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All Journal JELL (Journal of English Language Learning) English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang ELT in Focus Jurnal Ide Bahasa JEE (Journal of English Education) ELP (Journal of English Language Pedagogy) Modality Journal: International Journal of Linguistics and Literature Jurnal Puan Indonesia Jurnal Educative: Journal of Educational Studies Modality Journal: International Journal of Linguistics and Literature JELL (Journal of English Language Learning
Handayani, Fitri
Universitas Mahaputra Muhammad Yamin
Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Other

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PELATIHAN STRATEGI PENGERJAAN SOAL TKA BAHASA INGGRIS BAGI SISWA KELAS XII SMKN 3 KOTA SOLOK Fitri Handayani; Risza Dwiputri; Riyen Permata; Zulfariati Zulfariati; Yuli Herman
PUAN INDONESIA Vol. 8 No. 1 (2026): Jurnal PUAN Indonesia Vol. 8 No. 1 Juli 2026
Publisher : ASOSIASI IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/jpi.v8i1.540

Abstract

This community service activity aimed to support the readiness of twelfth-grade students at SMKN 3 Kota Solok in preparing for the English Academic Ability Test (TKA). The activity was developed in response to several challenges identified during the preliminary needs analysis, including limited familiarity with TKA question formats, ineffective reading strategies, inadequate academic vocabulary, and difficulties in managing time during tests. An educative-participatory approach was implemented through interactive lectures, strategy demonstrations, guided practice, and collaborative discussion of test items. The training focused on practical test-taking strategies, including skimming and scanning techniques, identifying main ideas and keywords, eliminating implausible answer choices, and managing time effectively. Based on observations during the training, students’ practice activities, and participant reflections, the program indicated positive changes in students’ understanding of TKA question characteristics, the use of reading strategies, time-management awareness, and confidence in approaching literacy-based assessments. The findings suggest that explicit strategy instruction combined with authentic test simulation can provide meaningful learning experiences that support students’ academic and psychological preparedness for literacy-based assessments. The approach also offers a practical model for assisting vocational high school students in preparing for the English TKA.
Canva sebagai alat pembelajaran digital untuk meningkatkan tulisan deskriptif siswa Aulia Maharani; Fitri Handayani; Riyen Permata
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1165

Abstract

           This study addresses a research gap in comparative investigations of visual media for teaching descriptive writing at the junior high school level. While previous studies have largely examined Canva in isolation and focused on higher education, limited attention has been given to its effectiveness compared to other visual platforms and across specific writing components. This quasi-experimental study examines the effects of Canva and Pinterest on seventh-grade students’ descriptive writing performance. Forty-four students were selected through purposive sampling and assigned to experimental and control groups. Data were collected through pre- and post-tests assessed by three independent raters using an analytical writing rubric. The findings reveal that students taught using Canva achieved significantly greater improvement than those taught using Pinterest, with a very strong effect size. Canva was particularly effective in supporting idea development and text organization, resulting in higher-quality written products. These results suggest that Canva is a pedagogically effective visual medium for teaching descriptive writing, and its integration through structured writing activities is recommended to enhance students’ writing skills.  
Co-Authors Aulia Maharani Halid, Elan Mike Amelia Mike Amelia Nurma Dhona Handayani Risza Dwiputri Riyen Permata Sepyanda, Marsika Tia Mariadi Yuli Herman Zona Rida Rahayu Zulfariati Zulfariati Zulfariati