Articles
<![CDATA[InTASC-Standard Cores: Penyusunan Buku Ajar Bagi Guru Bahasa Inggris Bahasa Inggris Di Kabupaten Lombok Tengah ]]>
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Muliani Muliani]]>;
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[K Dedy Sandiarsa]]>
<![CDATA[ Abdi Masyarakat Vol 1, No 2 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan (LPP) Mandala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (565.7 KB)
|
DOI: 10.36312/abdi.v1i2.947
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini bertujuan untuk:(1)meningkatkan kreativitas dan produktivitas Guru Bahasa Inggris dalam menyusun need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang kemudian disusun menjadi sebuah modul berbasis InTASC (InTASC Standard-Based Module) dimana modul ini berisi 10 standard yang memuat seluruh langkah pengajaran dan refleksi yang bisa dilakukan guru sehingga proses belajar mengajar akan berjalan dengan efektif dan menyenangkan, apa yang diajarkan guru akan mudah dimengerti oleh siswa dan proses belajar mereka tidak hanya terhenti didalam kelas tetapi juga bisa dilakukan diluar kelas. (2) Dengan begitu, siswa nantinya akan mampu berkomunikasi menggunakan Bahasa Inggris dengan lancar dan bisa menggunakannya dalam mendapatkan pekerjaan khususnya dunia pariwisata dimana mereka mampu memberikan pelayanan yang jauh lebih baik yaitu mampu berkomunikasi dengan para wisatawan secara lancar. Dalam pelaksanaan program pengabdian kepada masyarakat ini, tim terlebih dahulu akan berkoordinasi dan memberikan pengenalan InTASC standard kepada Kepala Sekolah dan peserta, Setelah itu tim akan memberikan pelatihan standard satu (1) InTASC yang berisi need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang akhirnya disusun menjadi sebuah modul berbasis InTASC yang akan digunakan dalam pengajaran Bahasa Inggris selanjutnya, sehingga manfaat pelatihan ini bisa dirasakan sampai seterusnya]]>
<![CDATA[Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Dira Permana]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v11i1.6683
<![CDATA[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.]]>
<![CDATA[Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Moh. Arsyad Arrafii]]>;
<![CDATA[Imansyah Imansyah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v11i2.7481
<![CDATA[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.]]>
<![CDATA[Upskilling Bahasa Inggris Melalui Tongue Twister di MTS Negeri 3 Lombok Barat ]]>
<![CDATA[Aprianoto, Aprianoto]]>;
<![CDATA[Ariani, Sri]]>;
<![CDATA[Wahyudiantari, Ni Wayan Prami]]>;
<![CDATA[Hidayatullah, Heri]]>;
<![CDATA[Sumarsono, Dedi]]>
<![CDATA[ Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Bina Sarana Informatika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31294/jabdimas.v7i1.14510
<![CDATA[Kurangnya pengetahuan tentang bahasa Inggris sangat berpengaruh besar pada minat belajar siswa. Guru mempunyai peranan yang krusial dalam menyajikan pembelajaran yang interaktif dan menyenangkan bagi siswa. Akan tetapi guru masih terlihat enggan untuk menyisipkan metode pembelajaran yang kreatif sehingga siswa dalam kesehariannya tidak mengenal bahasa Inggris dengan baik dan kurang berminat belajar bahasa Inggris. Siswa tidak fasih dalam berbahasa Inggris selama proses belajar dan mengajar karena malu untuk mengucapkan kosakata berbahasa Inggris dihadapan teman kelasnya. Permasalahan yang dipecahkan dalam program pengabdian kepada masyarakat adalah bagaimana penerapan Tongue Twister dalam upaya meningkatkan kemampuan berbahasa Inggris para siswa, dan menemukan sejauh mana kemampuan berbahasa Inggris siswa dalam menggunakan Tongue Twister. Siswa diharapkan dapat memiliki pengucapan yang baik, mencapai skor standar, dan aktif dalam berbicara menggunakan bahasa Inggris. Metode berupa pendekatan kuantitatif dengan desain pre-experimental. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Populasinya adalah siswa kelas VII MTS Negeri 3 Lombok Barat yang terdiri dari 60 siswa dan sampel 20 siswa dengan prosedur yaitu memberikan speaking test, terdiri atas pre-test dan post-test. Skor tes diolah menggunakan T-test. Hasil adalah rerata skor pre-test pada pengucapan (pronunciation) adalah 3,9 dan post-test adalah 4,4. Sedangkan rerata skor pada kelancaran (fluency) adalah 4.15 dan post-test adalah 4,6. Total hasil pengucapan (pronunciation) dan kelancaran (fluency) atau X1 adalah 80.5 dan post-test atau X2 adalah 90. Hasil pengabdian kepada masyarakat ini menunjukkan adanya peningkatan capaian pengucapan siswa yang diajar dengan teknik tongue twister.]]>
<![CDATA[Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses ]]>
<![CDATA[Sumarsono, Dedi]]>;
<![CDATA[Permana, Dira]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v11i1.6683
<![CDATA[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.]]>
<![CDATA[Evaluating the Quality of a Teacher’s Made Test against Five Principles of Language Assessment ]]>
<![CDATA[Sumarsono, Dedi]]>;
<![CDATA[Arrafii, Moh. Arsyad]]>;
<![CDATA[Imansyah, Imansyah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jollt.v11i2.7481
<![CDATA[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.]]>
<![CDATA[INTASC AND MODALITY ON SPEAKING: HOW EFFECTIVE? ]]>
<![CDATA[Muliani Muliani]]>;
<![CDATA[Dedi Sumarsono]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 5 No. 2 (2018): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jo-elt.v5i2.2303
<![CDATA[The concern of this current research is based on the consideration that Speaking is urgently needed in acquiring the target language such as English. Then, the problem is mostly dealing with the ability to speak regarding the culture of the target language aiming at getting the approximation to the language being acquired. InTASC standard cores are offered to assist the students of SMAN 1 Kopang in which the standards were implemented that it is expected they are able to communicate in English. Eventually, it was found that InTASC standard cores are effective to assist the students’ speaking in which the standards meet the whole indicators of Speaking.]]>
<![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): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[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[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[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): December ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
