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All Journal JELLT (Journal of English Language and Language Teaching) AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education and Instruction (JOEAI) Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Sastra Indonesia PROJECT (Professional Journal of English Education) Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of English Language and Education ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Kurikula Jurnal Pendidikan Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Literasi: Jurnal Pendidikan Guru Indonesia Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Insan Cendikia Jurnal Cendekia Ilmiah Journal of Educational Studies ETERNAL: English Teaching Journal Journal of English Language Proficiency Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Sastra Inggris Explorations in English Learning
M. Adib Nazri
Universitas Hamzanwadi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Prestasi Belajar Bahasa Inggris pada Siswa SMA pada Pelaksanaan Sistem Pembelajaran Kurikulum 2013 Nursaly, Baiq Rismarini; Nazri, M. Adib; Handini, Baiq Suprapti; Murcahyanto, Hary
JOEAI (Journal of Education and Instruction) Vol. 4 No. 2 (2021): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v4i2.2824

Abstract

This study aims to describe the effect of implementing the 2013 curriculum learning system on high school students' English learning scores, and how much influence the 2013 curriculum learning system implementation has on high school students' English subject scores. This research is quantitative descriptive. The population in this study were all students of class XI IPS SMA Negeri 1 Selong, with a total population of 63 students, a sample of 54 students, with an error threshold of 5%. The variables in this study are; (1) the implementation of the 2013 curriculum learning system (X), and (2) the academic achievement variable (Y). The data collection technique used the recording method, the questionnaire survey method, the observation method and the interview method. Using the SPSS program calculation tool for Windows version 16, using linear regression analysis techniques to analyze the collected data. The results of this study indicate that the application of the 2013 course learning system has no effect on the achievement of social studies students in class XI SMA Negeri 1 Selong, the effective contribution of the implementation of the curriculum learning system on the achievement of learning English in class XI social studies is 0.001%, and the coefficient of determination is 0.001%. Based on the results of the study, it can be concluded that the implementation of the 2013 curriculum learning system has no effect on the academic achievement of the XI IPS class students of SMA Negeri 1 Selong in English lessons in 2019. Keywords: 2013 Curriculum, Learning Achievement, Learning System
From Beliefs to Practices: Understanding English Teachers’ Literacy Perspectives in the Indonesian Context Yulia Agustina; 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.
Mapping the Landscape of Corpus-based Pedagogy in English Education: Global vs. Indonesian Researcher Perspectives Yulia Agustina; M. Adib Nazri; Budi Setiawan
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.2368

Abstract

Corpus linguistics has emerged as a powerful framework for analyzing authentic language use, shaping both theoretical and applied linguistics. Grounded in Rogers’ Diffusion of Innovations Theory (Rogers, 2003)[1], this study views corpus-based pedagogy as an educational innovation whose adoption varies across contexts. While globally corpus research has gained momentum in English language teaching and teacher training, its application in Indonesia remains modest and underexplored. This study aims to map the publication trends, thematic clusters, and collaboration networks in corpus-based educational research from both global and Indonesian perspectives using a bibliometric approach. It employed a bibliometric research design using the Scopus database to map publication trends, thematic clusters, and collaboration networks in corpus-based educational research. Data covering 1990-2024 were analyzed through VOS viewer, focusing on co-authorship, co-citation, and keyword co-occurrence to identify global trajectories and Indonesian contributions. The analysis of 810 publications revealed rapid global growth after 2010, with peaks in 2023, particularly in areas such as vocabulary acquisition, grammar instruction, and discourse analysis. Corpus linguistics remains the central theme, branching into sub-fields like data-driven learning (DDL), academic writing, and second language acquisition. In contrast, Indonesian contributions were limited to four Scopus-indexed articles up to 2025, largely descriptive and with minimal pedagogical focus. Corpus-based research has become central in global applied linguistics but is still at an early adoption stage in Indonesia. The disparity highlights infrastructural, awareness, and visibility gaps. Stronger institutional support, integration into teacher education, and classroom-based research are essential for Indonesia to align with global trends.
From App to Accent: How Duolingo Shapes Student Speaking Skills Robiatul Ainun; Usuluddin; Muhammad Adib Nazri; Ary Prasetyaningrum
Explorations in English Learning Vol. 1 No. 2 (2025): December
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v1i2.266

Abstract

Language learning in secondary education increasingly integrates technology to address persistent challenges in students’ English proficiency, particularly vocabulary mastery. Vocabulary plays a crucial role in supporting all language skills, and limited lexical knowledge often hinders students’ ability to communicate effectively. This study aimed to examine the effectiveness of the Duolingo application in enhancing English vocabulary mastery among eighth-grade students at SMPN 3 Sikur. The research employed a quantitative approach using a pre-experimental one-group pretest and post-test design. The participants consisted of 20 students from class VIII B, selected through purposive sampling. Data were collected using a 40-item multiple-choice vocabulary test administered before and after the treatment. The treatment involved regular use of the Duolingo application over a specified instructional period. The instrument demonstrated high reliability, with a KR-20 coefficient of 0.82. Data analysis was conducted using SPSS version 22, including descriptive statistics, normality and homogeneity tests, and a paired samples t-test. The results revealed a substantial increase in students’ mean vocabulary scores, from 42.25 on the pre-test to 73.00 on the post-test. The paired samples t-test indicated a statistically significant difference between pre-test and post-test scores (p < 0.05), confirming the effectiveness of Duolingo in improving students’ vocabulary mastery. These findings suggest that Duolingo, as a mobileassisted language learning tool, can serve as an effective supplementary medium for vocabulary instruction. The study provides pedagogical implications for integrating gamified mobile applications into English language teaching to support learner engagement and vocabulary development.
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.
USING PODCAST IN TEACHING SPEAKING AT UNIVERSITAS HAMZANWADI Muhammad Ali; Laila Wati; M. Adib Nazri; Yulia Agustina
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.v11i03.63635

Abstract

Indonesian English as a Foreign Language (EFL) students persistently struggle with speaking proficiency, a challenge exacerbated by teacher-centered instruction that lacks authentic communicative practice. This study aims to investigate the effect of paired podcast activities—unscripted, collaborative digital audio tasks—on students' speaking proficiency. Employing a quasi-experimental pretest-posttest design, the research involved 46 second-semester students at Universitas Hamzanwadi, assigned to an experimental group (n=29) and a control group (n=17). Data were collected through speaking performance tests evaluated via an analytic rubric (assessing pronunciation, fluency, vocabulary, grammar, and comprehension) and a post-intervention student questionnaire. Wilcoxon Signed-Rank tests revealed significant within-group improvements for both cohorts. While the Mann-Whitney U test indicated no statistically significant difference in post-test scores between the groups (p = 0.378), the experimental group demonstrated a descriptively higher mean gain (2.55 vs. 1.24), predominantly in fluency and vocabulary, alongside a homogenized proficiency variance. Furthermore, a medium practical effect size (Cohen's d = 0.551) and highly positive affective responses (Overall M = 3.65) were recorded. The study concludes that despite sample size constraints limiting statistical superiority, paired podcast activities provide a practically meaningful, highly engaging pedagogical framework that accelerates conversational fluency and facilitates peer scaffolding in EFL classrooms.  
Co-Authors Ahmad Yusri Alfin Fitrotul Aini Alfin Fitrotul Aini Andri Suherman Arfah, Hajriana Ary Prasetyaningrum Ary Prasetyaningrum Astrid Dwimaulani Ayu Surayya Baiq Rismarini Nursaly, Baiq Rismarini Budi Setiawan Budi Setiawan Budiman Budiman Danti, Siti Ernawati, Titin Gani, Ramlah H.A. Hajriana Arfah Hamburabbi, Muhammad Hamzhani Wathoni Handini, Baiq Suprapti Hary Murcahyanto Hasani, M. Tanwirul Haziz, M. Zul Husnu, M. Islam, Bangun Jaelani, Selamet Riadi Kandisa, Juliana Laila Nurizmi Laila Wati Laila Wati Lasmini Lasmini Lasmini, Lasmini Luri Dini Ayu M. Junaidi Marzuki Maman Asrobi Maryam, Baiq Masyuroh, Siti Muawanah Muawanah Muh. Fahrurrozi MUHAMMAD ALI Muhammad Husnu Muhammad Yazid Muslimaini Muti’ain Muti’ain, Muslimaini Nikmah, Wahida Nurhias Umarsi Nursaly, M. Adib Rismarini Nurul Hidayati Peri Adrian Prasetyaningrum, Ari Prasetyaningrum, Ary Pratama, M. Iskandar Qistina, Siti Atiqah RATNAWATI Reswita, Firna Robiatul Ainun Rohmah, Yunita Aulia Sabili, Aling Siyan Selamet Riadi Jaelani Siti Maysuroh Siti Maysuroh Sukmawati, Lisa Supratmi, Nunung Surayya, Ayu Surayya, St. Ayu Ulviani Ulviani Umarsi, Nurhias Usuluddin Usuluddin, Usuluddin Wahyuni, Lilis Sri Wahyuni Wathani, Hamzani Wathoni, Hamzani Wathoni, Hamzhani Wijaya, Herman Yulia Agustina YULIA AGUSTINA Yulia Agustina Zahratul Fikni Zordi Wirawan Asroful Hakim