influencing students' interest in learning English. The significance of English language competency in a global society highlights the need to understand the variables affecting students' interest in learning. Using a mixed-method approach, this study combines qualitative data from interviews with quantitative data from questionnaires and documentation of students' English grades. A total of 36 students from grade XI–7 were selected as the sample through simple random sampling. The results indicated that the majority of students (63.89%) had a moderate interest in studying English; however, 61.11% did not meet the minimum competency criteria in English language learning. The Pearson correlation analysis revealed a positive and significant correlation (r = 0.511, p = 0.001 < 0.05) between students' interest and their English learning outcomes. Factors such as student experience, motivation, teaching methods, the learning environment, and the social environment were identified as influences on students' interest in learning. This study concludes that increasing student interest can significantly enhance their English learning outcomes.

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