Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pembelajaran Bahasa dan Sastra
Otang Kurniaman
Prodi Pendidikan Guru Sekolah Dasar, Universitas Riau, Riau, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Teacher Readiness in the Habitual Phase of the School Literacy Movement in Elementary School Assyuqia Balqis; Otang Kurniaman; Dede Permana
Jurnal Pembelajaran Bahasa dan Sastra Vol. 4 No. 6 (2025): November 2025
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v4i6.1005

Abstract

This research is motivated by the importance of the role of teachers in building a literacy culture from an early age through the GLS Habituation Stage in Elementary Schools. The purpose of this study is to analyze the level of readiness of elementary school teachers in the aspect of GLS habituation skills and principles, as well as to analyze teachers' readiness in the implementation of GLS habituation activities. Types of descriptive quantitative research with surveys. The population of 328 teachers in 11 elementary schools that are members of the Lancang Kuning Cluster, Pekanbaru City, with a sample of 180 teachers was selected by proportional random sampling with an error rate of 5%. This instrument is a 44-point Likert questionnaire consisting of nine GLS Habituation Stage indicators and has been tested for high validity and reliability (α Cronbach = 0.980). The data were analyzed descriptively based on frequency, mean, and standard deviation. The results of the study showed that the average total teacher readiness was 3.99 (high category). The highest indicators included literacy skills (4.41), the principle of focus and habituation (4.37), and the principle of reading activity (4.35), all in the very high category. Other indicators are literacy-rich environment (3.84), 15-minute reading program (3.89), facility arrangement (3.83), text-rich environment (3.96), and book selection (4.12) which range from the high category. The lowest public engagement (3.18; medium category) indicates the need to strengthen school, parent and community partnerships. It was concluded that elementary school teachers in the Lancang Kuning Cluster generally have high readiness at the GLS Habituation Stage, by further increasing community involvement.
The Effectiveness of the Picture Exchange Communication System Method on Listening Skills of Children with Attention Deficit Hyperactivity Disorder Gabriella Lasmaria; Dede Permana; Otang Kurniaman
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.1043

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas metode Picture Exchange Communication System (PECS) dalam meningkatkan keterampilan menyimak anak Attention Deficit Hyperactivity Disorder (ADHD). Penelitian dilaksanakan di SD Negeri 113 Pekanbaru pada tahun ajaran 2025/2026 selama empat minggu, mulai dari pelaksanaan pretest, intervensi selama empat sesi pembelajaran, hingga posttest. Populasi penelitian adalah seluruh siswa Attention Deficit Hyperactivity Disorder (ADHD) di sekolah tersebut, sedangkan sampel penelitian berjumlah empat orang siswa yang dipilih dengan teknik purposive sampling berdasarkan diagnosis ahli dan hasil observasi awal. Instrumen yang digunakan dalam penelitian berupa tes keterampilan menyimak yang dikembangkan berdasarkan lima indikator menurut Rangkuti (2024), yaitu pemahaman alur cerita, pemahaman tokoh dan peran, kemampuan menjawab pertanyaan faktual, aksi atau gerak fisik, serta kemampuan menyimpulkan nilai moral. Analisis data dilakukan secara kuantitatif melalui perhitungan skor rata-rata, gain score, N-Gain, dan uji paired sample t-test menggunakan program SPSS untuk mengetahui signifikansi perbedaan nilai pretest dan posttest. Hasil penelitian menunjukkan bahwa terdapat peningkatan nilai rata-rata dari 6,75 pada pretest menjadi 9,25 pada posttest. Uji paired sample t-test memperoleh nilai signifikansi 0,030 (p < 0,05), sehingga terdapat perbedaan yang signifikan antara nilai sebelum dan sesudah perlakuan. Namun demikian, nilai N-Gain sebesar 0,198 termasuk kategori rendah, menandakan bahwa peningkatan yang terjadi belum tinggi. Secara keseluruhan, metode PECS dinyatakan efektif meningkatkan keterampilan menyimak anak ADHD, meskipun peningkatan tersebut masih memerlukan penguatan melalui durasi dan intensitas latihan yang lebih optimal.
The Influence of the Direct Instruction Model Assisted by Flashcard Media on the Reading Skill of First Grade Students at SD Negeri 188 Pekanbaru Emzira Asha Zulaifa; Dede Permana; Otang Kurniaman
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 2 (2026): Maret 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i2.1221

Abstract

This study aims to examine the effect of the Direct Instruction model assisted by flashcard media on the reading skills of first-grade elementary school students. The research was conducted at SD Negeri 188 Pekanbaru during the odd semester of the 2025/2026 academic year. The population consisted of all first-grade students, with a sample of 29 students, comprising 18 boys and 11 girls. This study employed a quantitative approach using a pre-experimental method with a one group pretest-posttest design. The research instrument was a reading skills test covering indicators such as letter and sound recognition, reading syllables and simple words, readng simple sentences, pronunciation accuracy, intonation and articulacion, voice clarity, reading fluency, confidence and attitude, and reading comprehension. Observation and documentatiton were used as supporting data collection techniques. Data analysis was conducted using descripstive and inferential statistical techniques, including normality testing, homogeneity testing, correlation analysis, and N-Gain analysis to measure the improvement in students’ reading skills. The results showed that the average reading skill score increased from 50,79 in the pretest to 69,76 in the posttest. Statistical analysis indicated a positive and significant effect of the direct instruction model assisted by flashcard media on students’ reading skills. Therefore, the Direct Instruction model supported by flashcard is effective and can be used as an alternative instructional strategy to improve early reading skills in elementary schools.
Co-Authors Assyuqia Balqis Dede Permana Emzira Asha Zulaifa Gabriella Lasmaria