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All Journal Jurnal Studi Guru dan Pembelajaran Jurnal Dieksis ID
Sukmawati Sukmawati
Institut Agama Islam YAPNAS Jeneponto
Arts Education Languange, Linguistic, Communication & Media

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Penerapan Metode SQ3R dalam Meningkatkan Reading Ability Siswa SMPN 4 Sibulue A.Tenrinia Asmanur; Ani Astuti; Andi Mulyani; Sukmawati Sukmawati; Kartika Kartika
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.8649

Abstract

This study aimed to describe the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in reading instruction and to explore students’ and teacher’s perceptions of its use at SMPN 4 Sibulue. This research employed a qualitative descriptive approach involving twenty students and one English teacher selected through purposive sampling. Data were collected through classroom observation and in-depth interviews focusing on the procedural implementation of the SQ3R method and participants’ responses during the learning process. The research process covered three stages: pre-activities, which focused on observing classroom conditions during the initial implementation of SQ3R; while-activities, which examined the application of each SQ3R step and classroom interactions; and post-activities, which explored students’ and teacher’s perceptions of the method. The findings showed that SQ3R was implemented through systematic reading stages that helped students read texts in a more structured and purposeful way. Students were guided to preview the text, formulate or respond to questions, read to find relevant information, restate key points, and review their understanding. The method also encouraged students’ active participation and helped them focus on important information in the text. However, some students initially experienced difficulties in following the sequence of steps, particularly because the method required more time and repeated reading. Therefore, SQ3R can be considered a useful reading strategy when implemented with clear teacher guidance and gradual habituation.
Illocutionary Speech Act Used in Online Classroom Via Zoom Meeting by the Teacher and Students Astita Maniwaty; Sri Fatta Meldawati; Sukmawati Sukmawati; Sri Wahyuni
Jurnal Dieksis ID Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/dieksis.6.1.2026.1402

Abstract

The urgency of this research lies in the fact that Illocutionary Speech Acts used in online classrooms via Zoom meetings by teachers and students need to be understood to improve the effectiveness of virtual learning communication. This study examines illocutionary speech acts used by teachers and students in online classrooms conducted through Zoom meetings. The research is important because online learning during the Covid-19 pandemic changed classroom communication patterns and influenced how teachers and students interacted virtually. Understanding speech acts in online classrooms can help improve communication effectiveness in digital learning environments. This study applied a mixed-method approach combining quantitative and qualitative analysis. The population of the study consisted of utterances produced by teachers and students in an online classroom video uploaded on YouTube. The sample was selected purposively from a 57-minute online classroom interaction involving ninth-grade students. The research instrument was a transcription sheet based on the video subtitles. Data were collected through observation, watching the video repeatedly, transcribing the utterances, and classifying the data based on Searle’s taxonomy of illocutionary speech acts. The data were analyzed quantitatively by calculating the percentage of each speech act type and qualitatively by interpreting the functions of the utterances in the classroom context. The findings revealed that all five types of illocutionary speech acts were found in the online classroom interaction: assertive (50%), directive (34%), declarative (8%), expressive (6.9%), and commissive (1.1%). The study implies that assertive and directive speech acts play dominant roles in maintaining interaction and delivering information in online learning. In conclusion, online classroom communication through Zoom meetings involves various illocutionary speech acts, with assertive speech acts being the most frequently used by teachers and students.
Co-Authors A.Tenrinia Asmanur Andi Mulyani Ani Astuti Astita Maniwaty Kartika Kartika Sri Fatta Meldawati Sri Wahyuni