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<![CDATA[PEMBERDAYAAN PERANGKAT RUKUN TETANGGA LINGKAR PERMAI MELALUI PENGOLAHAN SAMPAH ORGANIK DENGAN KOMPOSTER UNTUK MEWUJUDKAN NTB ZERO WASTE ]]>
<![CDATA[Hunaepi Hunaepi]]>;
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Muhammad Asy'ari]]>;
<![CDATA[Muhali Muhali]]>;
<![CDATA[Herdina Fitriani]]>;
<![CDATA[Baiq Mirawati]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ GERVASI: Jurnal Pengabdian kepada Masyarakat Vol 5, No 2 (2021): GERVASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
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DOI: 10.31571/gervasi.v5i2.2040
<![CDATA[Tujuan kegitan PkM adalah memberdayakan warga rukun tetangga 06 Lingkar Permai dalam pengolahan sampah organik dengan komposer sederhana untuk mewujudkan NTB zero waste. Kegitan ini bermitra dengan Warga RT 06 Lingkar permai yang melibatkan 10 orang. Kegiatan PkM ini dilaksanakan dengan metode pendekatan; (1) Model participatory rapid appraisal, (2) Model Technologi transfer, dan (3) Model community development. Hasil kegiatan PkM 1) peningkatan pemahaman mitra tentang pengolahan sampah organik rumah tangga dengan menggunakan metode komposter, 2) terbentuknya keterampilan mitra dalam pembuatan komposter sederhana, 3) mitra memiliki keterampilan dalam pengolahan sampah organik rumah tangga dengan metode komposter, dan 4) adanya kesadaran mitra dalam pemilahan sampah organik dan anorganik. Diharapkan dengan pengetahuan dan keterampilan tersebut dapat menjadi kontribusi dalam mewujudkan NTB Zero Waste. ]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH TWO STAY – TWO STRAY OF FPBS IKIP MATARAM ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v1i1.2399
<![CDATA[This research is aimed at knowing whether students’ speaking ability can be improved by using Two Stay - Two Stray and what are the strengths and weaknesses of Two Stay - Two Stray in teaching speaking in the second semester students of FPBS IKIP Mataram in the academic years of 2013/2014. This research uses Classroom Action Research (CAR) which is taken from Kemmis and McTanggart’s design; it consists of 2 cycles. Every cycle consists of four phases those are: planning, acting, observing, and reflecting. The subject of this research is the students in IId of FPBS IKIP Mataram. Field note, questionnaire, and test are used in collecting the data. There are three tests used in this research, they are: pre-test, post-test 1, and post-test 2 with the standard of students’ successful was 65. The findings of the research showed that (1) The students’ speaking ability improved; (2) Related to the field note results showed that the students were more confident and enthusiast in speaking. It can be seen from their participation in the class, in the conversation, and their performance in group work; and (3) Related to the questionnaire result, it is proved that the response of the students toward Two Stay – Two Stray in teaching speaking is 96%. Based on all those findings, it can be concluded that the application of Two Stay - Two Stray can improve the students’ speaking ability.]]>
<![CDATA[Intercultural Communicative Competence: L2 Learners’ Participation on Debating Class ]]>
<![CDATA[Muliani Muliani]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4528
<![CDATA[Taboos in conversations will take place between speaker and hearer as the cultural awareness of the target language culture is not taken into account in the teaching and learning processes of English triggered this research to be conducted. This research deals with an analysis of intercultural communicative competence of L2 learners by means of applying Constructivists Model in which the preliminary description of how competent they are on L2 culture can be described. This research is qualitative research where eight students were arranged in debating class involved as the subject. Two debaters from Executive English Debate Community were engaged in this research as the team to construct the activities for the students. By providing anobservation checklist and questionnaire, the finding shows that the students actively exchange their ideas, they feel part of learning, they are able to develop problem-solving through peer collaboration, and they are able to develop new skills and knowledge from the other members of groups. It can be noted that the motions provided during the research, in which the L2 culture is considered, have helped the L2 learners to enhance their intercultural communicative competence seen from their active participation.]]>
<![CDATA[CONTEXTUAL TEACHING LEARNING (CTL) APPROACH IN SPEAKING MATERIALS FOR STUDENTS’ 21ST CENTURY SKILL: DOES IT HAVE ANY EFFECT? ]]>
<![CDATA[Muliani Muliani]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 6, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v6i2.2362
<![CDATA[In this era, having only speaking competence is not adequate for the students. They also need to possess some other skills like critical thinking which is also known as the 21st century skill. The 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. To support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the EFL thinking critically is urgently needed. This paper is aimed at knowing the effect English speaking material which is based on contextual teaching learning towards EFL critical thinking in speaking. To achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis showed that CTL had a significant effect on students’ critical thinking after being treated.]]>
<![CDATA[Reciprocal Questioning Procedures in Reading Comprehension: Does It Increase Students’ Motivation? ]]>
<![CDATA[Bq Zuhrotun Nafisah]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v8i2.4423
<![CDATA[Reading is essential and serves as a basic building block in English language learning process. As a result, a teacher must have an effective teaching technique in teaching reading comprehension. This study aims to find out the influence of reciprocal questioning towards students’ motivation in reading comprehension of the third-grade students at SMP Negeri 3 Praya. The research was conducted through experimental research, the pre-test and post-test were used as the design. The instrument was used a set of questionnaires (Likert scale) for motivation test. The data analysis that used was descriptive analysis and inferential analysis for measuring the motivation test in form of questionnaires. Then, according to the result of the test, it showed that t-test 4.865 was higher than the t-table 2.423 at the level of significance 0.50. It means that, there was a positive effect of Reciprocal Questioning procedure towards students’ motivation in reading comprehension.]]>
<![CDATA[When Blended Learning is Forced in the Amid of Covid-19: What Happen on EFL Learners’ Speaking Anxiety? ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Haryadi Haryadi]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 9, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v9i3.3906
<![CDATA[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.]]>
<![CDATA[Remote Learning in the Crisis of Covid-19: Motivating or Demotivating the EFL Students to Learn? ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5257
<![CDATA[The implementation of virtual learning in the time of covid-19 pandemic had potentially affected the students’ learning motivation. This research was aimed at finding out; (1) the level of the EFL learning motivation when the remote learning is implemented during the Covid-19; (2) How was the EFL learning motivation when the remote learning implemented during the Covid-19. This study was conducted at two different universities majoring English department and medical laboratory technology department consisting of 202 students. To gain the data, a questionnaire on learning motivation was delivered to the students. The data was analyzed using the Likert scale of agreement or disagreement to interpret the types of learning English motivation. In analyzing the data, both quantitative and qualitative were used as a mixed-methods was applied. The findings of the study showed that the students' motivation was categorized into high level or slightly close to medium level of motivation. Other interesting findings were that the distance learning was claimed less effective because the materials were claimed tent to be difficult, error internet connection, less interaction between students and teachers, and so forth. On the other hand, some students argued that digital learning improves their ability in utilizing the technology media, encourages, encouraged them to be independency and curiosity, and trained the students to be more confident.]]>
<![CDATA[Examining the Effect of Contextual Teaching-Learning and Anxiety towards Students’ Speaking Skills ]]>
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[Edi Firman]]>;
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i1.2266
<![CDATA[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. ]]>
<![CDATA[Partner Reading; Pumping up the Students’ Reading Comprehension? ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Ahmad Hanan]]>;
<![CDATA[Abdul Kadir Bagis]]>;
<![CDATA[Ayumaryani P.P]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i3.2596
<![CDATA[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.]]>
<![CDATA[The Forecasting Power of Task-Based Language Teaching and Self-Efficacy on Students' Speaking Performance ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Muliani Muliani]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v8i4.2848
<![CDATA[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.]]>
