Articles
<![CDATA[An Analysis on Students’ Speaking Anxiety at Tenth Graders of MA Mu’allimat NW Pancor ]]>
<![CDATA[Dwimaulani, Astrid]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i2.866
<![CDATA[This study is aimed at investigating students’ speaking anxiety at the tenth graders of Religion class of MA Mu’allimat NW Pancor in the academic year 2017-2018. The purposes of the study were: 1) to know what kinds of anxiety the students experience in speaking English; 2) to find the factors of students’ speaking anxiety; 3) to learn on what proper method and technique to decrease students’ speaking anxiety. This research was a descriptive qualitative research. The participants were consisted of 15 students and have been chosen using purposive sampling. Finding reveals that there are three types of students’ anxiety, which are trait anxiety, state anxiety and specific-situation anxiety. For the result of questionnaire, the formula that used was the gained score of respondent divided to total score of five aspects times 100%. The result showed that there were 73.3% agree respond which indicated students faced English speaking anxiety, 17.62% chose neutral, and the rest chose disagree option with 9.05% percentage. Beside questionnaire, the observation and interview result also showed that majority of the students had English speaking anxiety with various factors.]]>
<![CDATA[An Analysis on Students’ Speaking Anxiety at Tenth Graders of MA Mu’allimat NW Pancor ]]>
<![CDATA[Astrid Dwimaulani]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
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DOI: 10.29408/veles.v2i2.866
<![CDATA[This study is aimed at investigating students’ speaking anxiety at the tenth graders of Religion class of MA Mu’allimat NW Pancor in the academic year 2017-2018. The purposes of the study were: 1) to know what kinds of anxiety the students experience in speaking English; 2) to find the factors of students’ speaking anxiety; 3) to learn on what proper method and technique to decrease students’ speaking anxiety. This research was a descriptive qualitative research. The participants were consisted of 15 students and have been chosen using purposive sampling. Finding reveals that there are three types of students’ anxiety, which are trait anxiety, state anxiety and specific-situation anxiety. For the result of questionnaire, the formula that used was the gained score of respondent divided to total score of five aspects times 100%. The result showed that there were 73.3% agree respond which indicated students faced English speaking anxiety, 17.62% chose neutral, and the rest chose disagree option with 9.05% percentage. Beside questionnaire, the observation and interview result also showed that majority of the students had English speaking anxiety with various factors.]]>
<![CDATA[General English Online Teaching Within Pandemic Outbreak: Between Need and Satisfaction ]]>
<![CDATA[Hamzani Wathoni]]>;
<![CDATA[Hasan Basri]]>;
<![CDATA[Astrid Dwimaulani]]>;
<![CDATA[Dukha Yunitasari]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.2.235-249
<![CDATA[Since the COVID-19 pandemic entered Indonesia in 2019, a technological adjustment in learning has been massively implemented. Online teaching is the only logical method for the reason of limiting physical contact. Although the characteristics of Z-Generation learners are digital natives, live learning is still more welcomed. Therefore, this study aims to determine and carefully measure the satisfaction of new colleges students in the general English program at Universitas Hamzanwadi. The measures are three aspects (course content, instructor performance, and media use) and another aspect in teaching mode (online and offline). In addition, this research discusses why the new college students choose to participate in the general English program 2020/2021. This study utilized a quantitative-descriptive approach with the census method. The population was taken from all new students for the 2020/2021 period as many as six faculties totaling 1450, although only 1196 respondents ultimately responded. The primary data collection instruments were questionnaires through google forms, interviews, and documents such as teaching modules and media. The findings show 1196 respondents recorded via a google form telling that the bilingualism reasons were the majority choice (54.93%). The scholarships and student exchanges are the second paramount concern to this program (21.15%). Other positions such as translator or work, reasons are not significantly mentioned. Conclusion tells that new student satisfaction following the General English program (GE) is significantly more than 70 percent in three aspects of the assessment within the program.]]>
<![CDATA[Authentic Material Towards Students’ Ability in Comprehending Procedure Text For The Efl Leaners ]]>
<![CDATA[Selamet Riadi Jaelani]]>;
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Astrid Dwimaulani]]>
<![CDATA[ Jurnal Riset Rumpun Ilmu Bahasa Vol. 2 No. 2 (2023): Oktober: Jurnal Riset Rumpun Ilmu Bahasa ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
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DOI: 10.55606/jurribah.v2i2.1483
<![CDATA[The research objects were: (1) to know the effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners and (2) to know the extent effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners. This research was experimental research, with two groups of sample; those are experimental and control groups. Each group consists of 20 students, 20 students for experimental group and 20 students for control group. To get the data, the research instruments which were developed to collect data were objective test, which consisted 30 items in form of multiple-choice test where each item consists of four items option (a, b, c, and d). After collecting and calculating the data, the researcher found out that the mean scores of experimental group in pre and post-tests were 18.85 and 21.70, while for control group were 17.70 and 19.50. In testing the hypothesis, the researcher used t-test formula. The researcher found out that t-test was 3.63 and t-table in significant rank 0.05 (5%) was 2.00 (3.63 > 2.00) so, the alternative hypothesis was accepted. It means that there is a significant effect of authentic material towards students’ ability in comprehending procedure text for the EFL Learners.]]>
<![CDATA[Pemberdayaan Taman Baca Masyarakat Sebagai Wahana Pendidikan Literasi Anak di Dusun Tibu Kesambik ]]>
<![CDATA[Dwimaulani, Astrid]]>;
<![CDATA[Budi Setiawan]]>;
<![CDATA[Risviana]]>;
<![CDATA[Anggun Trisnani]]>;
<![CDATA[Lia Fitriani]]>;
<![CDATA[Wahyu Aji Saputra]]>;
<![CDATA[Elvina Dewi Nur Muslimah]]>;
<![CDATA[Lalu Solihat Mubarrokah]]>;
<![CDATA[Rosidatul Aini]]>;
<![CDATA[Samsul Lutfi]]>;
<![CDATA[Asri Aulia Al Hamdi]]>;
<![CDATA[Lina Lustina]]>
<![CDATA[ JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol. 6 No. 1 (2025) ]]>
Publisher : <![CDATA[Politeknik Piksi Ganesha Indonesia ]]>
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DOI: 10.37339/jurpikat.v6i1.2156
<![CDATA[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.]]>
<![CDATA[Enhancing EFL Young Learners"™ Writing Proficiency Through Local Content: A Classroom Action Research ]]>
<![CDATA[Dwimaulani, Astrid]]>;
<![CDATA[Setiawan, Budi]]>;
<![CDATA[Risviana, Risviana]]>
<![CDATA[ Journal of English Education Program Vol 6, No 1 (2025) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v6i1.87825
<![CDATA[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.]]>
<![CDATA[An Analysis on EFL Learners’ Perspectives of Online Learning during Covid-19 Pandemic ]]>
<![CDATA[Siti Maysuroh]]>;
<![CDATA[Laila Wati]]>;
<![CDATA[Astrid Dwimaulani]]>;
<![CDATA[Nurul Yusri]]>;
<![CDATA[Siti Zurriyatun Sholihah]]>
<![CDATA[ Jurnal Pedagogy Vol 10 No 2 (2022): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/joelt.v10i2.5249
<![CDATA[The aim of this research is to investigate EFL students’ perspectives on the utilization of online learning during the COVID-19 pandemic. A survey method was applied. This research involves 40 students of the second, fourth, and sixth semesters of the English Study Program of a private University in Hamzanwadi for the academic year 2020-2021 as the participants. To collect the data, a questionnaire was administered via Google Forms. The data collected were then analyzed using a percentage formula. The results of the study indicate that most of the students believe that online learning has not provided a better experience dan results in improving their competencies. However, they agreed that it provides ease in their learning. In addition, based on the result of questionnaires, more than 50% of the students prefer direct-classroom learning to online learning and only resettled with online learning during the COVID-19 pandemic. In a nutshell, despite the COVID-19 pandemic, students still choose direct classroom learning.]]>
<![CDATA[Exploring the Cognitive and Social Benefits of Reading Skills Among 6th Semester Students of English Education at Hamzanwadi University ]]>
<![CDATA[Usuluddin, Usuluddin]]>;
<![CDATA[Dwimaulani, Astrid]]>;
<![CDATA[Seftiana, Nisa]]>;
<![CDATA[Wati, Laila]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia ]]>
Publisher : <![CDATA[Publikasi Indonesia ]]>
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DOI: 10.59141/japendi.v6i8.8547
<![CDATA[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.]]>
<![CDATA[THE INFLUENCE OF BLACKBOX AI LEARNING ON STUDENTS’ ENGLISH WRITING SKILL ]]>
<![CDATA[Tantri Yunita]]>;
<![CDATA[Yulia Agustina]]>;
<![CDATA[Astrid Dwimaulani]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i03.34064
<![CDATA[This research aims to examine the significant influence of using Blackbox AI onimproving students’ English writing skills. The purpose of this study was to determine thesignificant influence between the use of Blackbox AI and students' writing skillsThis research used a quasi-experimental design involving 54 eleventh-grade students at MA Al-Islamiyah Bebidas, divided into an experimental group (26 students) taught using Blackbox AI and a control group (28 students) taught using traditional methods. Data werecollected through pre-test, post-test, and perception questionnaire. The results showed thatthe experimental group obtained a higher mean score (M = 89.31) compared to the controlgroup (M = 69.57). An independent samples t-test (t = 14.54, p < 0.001) confirmed thesignificant influence of using Blackbox AI on students’ writing ability. In addition,students gave positive perceptions, especially on the improvement of vocabulary mastery,grammatical accuracy, and writing confidence. Thus, this research proves that Blackbox AIis an effective tool to improve students’ English writing skills as well as create moreengaging learning experiences.]]>
