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All Journal Jurnal Ilmiah Profesi Pendidikan Indonesian Journal of Education and Community Services
Henny Soepriyanti
Universitas Mataram
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Workshop dan Pendampingan MGMP Bahasa Inggris SMK Kota Mataram dalam Implementasi dan Pelaporan Publikasi Ilmiah I Made Sujana; Untung Waluyo; Henny Soepriyanti; La Ode A. H. Munandar
Indonesian Journal of Education and Community Services Vol. 2 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian Publication Center

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

Abstract

Kegiatan PKM tahun 2022 ini bertujuan untuk (1) meningkatkan kompetensi khalayak sasaran (guru-guru yang tergabung dalam MGMP Bahasa Inggris) dalam mengembangkan instrumen, melaksanakan penelitian, dan menyusun laporan Publikasi Ilmiah (PI) dam (2) meningkatkan produktivitas khalayak sasaran guru-guru Bahasa Inggris SMK Kota Mataram dalam menghasilkan Publikasi Ilmiah, jenis PTK. Khalayak sasaran strategis dari kegiatan ini adalah guru-guru Bahasa Inggris yang tergabung dalam Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris SMK Kota Mataram sebagai MGMP Binaan Tim Pengabdian PS Pendidikan Bahasa Inggris FKIP Universitas Mataram. Kegiatan melibatkan 20 khalayak sasaran dan mahasiswa Program Studi Pendidikan Bahasa Inggris, yang telah menghasilkan proposal PTK secara kolaboratif. Kegiatan akan dilaksanakan dalam bentuk workshop dan pendampingan dengan memadukan moda offline untuk menyamakan persepsi dan diskusi tentang pelaksanaan dan pelaporan dan online dengan memanfaatkan Google Classroom dan Google Meet. Dari serangkaian kegiatan PkM dapat disimpulkan bahwa (1) kegiatan PkM telah dilaksanakan sesuai rencana dengan memadukan moda online dan offline; (2) (Dengan memadukan kegiatan online dan offline, khalayak sasaran memiliki pengetahuan dan keterampilan dalam melaksanakan dan menyusun laporan; (3) Proses pendampingan finalisasi kegiatan PTK sedang berlangsung. Dua dari empat PTK yang diharapkan telah sampai pada pelaksanaan Siklus 2.
The Students’ Perceived Effectiveness of TikTok as A Means for Learning Unfamiliar Vocabulary at SMAN 10 Mataram Lalu Marlin Hartomo; Untung Waluyo; Lalu Jaswadi Putera; Henny Soepriyanti
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 4 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i4.3106

Abstract

This study examines the perceived effectiveness of TikTok as a tool for learning unfamiliar vocabulary among students at SMAN 10 Mataram. With the rise of social media, TikTok has emerged as a popular platform for educational content, prompting educators to explore its potential in language learning. Through surveys and interviews, this research investigates how TikTok influences vocabulary acquisition, engagement, and motivation in learning. The findings suggest that students view TikTok as an effective and engaging resource that enhances their vocabulary learning experience. The study highlights implications for incorporating social media into educational practices and offers recommendations for leveraging TikTok in language education.
Teachers’ Teaching Strategies in Activating Students’ Participation in Learning English : A Study in Junior High School 1 Gangga, North Lombok Regency Jessica Tamia Andjani; Untung Waluyo; Henny Soepriyanti; Muhammad Amin
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 4 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i4.3121

Abstract

Student participation in English as Foreign Language (EFL) classrooms remains a significant challenge in rural Indonesian schools, where barriers such as low motivation, limited vocabulary, and lack of confidence hinder active engagement. This study investigates teaching strategies employed by two English teachers, TG and YF, at Junior High School 1 Gangga to address these issues. The objectives of the research are to identify the strategies used by the teachers, explore the challenges they face in activating student participation, and examine their perceptions of classroom engagement. A qualitative case study design was utilized, employing semi-structured interviews, classroom observations, and document analysis as data collection methods. Thematic analysis was applied to identify patterns and themes within the data. The findings reveal that both teachers employed differentiated learning, group discussions, reading aloud, and English games as key strategies to enhance student participation. However, challenges such as resource limitations, varying student proficiency levels, and low confidence levels were consistently reported. To address these, the teachers adapted their strategies by leveraging available resources, conducting personalized assessments, and fostering a supportive learning environment. The study underscores the importance of teacher flexibility and creativity in overcoming barriers to student participation. Its implications suggest the need for professional development programs to equip teachers with innovative strategies and improved resource allocation to support effective teaching in similar EFL contexts. These findings contribute to the broader discourse on enhancing EFL learning outcomes in under-resourced settings.
English Teachers’ Strategies in Teaching Preschool Students Using The Montessori Method: A Case Study at Bale Anak Lombok Montessori School Futura Indonesia Dwi Rina Apriliana; Untung Waluyo; Henny Soepriyanti; Hartati Suryaningsih
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 4 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i4.3130

Abstract

The increasing significance of English as a global lingua franca underscores the need for effective early language education strategies. This study examines English teachers' strategies in implementing the Montessori method at Bale Anak Lombok Montessori School to enhance pre-schoolers' vocabulary acquisition and address pedagogical challenges. Employing a qualitative descriptive case study design, data were collected through non-participatory classroom observations, semi-structured interviews with two teachers, and document analysis. Findings reveal that the Three-Period Lesson—a core Montessori strategy—was pivotal in introducing vocabulary through structured progression, using tangible materials and interactive activities to foster engagement and retention. Supplementary strategies included storytelling, songs with movements, and gamified activities, which addressed young learners' developmental needs and short attention spans. Articulation challenges were mitigated through repetition and individualized observation, while parent involvement reinforced learning consistency at home. The study highlights the Montessori method's alignment with constructivist principles, emphasizing hands-on, child-centered learning that supports holistic development. These findings suggest that integrating interactive, multisensory approaches can significantly enhance early language education. Implications include the need for professional training to adapt Montessori principles effectively and for future research to explore their application in diverse educational and cultural contexts.  
An Analysis of Teachers Use of Hands-On Instructional Media on Students’ Engagement in The English for Young Learners’ Classes (A Case Study at SDN 1 Terong Tawah) Yusril Aditia; Untung Waluyo; Santi Farmasari; Henny Soepriyanti
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 4 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i4.3131

Abstract

This study investigates the implementation process, focusing on teaching methods, challenges encountered, and outcomes achieved. Employing a qualitative research design, data were gathered through classroom observations, teacher interviews, and analysis of lesson plans and teaching materials. Findings reveal that while teachers employ innovative strategies to engage students, their efforts are constrained by insufficient training and limited institutional support. Student engagement and comprehension vary, influenced by both instructional methods and the learning environment. The findings suggest that enhancing teacher training programs, providing adequate resources, and fostering collaboration among educators and stakeholders can significantly improve the effectiveness of the local content curriculum. Policymakers must prioritize systemic support to address challenges and ensure English instruction contributes effectively to students' language development and academic success.
Assessing Critical Thinking Skills in Academic Writing: A Study of English Education Students at University of Mataram Nita Pujiana; Untung Waluyo; Henny Soepriyanti
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.v10i4.4105

Abstract

In higher education, critical thinking plays a vital role in shaping students’ analytical and reflective abilities, particularly through academic writing which serves as both a learning tool and an assessment method. Recognizing its importance, this study investigated the critical thinking skills of English Department students at the Faculty of Teacher Training and Education, University of Mataram, as reflected in their academic writing. The study aimed to assess the level of students’ critical thinking skills, identify their strengths and weaknesses, and explore the factors that influence their critical thinking development. Employing a sequential explanatory mixed-method design, quantitative data were first collected through IELTS aligned academic writing tasks from 45 fourth semester students, followed by qualitative interviews to gain deeper insights into their reasoning processes and writing challenges. Quantitative findings indicated that students reached a general intermediate level of critical thinking, in which they exhibited relative strength in task response and coherence but consistent weakness in grammar and vocabulary use. Comparative outcomes indicated that Class G outperformed consistently Class H on key performance indicators. Qualitative findings also revealed that while students were able to use evidence and reason, they lacked analytical depth, integration of sources, and structural composition in argument construction. Lecturers' feedback, peer interaction, and self-regulation were identified as key factors supporting students' critical thinking development. The study concludes that academic writing can serve as an effective medium for developing students’ critical thinking skills when supported by explicit instruction, rubric-based feedback, and collaborative learning activities. It highlights the need for continuous pedagogical innovation to strengthen students’ ability to think critically and express their ideas effectively in academic contexts.
Addressing the Validity of a Teacher Made-Test Constructed by High School English MGMP Teachers in West Lombok Bahrul Hadi; Untung Waluyo; Henny Soepriyanti
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.4319

Abstract

In second language learning, assessment plays a vital role in evaluating and measuring students’ proficiency levels based on the material taught. Therefore, this research aims to examine the strategies, practices, and challenges faced by an English MGMP teacher in West Lombok face during the development of a valid teacher-made test for Senior High School students. This study employs a qualitative design, and the data were collected through triangulation techniques such as teacher interviews and document analysis of the test item from two schools in West Lombok, six teachers from SMAN 1 Narmada, and four teachers from SMAN 1 Gerung. The findings indicate that the majority of teachers maintain the content validity by utilizing the curriculum, module, and test blueprint as their core references before and during the test development process. However, several test items were found to be misaligned with the curriculum and the materials taught. Furthermore, none of the respondents considered the alignment between the test with the specific language skills that being assessed. In addition, the majority of the problem that teacher usually face is the wide variation in students’ proficiency levels, which makes it difficult to design a fair test for all students. The study concludes that, although the most of English teachers had ensured the content validity of their test items by referring to official documents such as the curriculum, teaching modules, and test blueprints during the test development process, there are several items which still deviated from the material taught, and none of teachers addressed whether the test formats appropriately matched the language skills being assessed such as speaking, writing, listening and reading. Their strategies mainly involved adjusting items to students’ proficiency levels, collaborating with colleagues, and managing test banks through digital platforms such as WhatsApp and the PIJAR application. However, none reported using analytical measures like item discrimination index to examine test quality. The primary obstacle they faced was the broad variation in students’ abilities, alongside many learners performing below the expected standard. This challenge was intensified by the absence of recent professional development initiatives or coordination from the English MGMP in West Lombok over the last one to two years.
An Analysis of 21st-Century Skills Representation in The Indonesian EFL Textbooks for Seventh Graders Ida Ayu Putri Pradnya Utami; Untung Waluyo; Ahmad Zamzam; Henny Soepriyanti; Dewi Satria Elmiana
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4852

Abstract

The integration of 21st-century skills into English as a Foreign Language (EFL) textbooks is increasingly important to help students meet the challenges of global communication, technological developments, and the demands of modern education. The purpose of this study was to identify the 21st-century skills represented in the seventh-grade EFL textbooks English for Nusantara and English in Mind, how they are represented, and the differences in their representation. This study uses a qualitative descriptive research design with content analysis based on the Partnership for 21st-Century Learning (P21) framework. Data were collected through documentation techniques by identifying textbook content, such as tasks, activities, texts, visual representations, and instructions, that reflected the 12 21st-century skills. Data analysis was conducted through coding, frequency, and percentage calculations, comparative analysis, and descriptive interpretation. The findings indicate that both textbooks cover all twelve skills, but with different emphases. Critical thinking and problem-solving, communication, media literacy, and information literacy were dominant in both textbooks. In contrast, life and career skills such as flexibility and adaptability, leadership and responsibility, productivity and accountability, and initiative and self-direction were minimally represented. This study concludes that English for Nusantara emphasizes structured and directed learning, while English in Mind encourages a more communicative, collaborative, and interactive learning experience.
Understanding Influencing Factors of Students’ Motivation to Learn English: A Case Study at SMAN 1 Batukliang Utara Pebriani Rahmania; Henny Soepriyanti; Eka Fitriana
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5128

Abstract

Motivation plays a central role in determining students’ success in learning English, particularly in rural educational contexts where exposure to the language is limited. In many rural senior high schools in Indonesia, students demonstrate fluctuating levels of engagement due to limited facilities, minimal communicative practice, and restricted access to authentic English input. Despite the importance of motivation in second language acquisition, qualitative investigations focusing on rural senior high school contexts remain limited. Therefore, this study aimed to identify internal and external factors influencing students’ motivation and to examine instrumental and integrative motivational orientations among students at SMAN 1 Batukliang Utara. This research employed a qualitative case study design grounded in Gardner’s (1985) socio-educational model and Dörnyei’s (1998) motivational framework. The participants consisted of ten eleventh-grade students and two English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed thematically following Braun and Clarke’s framework, using both deductive and inductive coding procedures. The findings indicate that internal motivation exists but is strongly influenced by students’ self-confidence and anxiety levels. External factors, particularly teacher encouragement, peer dynamics, and classroom atmosphere, significantly affect students’ engagement. Instrumental motivation is dominant, as students primarily associate English learning with academic achievement and career opportunities. Meanwhile, integrative motivation is present but remains underdeveloped and requires systematic reinforcement. The study concludes that students’ motivation is multidimensional and context-dependent, emphasizing the importance of balanced motivational development in rural EFL settings.
Co-Authors Ahmad Zamzam Bahrul Hadi Dewi Satria Elmiana Dwi Rina Apriliana Eka Fitriana Hartati Suryaningsih I Made Sujana Ida Ayu Putri Pradnya Utami Jessica Tamia Andjani La Ode A. H. Munandar Lalu Marlin Hartomo Muhammad Amin Nita Pujiana Pebriani Rahmania Putera, Lalu Jaswadi Santi Farmasari Untung Waluyo Yusril Aditia