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<![CDATA[The Perception of English Study Program Students of FKIP Universitas Riau toward Using Grammarly in Writing Essay ]]>
<![CDATA[Kusumaningrum, Amalia]]>;
<![CDATA[Eliwarti]]>;
<![CDATA[M. Syarfi]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5095
<![CDATA[Grammarly is one of the famous Automated Writing Evaluation (AWE) tools used by many students. Many studies reveal that this tool can improve students' writing skills. This research aims to find out and describe the perception of English Study Program Students of FKIP Universitas Riau toward using Grammarly in writing essay. This research used quantitative methods. Questionnaires were used to collect data regarding students' perceptions of using Grammarly in Writing Essay. The research results showed that many students chose to use Grammarly because they felt it was important to get input from Grammarly, they lacked confidence in writing because Grammarly can correct mistakes in their writing. Students believed that the benefits of Grammarly can improve their writing skills, solve language problems, and encourage them to do proofreading independently. Students rated Grammarly's strengths, including correctness features to improve spelling, punctuation, and make writing interesting and varied. In addition, it helped students save time in writing corrections. On the other hand, only a few students felt that Grammarly required a stable internet connection to function properly and required additional corrections as some entries were deemed inaccurate. Students responded to these errors by constantly rechecking and ensuring their Grammar input fits the context of their writing, or they will ignore inaccurate input. Students kept using Grammarly because it helped them improve their writing despite some shortcomings. ]]>
<![CDATA[AN ANALYSIS OF CODE-SWITCHING IN DANIEL MANANTA NETWORK YOUTUBE CHANNEL ]]>
<![CDATA[Nadia Azira]]>;
<![CDATA[Indah Tri Purwanti]]>;
<![CDATA[Eliwarti]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 2 (2023): March ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v7i2.9023
<![CDATA[This paper investigates code-switching based on the types and functions in Daniel Mananta Network YouTube Channel while interacting with each other in informal situations. A qualitative approach was applied to the descriptive study in this paper. The data were gathered through a qualitative method by observing and transcribing the selected YouTube videos. The researcher transcribed, coded, analyzed, and classified the gathered data as the main instrument to determine the classifications and functions of code-switching. The study focused on the classifications and functions of code-switching used within Indonesian-based conversation. The sample of the study involved 10 video playlists of Daniel Tetangga Kamu on the Daniel Mananta Network YouTube Channel. The duration of the 10 videos is 12 hours and 53 minutes. The findings indicate that the Daniel Mananta Network YouTube Channel’s participants frequently used intra-sentential code-switching rather than inter-sentential code-switching, tag switching, and intra-word code-switching. In addition, the researcher also found a new phenomenon of code-switching that emerged where intra-sentential code-switching occurred within inter-sentential code-switching. The findings of the study are not only code-switching but also code-mixing, which is a reduplication that occurred due to the common usage in Indonesian speech. Subsequently, the most frequent function of code-switching used by the participants in the Daniel Mananta Network YouTube Channel is lexical need. Furthermore, the participants in Daniel Mananta Network YouTube Channel code-switch are not only from Indonesian to English but also from English to Indonesian in the Indonesian-based conversation.]]>
<![CDATA[THE IMPLEMENTATION OF E-MODULE IN SEMANTIC CLASS AT ENGLISH STUDY PROGRAM: STUDENTS’ PERCEPTION ]]>
<![CDATA[Sumandiyah]]>;
<![CDATA[Indah Tri Purwanti]]>;
<![CDATA[Eliwarti]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 2 (2023): March ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v7i2.9054
<![CDATA[E-module as a learning tool is a new experience for English students. Based on the interviewing results of monitoring and information to students, it is found that the e-module has not been yet implemented or created other than in class 1 Semantic. Therefore, it is important to know how they perceive the implementation of an electronic module in the Semantic class in the English Study Program. The research in this paper aims to investigate English students’ perception of implementing the E-module in Semantic classes at the English Study Program. The research design is mixed methods (quantitative and qualitative). The data were gathered through a questionnaire and interview. Cluster random sampling was used to select the research sample, which involved 40 students. Ten students were interviewed for the qualitative data. The findings indicate that the students had a high perception of the implementation of e-module in the Semantic class. They also expect that e-module can be further developed and applied for other courses because most of them perceive e-module as a fun, complete, and total innovation in learning media that can facilitate their learning anytime and anywhere.]]>
<![CDATA[THE CORRELATION BETWEEN THE FIRST-YEAR STUDENTS’ VOCABULARY MASTERY AND WRITING DESCRIPTIVE TEXT ABILITY AT SMPN 1 TEBING TINGGI ]]>
<![CDATA[Fita Maghvira]]>;
<![CDATA[Eliwarti]]>;
<![CDATA[Muhammad Syarfi]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 4 (2023): July ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v7i4.9486
<![CDATA[This paper discusses the correlation between two variables, namely vocabulary mastery and writing descriptive text ability of the first-year students at SMPN 1 Tebing Tinggi. The researcher used a quantitative research method as the data approach. The population consisted of the first-year students with a total of 124 students. The researcher used a simple random sampling technique and selected 32 students from all classes. The instruments used were two types of tests: multiple-choice tests and written tests. To analyze the data, the researcher used SPSS Statistics 25. The research results indicate that the first-year students of SMPN 1 Tebing Tinggi achieved a good level of vocabulary mastery and a mediocre level of writing descriptive text ability. The results also indicate that there is a correlation between vocabulary mastery and writing descriptive text ability. The Rxy distribution of the coefficient correlation was 0.408. This means that there was a correlation between vocabulary mastery and writing descriptive text ability of the first-year students at SMPN 1 Tebing Tinggi at a fair level. Thus, the null hypothesis (Ho) was rejected and the alternative hypothesis (Hα) was accepted.]]>
<![CDATA[AN ANALYSIS OF SPEAKING ANXIETY EXPERIENCED BY THE THIRD-YEAR STUDENTS AT SMPN 2 BAYAT OF ANAMBAS ISLAND ]]>
<![CDATA[Suhaimi]]>;
<![CDATA[Fadly Azhar]]>;
<![CDATA[Eliwarti]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 3 (2022): May ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v6i3.8752
<![CDATA[This article focuses on the study that aims to find out the levels and the major causes of speaking anxiety experienced by the third-year students at SMPN 2 Bayat of Anambas Island. Total sampling was used in this research since the pool of participants was relatively small consisting of 13 students overall. In collecting the data, students were asked to fill out a set based on a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire developed by Horwitz et al (1986). After analyzing the data, it was found that most students experienced speaking anxiety on a moderate level. The results suggested that 4 students with a percentage of 30.77% were classified as a high level, 9 students with a percentage of 69.23% were classified as a moderate level and none of the students or 0% was classified to have a low level of anxiety. Additionally, “lack of preparation”, “afraid of being laughed at” and “afraid of being called in English classes” were the major causes of speaking anxiety that most participants agreed with. Thus, some suggestions were provided with the expectation of reducing students’ anxiety while speaking English.]]>
<![CDATA[SELF-EFFICACY AND SELF-REGULATED LEARNING FOR ENGLISH CONTENT COURSES IN ONLINE LEARNING ]]>
<![CDATA[Sharizan]]>;
<![CDATA[Indah Tri Purwanti]]>;
<![CDATA[Eliwarti]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 2 (2022): March ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v6i2.8703
<![CDATA[This paper discusses a study that is focused on English Department students’ self-efficacy and self-regulated learning for English content courses in online learning. This study is a quantitative descriptive study that involved 114 English Department students taking in Semantic Class at Universitas Riau. The participants are selected through a saturated sampling technique, where all populations who respond to the questionnaire are the samples of this research. The data are collected from a set of questionnaires that are broadcasted online through the WhatsApp Group feature and analyzed by using descriptive statistics through SPSS Application. The findings show that the English Department students’ self-efficacy and self-regulated learning are high with a total average of 3.83 and 3.57 while learning English content courses in online learning. It can be inferred that the students who have background knowledge in operating technology and are familiar with it, are less likely to experience any problems while learning. Moreover, the understanding about self-efficacy and self-regulated learning should be more cultivating both the teachers and the students.]]>
<![CDATA[THE PROFICIENCY OF THE THIRD-SEMESTER STUDENTS OF THE ENGLISH STUDY PROGRAM UNIVERSITAS RIAU IN COMPREHENDING READING SECTION OF TOEFL ]]>
<![CDATA[Melda Dwi Vega]]>;
<![CDATA[Eliwarti]]>;
<![CDATA[Novitri]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 6 (2022): November ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v6i6.8630
<![CDATA[This descriptive quantitative research aims to examine the reading proficiency of third-semester students in the English study program at FKIP Universitas Riau, specifically in the Reading Section of the TOEFL test. The research population comprised 119 students, and the total sampling technique was used. The instrument was a TOEFL Reading Comprehension test consisting of 50 multiple-choice questions. Students’ scores were analyzed according to the test blueprint in alignment with the Reading Comprehension III syllabus. The results indicate that the average score was 37, categorizing students’ reading proficiency at a poor level. Among the reading skills, using context clues for vocabulary achieved the highest score (58), while scanning for details recorded the lowest score (43). These findings suggest that third-semester students at FKIP Universitas Riau need to enhance their reading comprehension skills in the TOEFL Reading Section to achieve higher scores.]]>
<![CDATA[PENERAPAN STRATEGI PENEMUAN TERBIMBING UNTUK MENINGKATAN KEMAMPUAN KOGNITIF ANAK USIA 5-6 TAHUN DI TK AMAL IKHLAS RUMBAI PEKANBARU ]]>
<![CDATA[Eliwarti]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 1 (2016): April ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/
<![CDATA[This research is motivated by the low cognitive abilities of children at TK Amal Ikhlas Pekanbaru. This condition is indicated by: (1) children’s low ability in cognitive learning; (2) children’s difficulty in expressing what they have learned through trial activities; and (3) children’s limited memory in cognitive learning. Therefore, it is necessary to apply a concrete learning approach suitable for the children’s cognitive abilities, namely the guided discovery strategy. The research problem is formulated as follows: Can the use of the guided discovery strategy improve the cognitive abilities of children aged 5–6 years at TK Amal Ikhlas Pekanbaru? The aim of this study is to determine whether the implementation of the guided discovery strategy can enhance the cognitive abilities of children aged 5–6 years at TK Amal Ikhlas Pekanbaru. The method used in this research is classroom action research (CAR), involving 20 children as research subjects, consisting of 12 boys and 8 girls. Data collection techniques include observation and documentation, while data analysis is conducted using percentage techniques. The results of the study indicate that children’s cognitive abilities improved over the course of the research. Initial data showed an average cognitive ability score of 31.3. In the first cycle, the first meeting yielded 39.3, and the second meeting reached 48.5. In the second cycle, the first meeting showed 56.3, and the second meeting reached 67.8. Based on these results, it can be concluded that the application of the guided discovery strategy effectively improves the cognitive abilities of children aged 5–6 years at TK Amal Ikhlas Pekanbaru. The percentage increase in cognitive abilities can be observed from the pre-cycle stage (before the implementation of the guided discovery strategy) to the second cycle.]]>
<![CDATA[Teaching EFL in Rural Areas: Addressing Challenges and Identifying Effective Strategies ]]>
<![CDATA[Tasya Herdiyanti]]>;
<![CDATA[Annisa Meliani Putri]]>;
<![CDATA[Qhintara Afni Farhana]]>;
<![CDATA[Eliwarti]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i2.5962
<![CDATA[This study employs a Systematic Literature Review (SLR) to investigate the challenges and strategies of teaching English as a Foreign Language (EFL) in rural areas. A total of 14 empirical studies published between 2015 and 2024 were analyzed from databases including ERIC, Publish or Perish, and Google Scholar. Findings indicate that the most frequently reported challenge was the lack of teaching resources and facilities (71%), followed by limited teacher training opportunities (57%), teachers’ non-English educational background (43%), and cultural adaptation difficulties (36%). Strategies to address these issues included the use of culturally relevant materials (64%), community and parental engagement (50%), direct and simplified teacher talk (43%), and the integration of technology where possible (36%). These results highlight the urgent need for targeted professional development, improved infrastructure, and policy support to ensure equitable access to quality English education in rural settings.]]>
<![CDATA[Students' Perceptions of Using Grammarly Application in Enhancing Their Writing Ability ]]>
<![CDATA[Ila Nurlia]]>;
<![CDATA[Eliwarti]]>;
<![CDATA[Supriusman]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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DOI: 10.35974/wash4529
<![CDATA[Grammarly application is one of the most widely used applications to assist students in enhancing their writing. This study aimed to find out students’ perceptions of using Grammarly application in enhancing their writing ability, and to explore specific areas of writing that can be enhanced by using Grammarly application. This study employed a mixed-method approach with a sequential explanatory design. The sample of this study was selected using purposive sampling technique. The quantitative data of this study was collected through questionnaire with 36 students of English study program at Universitas Riau. Meanwhile, the qualitative data was collected through a semi-structured interview with 7 students. The questionnaire results showed that students had positive perceptions towards Grammarly application as an application that is useful, easy to use, and effective in enhancing students’ writing. The interview results revealed that Grammarly helped students mostly in improving grammar, punctuation, capitalization, and spelling. In conclusion, Grammarly can be used as a supplementary tool to support the development of students’ writing ability.]]>
