Garuda - Garba Rujukan Digital

Integrating Translanguaging in Students’ Writing: A Descriptive Qualitative Study at the English Department of the University of Mataram Misrohatun, Misrohatun; Melani, Boniesta Zulandha; Apgrianto, Kurniawan
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.2767

Academic writing in EFL contexts remains challenging due to simultaneous demands on content, grammar, vocabulary, and rhetoric. While translanguaging—the dynamic use of multiple languages—has gained attention as a meaning-making resource, its application and limitations in university-level argumentative writing in Indonesia are under-explored. This descriptive qualitative study involved 28 third-semester English Education students at the University of Mataram enrolled in an Argumentative Writing course. Data were collected through classroom observations (three sessions), questionnaires (N=28), and semi-structured interviews (n=5), then analyzed using thematic analysis with triangulation. Students frequently employed translanguaging across writing stages: bilingual reading, mixed-language discussion, L1 idea generation and drafting, tool-assisted translation, and revision. Twenty-six students wrote initial drafts in Bahasa Indonesia before translating. However, they reported difficulties in idea transfer, producing natural English sentences, lexical equivalence, and maintaining focus during language switching. Translanguaging facilitated idea development and reduced writing anxiety but posed cognitive and linguistic challenges in achieving academic English norms. Findings support a shift toward pedagogies that strategically integrate students’ full linguistic repertoires while providing targeted support for L2 accuracy.

The Use of the Memrise Flashcard Application to Learn Adjectives by Class XI SAINS Students at SMA Negeri 2 Mataram Izzatillah, M. Rizqy; Melani, Boniesta Zulandha; Udin; Tohir, Lalu
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/83nhew51

Vocabulary mastery is an important component in English learning because it supports students' ability to understand and use language effectively. However, many students still struggle to master vocabulary, especially adjectives. Using technology-based learning media, such as the Memrise application, can be an alternative for improving students' vocabulary mastery. Therefore, this study aims to determine the effect of using the Memrise flashcard application on students' mastery of adjective vocabulary. This study used a quantitative approach with a pre-experimental design in the form of a one-group pre-test and post-test. The subjects were 35 students of grade XI SAINS 1 at SMA Negeri 2 Mataram in the 2025/2026 academic year. Data were collected through vocabulary tests administered before and after the treatment and analyzed using descriptive statistics and paired-samples t-tests in SPSS. The results showed that the students' average score increased from 80.03 in the pre-test to 92.66 in the post-test. The t-test results showed a p-value of 0.000 (p < 0.05), indicating a significant increase in students' mastery of adjective vocabulary after using the Memrise application. Based on these results, it can be concluded that the Memrise flashcard application is effective at improving students' mastery of English adjective vocabulary.

Students' Perceptions Toward the Mandatory TOEFL Score for Graduation: A Case Study of Non-English Department Students of the University of Mataram Silmiya, Nida; Lestari, Yuni Budi; Susanti, Ni Wayan Mira; Melani, Boniesta Zulandha
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4329

This study explores the perceptions of non-English major students, specifically those in the Mathematics Education program at the Faculty of Teacher Training and Education (FKIP), University of Mataram, toward the mandatory TOEFL score policy as a graduation requirement (minimum 400 for non-English majors). Employing a qualitative case study design, data were collected from 30 eighth-semester students using closed-ended questionnaires (Likert scale) and semi-structured interviews, analyzed through thematic analysis. Findings reveal predominantly positive perceptions (81%), with students viewing the policy as a motivator for enhancing English proficiency and global competitiveness, though 19% deemed it irrelevant to their Mathematics-focused curriculum. Difficulties were prominent, particularly in the Listening Comprehension section (77% reported difficulties due to unclear audio, accents, idioms, and implied meanings), followed by Structure & Written Expression (67%, mainly grammar issues) and Reading Comprehension (60%, with the author's opinion, true/false/exception questions, main ideas/topics, vocabulary/synonyms, word references and restatement of ideas). Interviews highlighted mixed views: benefits for academic access but burdens from time constraints, high costs, and limited preparation support. The study concludes that while the policy effectively measures basic English skills, it imposes undue pressure on non-English majors, recommending intensive TOEFL courses, alternative assessments, and curriculum integration of English skills to mitigate difficulties and foster equitable implementation.

ANALYSIS OF SPEAKING DIFFICULTIES: A SURVEY AT BANK NTB SYARIAH BRANCH SRIWIJAYA Imam, Syahrul; Zulandha Melani, Boniesta; Saputra, Agus
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46385

This study aims to analyze the speaking difficulties of English faced by staff at Bank NTB Syariah Branch Sriwijaya. Speaking is a crucial skill in professional settings, particularly in banking services, where effective communication with customers is essential. This research employs a quantitative and qualitative analysis to explore the speaking difficulties faced by staff and how they overcome these difficulties. Data were collected through a questionnaire and an interview. The respondents in this study are 10 customer service staff members at the Bank NTB Syariah branch in Sriwijaya. The findings reveal that the main difficulties in speaking English faced by staff at the Bank NTB Syariah Sriwijaya branch include a lack of confidence, limited vocabulary, limited knowledge of grammar, and poor pronunciation. Furthermore, staff at the Bank NTB Syariah Sriwijayabranch overcome their difficulties with English by practicing independently, watching videos and listening to English songs, and writing down new vocabulary.The results of this research are expected to provide insights into improving speaking skills in professional settings, especially in the banking sector, and to serve as a reference for future research in similar contexts.

The Use of Digital Tools to English Learn Vocabulary Among 6th Semester English Language Education Students at the University of Mataram Ariani, Farika Dwi; Soepriyanti, Henny; Melani, Boniesta Zulandha; Kamaluddin
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fgz9bs52

English vocabulary mastery has undergone significant changes with the emergence of digital technology. This study aims to examine the use of digital tools in English vocabulary learning by students in the English Language Education Study Program at the University of Mataram, focusing on the utilization of various digital tools. This study used a descriptive qualitative design. Data were collected through online questionnaires completed by 52 participants and in-depth interviews with 10 purposively selected participants. Data were analyzed using thematic analysis based on the Braun and Clarke (2006) model. The results show that students use various digital tools in an integrated manner, combining social media, learning applications, digital dictionaries, and artificial intelligence (AI) in the vocabulary learning process. This process occurs continuously through the stages of discovering new words, understanding their meanings, and using them in sentences or conversations. Furthermore, the effectiveness of digital materials is evident in the multimodal support provided, such as visual and auditory aids to support understanding of meaning and pronunciation. The study also identified barriers to the use of digital tools, including distractions from non-educational content and technical issues related to internet connection. These findings indicate that the functional effectiveness of digital learning tools is directly related to students' strategies and their independent learning abilities. Theoretical and practical implications for the development of technology-based vocabulary learning are also discussed.

English Vocabulary Learning Strategies Used by The Eleventh-Grade Students of MAN 1 BIMA Nur Aisyah; Lalu Thohir; Ahmad Zamzam; Boniesta Zulandha Melani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3110

This study used a descriptive qualitative method to describe the Vocabulary Learning Strategies (VLS) and discover the most dominant strategies used by the eleventh-grade students of MAN 1 Bima. The subjects were 15 male and 15 female students. The data were collected using a questionnaire of 40 items selected from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ). Interviews were also conducted to obtain more information from the students. The data was calculated using the Likert scale formula in the MS Excel software package. The result shows that male and female students employed more than one strategy in learning vocabulary. The dominant Vocabulary Learning Strategy (VLS) used by male students was metacognitive strategies (63%), and the least is memory strategies (47%). Meanwhile, the dominant Vocabulary Learning Strategies (VLS) used by female students were metacognitive strategies (72%), and the least determination strategies (54%). This finding also revealed no statistically significant difference in male and female students’ use of the five categories and individual VLSs.

Developing an English Module using Canva for Vocational High School in the Nautical Fishing Vessel Department Risa Isnaningsih; I Made Sujana; Agus Saputra; Boniesta Zulandha Melani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3390

Vocational high schools require ESP-based English learning materials, especially in the Nautical Fishing Vessel department. This research aims to develop a teaching module using Canva in the tenth grade, majoring in Nautical Fishing Vessel at SMKN 1 Keruak. This research uses the Research and Development (R&D) method, using the ADDIE model and the Genre Based Approach (GBA) learning model in its development. Observation, interview, documentation and questionnaire were used in data collection. Then, the data was analyzed quantitatively and qualitatively. The results of this research were as follows: The Canva teaching module in the Building Knowledge of the Field (BKOF) section displays two readings and one video of descriptive text to build students' knowledge regarding the text. The Modeling of the Text (MOT) section explains the description and social function, structure, and language features of descriptive text. Part Joint Construction of the Text (JCOT) presents the task of creating guided descriptive text and presenting the results in Canva presentation slides. Meanwhile, the Independent Construction of the Text (ICOT) section presents the task of creating descriptive text individually. This Canva teaching module can be declared valid and can be used without revision based on expert validation results with a score of 95,25%. This module is also categorized as excellent and good based on 90% of the teachers' opinions and 78,98% of students’ opinions on the English teaching module through Canva.

Analyzing Learners’ Knowledge to Guess The Meaning of Vocabulary from Narrative Text Nurlaela Nurlaela; Boniesta Zulandha Melani; Lalu Jaswadi Putera; Agus Saputra
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3392

This study investigates learners' knowledge to guess the meaning of vocabulary in narrative texts. The background emphasizes the significance of vocabulary in mastering English, especially for communication and comprehension. This study aims to determine students' knowledge in guessing the meaning of vocabulary in narrative texts. Students also have difficulty understanding the meaning of the text given because of their lack of vocabulary knowledge. The research employs a quantitative descriptive method, focusing on 8th-grade students at a junior high school. Data were collected using narrative texts and vocabulary lists in open-ended tests. Findings show that most students struggled to guess word meanings from context, with 74.01% classified as having no knowledge, 18.19% having full knowledge, and 6.17% partial knowledge. students cannot find the meaning of the vocabulary in the narrative text that has been provided. Most of them do not know the meaning of the context of the textThe study suggests using contextual learning strategies to improve vocabulary acquisition.

The Use of Show and Tell Strategy in Teaching Vocabulary of The 7th Grade Students at SMPN 3 Pujut Sulis Mai Fitriana; Nawawi Nawawi; Lalu Jaswadi Putera; Boniesta Zulandha Melani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4127

This research investigates the effectiveness of the Show and Tell (SAT) strategy in teaching vocabulary to the seventh-grade students of SMPN 3 Pujut. Vocabulary is one of the essential components in English learning, and many students still face difficulties in mastering it. Therefore, an appropriate strategy is needed to improve their vocabulary achievement. The purpose of this study was to determine whether there was a significant difference in students’ vocabulary mastery between those taught using the Show and Tell strategy and those taught through conventional methods, as well as to find out whether the Show and Tell strategy was effective for teaching vocabulary. This study employed a quasi-experimental research design with a quantitative approach, using pre-test and post-test instruments. The sample consisted of 56 students divided into two groups: 28 students in the experimental class and 28 students in the control class. Data were collected through vocabulary tests and analyzed using SPSS version 25, including tests of normality, homogeneity, and an independent samples t-test. The results revealed that the experimental groups mean score increased from 61.07 in the pre-test to 89.10 in the post-test, while the control group’s mean rose from 63.92 to 84.28. The t-test value (t0 = 2.024; p = 0.048 < 0.05) indicated a significant difference between the two groups. These findings confirmed that the Show and Tell strategy was more effective in improving students’ vocabulary mastery compared to the conventional strategy. In conclusion, the Show and Tell strategy significantly enhanced students’ vocabulary mastery and made the learning process more interactive, contextual, and engaging. Therefore, it is recommended that English teachers implement this strategy in their classrooms to promote active participation, motivation, and better vocabulary retention among students.

Students' Perceptions Toward the Mandatory TOEFL Score for Graduation: A Case Study of Non-English Department Students of the University of Mataram Nida Silmiya; Yuni Budi Lestari; Ni Wayan Mira Susanti; Boniesta Zulandha Melani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4329

This study explores the perceptions of non-English major students, specifically those in the Mathematics Education program at the Faculty of Teacher Training and Education (FKIP), University of Mataram, toward the mandatory TOEFL score policy as a graduation requirement (minimum 400 for non-English majors). Employing a qualitative case study design, data were collected from 30 eighth-semester students using closed-ended questionnaires (Likert scale) and semi-structured interviews, analyzed through thematic analysis. Findings reveal predominantly positive perceptions (81%), with students viewing the policy as a motivator for enhancing English proficiency and global competitiveness, though 19% deemed it irrelevant to their Mathematics-focused curriculum. Difficulties were prominent, particularly in the Listening Comprehension section (77% reported difficulties due to unclear audio, accents, idioms, and implied meanings), followed by Structure & Written Expression (67%, mainly grammar issues) and Reading Comprehension (60%, with the author's opinion, true/false/exception questions, main ideas/topics, vocabulary/synonyms, word references and restatement of ideas). Interviews highlighted mixed views: benefits for academic access but burdens from time constraints, high costs, and limited preparation support. The study concludes that while the policy effectively measures basic English skills, it imposes undue pressure on non-English majors, recommending intensive TOEFL courses, alternative assessments, and curriculum integration of English skills to mitigate difficulties and foster equitable implementation.

Title

Found 40 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 40 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 40 Documents
Search