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Pemberdayaan Taman Baca Masyarakat Sebagai Wahana Pendidikan Literasi Anak di Dusun Tibu Kesambik Dwimaulani, Astrid; Budi Setiawan; Risviana; Anggun Trisnani; Lia Fitriani; Wahyu Aji Saputra; Elvina Dewi Nur Muslimah; Lalu Solihat Mubarrokah; Rosidatul Aini; Samsul Lutfi; Asri Aulia Al Hamdi; Lina Lustina
JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol. 6 No. 1 (2025)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v6i1.2156

The empowerment of the Haqqul Yakin Community Reading Garden (TBM) in Tibu Kesambik Hamlet, Lepak Timur Village, aims to improve children's literacy through the KKN Bina Desa program. This TBM empowerment program employed a three-stage implementation method, namely: preparation stage, implementation stage, and evaluation stage. There were several activities that were carried out such as open book donations, labeling, arranging bookshelves, and literacy assistance in reading and writing. As a result, book donations enrich the reading collection, while labeling and arranging shelves make it easier for children to choose books. Literacy assistance increases children's interest in reading and writing. This program has also succeeded in raising public awareness of the importance of literacy, providing a positive impact on the development of literacy culture in remote areas.

Enhancing EFL Young Learners"™ Writing Proficiency Through Local Content: A Classroom Action Research Dwimaulani, Astrid; Setiawan, Budi; Risviana, Risviana
Journal of English Education Program Vol 6, No 1 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i1.87825

This study aims to explore the effectiveness of implementing local content in developing EFL learners"™ descriptive text writing skills. The approach used in this study was classroom action research. The steps taken in this classroom action research were planning, action, observation, and reflection. The research process utilized two cycles. In the first cycle, students"™ descriptive writing skills were assessed. After a period of instruction using this approach, a post-assessment was conducted to measure students"™ improvement in writing skills. The test scores were then analyzed using a percentage formula. Only 38% of the students were in the "good" category in the first cycle. However, in the second cycle, there was a significant increase of 73% after the implementation of local content in the writing learning process. The use of local content makes students more interested and enthusiastic in developing their ideas, so that they are more creative in describing existing material. Therefore, students are automatically more passionate about learning new vocabulary and deepening their grammatical understanding. It can be concluded that teaching descriptive texts to young EFL learners using local content can improve their writing proficiency.

Exploring the Cognitive and Social Benefits of Reading Skills Among 6th Semester Students of English Education at Hamzanwadi University Usuluddin, Usuluddin; Dwimaulani, Astrid; Seftiana, Nisa; Wati, Laila
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i8.8547

Reading is one of the four language skills that are very important to master, as it contributes not only to academic success but also to cognitive and social development. This study aims to explore the cognitive and social benefits obtained from reading skills among 6th semester students of the English Language Education Program at Hamzanwadi University. Using qualitative descriptive methods, data was collected through questionnaires (closed-ended and open-ended questions) validated by linguists and semi-structured interviews that had been tested for reliability. The research population was all semester 6 students of the English Education Study Program, Hamzanwadi University, which amounted to 120 students, with a sample of 12 students selected using purposive sampling techniques based on consistent reading activities. Data analysis uses thematic analysis through coding, categorization, and theme development stages. The findings show four main themes: (1) the improvement of critical thinking skills, (2) the development of vocabulary and language structure, (3) the improvement of social skills and participation, and (4) the formation of independent learning habits. This study concludes that reading skills significantly promote cognitive enrichment through improved analytical and linguistic skills, as well as improving students' ability to interact meaningfully with others in and out of the classroom. The implications of the study point to the need for the development of a more comprehensive reading curriculum and learning strategies that emphasize cognitive and social aspects in English language education.

Exploring the Cognitive and Social Benefits of Reading Skills Among 6th Semester Students of English Education at Hamzanwadi University Usuluddin, Usuluddin; Dwimaulani, Astrid; Seftiana, Nisa; Wati, Laila
Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i8.8547

Reading is one of the four language skills that are very important to master, as it contributes not only to academic success but also to cognitive and social development. This study aims to explore the cognitive and social benefits obtained from reading skills among 6th semester students of the English Language Education Program at Hamzanwadi University. Using qualitative descriptive methods, data was collected through questionnaires (closed-ended and open-ended questions) validated by linguists and semi-structured interviews that had been tested for reliability. The research population was all semester 6 students of the English Education Study Program, Hamzanwadi University, which amounted to 120 students, with a sample of 12 students selected using purposive sampling techniques based on consistent reading activities. Data analysis uses thematic analysis through coding, categorization, and theme development stages. The findings show four main themes: (1) the improvement of critical thinking skills, (2) the development of vocabulary and language structure, (3) the improvement of social skills and participation, and (4) the formation of independent learning habits. This study concludes that reading skills significantly promote cognitive enrichment through improved analytical and linguistic skills, as well as improving students' ability to interact meaningfully with others in and out of the classroom. The implications of the study point to the need for the development of a more comprehensive reading curriculum and learning strategies that emphasize cognitive and social aspects in English language education.

Using Group Discussion To Improve The EFL Students' Speaking Skill At Smp-It Darul Muhsin Islamic Boarding School Apriani, Rini; Maysuroh, Siti; Dwimaulani, Astrid; Surayya, Siti Ayu
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/62hnew66

This study aims to determine the effectiveness of using group discussion to improve EFL students’ speaking skill at SMP-IT Darul Muhsin Islamic Boarding School. The method was chosen because it allows students to share ideas, collaborate, and practice speaking in a more interactive and supportive environment. This research used a pre-experimental quantitative design with a one-group pretest-posttest approach, involving 15 Grade 3 students. Data were collected through pre-test and post-test to measure students’ progress, supported by a questionnaire to identify their perceptions. The finding showed a significant improvement in students’ speaking ability after the treatment, with the mean score increasing from 12.11 to 17.6. The paired sample t-test result (Sig. = 0.000<0.05) indicated that group discussion significantly enhanced their speaking performance. In conclusion, group discussion effectively improved students’ fluency, pronunciation, and vocabulary, while also increasing their confidence and motivation in speaking English. Therefore, it can be considered a suitable and engaging method for developing students’ speaking skills in the EFL classroom.

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

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

Teaching English to Students with Autism Spectrum Disorder (ASD) Maysuroh, Siti; Dwimaulani, Astrid; Wati, Laila; Nurhayati, Nurhayati; Yusri, Nurul
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.863

Students with autism spectrum disorder (ASD) typically show a unique pattern in their language learning. This fact has been documented in a number of earlier investigations. However, it was discovered that Indonesian teachers and educational institutions were insufficiently prepared to fulfill the needs of their students, both in terms of teaching strategies and the material development. This study then aimed at examining appropriate strategies of teaching English to ASD students as well as finding out the challenges faced by teacher in teaching English in the classroom. The research design of this study was case study research with qualitative approach. The participant of this study was English teacher at SLBN 01 Lombok Timur chosen using purposive sampling. The researchers used documentation, in-depth interviews, and observation to acquire data. The results revealed that the teacher faced some challenges in teaching ASD students, such as lack of focus and concentration during teaching and learning process and speech delay. To address these issues, the teacher and school principle used some strategies to teach children with autism, namely developing oral language comprehension and developing lesson plan with visual media to help the student learn English as a foreign language

The Effect of Guessing Game on Students’ Vocabulary Acquisition at FLC Selong Usuluddin; Dwimaulani, Astrid; Putri, Nurhidayatika; Wati, Laila
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

Vocabulary is an important component in language acquisition, but many beginner students still have difficulty in remembering and using vocabulary in real contexts. Therefore, The objective of the current research is to evaluate how effective the Guessing Game at the Foreign Language Center (FLC) Selong helps students expand their vocabulary in English. This study utilized a quantitative approach with a single group pre-test and post-test design. 20 Level 1 learners that were purposefully chosen made up the research sample. The instrument used was vocabulary tests. According to the findings, students' pre-test average score was 66.50, yet their post-test average score rose to 77.00. The results of the paired sample t-test revealed a significant difference between the pre-test and post-test, with a significance value (Sig. 2-tailed) of 0.000 <0.05. Thus, it can be concluded that the use of Guessing Game was significantly effective in improving students' mastery of English vocabulary. In addition, students showed a positive response to the game-based learning activities as it was considered fun, lowered anxiety, and increased their confidence in using vocabulary.

Self-Talk Strategy: A Qualitative Investigation in Building English Speaking Skill Usuluddin; Dwimaulani, Astrid; Mawarni, Iga Anggi; Marzuki, M. Junaidi
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

This study investigates the types of self-talk and students' perceptions of the impact of using self-talk in building their English-speaking skills. By using a qualitative descriptive approach, data were collected through questionnaires, semi-structured interviews, and observations with six second-semester students of the English language education program at Universitas Hamzanwadi. The findings reveal that students used two types of self-talk strategies to build their English-speaking skills, which are instructional self-talk and motivational self-talk. Students viewed self-talk as an effective strategy to support technical preparation for speaking, reduce anxiety, and increase self-confidence. The benefits of using self-talk include reduced anxiety and nervousness, increased confidence, motivation, fluency, and skills, as well as creating space for self-practice. Thus, it can be concluded that self-talk is proven to be a solution for regulating affective and cognitive aspects in order to build English speaking skills.

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