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All Journal Voices of English Language Education Society Journal of Classroom Action Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Astrid Dwimaulani
Hamzanwadi University
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Physics Other

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An Analysis on Students’ Speaking Anxiety at Tenth Graders of MA Mu’allimat NW Pancor Astrid Dwimaulani
VELES Voices of English Language Education Society Vol 2, No 2 (2018): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v2i2.866

Abstract

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.
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 (Inpres)
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
Co-Authors Jannatu Kholdi Al-Hafizi M. Adib Nazri Yulia Agustina Zahratul Fitri Annapis