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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Voices of English Language Education Society Journal of English Education and Teaching (JEET) Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Pedagogy : Journal of English Language Teaching Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Journal of English Education Program (JEEP) Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Jurnal Pendidikan Indonesia (Japendi) Indonesian Journal of Multidisciplinary on Social and Technology Journal of Authentic Research Jurnal Ragam Pengabdian Journey: Journal of English Language and Pedagogy
Astrid Dwimaulani
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Chemistry Computer Science & IT Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences 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
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.
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
EFL Learners’ Perception in Using Picture Series-Based Storytelling to Develop Reading Comprehension Zahratul Fikni; Murniati Murniati; Astrid Dwimaulani; Yulia Agustina
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.v11i3.5274

Abstract

In many EFL contexts, students struggle to develop adequate reading comprehension due to limited vocabulary and an over-reliance on teacher-centered instructional methods. This study aims to examine how EFL learners perceive picture series-based storytelling in developing reading comprehension and to identify the contextual difficulties students face when using this strategy. Employing a descriptive qualitative design, empirical data were collected from 16 eighth-grade students at MTs NWDI Loyok through a Likert-scale questionnaire, semi-structured interviews, and participatory classroom observation. The findings reveal that students hold predominantly positive perceptions of the strategy, reporting stronger motivation, greater confidence, and higher engagement when reading is scaffolded by visual and narrative support. However, students also encountered distinct psychological, linguistic, and contextual difficulties, specifically foreign language anxiety when retelling stories, struggles with limited vocabulary, and a loss of concentration due to classroom noise. The study concludes that picture series-based storytelling is a highly useful and motivating strategy for EFL reading comprehension in rural schools, provided that teachers proactively support students with vocabulary preparation and structured classroom management.
Evaluating the Effectiveness of a General English (GE) Program with Peer Tutoring in Enhancing Freshmen's Speaking Skills and Communication Confidence Dwimaulani, Astrid; Ali, Muhammad Usman; Saputra, Ahmad Yudi
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/zy1cc582

Abstract

This research sought to assess the effectiveness of the General English (GE) Program in enhancing the English-speaking skills and communication confidence of freshmen at Hamzanwadi University. A convergent design utilising a mixed-methods approach was implemented, engaging 40 first-year students participating in the 2025/2026 General English Program. Quantitative data were gathered using a one-group pretest-posttest methodology, and qualitative data were acquired using semi-structured interviews. The results indicated that the average speaking score rose from 64.00 in the pretest to 74.12 in the posttest, signifying a 15.81% enhancement. Interview findings indicated that students exhibited increased confidence in their English communication skills and regarded Communicative Language Teaching (CLT) and peer tutoring as efficacious methods for fostering an engaged and supportive educational atmosphere. Despite the persistence of many hurdles, the results suggest that the General English Program significantly improved students' speaking skills and communication confidence. The research indicates that combining Communicative Language Teaching with peer tutoring may serve as an effective teaching framework for English preparation courses in higher education.
ENHANCING EFL LEARNERS' WRITING SKILL THROUGH SPACED PRACTICE IN MICRO JOURNAL Opinia, Liana; Surayya, St Ayu; Dwimaulani, Astrid; Husnu, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58028

Abstract

This study investigated the effectiveness of spaced practice through micro-journal writing in enhancing the writing skill of 20 non-formal EFL learners in Lombok, Indonesia, and examined whether the resulting improvement was retained after a delay. Using a pre-experimental one-group design, participants completed a pre-test, three spaced treatment sessions, a post-test, and a delayed post-test administered seven days later. Writing was scored using an analytical rubric adapted from the ESL Composition Profile (Jacobs et al., 1981) covering five aspects: content, organization, vocabulary, grammar, and mechanics. Results showed a significant improvement from pre-test (M = 66.80) to post-test (M = 77.40), t(19) = 4.348, p = 0.001, with a large effect size (Cohen's d = 0.97). No significant difference was found between post-test and delayed post-test scores, t(19) = 1.522, p = 0.144, indicating that the improvement was retained over the seven-day period. These findings confirm that spaced practice through micro-journal writing is effective in enhancing EFL learners' writing skill and that the resulting gains are durable.
DEVELOPING STUDENTS’ WRITING SKILLS THROUGH EXPERIENTIAL SOCIAL MEDIA POST SIMULATIONS Nufus, Ghinan; Surayya, St Ayu; Dwimaulani, Astrid; Husnu, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59485

Abstract

This study aimed to determine whether Experiential Social Media Post Simulation had a significant effect on the writing skills of eleventh-grade students at MA Mu'allimat NWDI Kelayu in the 2025/2026 academic year. The study employed a pre-experimental one-group pre-test and post-test design. The sample consisted of 20 eleventh-grade students selected through purposive sampling. Data were collected using writing tests and assessed with an analytical scoring rubric covering content, organization, vocabulary, grammar, and mechanics. The data were analyzed using descriptive statistics, N-gain analysis, the Shapiro-Wilk normality test, and the paired-sample t-test. The results showed that the mean score increased from 56.80 in the pre-test to 65.20 in the post-test. The paired-sample t-test produced a significance value (Sig. 2-tailed) of less than 0.001, indicating a statistically significant difference between the pre-test and post-test scores. However, the average N-gain score was 0.196, categorized as low, indicating limited improvement in students' writing skills. Among the five writing components, content showed the greatest improvement, while mechanics showed the least. Therefore, Experiential Social Media Post Simulation was associated with improved students' writing scores, although the level of improvement remained low based on the N-gain analysis.
THE ROLE OF ENGLISH SPEAKING CLUB IN ENHANCING STUDENT’S GRAMMAR AT HAMZANWADI UNIVERSITY Qistina, Siti Atiqah; Ari Prasetyaningrum; Astrid Dwimaulani; M. Adib Nazri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63417

Abstract

This study explores the role of the English Speaking Club (ESC) at Hamzanwadi University in enhancing students' grammar mastery through a non-formal, collaborative environment. While conventional EFL classrooms often focus on explicit form-based instruction that triggers cognitive overload, informal spaces offer a low-anxiety alternative. Employing a qualitative case study approach, data were gathered through participant observations and in-depth interviews with active ESC members, then analyzed using thematic analysis. The findings reveal two primary mechanisms: first, the informal environment significantly reduces speaking anxiety, aligning with Krashen's Affective Filter Hypothesis; second, peer interactions facilitate spontaneous error correction, acting as peer scaffolding that accelerates the transition from declarative grammatical knowledge to procedural fluency, as posited by Vygotsky’s Sociocultural Theory. This study contributes theoretically by bridging cognitive Second Language Acquisition (SLA) with sociocultural frameworks and practically by urging higher education institutions to integrate extracurricular language clubs into comprehensive language learning ecosystems.
FROM WATCHING DRAMA BOX TO WRITING NARRATIVE TEXT: AN EXPERIMENTAL STUDY FOR XII GRADE AT SMAN 1 SELONG Halimatussakdiyah, Siti; Sri Wahyuni; Astrid Dwimaulani; Ari Prasetyaningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64629

Abstract

This study aims to determine the effect of using Drama Box on the narrative writing abilities of twelfth-grade students at SMAN 1 Selong. Purposive sampling was used to choose 31 students for the study, which used a quantitative pre-experimental design with a one-group pre-test and post-test strategy. The Watch, Pause, and Predict method was used in four sessions of the intervention. To ensure assessment consistency, students' written work was evaluated by two raters, and inter-rater reliability testing showed an agreement level of 58.06% for the pre-test, increasing to 67.74% for the post-test. Descriptive statistics, Shapiro-Wilk normality testing, and inferential statistics utilizing the Paired Sample t-Test and N-Gain score computation were used to examine the data gathered from writing assessments. The class mean score increased from 70,64 in the pre-test to 86,77 in the post-test, indicating a notable improvement in students' narrative writing performance. H0 was rejected as a result of the hypothesis test, which produced a t-count of -9,274 and a t-table of 2,045 at a significance level of 3,55×10ˉ10 (p < 0.05). Additionally, the N-Gain score analysis showed an average score of 0.65, which puts it in the moderate group with a 64,73% effectiveness percentage. These findings confirm that the Drama Box learning medium, combined with the Watch, Pause, and Predict technique, has a significant positive impact and serves as an effective alternative learning tool for enhancing students' narrative writing skills, despite being limited by a one-group pre-test and post-test design and a short intervention period.
ANALYZING THE IMPACT OF YOUTUBE MICROLEARNING VIDEOS ON STUDENTS’ VOCABULARY DEVELOPMENT AND THEIR PERCEPTIONS OF ITS USE: A MIXED-METHOD STUDY Rahmah, Aulia; Siti Maysuroh; Astrid Dwimaulani; Ari Prasetyaningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64858

Abstract

Vocabulary mastery is a fundamental element for English as a Foreign Language (EFL) learners to comprehend and communicate effectively. Recently, digital microlearning has emerged as a popular strategy to facilitate flexible, accessible, and highly focused language learning. Accordingly, this study aims to investigate the perceived impact of YouTube microlearning videos on students’ vocabulary development and explore their perceptions of its use as an instructional medium. This research employed a mixed-methods design involving students from the English Language Education Program at Hamzanwadi University. Data were gathered through a 25-item Likert-scale questionnaire (N=15) and semi-structured interviews (N=10) via purposive sampling. The quantitative results revealed a high perceived impact on vocabulary development (construct mean = 3.84), with significant improvements in word recognition, meaning comprehension, and pronunciation. However, students’ productive speaking confidence developed slower than their receptive skills. Furthermore, participants held a highly positive perception of the medium (construct mean = 3.73), valuing its flexibility, concise duration, and multimedia design, although infrastructural constraints like internet connectivity occasionally challenged its practical utility. In conclusion, YouTube microlearning is a highly effective supplementary tool for receptive vocabulary acquisition, but it requires active pedagogical integration with productive classroom tasks to fully bridge the gap between passive recognition and active usage.    
Co-Authors Ahmad Yudi Saputra Aini, Qurratul Ali, Muhammad Usman Andri Suherman Andrian Mahesa Anggun Trisnani Apriani, Rini Ari Prasetyaningrum Ari Prasetyaningtum Asri Aulia Al Hamdi Aulia Rahmah Aulya Khaeril Miswah Bq. Raudatul Jannah Budi Setiawan Budi Setiawan Dukha Yunitasari Elvina Dewi Nur Muslimah Erma Supriani Halimatussakdiyah, Siti Hamzani Wathoni Hasan Basri Hidayatul Harfani Iwan Supriadi Jannatu Kholdi Al-Hafizi Khaerunnisa Miraja Khaerunnisa Miraja Laila Wati Laila Wati Lailatul Musyarrofah Lalu Solihat Mubarrokah Lia Fitriani Lina Lustina M. Adib Nazri Mala Ismayani Mawarni, Iga Anggi Muhammad Husnu Muhammad Junaidi Marzuki Murniati Murniati Nisa Seftiana Nufus, Ghinan Nurhayati Nurhayati Nurul Yusri Opinia, Liana Putri, Nurhidayatika Qistina, Siti Atiqah Risviana Risviana, Risviana Rizki Aptartu Rosidatul Aini Samsul Lutfi Seftiana, Nisa Selamet Riadi Jaelani Setiawan, Budi Sherlina Sherlina Siti Ayu Surayya Siti Maysuroh Siti Zurriyatun Sholihah Sri Wahyuni Tantri Yunita Ulya Lathifah Abdillah Usuluddin Usuluddin, Usuluddin Wahyu Aji Saputra YULIA AGUSTINA Yulia Agustina Yusril Izha Haendrawan Zahratul Aeni Zahratul Fikni Zahratul Fitri Annapis