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All Journal Journal of Education and Learning (EduLearn) JURNAL AKUNTANSI UNIVERSITAS JEMBER Jurnal Al-Qardh AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Telaah Jurnal Golden Age CERIA (Cerdas Energik Responsif Inovatif Adaptif) Jurnal Studi Guru dan Pembelajaran PROJECT (Professional Journal of English Education) Jurnal Ners Jurnal Penelitian Fisika dan Terapannya (JUPITER) Journal of Classroom Action Research Narotama Jurnal Teknik Sipil MAHESA : Malahayati Health Student Journal Journal of English Language and Education Tekstur (Jurnal Arsitektur) Unram Journal of Community Service (UJCS) International Journal of Research on English Teaching and Applied Linguistics caXra: Jurnal Pendidikan Sekolah Dasar English Language Teaching Methodology (ELTM) Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Pedagogia: Jurnal Ilmiah Pendidikan International Journal of Disaster Management Naradidik: Journal of Education & Pedagogy IJLHE: International Journal of Language, Humanities, and Education Journal of Education Religion Humanities and Multidiciplinary Journal of Authentic Research Almufi Jurnal Sosial dan Humaniora Jurnal Penelitian, Pengabdian dan Pemberdayaan Masyarakat ETERNAL: English Teaching Journal
Yulia Agustina
Student of Magister Program of English Education of Pascasarjana UNS
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Exploring students’ perceptions of the mandatory TOEFL ITP test and its relationship with academic anxiety: A study on final-year students at Hamzanwadi University Al-Hafizi, Jannatu Kholdi; Agustina, Yulia; Dwimaulani, Astrid; Nazri, M. Adib
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
Pre-Service EFL Teachers’ Perceptions of Formative Assessment Literacy in Indonesian Suherman, Andri; Nazri, M. Adib; Prasetyaningrum, Ari; Agustina, Yulia
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2806

Abstract

The current study investigates the formative assessment literacy of Indonesian pre-service English teachers by adopting a sequential mixed-method approach. The survey data revealed that participants had a moderate level of formative assessment literacy (M = 3.02), with varying scores across three components. The conceptual domain scored the highest (M = 3.12), followed by the socio-emotional domain (M = 2.98) and the practical domain (M = 2.96). The second finding gained from the second part of the survey and from interview sessions indicated five different challenges encountered by the participants in practicing formative assessment. The issues raised by the participants were related to limited support from their institution, their heavy teaching workload, lack of digital literacy, their students’ low learning motivation, and the participants’ inadequate assessment skills and knowledge. Although this study has several limitations, it provides several implications, such as the urgency of providing training for teachers to help them improve their assessment literacy.
Pengaruh Model Snowball Throwing terhadap Keaktifan Belajar Siswa Kelas X MIPA 5 SMAN 4 Padang Tahun Pembelajaran 2022/2023 Agustina, Yulia; Nurlizawati, Nurlizawati
Naradidik: Journal of Education and Pedagogy Vol. 2 No. 4 (2023): Naradidik: Journal of Education & Pedagogy (December 2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/nara.v2i4.176

Abstract

Penelitian ini dilatar belakangi oleh rendahnya keaktifan siswa dalam proses pembelajaran di sekolah, kurangya variasi model pelmbelajaran yang digunakan menyebabkan timbulnya rasa bosan siswa dalam melngikuti pembelajaran dan siswa hanya berperan sebagai pendengar saja sehingga penguasaan materi yang diberikan sangat terbatas sehingga menyebabkan rendahnya tingkat keaktifan belajar siswa. Adapun tujuan penelitian ini adalah untuk menganalisis pengaruh model pembelajaran Snowball Throwing berbasis Quizizz terhadap keaktifan belajar siswa kelas X MIPA 5 SMAN 4 Padang. Teori yang digunakan dalam penelitian ini adalah teori kognitif belajar bermakna David Ausubel. Dimana teori ini menjelaskan tentang belajar bermakna (meaningful learning) teori ini sejalan dengan judul penelitian dimana mengharapkan memberikan kebermaknaan dalam pembelajaran dengan menggunakan model pembelajaran yang baru dan interaktif. Penelitian ini merupakan penelitian tindakan kelas (PTK) dilaksanakan dalam dua siklus. Model penelitian menggunakan model penelitian MC Taggart yang yang terdiri empat tahapan yaitu perencanaan, pelaksanaan, pengamatan, dan reflelksi. Subjek dalam penelitian ini adalah kelas X MIPA 5 SMAN 4 Padang tahun pelajaran 2022/2023 delngan jumlah siswa 36 siswa. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitaif dan teknik pengumpulan data yang digunakan adalah observasi, wawancara, lembar observasi serta dokumentasi. Analisis data kuantitatif dari penelitian ini diperoleh dari lembar observasi guna untuk mengetahui pengaruh penerapan model pembelajaran Snowball Throwing berbasis quizizz terhadap keaktifan belajar siswa pada mata pelajaran sosiologi kelas X MIPA 5 SMA 4 Padang dengan menggunakan rumus. Hasil pelnelitian menunjukkan bahwa penerapan model pembelajaran Snowball Throwing dapat melningkatkan keaktifan siswa. Peningkatan terjadi pada setiap siklus mengalami peningkatan sebesar dari pra siklus keaktifan belajar siswa hanya 14,27%, setelah di lakukan siklus I meningkat Menjadi 39,07% namun belum mencapai nilai minimum dan pada siklus II keaktifan belajar siswa meningkat menjadi 76,75%. Hal ini membuktikan bahwa model pembelajaran Snowball Throwing dapat melningkatkan keaktifan belajar siswa kelas X MIPA 5 SMAN 4 Padang tahun ajaran 2022/2023.
English Students’ Learning Motivation in Rural Senior High School Septiana, Safira; Surayya, Siti Ayu; Husnu, Muhammad; Agustina, Yulia
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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

Abstract

This research investigates the underlying reasons why grade XI students at MA NWDI Lepak, a senior high school in rural East Lombok Regency, are motivated to learn English. Data were collected through semi-structured interviews and document analysis using a qualitative approach with case studies.  The theme analysis method developed by Braun and Clarke (2006) was used to analyze this study. The results show that students' learning motivation is influenced by two main factors: (1) students' sociocultural and identity factors, such as support from teachers, peers, and perceptions of English in the community; and (2) strong future goals, such as career aspirations and educational expectations, which are the main drivers of their motivation. These results support socio-cultural identity theory and potential-based achievement goal theory, which emphasize that students' motivation is influenced by their thoughts about their future potential in their social and cultural contexts.  It is hoped that this research will help teachers, schools and policy makers create effective and contextualized English learning strategies for students in rural areas.
Students’ Difficulties in Stressing Four-Syllable Words: An Exploratory Study at the English Department, Hamzanwadi University Rohmi, Ni’matur; Marzuki, M. Junaidi; Agustina, Yulia; Husnu, Muhammad
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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

Abstract

This study aims to explore the ability and awareness of students regarding word stress, specifically on four-syllable words. The subjects of this research were eight fourth-semester students from the English Language Education study program who had completed the morphology course. The participants were randomly selected from various classes. This study employed a qualitative approach using semi-structured tests and interviews as data collection methods, conducted in person. The findings indicate that most participants have limited ability in correctly placing word stress on four-syllable words. Common errors occurred due to a lack of understanding of morphological rules, especially those related to prefixes and suffixes that influence stress placement. The participants' awareness of the importance of word stress in communication also varied; some were aware of its function, while others considered it insignificant. The study concludes that despite having received morphology instruction, students still face challenges in applying the concept of word stress practically. The implications of these findings highlight the need for a deeper focus on word stress exercises, particularly in the context of phonology and morphology, to enhance students' skills and awareness in English pronunciation.
Exploring Factors of Students’ Speaking Anxiety during Dialog Practice At SMPN 3 Masbagik in the Academic Year of 2025-2026 Ratnawati; Agustina, Yulia; Nazri, M. Adib; Prasetyaningrum, Ari
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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

Abstract

This study aims to explore the factors contributing to students’ speaking anxiety during English dialog practice in the eighth grade of SMPN 3 Masbagik in the academic year 2025-2026. A descriptive qualitative design was employed, using observation, interviews, and questionnaires as the main instruments of data collection. The findings revealed that students experienced two types of anxiety: state anxiety and trait anxiety. State anxiety appeared in specific classroom situations, particularly when students were asked to perform dialog practice, with symptoms such as trembling hands, shaky voices, forgetting lines, and excessive sweating. Meanwhile, trait anxiety was more consistent and related to limited vocabulary, grammatical inaccuracy, and lack of confidence. The main factors that triggered speaking anxiety included limited vocabulary, fear of making mistakes, pronunciation difficulties, and fear of negative evaluation. To cope with these challenges, students applied several strategies such as repeated practice, relaxation techniques, positive self-talk, preparing vocabulary/grammar, and seeking peer support. The study concludes that students’ speaking anxiety is a multidimensional issue influenced by both linguistic and psychological factors, requiring efforts from both teachers and students to foster a more supportive learning environment.
The Relationship Between Vocabulary Mastery and Reading Ability Tia, Putri Haris; Agustina, Yulia; Suherman, Andri; Nazri, M. Adib
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.
The Effectiveness of Clean and Healthy Living Behavior Implementation on the Prevention of Helminthiasis Using Audiovisual Methods among Sixth-Grade Students at SDN Perwira II Bekasi Agustina, Yulia; Susanti, Ida
Jurnal Ners Vol. 10 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jn.v10i2.56267

Abstract

Intestinal worms are one of the infectious diseases that remain a health problem among elementary school children, especially in environments with suboptimal sanitation and hygiene practices. This condition can affect children's health status, growth, and learning abilities, thus requiring preventive measures through effective and easy-to-understand health education. One preventive measure that can be taken is to provide health education on Clean and Healthy Living Behaviors (PHBS) through audiovisual media as a means of conveying information that is easily understood by elementary school students. According to the World Health Organization (WHO) in 2023, around 1.5 billion people worldwide are still infected with intestinal worms. In Indonesia, the prevalence of intestinal worms in children is still high, ranging from 30% to 90%, and is related to the low implementation of PHBS. This study aims to determine the effectiveness of implementing PHBS in preventing intestinal worms using audiovisual methods in sixth-grade students at SDN Perwira II Bekasi in 2025.This study employed a quantitative approach with a pre-test and post-test design without a control group involving 50 students (N = 50) using a total sampling technique. Data were analyzed using the Wilcoxon test.The mean knowledge score increased from 56.40 to 82.60, and the mean attitude score increased from 58.20 to 84.10. The Wilcoxon test results showed a p-value of 0.000 < 0.05, indicating a significant effect of PHBS implementation using audiovisual methods on the prevention of helminthiasis. The results showed that education on Clean and Healthy Living Behavior (PHBS) delivered through audiovisual media significantly improved students’ knowledge and attitudes. Before the intervention, students’ understanding and attitudes toward PHBS were not optimal; however, after the educational intervention, positive changes toward the adoption of clean and healthy living behaviors were observed. Audiovisual media proved effective because it presents information in a concrete, engaging, and easily understood manner for elementary school–aged students. These findings confirm that audiovisual-based PHBS education has the potential to support the prevention of helminthiasis in school environments.
From Beliefs to Practices: Understanding English Teachers’ Literacy Perspectives in the Indonesian Context Agustina, Yulia; M. Adib Nazri; Laila Wati
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2383

Abstract

This study investigated English teachers' beliefs and practices related to literacy teaching in the context of Indonesian education. The primary aim was to understand how teachers' conceptions of literacy are reflected in their classroom teaching practices, as well as to identify factors that influence the alignment or misalignment between beliefs and implementation. This study employed a convergent parallel mixed methods design involving 52 respondents who were recruited simultaneously in August–September 2025 through a Google Form. Quantitative data were analysed using Spearman's rho correlation test, while qualitative data were analysed thematically. The correlation test results showed that the four dimensions (linguistic, cognitive, social, and development) of teacher literacy were positively and significantly interrelated, with the highest correlation between the cognitive and developmental dimensions (r = 0.706), indicating that strong conceptual understanding greatly contributes to classroom practice. Qualitatively, teachers have integrated reading, writing, and speaking, but face the main challenges of low student reading interest and limited basic vocabulary. It is concluded that teacher literacy was a complex construct, where teachers' beliefs are often hampered by contextual constraints in the field. The implications of this study emphasize the need for institutional support and professional training to increase student motivation and provide relevant learning resources.
Co-Authors Adawiyah, Siti Robiatul Agustina, Zumratul Ai Sumirah Setiawati Aini, Serlina Al-Hafizi, Jannatu Kholdi Amirudin Amirudin Andri Suherman Anita Intan Nura Diana Arfah, Hajriana Astuti, Maeli Atina, Atina Bafadal, Moh Fauzi Baiq Shofa Ilhami Budi Setiawan Daiyanti, Vina Melisa Daput, Gervasius Rivaldo Deviyanto, Deviyanto Dwimaulani, Astrid Ejen Jenal Mutaqin Ermawati, Wina Failasuf Herman Hendra Hafidz, Indriani Puspita Hairiah, Hairiah Hapsari, Mahda Novita Haziz, M. Zul Husni TR, T Husnu, Muhamnad Ida Susanti Indrawati, Lala Nining Indriastuti, Siska Fatmala Kandisa, Juliana Khoiriyah, Muayyin Wafi Komala Komala Laila Wati Laila Wati M. Adib Nazri M. Faiz Nashrullah M. Junaidi Marzuki Margana Margana Misbahudin, Erwin Muhammad Husnu Muhammad Nurjamaludin Mujahidin, M. Samsul Muliatin, Bq. Yuyun Febria Mutiah, Enur Nurlizawati, Nurlizawati Nurul Badriyah Pebriyani, Pebi Prasetya, Danny Buyung Yudha Prasetyaningrum, Ari Pratomo Widodo Putra, Risman Hadi Putri, Mitah Komala Radja, Erna Ramdan, Zamroni RATNAWATI Rohmi, Ni’matur Rulyanti Susi Wardhani Saifudin, M. Saddam Kiramuddin Al-Wathani Septiana, Safira Siti Maysuroh Sunisti, Empat Surayya, St. Ayu Swarmilah Hariani Taufik Suryadi, Taufik Tia, Putri Haris Usuluddin Usuluddin, Usuluddin Widianti, Vitra Yolanda, Ardin Sheylla Yusuf, Aiman Syahrizal Zuhroni, Siti Fatimatuz