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All Journal Lingua Cultura Cordova Jurnal Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Journal of Languages and Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Ilmiah Mandala Education (JIME) JUPE : Jurnal Pendidikan Mandala GERVASI: Jurnal Pengabdian kepada Masyarakat Abdi Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching
Dedi Sumarsono
Universitas Pedidikan Mandalika
Arts Humanities Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
When Blended Learning is Forced in the Amid of Covid-19: What Happen on EFL Learners’ Speaking Anxiety? Dedi Sumarsono; Haryadi Haryadi; Abdul Kadir Bagis
Journal of Languages and Language Teaching Vol 9, No 3 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i3.3906

Abstract

The existence of Covid-19 has forced the migration of the teaching and learning paradigm from face to face interaction to online learning and to the combination of both known as blended learning. Blended learning is believed to provide opportunity for students to interact with each other with anxiety put at the lowest. This research was aimed to know 1) to what extent is the EFL Learners’ anxiety influenced by blended learning approach in this covid-19 pandemic?; 2) What factors contribute to student’ anxiety during Speaking activities in class in the Covid -19 age?. Mix research method was employed in this study as the data was analyzed both quantitatively and qualitatively. This study was conducted at second semester students of English department at Mandalika University of Education. The findings show that most students were anxious when communicating with each other. Factors like lack of confidence and fear of making mistakes, lack of vocabulary, low English proficiency, lack of practice, fear of being unable to follow and understand others were the primary causes of their anxiety.
Examining the Effect of Contextual Teaching-Learning and Anxiety towards Students’ Speaking Skills Taufik Suadiyatno; Edi Firman; Ahmad Hanan; Dedi Sumarsono
Journal of Languages and Language Teaching Vol 8, No 1 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v8i1.2266

Abstract

This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students’ speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students’ speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of SMKN 2 Mataram; 3) There is an interaction between CTL and students’ anxiety towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram. 
Partner Reading; Pumping up the Students’ Reading Comprehension? Dedi Sumarsono; Ahmad Hanan; Abdul Kadir Bagis; Ayumaryani P.P
Journal of Languages and Language Teaching Vol 8, No 3 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v8i3.2596

Abstract

Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This leads the students to feel free to express their prior knowledge during the discussion with their pair. This study examined the effect of Partner Reading on students' reading comprehension. This research was an experimental study with one group pre-test and post-test design. The research was conducted at one of MTs in West Lombok. The independent variable of this research was a teaching strategy that is partner reading. Students' reading comprehension was considered as a dependent variable. This research used all of the population as the sample. The research was analyzed through a t-test with SPSS 21 software. The research reveals that teaching strategies used after treatment affect significantly on the students' reading comprehension as the sig- 2 tailed shows that it was less than 0.000 at the level of significance 0.05 and N=24. It can be concluded that partner reading affects students' reading comprehension.
The Forecasting Power of Task-Based Language Teaching and Self-Efficacy on Students' Speaking Performance Dedi Sumarsono; Muliani Muliani; Abdul Kadir Bagis
Journal of Languages and Language Teaching Vol 8, No 4 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v8i4.2848

Abstract

This paper is aimed at finding out whether or not: (1) the students who were taught with Task-Based Language Teaching (TBLT) have better speaking performance than those who do not; (2) the students having high self-efficacy have better speaking skill than those having low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy on students' speaking performance. The research was conducted at SMAN 8 Mataram. Each class was divided into two groups (the students having high (32 students) and low self-efficacy (30 students). The techniques used to collect the data were speaking test and self-efficacy questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 through SPSS 21 software. The finding shows that Task-Based Language Teaching (TBLT) improved the students' speaking performance as this method focused on giving the students task to be discussed during the teaching and learning process. Their self-efficacy also influenced students' speaking performance. The higher the students' self-efficacy, the better speaking skill could be performed. However, the study's finding didn't suggest that TBLT is more effective in enhancing students' speaking performance for the students having high or low self-efficacy as there is no interaction between the teaching method and self-efficacy on the students' speaking performance.
Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses Dedi Sumarsono; Dira Permana
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6683

Abstract

The use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. Therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. This study is mixed method interventional research design because the data are obtained from quantitative and qualitative. The participants of the study was the year 3 students of English Department at Mandalika University of Education consisting of 21 students. The instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. The quantitative data are analyzed through the inferential paired t-test. Meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. The results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive  perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the  the lecturer. This implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance.
Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment Dedi Sumarsono; Moh. Arsyad Arrafii; Imansyah Imansyah
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7481

Abstract

Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.
Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses Sumarsono, Dedi; Permana, Dira
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6683

Abstract

The use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. Therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. This study is mixed method interventional research design because the data are obtained from quantitative and qualitative. The participants of the study was the year 3 students of English Department at Mandalika University of Education consisting of 21 students. The instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. The quantitative data are analyzed through the inferential paired t-test. Meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. The results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive  perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the  the lecturer. This implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance.
Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment Sumarsono, Dedi; Arrafii, Moh. Arsyad; Imansyah, Imansyah
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7481

Abstract

Classroom assessment serves both summative and formative functions to gauge evidence, evaluate and improve student learning. Assessment evidence is only meaningful when it reflects the true picture of student learning. In this sense, the role of effective assessment instrument, such as test, as crucial to obtain a valid and reliable evidence of student learning. However, we remain in caution about the ability of teachers in designing and developing assessment instruments which are underpinned by a sound theoretical understanding of language assessment principles.This research is set out to evaluate classroom-based assessment instrument (e.g., language test) against five principles of language assessment. To achieve the intended purposes, the research adopts an evaluative research approach by which assessment instrument developed by a teacher was evaluated and rated against the principles. Documentation was used as a method to collect data by which language tests developed by teachers were collected in person. The teachers’ made testscollected in this study were analysed deductively based on five principles of language assessment. The study indicates that the teacher-made test was in general meet all aspects ofthe principles. However, some aspects within principles are not adequately addressed. Some principal suggestions are provided.
Co-Authors Abdul Kadir Bagis Abdul Kadir Bagis Abdul Kadir Bagis Abdul Kadir Bagis Ahmad Hanan Ahmad Hanan Amar Hamzah Farosy Aprianoto, Aprianoto Ayumaryani P.P Bagis, Abdul Kadir Bagis, Abdul Kadir Baiq Ayu Puteri Jihan Khairunissa Baiq Sumarni Baiq Sumarni Bq Zuhrotun Nafisah Dira Permana Edi Firman Firman, Edi Hanan, Ahmad Haryadi Haryadi Herdina Fitriani Heri Hidayatullah Hidayatullah, Heri Hunaepi, Hunaepi Imansyah Imansyah Imansyah, Imansyah K Dedy Sandiarsa Komang Dedy Sandiarsa Sari M. Muhali Mirawati, Baiq Moh. Arsyad Arrafii Muhammad Asy'ari Muliani Muliani Muliani Muliani Muliani Muliani Muliani Muliani Muliani Muliani, Muliani P.P, Ayumaryani Permana, Dira Saiful Amin Sofia Maurisa Sri Ariani Suadiyatno, Taufik Taufik Samsuri Taufik Suadiyatno Taufik Suadiyatno Taufik Suadiyatno Wahyudiantari, Ni Wayan Prami