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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Register Journal Educatio Journal of Education Technology VELES Voices of English Language Education Society English Language in Focus (ELIF) English Focus: Journal of English Language Education Infotek : Jurnal Informatika dan Teknologi ABSYARA: Jurnal Pengabdian Pada Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP

Maman Asrobi

Universitas Hamzanwadi

Author-ID : 547636

Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Vol 1 (2013)
Publisher : Jurnal Pendidikan Bahasa Inggris

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

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward studentsâ speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students. Â Key words: Information Gap, Achievement Motivation, and Speaking Ability

WHAT MAKES EFL SPEAKERSâ€™ UTTERANCES MORE INTELLIGIBLE IN THE CONTEXT OF GLOBAL INTELLIGIBILITY? Asrobi, Maman; Moedjito, M.; Jaelani, Selamet Riadi
Indonesian Journal of Applied Linguistics Vol 9, No 1 (2019): Vol. 9 No. 1, May 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i1.15235

In this globalisation era, native-like pronunciation has no longer become the goal of pronunciation teaching in EFL classrooms. Instead, intelligibility, more specifically, global intelligibility, has become a legitimate goal of pronunciation teaching (Moedjito, 2009). However, researchers and practitioners have not reached to the final conclusion of what makes EFL speakers? utterances more intelligible. This paper is to report a study investigating factors which made EFL speakers? utterances more intelligible in the context of global intelligibility. In order to achieve the goal, the present researchers used three instruments to collect data: a questionnaire, an in-depth interview, and an assessment of EFL speakers? utterances from the in-depth interview. The quantitative data from the questionnaire and assessment of EFL speakers? utterances were submitted to a Pearson?s Product Moment test to assess the correlation coefficient of each independent variable to intelligibility and to a multiple regression test to examine the predictive power of the independent variables to intelligibility as the dependent variable. Meanwhile, the data of the in-depth interview were qualitatively scrutinised. The results of the data analysis revealed that word pronunciation accuracy might become the most influencing factor which made EFL speakers? utterances more intelligible. In addition to the accurate pronunciation, meaningful vocabulary might crucially account for intelligibility of EFL speakers? utterances. These findings were positively confirmed by the results of the in-depth interview analysis. The major pedagogical implication of the study is that in English pronunciation classes, there should be more focus on word pronunciation accuracy in EFL classrooms.

THE EFFECTIVENESS OF PERSONAL DILEMMA TECHNIQUE ON TEACHING SPEAKING SKILL FOR EFL LEARNERS asrobi, maman
Educatio Vol 10, No 2 (2015)
Publisher : Universitas Hamzanwadi

This study aims at investigating the effectiveness of personal dilemma technique on teaching speaking skill for EFL learners. Designed as pre-experimental research with pretest-posttest design, it examined a sample of first semester of English department of STKIP Hamzanwadi Selong in the school year 2014-2015. Random sampling technique was used in determining the sample of the study. Speaking test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. The result of descriptive statistic analysis revealed that personal dilemma technique is effective for teaching speaking for EFL learners since the mean score of posttest 71.85 was higher than mean score of pretest 61.28. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. So, it means that the hypothesis of this study was accepted. In other word, personal dilemma technique was significantly effective in improving students’ speaking ability of the first semester students of English department of STKIP Hamzanwadi Selong in the school year 2014-2015.

The Use of Dictogloss in Teaching Listening Comprehension for EFL Learners Amni, Khaerul; Asrobi, Maman
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

The objective of this study was to know the effectiveness of dictogloss in teaching listening comprehension. The design of this research was a pre-experimental research design. To collect the data, a pre-test and a post-test was given to the tenth graders of MA Muallimat NW Pancor (30 students). In order to examine the effectiveness of dictogloss, the collected data were submitted to a paired samples t-test by using SPSS 17 for windows. Based on the result of study, the mean score of pre-test (11.10) was lower than post test (13.57). After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t(df=29) = 16.49 at p ˂ .01, meaning that the null hypothesis was rejected and alternative hypothesis was accepted. Dictogloss was significantly effective in teaching listening comprehension for the tenth graders of MA Muallimat NW Pancor in the school year 2015-2016. Considering the process and the results of this research, the present researcher suggested that the English teacher use dictogloss as the technique to teach the students.

Voices of Indonesian EFL Learners on Synchronous Learning amidst COVID-19 Pandemic Maman Asrobi; Siti Ayu Surayya; Ari Prasetyaningrum
Register Journal Vol 14, No 2 (2021): REGISTER JOURNAL
Publisher : IAIN Salatiga

To ensure that the learning process during the COVID-19 pandemic runs smoothly, all universities in Indonesia have implemented online learning. However, based on the observations made, online learning, especially when carried out synchronously, appears to still be not as optimal as offline learning. This study aims to find out the voices of Indonesian EFL learners on synchronous learning during the covid-19 pandemic. Designed as descriptive qualitative, this study examined 50 students who voluntarily participated as the sampled group. In collecting the data, the researchers used a self-written reflection and questionnaire with four scales that were distributed using Google Form to the participants. The questionnaire was related to respectful attitude, benefits, and obstacles of synchronous learning. All collected data were then analyzed using the sequential explanatory processes. The result of data analysis revealed that Indonesian EFL learners still showed a good respectful attitude during the synchronous learning process, although they agreed that learning synchronously faces a few obstacles, such as unsupported devices and unfavorable learning environments. In addition, they also feel that the teaching and learning process synchronously during the COVID-19 pandemic provided them with several benefits, especially those related to safety, efficiency, and effectiveness.Keywords: EFL learners; synchronous learning; COVID-19 pandemic

The Use of Inquiry-Based Learning Strategy in Teaching Writing Skill for the Eighth Grade Students Junior High School Isra', Hidayatul; Asrobi, Maman
VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

This present study investigated the use of inquiry-based learning strategy in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Research methodology that was used in this study was pre-experimental research and the design was a one group pretest and posttest design. The population was eighth grade students consisted of two classes and took one class as the sample. The sampling technique in this study was cluster random sampling. The data collection was done by administering pre and post-test to the eighth grade students of MTs. NW Dames (21 students). Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of pre-test was 59.14 and post-test was 63.62, it could be stated that null hypothesis was rejected and the hypothesis was accepted. Inquiry-based learning strategy was significantly effective in teaching writing skill for the eighth grade students of MTs. NW Dames in the school year 2016-2017. Considering the process and the results of this research, the present researcher suggested that English teacher can use inquiry-based learning strategy to teach students.

THE EFFECT OF INFORMATION GAP TECHNIQUE AND ACHIEVEMENT MOTIVATION TOWARD STUDENTSâ€™ SPEAKING ABILITY (An Experimental Study of the Tenth Grade Students of MAN SELONG) M, Asrobi,; K, SEKEN,; W, SUARNAJAYA,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Abstract This study aims at investigating the effect of information gap technique and achievement motivation toward the speaking ability of the tenth grade students of MAN Selong. Designed as an experimental study, it examined a sample of two classes of grade ten students of MAN Selong. Cluster random sampling technique was used to take the sample. The data were collected through a speaking test and questionnaire of achievement motivation and analyzed by using two way ANOVA analysis and Tuckey test. Then, the findings can be stated as follows: (1) information gap technique is more effective than conventional technique in teaching speaking; (2) there is interaction effect of teaching techniques and achievement motivation toward students? speaking ability; (3) there is a significant difference of speaking ability between high achievement motivation students who were taught using information gap technique and high achievement motivation students who were taught using conventional technique; (4) there is no significant difference of speaking ability between low achievement motivation students who were taught conventional technique and low achievement motivation students who were taught using information gap technique. In general, information gap technique is more effective than conventional technique for teaching speaking either for high achievement motivation students or for those with low achievement motivation students. Key words: Information Gap, Achievement Motivation, and Speaking Ability

Pendampingan public speaking pada tutor lembaga kursus bahasa Inggris Surayya, St. Ayu; Asrobi, Maman; Prasetyaningrum, Ari
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 1, No 2 (2020): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

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

Based on the observations' results, many graduate students from an English course institution still do not understand public speaking techniques. Even though the course institution is a well-known course institution in Indonesia, these graduates are relatively fast reading and speaking English. However, this word's smooth production was not matched with variations in voice, changes in intonation, and minimal meaning. As a lecturer in the English department, this is also our responsibility. Moreover, these graduates are now having their English course institutions independently. They are required to be able to communicate with their students. It is hoped that the current course institutions, especially in the Selong sub-district, can improve the quality of learning by applying correct public speaking techniques. Therefore, it is necessary to hold public speaking training for tutors at English language course institutions. The service plans carried out are: 1.) Delivery of mentoring material, 2.) Implementation of speaking practice in internal forums, 3.) Study tours at other course institutions, 4. ) Practicing speaking as well as evaluating outside the forum. This community service has increased English tutors' understanding in the Foreign Language Center (FLC) of Selong sub-district, East Lombok, seen from how they apply public speaking techniques during their teaching practice English tutors

EFL Students’ Ability and Barriers in Report Text Ari Prasetyaningrum; Maman Asrobi; Muhammad Husnu; Saopia Royahin
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.162

The research purposes were to determine the students’ ability along with the barriers in writing report texts of the eleventh graders at MA NWDI Perian. This research adopted a mix method of sequential explanatory analysis (quantitative descriptive-qualitative). The Instruments were written tests and interviews. Students were first asked to write report texts to determine their ability and then they were asked a series of questions related to the data results. Based on the results, the mean score was 52.19 and the passing grade for English was 70. This indicates that the participants’ ability in writing report texts is poor or below standard. There are five components that are assessed, and participants' ability levels in these five components are still relatively low. The percentages of each assessment were as follows: content 21%, organization 21%, vocabulary 18%, language 18%, and mechanic 22%. According to the results of qualitative data analysis, the barriers in writing report texts were content, organization, vocabulary, language, and mechanics. In addition to those students barriers, there are other factors that should be considered in writing tasks, such as motivation, lexicogrammar features, paragraph elements, or three main factors that influence students' writing skill, namely psychological, sociocultural and linguistic. Furthermore, this study was conducted while the pandemic was still widespread and the interaction of teachers and students during the teaching and learning process were only conducted via virtual setting. This, of course, makes teachers less effective in delivering lessons, particularly in writing, which requires extensive practice, proofreading, discussion, and revision activities. In addition, factors such as space barriers and, in some cases, network restrictions and the use of unappropriate teaching methods or strategies, all have an impact on students' writing skills.

The Effectiveness of Personal Dilemma Technique on Teaching Speaking Skill for EFL Learners Maman Asrobi
Educatio Vol 10, No 2 (2015)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v10i2.142

This study aims at investigating the effectiveness of personal dilemma technique on teaching speaking skill for EFL learners. Designed as pre-experimental research with pretest-posttest design, it examined a sample of first semester of English department of STKIP Hamzanwadi Selong in the school year 2014-2015. Random sampling technique was used in determining the sample of the study. Speaking test and analytical scoring rubric were the instruments used to collect the data. Then the data were analyzed by using descriptive statistic and paired sample t-test to test the hypothesis. The result of descriptive statistic analysis revealed that personal dilemma technique is effective for teaching speaking for EFL learners since the mean score of posttest 71.85 was higher than mean score of pretest 61.28. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level was .000, it was lower than .05. So, it means that the hypothesis of this study was accepted. In other word, personal dilemma technique was significantly effective in improving studentsâ€™ speaking ability of the first semester students of English department of STKIP Hamzanwadi Selong in the school year 2014-2015.

Co-Authors Adib Nazri Amni, Khaerul Baiq Aryani Novianti Baiq Desi Dwi Arianti Baiq Mahyatun Hidayatul Isra' Isra', Hidayatul Jaelani, Selamet Riadi jamaluddin Khaerul Amni Laila Wati Moedjito, M. Muhammad Husnu, Muhammad Prasetyaningrum, Ari Saopia Royahin SEKEN, K Suarnajaya, W Surayya, St. Ayu Zahratul Fikni Zukhruf Farizi

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