Articles
<![CDATA[Motivational Orientation towards Learning English: The Case of Indonesian Undergraduate Students at University Utara Malaysia (UUM) ]]>
<![CDATA[Ismail Ismail]]>
<![CDATA[ Journal of English Language Teaching and Literature (JELTL) Vol 5 No 2 (2022): Journal of English Language Teaching and Literature (JELTL) ]]>
Publisher : <![CDATA[FKIP, Universitas Banten Jaya ]]>
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DOI: 10.47080/jeltl.v5i2.2188
<![CDATA[Realizing motivation is a part of the key aspects in effective English learning as a EFL in Indonesia, there have been many scholars investigating the motivation of Indonesian university students who major in English studies. However, Empirical researches discussing motivation toward learning English of Indonesian students studying abroad from different disciplines are uncommon. Employing Gardner's instrumental and integrative motivation, this research aims to examine the major motivational level toward Learning English of Indonesian undergraduate students who are studying at the University Utara Malaysia (UUM). 20 items of a questionnaire were administered to 89 students from different disciplines. This study reported that the students were highly motivated both in integrative and instrumental motivation. However, they had more integrative motivation than instrumental motivation. In terms of integrative motivation, students learned English because they believe that it can give them the chance to interact with a diverse range of individuals. However, in terms of instrumental motivation, students much concentrate to learn English for their long-term objectives, such as succeeding in their careers and jobs.]]>
<![CDATA[Dompunese and Bimanese Common Idiom “Kalembo Ade”: Morphological, Syntactical, and Semantic Analysis ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Lili Suryaningsih]]>;
<![CDATA[Taufik Taufik]]>;
<![CDATA[Leni Marlina]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 2 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v9i2.3417
<![CDATA[This study aims to semantically, morphologically, and syntactically analyze Dompunese and Bimanese common idiom “Kalembo ade”. To obtain accurate data, this qualitative research used in-depth interview to some indigenous people of Dompu and Bima who actively speak Bima language. The significant findings of this research is that the phrase kalembo ade and its lexical English translation enlarge heart have the same morphological rules which both are composed of prefix + adjective and noun. Syntactically, the phrase kalembo ade has the same syntactical rule with its lexical English translation enlarge heart. The two phrases are occupied by Verb Phrase (VP) which the transitive verbs enlarge and kalembo function as predicate (P), and the words ade and heart are occupied by Noun Phrase (NP) whose function as a Direct Object (DO). Another important finding in this study is that in everyday communication, Kalembo Ade has various meanings and functions based on the context uttered such as sorry in expression of apology, be patient in expression of sympathy or condolence, and be advised in asking one’s understandings. Similar studies which investigate morphological, syntactical, and semantic rules of other phrases are highly recommended for future studies.]]>
<![CDATA[Literature Study: Leadership Style Principals ]]>
<![CDATA[Amirudin Amirudin]]>;
<![CDATA[Ismail Ismail]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 1 No. 1 (2022): Desember 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v1i1.1
<![CDATA[Penelitian ini bertujuan untuk melihat gaya kepemimpinan kepala sekolah. Penelitian ini menggunakan pendekatan penelitian yang berupa studi kepustakaan (library research) atau studi literatur. Kepemimpinan mencakup metode memerintah dalam memastikan niat organisasi, memotivasi sikap partisipan untuk mencapai maksud, memerintah untuk meningkatkan kelompok dan budayanya. perguruan tinggi merupakan civitas akademika yang membutuhkan garda terdepan untuk memanfaatkan potensi yang ada di lingkungan sekolah. Sikap demokratis dilihat dengan pola sikap kewajiban yang tinggi dan aturan sikap toleransi yang tinggi. Pemimpin menerapkan sifat sangat memperhatikan, baik dalam cara mendongkrak kesejahteraan guru maupun karyawannya. Dalam kepemimpinan demokratis, kepala sekolah memainkan peran yang kuat dalam memastikan kewajiban dan tanggung jawab setiap tanaga pendidik dan karyawan, dan terus melakukan pengamatan dalam proporsi yang memadai. Kepala sekolah sebagai pemimpin tertinggi yang sangat berpengaruh dan menentukan kemajuan sekolah, harus memiliki kemampuan administratif yang memiliki komitmen dan keluwesan yang tinggi dalam melaksanakan tugasnya. Kepemimpinan kepala sekolah yang baik harus berusaha untuk meningkatkan kinerja guru melalui program pelatihan kemampuan staf instruksional. Oleh karena itu kepala sekolah harus memiliki kepribadian atau sifat dan kapasitas serta keterampilan untuk memimpin suatu lembaga pendidikan.]]>
<![CDATA[The Influence of Hypnosis Technique In Teaching English Towards Students’ Achievements ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Juliana Indriani]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 1 No. 1 (2022): Desember 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v1i1.5
<![CDATA[Penelitian ini bertujuan untuk menyelidiki pengaruh teknik hipnosis dalam pengajaran bahasa Inggris terhadap hasil belajar di SDIT AL-HILMI Dompu, penelitian ini menggunakan metode penelitian kuantitatif karena diperlukan data statistik dan bentuk angka. Responden penelitian ini adalah 30 siswa kelas V SD Islam Terpadu AL-Hilmi Dompu. Untuk mengumpulkan data, dilakukan tes siswa untuk menunjukkan prestasi siswa setelah belajar bahasa Inggris dan kemudian 18 item kuesioner diberikan kepada 30 siswa dan kemudian data dianalisis dengan menggunakan SPSS 16. Temuan utama dalam penelitian ini adalah hipnotis Teknik pengajaran yang digunakan oleh guru Bahasa Inggris di SDIT Al-Hilmi Dompu mempengaruhi prestasi belajar Bahasa Inggris siswa. Salah satu alasan mengapa teknik hipnotis dalam mengajar mempengaruhi prestasi belajar siswa adalah karena teknik ini mampu mendorong siswa untuk lebih aktif dalam proses pembelajaran. Studi serupa sangat direkomendasikan untuk penelitian selanjutnya yang mengintegrasikan teknik hipnosis dan persepsi siswa dan guru tentang tehnik tersebut]]>
<![CDATA[Pengaruh Teknik Hipnosis dalam Pengajaran Bahasa Inggris Terhadap Hasil Belajar Siswa ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Juliana Indriani]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 2 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v2i1.8
<![CDATA[Penelitian ini bertujuan untuk menyelidiki pengaruh teknik hipnosis dalam pengajaran bahasa Inggris terhadap hasil belajar di SDIT AL-HILMI Dompu, penelitian ini menggunakan metode penelitian kuantitatif karena diperlukan data statistik dan bentuk angka. Responden penelitian ini adalah 30 siswa kelas V SD Islam Terpadu AL-Hilmi Dompu. Untuk mengumpulkan data, dilakukan tes siswa untuk menunjukkan prestasi siswa setelah belajar bahasa Inggris dan kemudian 18 item kuesioner diberikan kepada 30 siswa dan kemudian data dianalisis dengan menggunakan SPSS 16. Temuan utama dalam penelitian ini adalah hipnotis Teknik pengajaran yang digunakan oleh guru Bahasa Inggris di SDIT Al-Hilmi Dompu mempengaruhi prestasi belajar Bahasa Inggris siswa. Salah satu alasan mengapa teknik hipnotis dalam mengajar mempengaruhi prestasi belajar siswa adalah karena teknik ini mampu mendorong siswa untuk lebih aktif dalam proses pembelajaran. Studi serupa sangat direkomendasikan untuk penelitian selanjutnya yang mengintegrasikan teknik hipnosis dan persepsi siswa dan guru tentang tehnik tersebut]]>
<![CDATA[Persepsi Guru Bahasa Inggris Terhadap Multimedia Pembelajaran Interaktif dan Pembelajaran Terdiferensiasi ]]>
<![CDATA[Arif Bulan]]>;
<![CDATA[Ismail]]>;
<![CDATA[M. Nur Imansyah]]>;
<![CDATA[Hasan]]>;
<![CDATA[Supriyaddin]]>
<![CDATA[ BULLET : Jurnal Multidisiplin Ilmu Vol. 2 No. 1 (2023): BULLET : Jurnal Multidisiplin Ilmu ]]>
Publisher : <![CDATA[CV. Multi Kreasi Media ]]>
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<![CDATA[English teachers' perceptions of interactive learning multimedia and differentiated learning are important to know, considering that they are part of the independent curriculum. This study aims to find out English teachers' perceptions of interactive learning multimedia and to find out English teachers' perceptions of differentiated learning. The method used in this research is qualitative research. The respondents of this research were 22 English teachers. The data analysis in this study used descriptive analysis. The result of this study shows that (1) there are still many teachers who have not made interactive learning media multimedia, (2) there are still many teachers who have not participated in training or workshops on making interactive learning multimedia, (3) there are still many teachers who have not made learning materials based on differentiated learning principles, (4) and there are still many teachers who have not participated in training on making differentiated learning materials. Thus, the recommendation from this study is that there is a need for training or workshops on making interactive learning multimedia and differentiated learning for English teachers in Dompu district organized by the local education office, the English subject teachers' meeting (MGMP), or higher education institutions (campus/university).]]>
<![CDATA[A Morphological Analysis of Inflectional Morphems in Queen Victoria Speech ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Jumiati Muslimah]]>;
<![CDATA[Silfiana Silfiana]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 2 No. 2 (2023): September 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v2i2.25
<![CDATA[Penelitian ini bertujuan untuk mengetahui jenis morfem infleksional dan morfem yang paling dominan muncul dalam Pidato Ratu Victoria. Penelitian ini merupakan penelitian kualitatif yang mengadopsi analisis data yang dirancang oleh Miles & Huberman (1994) yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini secara khusus terdapat enam (6) jenis morfem infleksional, seperti plural marker –s (28 morphems), past tense marker –ed (12 morphems), past participle marker –en or –ed (9 morphems), progressive marker –ing (6 morphems), Superlative marker –est (2 morphems), dan Comparative marker –er (1 morphem). Kemudian; plural marker –s menjadi morfem infleksional yang paling dominan digunakan dalam pidato Ratu Victoria sedangkan comparative marker –er menjadi morfem infleksional yang paling sedikit digunakan. Selain itu; possessive marker -’s dan third person present singular marker –s tidak ditemukan dalam pidato tersebut. Penelitian serupa sangat disarankan dengan mendalami morfem derivasional karena artikel ini hanya menganalisis morfem infleksional.]]>
<![CDATA[The Effectiveness of English Debating In Teaching Speaking For Senior High School Students ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Rusdin Rusdin]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 2 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v2i03.30
<![CDATA[The aim of this study is to find out the effect of using debating toward students’ motivation to speak English. The populations of this study were the second year students of MAN Dompu consists of 7 classes so the total number of them is 193. To facilitate it, the researchers used random sampling consisting of 32 students. They were divided in two groups namely experimental and control group, to collect the data the researcher used two tests they were pre-test and post-test, the researcher gave different treatment for experimental and control group. From the result of the test, it can be seen that the mean score of experimental was (24.36) is higher than the control group (15.96). Then it was continued to analyze both mean score by using t-test. The result shows that t-test is (1.63), the computation of correlation between the mean scores of the groups has a result of (8.40). Based on the result of the data analysis the alternative hypothesis which said that “The English debating has positive effect in teaching speaking of the second year students of MAN Dompu” is accepted, and the null hypothesis which is said, “The debating has not positive effect in teaching speaking of the second year students MAN Dompu” is rejected. This study quantitatively investigated the effectiveness of English debating program in teaching English. Similar studies which qualitatively explore English debating in teaching English are highly recommended]]>
<![CDATA[A Morphological Analysis of Inflectional Morphemes in Elon Musk Speech ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Wulandari Wulandari]]>;
<![CDATA[Nurhikmah Nurhikmah]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 2 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v2i03.31
<![CDATA[This research aims to investigate types of inflectional morphemes and the most dominant morphemes appearing in Elon Musk Speech. This study is a qualitative research that adopted the data analysis designed by Miles & Huberman (1994) which covers data reduction, data display, and conclusion drawing. The result of this study is that, In particular, For the inflecttional affixes, the affixes that occured were eighty-five (85) suffixes. There were no prefixes. There were seven (7) different types of suffixes, such asa; -s/es indicating plural, -s/es indicating third person singular, -ed indicating past tense, -ed indicating past participle, -‘s indicating possessive, -ing indicating progressive, -est indicating superlative. As a result, suffixes –s/es plural become the mostt dominant suffixed which are being used in Elon Musk’s speech. Since the analysis of this paper is still limited on the inflectional morphemes in Elon Musk’s speech, the other researcher are suggesed to do additional research on Derivational Morphemes using song’s lyric or novel as a different data resources.]]>
<![CDATA[An Analysis of Grammatical Errors in Students’ Descriptive Writing Using Surface Strategy Taxonomy ]]>
<![CDATA[Ismail Ismail]]>;
<![CDATA[Wulandari]]>
<![CDATA[ Jurnal Pendidikan dan Media Pembelajaran Vol. 2 No. 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat ]]>
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DOI: 10.59584/jundikma.v2i1.52
<![CDATA[This study basically aimed to explore students’ grammatical errors in writing descriptive paragraph using surface strategy taxonomy. The participants of this qualitative research were first year students of English education department of STKIP Yapis Dompu who took basic writing class in academic year 2023/2024. The researcher analyzed 12 students’ descriptive writings about “Guide Dog” written to meet assignment of “Basic Writing” course. The data of this research then analyzed in the form of percentage. The findings of this research revealed that the most common grammatical errors committed by the students in their descriptive writing were on misformation having number of 34 or 45% of the total numbers of errors that ranked first. This was followed by addition with 22 or 28% that ranked second, misordering with 12 or 16% that ranked third, and omission with 8 or 11% that ranked fourth. Another very important finding was that the most common grammatical errors based on sub category errors were on the usage of verb with 60 or 80% of the total 76. It indicated that almost all students do not really understand the usage of verb in present tense. They often made structurally incorrect sentences. This issue must be given a special attention by all lecturers of English education department of STKIP Yapis Dompu to find solution students' competence to construct correct English sentences will definitely reflect on almost all other English courses such as, academic writing, reading for academic, TOEFL, grammar for TOEFL, listening, and many more courses]]>
