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All Journal Jurnal Studi Guru dan Pembelajaran Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
M. Adib Nazri
Hamzanwadi University
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Other

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The Impact of English Slang in Indonesian Efl Students to Enhance Student’s Speaking Skill Zahratul Fitri Annapis; M. Adib Nazri; Astrid Dwimaulani
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2800

Abstract

English speaking proficiency remains a challenge for many Indonesian EFL students due to limited opportunities to practice authentic communication and low self-confidence in using the language. Since English slang is commonly used in everyday communication and digital media, it has the potential to create a more engaging and natural speaking environment for students. This study aimed to investigate the impact of English slang on Indonesian EFL students’ speaking skill. A qualitative research design was employed involving 17 tenth-grade students at a vocational high school in Indonesia. Data were collected through observation checklists, speaking performance assessments, students’ self-reflection questionnaires, and documentation. The students participated in pair conversations on various topics and were encouraged to use English slang expressions appropriately. The findings indicate that all students actively participated in the activity, used English to communicate, and incorporated slang expressions into their conversations. Most students achieved a rating of Good or Very Good in their speaking performance, particularly in terms of fluency, pronunciation, confidence, and the use of English slang. Self-reflection results also indicate that students felt more comfortable, confident, and motivated when speaking English using slang expressions. In addition, students felt that slang made conversations more natural and helped them express their ideas more easily. These findings suggest that English slang can positively support students’ speaking skills by boosting their self-confidence, participation, fluency, and communicative engagement in EFL classrooms.
The Effect of Clustering Technique on Students’ Achievement in Writing Skill Recount Text at the Ninth grades Students of SMPN 5 Masbagik Serlina Aini; M. Adib Nazri; Yulia Agustina; Hajriana Arfah
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6887

Abstract

This research aims to know the effect of the Clustering Technique on students’ achievement in writing recount texts at the ninth grade of SMPN 5 Masbagik in the school year 2025–2026. The study applied a true experimental design with a pre-test and post-test control group. The sample consisted of 60 students selected through simple random sampling, with 30 students in the experimental group and 30 in the control group. The instrument used was a writing test assessed on content, organization, vocabulary, and language use, with proven validity and high reliability (Cronbach’s Alpha = 0.936). The experimental group was taught recount text writing using the clustering technique, while the control group received conventional instruction. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent sample t-test. The results revealed that the experimental group's mean score improved from 56.33 (SD = 6.52) in the pre-test to 71.40 (SD = 7.38) in the post-test, while the control group's mean score increased from 49.87 (SD = 5.20) to 53.40 (SD = 5.78). The independent sample t-test indicated a significant difference between the post-test scores of the two groups (t = 10.513, p < 0.05), confirming that the clustering technique significantly enhanced students' writing achievement. Based on the data analysis, the researcher concluded that clustering is an effective pre-writing strategy to improve the ability to generate and organize ideas, leading to better recount text writing performance.
Exploring students’ perceptions of the mandatory TOEFL ITP test and its relationship with academic anxiety: A study on final-year students at Hamzanwadi University Jannatu Kholdi Al-Hafizi; Yulia Agustina; Astrid Dwimaulani; M. Adib Nazri
Journal of Classroom Action Research Vol. 7 No. 4 (2025): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i4.12685

Abstract

In Indonesia, many universities have implemented the TOEFL ITP test as a mandatory graduation requirement to ensure students’ English proficiency meets academic and professional standards. This study aimed to examine the relationship between students’ perceptions of the mandatory TOEFL ITP policy and their academic anxiety. Using a quantitative correlational design, data were collected from 25 final-year students of the English Education Study Program at Hamzanwadi University through an online questionnaire consisting of two parts: perceptions of the TOEFL ITP policy (8 items) and academic anxiety (10 items), both measured on a four-point Likert scale. The data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. The results showed that students’ perceptions were moderate (M = 22.32, SD = 3.22), and their academic anxiety was also moderate (M = 27.64, SD = 5.45). The Pearson correlation analysis revealed no significant relationship between students’ perceptions and their academic anxiety (r = 0.023, p = 0.911, p > 0.05). This finding indicates that students’ perceptions of the TOEFL ITP policy do not have a direct effect on their academic anxiety levels, rather, anxiety is influenced by factors such as readiness, confidence, and coping strategies. Theoretically, this study provides new insights into the link between language testing policies and psychological responses, while practically, it suggests that universities should offer preparatory programs, counseling services, and institutional support to help students manage anxiety and perform better in the TOEFL ITP test. Overall, the study highlights the need to integrate assessment policies with student well-being strategies in higher education
The Relationship Between Vocabulary Mastery and Reading Ability Putri Haris Tia; Yulia Agustina; Andri Suherman; M. Adib Nazri
Journal of Classroom Action Research Vol. 8 No. 1 (2026): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i1.13211

Abstract

This study aimed to examine the relationship between vocabulary mastery and reading ability among eleventh-grade students at MA Ar-Raufiyah Lendang Jaran, East Lombok. Employing a quantitative correlational design, the research sought to determine the degree of association between the two variables without manipulation. The sample consisted of 20 students, selected through purposive sampling based on their active participation in English classes. Data were gathered using two instruments: a vocabulary mastery test and a reading comprehension test, both validated for reliability with a coefficient value of 0.789. The data were analyzed statistically using the Pearson Product Moment correlation test. The results revealed a strong and significant positive correlation (r = 0.789, p < 0.05) between students’ vocabulary mastery and their reading ability. This finding indicates that students with a higher level of vocabulary mastery tend to achieve better comprehension in English reading tasks. The study highlights the importance of integrating vocabulary instruction into reading activities to improve students’ overall English proficiency.
Challenges of an English Teacher in Teaching at The Best School in a Rural Area Marhamah; Ari Prasetyaningrum; M. Adib Nazri; Siti Ayu Surayya
Journal of Classroom Action Research Vol. 8 No. 1 (2026): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i1.13220

Abstract

This study aims to identify the challenges faced by an English teacher and the strategies used to overcome them at MA NWDI Lepak, recognized as the best school in a rural area of East Lombok. Using a qualitative descriptive approach, this research explored the teacher’s real experiences through classroom observation, semi-structured interviews, and documentation. The findings revealed three major challenges in English teaching: low student motivation, varied levels of language proficiency, and limited learning facilities. To address these, the teacher implemented adaptive strategies such as brainstorming, elicitation, scaffolding, group learning, differentiated support, and delayed error correction. These approaches demonstrated creativity and student-centered teaching that fostered learning despite infrastructural constraints. The study concludes that the success of English teaching in rural schools depends not on advanced facilities but on the teacher’s creativity, innovation, and adaptability, and recommends that rural teacher development programs emphasize context-based pedagogical training to enhance effective, communicative, and contextualized English instruction.
A Needs Analysis of English for Specific Purposes (ESP) for Biology Students Roni Sofyan Hadi; Ari Prasetyaningrum; Siti Maysuroh; M. Adib Nazri
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5268

Abstract

General English curricula often fail to equip non-English science majors with essential disciplinary vocabulary, leaving biology students unprepared for the global scientific community. This study aims to conduct a comprehensive needs analysis to identify the specific English learning needs and contextual linguistic barriers of undergraduate biology students. Employing a descriptive qualitative design, empirical data were collected from 31 Biology students at Hamzanwadi University through digital questionnaires and structured in-depth interviews. The findings reveal that students experience severe communicative paralysis when explaining biological concepts due to the morphological complexities of Latin nomenclature, heavily relying on digital translation tools. Conversely, their professional demands are highly specific, requiring skills to translate scientific abstracts, sharp listening for seminars, and tailored materials focusing on biotechnology. This study concludes that standard General English is fundamentally inadequate, mandating an urgent institutional pivot toward a tailored English for Specific Purposes (ESP) syllabus to align learning with industry standards.
The Correlation Between Mingle Night Activity and Students’ English-Speaking Skill Abdullah Wahyu Hidayat; Ari Prasetyaningrum; Usuluddin Usuluddin; M. Adib Nazri
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5337

Abstract

English proficiency is an essential competence, yet students often face psychological barriers such as speaking anxiety. The interactive Mingle Night program is implemented as a solution to facilitate spoken communication through group discussions and presentations. The primary objective of this research was to investigate the statistical correlation and the relationship strength between students' active participation in Mingle Night activities and their objective English speaking skills at Bestone Education. This study employed a quantitative correlational design with a sample of 30 students selected via simple random sampling from a total population of 50 students. Data collection utilized a 20-item Likert scale questionnaire to measure participation levels and a structured oral test rubric to assess speaking components. The collected data were subsequently analyzed using the Pearson Product-Moment Correlation test via SPSS software. The statistical analysis revealed a significance value of 0.408 (p > 0.05) and a correlation coefficient (r) of 0.157. Based on these results, it is concluded that the Null Hypothesis (H0) is accepted, proving there is no statistically significant correlation between Mingle Night participation and students' speaking skills, and the relationship is categorized as very weak. This lack of correlation is primarily attributed to the extremely limited one-week observational timeframe. While one week is sufficient to lower speaking anxiety, it is theoretically and empirically inadequate to produce measurable objective improvements in linguistic components.
Co-Authors Abdullah Wahyu Hidayat Andri Suherman Astrid Dwimaulani Hajriana Arfah Jannatu Kholdi Al-Hafizi Marhamah Prasetyaningrum, Ari Putri Haris Tia Roni Sofyan Hadi Serlina Aini Siti Maysuroh Surayya, St. Ayu Usuluddin Usuluddin Yulia Agustina Zahratul Fitri Annapis