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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Classroom Action Research
Yulia Agustina
Hamzanwadi University
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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.
Co-Authors Andri Suherman Astrid Dwimaulani Hajriana Arfah Jannatu Kholdi Al-Hafizi M. Adib Nazri Putri Haris Tia Serlina Aini