Article Per Year (5 Year)
p-Index From 2021 - 2026
1.288
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Journey: Journal of English Language and Pedagogy
Astrid Dwimaulani
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Authentic Material Towards Students’ Ability in Comprehending Procedure Text For The Efl Leaners Selamet Riadi Jaelani; Ari Prasetyaningrum; Astrid Dwimaulani
Jurnal Riset Rumpun Ilmu Bahasa Vol. 2 No. 2 (2023): Oktober: Jurnal Riset Rumpun Ilmu Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurribah.v2i2.1483

Abstract

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.
THE INFLUENCE OF BLACKBOX AI LEARNING ON STUDENTS’ ENGLISH WRITING SKILL Tantri Yunita; Yulia Agustina; Astrid Dwimaulani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34064

Abstract

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.
AUTHENTIC ASSESSMENT OF SPEAKING SKILL IN EFL CLASS: AN ANALYSIS ON ENGLISH TEACHERS’ ASSESSMENT PROCESS Siti Maysuroh; Zahratul Fikni; Astrid Dwimaulani; Khaerunnisa Miraja
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.632

Abstract

The objectives of this study are to find out and determine the dominant type of authentic assessment used by teachers, the activity of authentic assessment implemented by teachers, the advantages and disadvantages of using authentic assessment in speaking class.This study used qualitative methods which employed interview, observation, and documents to collect the data. Using the purposive sampling technique, three English teachers at MA NW Perian under Yayasan Pondok Pesantren Pendidikan Darul Muttaqien (YP3DM) NWDI Perian were chosen as the participants of the study. The results of this research showed that (1) the dominant type of authentic assessment used in assessing speaking was performance based assessment; (2) the dominant authentic assessment activities used in assessing speaking were discussion, role-play and debate activity; (3) all of the English teachers agreed that using authentic assessment helped their students demonstrate and perform their true abilities without cheating; and (4) the most disadvantages felt by teachers in implementing authentic assessment in speaking class is that it consumes a lot of time because the teacher must complete the assessment everyday in every activity.
English Language Teachers’ Knowledge toward the Implementation of Independent Learning Ayu Surayya; Ari Prasetyaningtum; Astrid Dwimaulani
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1515

Abstract

Independent Learning emphasizes student autonomy, critical thinking, and creativity, positioning teachers as facilitators in the learning process. English teachers, tasked with implementing this approach, must align their content knowledge and pedagogical understanding with its learner-centered principles. The study adopts a small scale quantitative survey which distributed to 35 sample of English teachers across elementary, junior, and senior high schools in Indonesia that invited by a Telegram and Whatsapp Group invitation and sampled insidentaly. The findings indicate that while most English teachers hold strong beliefs in the importance of Independent Learning, their knowledge of its principles remains shallow, creating a disconnect between endorsement and practical implementation. Thus, this findings aim to provide insights into teachers’ cognitive and affective dimensions influencing policy implementation, offering theoretical advancements in education and practical implications for professional development, policy formulation, and classroom practices. By examining the intersection of teachers' knowledge and beliefs, this research seeks to support effective integration of Independent Learning in English language education, fostering an environment conducive to holistic student 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.
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 Ari Prasetyaningtum Aulia Rahmah Ayu Surayya Halimatussakdiyah, Siti Khaerunnisa Miraja M. Adib Nazri Prasetyaningrum, Ari Qistina, Siti Atiqah Selamet Riadi Jaelani Siti Maysuroh Sri Wahyuni Tantri Yunita YULIA AGUSTINA Zahratul Fikni