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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Magister Pendidikan IPA Journal of Classroom Action Research Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Authentic Research Journal of English Education Forum (JEEF)
Arafiq
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Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of Classroom Action Research

 1 
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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Ahmad Zamzam Aisyah, Baiq Alpina Amrullah Andre Hidayat ARIFUDDIN Arifuddin Arifuddin Artarifah, Fitriani Atri Dewi Aziz Awindya, Alzena Aziz, Atri Dewi Bagis, Haula Baharuddin Boniesta Zulandha Melani Eka Fitriana Elmiana, Dewi Satria Faradila, Qoonitah Husmia, Tria Rizki I MADE SUJANA . Ismayani, Rahmi Kamaludin Khaeratun Niswati Lalu Nurtaat, Lalu Mahyuni Mh. Isnaini Muhaimi, Lalu Muhammad Amin Munandar, La Ode Alfin Haris Niswari, I Gusti Ayu Made Sekar Nurachman Nurahmadi Pratiwi, Rita Yulia Pratiwi, Siti Nurpadila Putera, Lalu Jaswadi Rahman, Latifa Nurul Anggraeni Sophia Rampes, Sovia Lavender Safitri, Bq. Diana Sahrul Sahuddin Saputra, Agus Susanti, Ni Wayan Mira Thohir, Lalu Udin USWATUN HASANAH Wardana, Lalu Ali Windiana Rizkiani Yusra, Kamaludin Zamzam, Ahmad