Articles
<![CDATA[An Analysis on the Lecturers’ Mispronunciation of Common Words Used at the English Language Program ]]>
<![CDATA[Zulfa, Riang Permata]]>;
<![CDATA[Wati, Laila]]>;
<![CDATA[Maysuroh, Siti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.603
<![CDATA[This research aimed at knowing the lecturers’ mispronunciation of common words used in the English Language Education Program of Hamzanwadi University and to analyze the factors cause them do mispronunciation. The research questions were formulated as: (1) What are the mispronunciation of the lecturers at the English Language Education Program in Hamzanwadi University?, (2) What are the factors of the mispronunciation made by the lecturers at the English Language Education Program in Hamzanwadi University? To achieve the purpose of the research and answer the research problem, the present researcher interview 6 out of 18 lecturers and gave them an oral test. The collected data were submitted to descriptive analysis. The result of the study discovered that all of the participants do mispronunciation in most common words proposed. The finding of the study implies that the factors of this mispronunciation are; (1) mother tongue influence, (2) effect of personality, (3) different accent, (4) word stress position. In short, the all factors that cause mispronunciation refer to the different language between the L1 and the target language.]]>
<![CDATA[Improving EFL Learners’ Speaking Ability through Storytelling Using Puppets ]]>
<![CDATA[Wati, Laila]]>;
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.609
<![CDATA[This study was intended to describe how story-telling using puppets developed the speaking ability of the seventh graders of SMP Islam Terampil Nurul Mujahidin NW Pancor Kopong in the academic year 2014-2015. This research was a collaborative classroom action research following Kemmis and McTaggart’s cyclical process of planning, acting, observing, and reflecting. The data were collected by administering observation checklist, questionnaire, self-assessment, field notes, and recorder. The result of the analysis pointed out that storytelling using puppets was very helpful not only in improving the result but also the process of instructional process. This is proven by that all criteria of success set in this research were achieved. Therefore, English teachers are suggested to implement the technique and use the media in their English class particularly in speaking activities.]]>
<![CDATA[USING “UNFINISHED STORY” TO IMPROVE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE OF ENGLISH EDUCATION PROGRAM OF STKIP HAMZANWADI SELONG ]]>
<![CDATA[Wati, Laila]]>
<![CDATA[ Educatio Vol 7, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/edc.v7i2.134
<![CDATA[This research was designed to improve the students’ writing narrative text in English through unfinished story. A collaborative action research design was employed, involving the researcher and a collaborator.The design applied in this research was a classroom action research. Data in the form of observation checklist and students’ writing product were collected at the end of the cycle then analysed qualitatively and quantitatively. The success was determined from the improvement of the students’ score on their writing product. The findings respectively showed that the unfinished story improved the students’ writing ability. The improvement can be seen on the students’ individual writing scores. The findings also showed that this media was effective in enhancing the students’ involvement in the instructional activities. Key words: unfinished story, narrative text, writing ability]]>
<![CDATA[ENGLISH FOREIGN LANGUAGE STUDENTS’ STRATEGIES IN OVERCOMING SPEAKING PROBLEMS ]]>
<![CDATA[Prasetyaningrum, Ari]]>;
<![CDATA[Wati, Laila]]>;
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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<![CDATA[This study aimed at knowing students? dominant problems in speaking and students? strategies in overcoming their speaking problems. In this study the researcher used qualitative research. The subject of this study was the students? of the second semester of physics education study program at Hamzanwadi University which consisted of 12 students?. Observation, interview and questionnaire were used for collecting data. The result of this study showed that students? got the problems in speaking, the students? dominant problems those were anxiety of speaking, unavailability environment and lack of vocabularies. In solving the students? problem in speaking, the students? used some strategies those were role-play, telling-story and games.]]>
<![CDATA[English Foreign Language Students’ Strategies in Overcoming Speaking Problems ]]>
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Laila Wati]]>;
<![CDATA[Zahratul Fikni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v4i1.1914
<![CDATA[This study aimed at knowing students’ dominant problems in speaking and students’ strategies in overcoming their speaking problems. In this study the researcher used qualitative research. The subject of this study was the students’ of the second semester of physics education study program at Hamzanwadi University which consisted of 12 students’. Observation, interview and questionnaire were used for collecting data. The result of this study showed that students’ got the problems in speaking, the students’ dominant problems those were anxiety of speaking, unavailability environment and lack of vocabularies. In solving the students’ problem in speaking, the students’ used some strategies those were role-play, telling-story and games.]]>
<![CDATA[Toondoo comic in teaching speaking (a pre-experiment research) ]]>
<![CDATA[Laila Wati]]>;
<![CDATA[Siti Maysuroh]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Ahmad Yusri]]>;
<![CDATA[Nurul Hindri]]>
<![CDATA[ JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 1 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy (IICET) ]]>
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DOI: 10.29210/02021758
<![CDATA[This research aims at finding the effectiveness of Toondoo Comic in teaching speaking at the second semester of Sendratasik Study Program of Hamzanwadi University in the academic year 2018-2019. This research was a pre experiment by using single group pre-test and post-test design. The population of the study was 47 students from A and B classes. The sample of the study was 17 students from class A. It was taken through purposive random sampling. A speaking test was used in collecting the data. The data collected were analyzed by using descriptive statistic, and paired sample t-test was used to test the hypothesis. It was performed using SPSS 22 for Windows. The result shows that the mean in the pre-test was 41.06 and was 60.71 in the post- test. Additionally, the hypothesis testing using paired sample t-test resulted significance (2-tailed) value level .000; it was lower than .05. This indicated that Toondoo comic was significantly effective in teaching speaking. Thus it is suggested that Tondoo comic is considered an alternative media in teaching and learning process.]]>
<![CDATA[Pendampingan optimalisasi penggunaan media pembelajaran Bahasa Inggris sederhana untuk meningkatkan Creativity Quotient ]]>
<![CDATA[Siti Ayu Surayya]]>;
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Lailawati Lailawati]]>
<![CDATA[ ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 2, No 2 (2021): ABSYARA: Jurnal Pengabdian Pada Masyarakat ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/ab.v2i2.4172
<![CDATA[Madrasah Ibtidaiyah (MI) teachers still do not realize the importance of CQ (Creativity Quotient). It is seen from how the teachers tend to be consumptive and rely only on available media, like a material book. The purpose of this dedication is: 1) to bring over the meaning of CQ in MI level of education, 2) to improve the students’ studying quality, and 3) to maximize the function and university task to build the development of MI education. The method used in this dedication were speech, exhibition, and simulation of creative English language learning media made by the students in Hamzanwadi University and downloaded software media. This training was held in 2021, participated by 25 MI headmasters in the East Lombok district. The product of this training program is the MI headmaster spreading the use of learning media in MI. All MI teachers understand the importance of teaching media used as practical and creative learning tools, and the MI teachers become more creative in providing simple, cheap, and environmentally friendly.]]>
<![CDATA[EFL Obstacles in Writing Thesis Proposal ]]>
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Laila Wati]]>;
<![CDATA[Siti Ayu Surayya]]>;
<![CDATA[Maman Asrobi]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v4i2.102
<![CDATA[This study aimed to analyze the students’ obstacles when writing a thesis proposal. Subjects of this study were 20 learners in the English Language Education Study Program at Hamzanwadi University in the academic year 2020-2021. The data were collected by using a questionnaire with 27 items to obtain students’ opinions about their problems in writing a thesis proposal. A descriptive quantitative design was used in this research. Having revealed the research analysis, it was found that the participants experienced four types of obstacles: 1) describing data analysis (40 %), 2) finding relevant references (60 %), 3) lack of vocabulary (50 %), and 4) writing theoretical and framework (45 %). To solve the learners’ problems in accomplishing the thesis proposal, there are some suggestions. Students should learn more about grammar and practice how to arrange qualified thesis and read various books to get new vocabulary. The advisors should give a detailed and specific explanation to make sure the students understand the explanation.]]>
<![CDATA[TEACHING WRITING DESCRIPTIVE TEXT THROUGH RESPONDED THEMATIC WRITING TASK ]]>
<![CDATA[Laila Wati]]>;
<![CDATA[Siti Husna Maab]]>;
<![CDATA[Hamzani Wathoni]]>;
<![CDATA[Siti Maysuroh]]>;
<![CDATA[Ari Prasetyaningrum]]>
<![CDATA[ Getsempena English Education Journal Vol. 9 No. 2 (2022) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v9i2.1842
<![CDATA[This study aims at finding the effectiveness of Responded Thematic Writing Tasks in teaching writing descriptive text to develop students’ fluency in writing. This research is a pre-experimental research with pretest-posttest design. The sample of this research was 32 students of semester 2A of Study Program of English Language Education of Hamzanwadi University in the academic year 2021-2022. A writing test was used to collect the data. The data were then analyzed by using descriptive statistic, and paired sample T-test was used to test the hypothesis. Based on the result of the study, the mean score of the pretest was 63.28 while the posttest was 78.75. This shows that the mean score in the posttest was higher than the mean score in the pretest. Additionally, the sig score was at 0.00 < 0.05, so the hypothesis (Ha) of this study was accepted. It implies that Responded Thematic Writing Tasks was significantly effective in developing students’ fluency in writing descriptive text. It is suggested that English teacher use Responded Thematic Writing Tasks as an alternative technique in teaching writing.]]>
<![CDATA[The Correlation Between Students’ Critical Thinking And Their Speaking Skill ]]>
<![CDATA[Ulviani Ulviani]]>;
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Muhammad Adib Nazri]]>;
<![CDATA[Laila Wati]]>
<![CDATA[ Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra Vol. 1 No. 3 (2023): September : Jurnal Bima : Pusat Publikasi Ilmu Pendidikan bahasa dan Sastra ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/bima.v1i3.107
<![CDATA[This research aimed at finding out the correlation between students’ critical thinking and their speaking skill. This research used quantitative method and a correlational research design. The sample of this research was 20 students who were taken from XI class of students of PPS ULYA RUMAH QURAN NW LOMBOK in the academic year of 2023 - 2024. The sample was taken by Purposive Sampling Technique. The instruments of this research were questionnaire and public speaking test. The result of this research showed there is negative correlation between their critical thinking and speaking skill. Based on the data analyzed by using SPSS, the researcher found that the coefficient correlation was 0.128. Therefore the significance of students’ critical thinking and their speaking skill is at the rate of 0.590, which means the significant value smaller than 0.05 (0.590 > 0.05).]]>
