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EFL Learners’ Perceptions on the Use of English Movies in Learning Vocabulary Rosalia, Rosalia; Purwanti, Indah Tri; Novitri, Novitri
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 8, No 6 (2024)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v8i6.9835

The present study examines students' perceptions of the utilization of English movies for vocabulary acquisition. This study employed a mixed-method research design, combining both quantitative and qualitative approaches. The study included students from the English Study Program at FKIP Universitas Riau, who were in batch 2021. The researcher employed questionnaire and interview methods to gather data regarding students' perceptions of the efficacy of using English movies as a medium for vocabulary acquisition. The questionnaire consisted of 27 items, each containing 3 indications. The highest score for the indication is achieved by students' personal attitude and the acquisition of a new language, both of which are classified as very high criteria for both indicators. The study determined that the mean score of the pupil's perceptions of the use of English movies for vocabulary acquisition is 4.0, which falls under the high criteria category. Based on the interview data, the researcher discovered some reactions from the respondents to the application of English movies for vocabulary acquisition. The interview findings indicate that English movies provide students with an opportunity to encounter terms in authentic contexts. Additionally, the students assert that they make an effort to incorporate the new vocabulary they come across in English movies into their everyday conversations.

Penerapan Joyful Learning 7 Jumps Strategy Untuk Meningkatkan Kompetensi Guru Sekolah Dasar Erni, Erni; Azhar, Fadly; Aruan, Rumiri. R.; Dahnilsyah, Dahnilsyah; Novitri, Novitri; Prawati, Atni
Abdimas Indonesian Journal Vol. 4 No. 2 (2024)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v4i2.507

SDN 024 Teluk Binjai in Dumai City has implemented English lessons in its school curriculum. However, inadequate teacher competencies have been a factor in the low levels of students' communication skills and interactive mediation. Teachers need to apply active, creative, and contextual learning models to make the learning process enjoyable and foster social interaction between students and teachers. Joyful learning, combined with games, is prioritized to create active, creative, and contextual learning. Based on these challenges, a training program on the implementation of the Joyful Learning 7Jumps Strategy research results was conducted for 12 teachers teaching English at SDN 024 Teluk Binjai, Dumai. The training methods included technical guidance and workshops on designing lessons, student worksheets, and assessments, followed by peer teaching practice. The program was conducted offline in August 2024 and continued with online mentoring and supervision. The training was deemed successful, with teachers’ knowledge and readiness to implement the Joyful Learning 7Jumps Strategy scoring an average of 3.82, categorized as high, and the teaching modules were applicable for teachers. The community service activity effectively enhanced teachers’ competencies in implementing the strategy creatively, innovatively, and contextually, directly improving the quality of English teaching at SDN 024 in Dumai City. The limitation of the training lies in the unknown effectiveness of the model and product in improving students’ English proficiency.

Factors Contributing to Speaking Anxiety: A Case Study of Pre- Service English Teachers Daud, Afrianto; Ras, Fakhri; Novitri, Novitri; Audia, Clara Putri
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.412–422

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre- service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

AN ANALYSIS OF DIFFICULTIES IN COMPREHENDING NARRATIVE TEXT OF SMAN 3 TAPUNG HULU STUDENTS Hutabarat, Rosindah; Delfi, Syofia; Novitri, Novitri
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8856

Penelitian ini menyelidiki kesulitan yang dihadapi oleh siswa kelas sepuluh di SMAN 3 Tapung Hulu dalam memahami teks naratif dan mengidentifikasi faktor-faktor yang mempengaruhinya. Menggunakan model survei deskriptif kuantitatif, penelitian ini mengumpulkan data dari 51 siswa melalui tes pilihan ganda dan kuesioner. Tes membaca menilai delapan indikator pemahaman, yang menunjukkan skor rata-rata yang sangat rendah pada indicator Identifikasi Informasi Faktual (39) dan Identifikasi Referensi (35), yang mengindikasikan tantangan besar dalam menemukan rincian spesifik dan memahami bahasa referensial. Indikator lainnya, seperti Identifikasi Ide Utama (46) dan Identifikasi Inferensi (48), juga menunjukkan kinerja yang lemah, sementara Identifikasi Struktur Umum (51) memiliki skor tertinggi, namun tetap mencerminkan pemahaman yang buruk secara keseluruhan. Kuesioner mengungkapkan dua faktor internal utama yang memengaruhi pemahaman: Kosakata Terbatas (7,28%) dan Pemahaman Kalimat Panjang (6,95%), bersama dengan faktor eksternal seperti metode pengajaran dan pengaruh lingkungan. Hasil penelitian menunjukkan bahwa kosakata terbatas dan lingkungan sekolah yang menantang merupakan hambatan utama dalam pemahaman teks naratif yang efektif. Penelitian ini merekomendasikan peningkatan pengembangan kosakata, penyempurnaan strategi pengajaran, dan pembentukan lingkungan belajar yang mendukung untuk meningkatkan keterampilan membaca siswa dan keterlibatan mereka dengan teks. Penelitian ini merupakan penelitian kuantitatif dengansurvei deksriptif. AbstractThe research investigates the difficulties of tenth-grade students at SMAN 3 Tapung Hulu face in comprehending narrative texts and identifies contributing factors. Utilizing a quantitative descriptive survey model, the study employed multiple-choice tests and questionnaires to gather data from 51 students. The reading test assessed eight comprehension indicators, revealing particularly low mean scores in Identifying Factual Information (39) and Identifying Reference (35), indicating significant challenges in locating specific details and understanding referential language. Other indicators, such as Identifying Main Idea (46) and Identifying Inference (48), also showed weak performance, while Identifying Generic Structure (51) had the highest score but still reflected poor comprehension overall. The questionnaire highlighted two primary internal factors affecting comprehension: Limited Vocabulary (7.28%) and Understanding Long Sentences (6.95%), alongside external factors like teaching methods and environmental influences. The results suggest that limited vocabulary and a challenging school environment are major barriers to effective narrative text comprehension. The study recommends enhancing vocabulary development, refining teaching strategies, and fostering a supportive learning environment to improve students' reading skills and engagement with texts. This research is a quantitative study using a descriptive survey.

A Survey on Reading Strategies Implemented by the English Study Program Students of FKIP Universitas Riau Kurnia, Anita; Novitri, Novitri; Syarfi, M.
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1228-1236

This study investigated the types of reading strategies applied by 5th semester students of the English Department at Riau University. The background of this study emphasizes how important good reading techniques are for academic achievement as students often do not know how to improve their comprehension. Knowing the types and frequency of reading strategies used by the students was the main objective of this study. A total of 99 students from three classes were given questionnaires to complete as part of the descriptive-quantitative technique. With a focus on comprehension monitoring and summarizing tactics, the results showed a variety of reading strategies, including cognitive, metacognitive, and social strategies. The results show that skilled readers use a wide variety of useful techniques, which improve reading comprehension and general academic achievement. This research helps create efficient teaching strategies and provides prospective teachers with the knowledge they need to improve reading comprehension skills. Ultimately, the study underscores the importance of fostering strategic reading among students to support their learning journey.

Factors Contributing to Speaking Anxiety: A Case Study of Pre- Service English Teachers Daud, Afrianto; Ras, Fakhri; Novitri, Novitri; Audia, Clara Putri
Journal of Educational Sciences Vol. 3 No. 3 (2019): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.412-422

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre- service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

PENGARUH VIDEO ANIMASI TERHADAP PERILAKU MAKAN PADA ANAK PRASEKOLAH YANG MENJALANI HOSPITALISASI DI RUANG ANAK RSUD DR SOEDARSO PONTIANAK Novitri, Novitri; Rahayu, Halina; Amandus, H
Scientific Journal of Nursing Research Vol 7, No 1 (2025): April 2025
Publisher : Poltekkes Kemenkes Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30602/sjnr.v7i1.1827

ABSTRACT Hospitalization is a special or emergency situation that requires a child to remain in the hospital and get treatment from a doctor until allowed to return home. The purpose of this study was to identify the effect of animated videos on eating behavior of preschool children undergoing hospitalization in the Children's Room of RSUD dr. Soedarso Pontianak. The design of this study was a quasi experiment, the population of this study was parsekolah children with a sample size of 68 respondents divided into 34 intervention groups and 34 control groups The sampling technique was consecutive sampling. The instrument used was the CEBQ questionnaire, univariate data analysis using mean distribution, bivariate analysis using paired t-test for the same group and independent t- test for different groups. The mean eating behavior of the control group pre test and post test was -0.16. The paired t-test results obtained a p-value of 0.000 and the independent t-test results with a p-value of 0.000. The conclusion of this study is that there is an effect of animated videos on the eating behavior of preschool children who undergo hospitalization in the Children's Room of RSUD dr. Soedarso Pontianak. There is an influence of animated videos on the eating habits of preschool children. ABSTRAKHospitalisasi adalah keadaan khusus yang mengharuskan seorang anak tetap di rumah sakit dan mendapatkan perawatan dari dokter sampai diperbolehkan kembali ke rumah. Tujuan penelitian ini adalah untuk mengidentifikasi pengaruh video animasi terhadap perilaku makan anak prasekolah yang menjalani hospitalisasi di Ruang Anak RSUD dr Soedarso Pontianak. Desain penelitian ini adalah quasi experiment, populasi penelitian ini adalah anak prasekolah dengan besar sampel 68 responden yang terbagi 34 kelompok intervensi dan 34 kelompok kontrol. Teknik sampling penelitian ini adalah consecutive sampling. instrumen yang digunakan adalah kuesioner CEBQ, analisis data univariat menggunakan distribusi rerata, analisis bivariat menggunakan paired t-test dan independent t-test. Hasil penelitian ini didapatkan rerata perilaku makan pre test dan post test -0,16. Hasil uji paired t-test didapatkan p-value 0,000 dan hasil uji independent t-test dengan p-value 0,000. Pada penelitian ini terdapat pengaruh video animasi terhadap perilaku makan anak prasekolah yang menjalani hospitalisasi di ruang anak RSUD dr Soedarso Pontianak. Terdapat pengaruh video animasi terhadap perilaku makan anak pra-sekolah.Kata kunci: Hospitalisasi, Perilaku Makan, Video Animasi

The Effect of Wordwall.net in the Teaching of Vocabulary at SMP Negeri 7 Tualang Susilawati, Yollanda; Novitri, Novitri; Syarfi, M
Indonesian Journal of Education and Development Research Vol 3, No 2 (2025): Juli 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijedr.v3i2.6269

This research aimed to determine the effect of using Wordwall.net in the teaching of vocabulary to seventh-grade students at SMP Negeri 7 Tualang. This study was motivated by the vocabulary gap experienced by students who switched from elementary schools implementing the 2013 Curriculum, where English is an elective subject, and in junior high schools implementing the Merdeka Curriculum, where English is a core subject. The research used a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consisted of 29 students selected through purposive sampling. Data were collected through vocabulary tests administered before and after treatment using Wordwall.net. The data analysis technique used is descriptive analysis. The data acquired in the Sig. column (2-tailed) is 0.000 (0.000 0.05). Besides, the value of t-count is higher than t-table (t-count t-table), which is 26.224 (26.224 2.048). It means that Ho is rejected and Ha is accepted. So, it can be concluded that the use of Wordwall.net has a significant effect on students' vocabulary mastery of seventh-grade students of SMP Negeri 7 Tualang. It is suggested that teachers incorporate Wordwall.net as a supporting medium to enhance vocabulary learning in an interactive and enjoyable way.

DESAIN PEMBELAJARAN MODEL ASSURE UNTUK MATA KULIAH BAHASA INGGRIS DI UNIVERSITAS Harfal, zaldi; Novitri, Novitri; Hardian, Mirza
Tunjuk Ajar : Jurnal Penelitian Ilmu Pendidikan Vol. 5 No. 1 (2022): February 2022
Publisher : Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Instructional design has a strong influence on the success of university-level learning. Learning in higher education is effective if it is designed properly by the course unit tutor because the instructional design helps the preparation of a good lesson plan that contains objectives, materials, methods, media, class activities, evaluations, and so on. There are various instructional design models and one of the popular designs for media application is ASSURE. Some experts use the acronym ASSURE differently. In this article, ASSURE consists of Analyze learners, State objectives, Select method-media-materials, Utilize media-materials, Require learner participation, Evaluate and revise. The ASSURE model can be applied to various fields of study and levels, but has never been published in English language learning at university. Therefore, this article will explain the application of the ASSURE model in general English courses in universities.

Investigating the Correlation between Prescriptive Grammar Knowledge and Speaking Ability in EFL Students Shafira, Zahrani Bunga; Novitri, Novitri; Safriyanti, Maria
Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/n3aqje64

Prescriptive grammar knowledge refers to established rules and guidelines that define the proper and standardized use of English. In English as a Foreign Language (EFL) context, grammar mastery significantly shapes students’ speaking ability. However, an overemphasis on grammatical accuracy may affect learners’ confidence due to anxiety and social pressure, especially in academic settings. Speaking becomes one of the most challenging skills when students feel pressured to speak correctly. The purpose of this study was to investigate whether there is a significant correlation between students’ perception of prescriptive English grammar and their speaking ability. The sample were 38 fourth-semester English Department students at Universitas Riau, selected through cluster random sampling. Data were collected through a questionnaire that measured students’ perception of prescriptive grammar and a speaking test assessed by three independent raters. All of the data in this study were analyzed and confirmed using SPSS 30.0. Validity testing showed all questionnaire items exceeded the critical value (0.3202), indicating validity. The reliability coefficient was 0.777, surpassing the 0.6 threshold. Inter-rater reliability coefficient was confirmed with a significance value of 0.000. Pearson Product Moment Correlation analysis was conducted in this research. The results showed a strong positive correlation between students’ perceptions and their speaking performance (r = 0.957, p = 0.000). These findings support the alternative hypothesis (Ha) and reject the null hypothesis (H0). This study informs how learners’ views about grammar may influence their speaking ability and offers practical ideas for improving EFL teaching, especially in the Indonesian context.

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