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All Journal Jurnal Ide Bahasa ELP (Journal of English Language Pedagogy) Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) Jurnal Puan Indonesia
Dwiputri, Risza
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Mahaputra Muhammad Yamin Solok, Sumatera Barat
Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health

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ANALISIS KEPUASAN SEKOLAH MITRA TERHADAP MAHASISWA PRAKTIK LAPANGAN KEPENDIDIKAN FKIP UMMY TAHUN 2023 Hana Adhia; Redo Andi Marta; Helvita Roza; Risza Dwiputri; Roza Zaimil; Ikhwan
Ekasakti Jurnal Penelitian dan Pengabdian Vol. 4 No. 2 (2024): Ekasakti Jurnal Penelitian dan Pengabdian
Publisher : LPPM Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/ejpp.v4i2.1108

Abstract

This research analyzes the level of satisfaction of partner schools towards Educational Field Practice (PLK) students by using a qualitative descriptive research method with a percentage formula. The focus of the research is the results of the analysis carried out at partner schools on PLK students for the Odd Semester 2023/2024, Faculty of Teacher Training and Education, Universitas Mahaputra Muhammad Yamin. The research framework relies on the foundation of thoughts, ideas and policies in the 2022 PLK guidebook. There are 21 partner schools for PLK, consist of 11 SMP/MTSN, 9 SMA/SMK/MAN and 1 Islamic boarding school in Solok City and Regency. Comprehensive analysis of the data shows that the results of the partner schools satisfaction survey for Educational Field Practice students on the student ethics was found at very satisfied percentage (89%), on the communication skills was obtained at satisfied percentage (86%), on the ability to use technology was also at satisfied percentage (86%), on the cooperation ability was obtained at very satisfied percentage (89%), om self-development was fpund at satisfied percentage (85%), and on teaching competence was obtained at satisfied percentage (81%). Thus, based on the indicators, in can be concluded that PLK students are favored by many respondents. This will have an impact on the progress of schools, tutors and PLK students through organizing PLK activities.
Analisis Kepuasan Sekolah Mitra Terhadap Mahasiswa Praktik Lapangan Kependidikan FKIP UMMY Tahun 2024 Hana Adhia; Redo Andi Marta; Helvita Roza; Roza Zaimil; Risza Dwiputri; Ikhwan
Ekasakti Jurnal Penelitian dan Pengabdian Vol. 5 No. 1 (2024): Ekasakti Jurnal Penelitian dan Pengabdian
Publisher : LPPM Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/ejpp.v5i1.1217

Abstract

Using a qualitative descriptive research approach and percentage calculations, this research examines the level of satisfaction of partner schools with Educational Field Practice (PLK) students. The research focuses on the findings of a satisfaction level analysis conducted at the Faculty of Teacher Training and Education, Mahaputra Muhammad Yamin University for PLK Mitra School students in the Odd Semester 2024–2025. The concepts, principles and policies of the 2022 PLK guidebook form the basis of this study approach. PLK has eight partner schools, including seven SMPN and one SMAN in public schools in Solok City and Regency. The results of the Partner School's level of satisfaction with educational field practice students, based on comprehensive data analysis, show that the Partner School's satisfaction with PLK on student ethics was found to be very satisfied (87.5%), communication skills were found to be less satisfied (75%), use of technology was satisfied (84.35%), collaboration was satisfied (81.25%), self-development was less satisfied (75%), and teaching competence was satisfied (81.25%). Therefore, it can be said that in general respondents prefer or appreciate PLK students based on these indications. By planning PLK activities, this will have an impact on the development of schools, tutors and PLK students.
EFL STUDENTS’ SCHWA (/?/) PRONUNCIATION ERRORS IN PHONETICS AND PHONOLOGY LEARNING Ade Putri Ifanny; Yuli Herman; Risza Dwiputri; Afdaleni Afdaleni
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1204

Abstract

         The schwa vowel (/?/) is the most frequently occurring vowel in English and plays an important role in natural speech. Although previous studies have examined schwa pronunciation among Indonesian EFL learners, few have analyzed errors based on word position and error type, particularly among students who have studied phonetics and phonology. This study aimed to analyze students’ schwa pronunciation errors according to word position and error category. A descriptive quantitative design was employed involving 15 fourth-semester students of the English Education Department at Universitas Mahaputra Muhammad Yamin, Solok. Using total sampling, data were collected through a pronunciation test consisting of 30 English words containing schwa sounds in initial, medial, and final positions. The data were analyzed using error analysis procedures. The results showed that pronunciation errors occurred in all word positions, with the highest error rate in medial-position schwa (37%), followed by final-position (29%) and initial-position schwa (13%). Substitution was the most frequent error type (25%), while omission errors were rare (2%) and no addition errors were found. These findings indicate that students’ pronunciation difficulties were mainly influenced by first-language interference, limited phonological awareness, and inadequate understanding of English stress patterns. Further studies with larger and more diverse samples are recommended.
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.
EFL LEARNERS’ ABILITY IN ANSWERING STRUCTURE AND WRITTEN EXPRESSION SECTION ON TOEFL PREDICTION TEST Alfatra Fadeni; Yuli Herman; Risza Dwiputri
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.v11i1.1036

Abstract

         This study examines EFL students’ ability in answering the Structure and Written Expression section of a TOEFL prediction test. Using a descriptive quantitative approach, the participants were 10 seventh-semester students of the English Education Department at UMMY Solok in the 2023/2024 academic year. Data were collected through a 40-item TOEFL prediction test. The results indicate that students’ performance was categorized as poor in both sections. In the Structure section, the average number of correct answers was 5 (33%), while in the Written Expression section, the average was 10 (40%). The findings reveal that students experienced difficulties, particularly in identifying verb tenses. Therefore, it is recommended that students undertake more systematic preparation to improve their grammatical competence before taking the TOEFL test.  
ELEMENTARY ENGLISH TEACHERS' PERCEPTIONS OF MERDEKA CURRICULUM IMPLEMENTATION IN INDONESIAN PRIVATE SCHOOLS: A MIXED-METHODS STUDY Natasha Elvanuri; Zulfariati; Risza Dwiputri
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.v11i1.1175

Abstract

        Curriculum reform in Indonesia has led to the implementation of the Merdeka Curriculum, which emphasizes learner autonomy, flexibility, and student-centered learning. Teachers play a central role in translating this reform into classroom practice; however, empirical studies capturing teacher voices in elementary English education remain limited. This study explores English teachers’ perceptions of the Merdeka Curriculum implementation in elementary schools during the 2024/2025 academic year. Using a descriptive quantitative approach, data were collected from eight English teachers in five private elementary schools through a structured questionnaire and supported by semi-structured interviews. Descriptive statistical analysis revealed that teachers expressed predominantly positive perceptions of the curriculum. Specifically, 64% of responses indicated agreement regarding alignment with ministerial regulations, while 63% reflected positive perceptions of English teaching practices under the Merdeka Curriculum. Interview findings further showed that teachers valued the curriculum’s flexibility and its support for active and contextualized English learning, although challenges related to curriculum terminology, instructional preparation, and student engagement were also identified. These findings highlight the importance of incorporating teacher perspectives in curriculum reform and underscore the need for continuous professional development to ensure effective implementation of the Merdeka Curriculum in elementary English learning.
PARTNER SCHOOLS EVALUATION OF PRE-SERVICE TEACHERS PERFORMANCE DURING FIELD PRACTICE: A CASE STUDY FROM FKIP UMMY SOLOK Hana Adhia; Risza Dwiputri; Helvita Roza; Ikhwan; Redo Andi Marta; Roza Zaimil
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.v11i1.1183

Abstract

         This study examines the performance evaluation of Field Practice (PLK) students from the Faculty of Teacher Training and Education (FKIP) UMMY Solok in 2025 based on assessments from partner schools. The research employed a descriptive quantitative method, collecting data through structured questionnaires distributed to supervising teachers at partner schools. Six key competency areas were assessed: professional ethics, communication skills, technology integration, teamwork and collegial collaboration, self-development and reflective practice, and teaching competence. The results indicate that PLK students demonstrated strong performance across all evaluated dimensions, with 100% of respondents rating teamwork and collegial collaboration, self-development and reflective practice, and teaching competence as "Good", while ethics and technology integration received 75% "Good" ratings and communication skills achieved 50% "Very Good" and 50% "Good" ratings. No "Sufficient" or "Poor" ratings were recorded in any category. These findings suggest that the PLK program at FKIP UMMY Solok effectively prepares pre-service teachers with essential competencies required in school settings, though continuous improvement in ethics and technology integration remains necessary.
STUDENTS’ LISTENING COMPREHENSION PEFORMANCE IN THE MINI TALKS SECTION OF THE TOEFL (PBT) Aidil Fitra Amanda; Fitri Handayani; Risza Dwiputri
IdeBahasa Vol 7 No 2 (2025): Jurnal Idebahasa Vol 7 No 2 Desember 2025
Publisher : Asosiasi dosen IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/idebahasa.v7i2.360

Abstract

Listening comprehension is one of the essential skills tested in the TOEFL Paper-Based Test (PBT), and the Mini Talks section is often considered the most challenging. Students must concentrate on fast-paced monologues containing dense information and answer several questions at once. Observations and interviews revealed that many students failed to capture key details, lacked strategies to filter important information, and struggled to handle multiple questions within a short time. Based on these problems, this study aimed to describe the students’ listening ability and identify the difficulties they faced when answering Mini Talks questions in the TOEFL PBT. This study used a descriptive quantitative method. The participants were 16 eighth-semester students of the English Education Department at Universitas Mahaputra Muhammad Yamin, Solok, in the 2024/2025 academic year. Data were collected using a listening test focusing on the Mini Talks section, and the students’ scores were analyzed to determine their average performance and the easiest and most difficult question types. The results showed that the students’ average score in the Mini Talks section was 47.7, categorized as “fair.” The easiest question type was purpose (68.8%), while the most difficult was attitude and opinion (34.4%). The findings indicate that students had the most difficulty interpreting tone, making inferences, and identifying key information from audio played only once. This study suggests the need for more targeted listening practice and effective teaching strategies to improve students’ performance in the TOEFL PBT listening section.
Co-Authors Ade Putri Ifanny Afdaleni Afdaleni Afrahamiryano Afrahamiryano Aidil Fitra Amanda Alfatra Fadeni Andi Marta, Redo Chairul Amri Darmanella Dian Eka Wati Dwinita, Suci HALID, ELAN Hana Adhia Hana Adhia, Hana Hanafi, Irwan Handayani, Fitri Ikhwan Ikhwan Khatimun Nisa’ Urasida Mega Putri Nadya Shakila Feronika Natasha Elvanuri Rahayu, Zona Rida Ratih Komala Dewi Redo Andi Marta, Redo Andi Riri Listia Dewi Riyen Permata Riyen Permata Rosmiyati Rosmiyati Roza Zaimil Roza, Helvita Sepyanda, Marsika Suci Permata Sari Wirasty. B, Rini Yuli Herman Yuli Herman Zola Zora, Fera Zulfariati Zulfariati Zulfariati Zulfariati