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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI FOSTER: Journal of English Language Teaching INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY JR-ELT (Journal of Research in English Language Teaching)
Lismay, Leli
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of ESA Technique on Reading Comprehension at MtsN Ganting Padang Panjang Fidrian, Nanda; Lismay, Leli
FOSTER: Journal of English Language Teaching Vol. 2 No. 1 (2021): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v2i1.25

Abstract

The researcher aimed to conduct this research due particular in students reading comprehension at Mts N Ganting Padang Panjang. The researcher found the problems that first, students interest in reading a text was still lacking. Second, students still have difficulty in reading comprehension. Third, students had a lack of vocabularies in translating the meaning of the word. Therefore, this research is to know how the teacher applies the ESA technique on reading comprehension. The research aimed to analyze teacher apply ESA technique on reading comprehension. This research used a descriptive qualitative research design. The object of this research were two English teachers in Mts N Ganting Padang Panjang. The instruments of this research were questionnaire and interview. The result of the research showed that ESA technique is suitable and effective for reading comprehension that can be seen from teacher apply ESA technique on reading comprehension. Engage, in this elements the teacher motivate students and active their background knowledge. The study, in this elements teacher, focus on the topic in the text and guide students in understanding the content of the text. Activate, in this elements teacher gives exercises and assignment to students, then concludes the contents of the text that has been learned.
Project-Task Based Learning (PROTABING) Model: Validity in Indonesian Language Learning in Senior High Schools Jasmienti; Deswalantri; Lismay, Leli; Istiqlal, Abdul; Jambak, Ella Jeniro
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i1.111

Abstract

Teacher readiness and limited resources are still major obstacles in implementing the curriculum, including in learning Indonesian. Challenges such as lack of training, irrelevant materials, and the dense content of the Kurikulum 2013 encouraged the birth of the Kurikulum Merdeka, although similar obstacles still arise in learning. To overcome the problems found, one alternative that can be done is to innovate in learning. Based on this, the purpose of this study is to explain the characteristics of the Project-Task Based Learning (PROTABING) model that is valid in learning Indonesian in Secondary Schools. This research is included in the type of development research or Research and Development (R&D). In this study, the approach used is the 4-D development model developed by Thiagarajan & Semmel (1974) which consists of four main stages, namely define, design, develop, and disseminate. The instruments used are questionnaires, namely expert validation questionnaires. The instruments used are validated before use. This study produced a PROTABING model design consisting of 5 syntaxes, namely exploration, planning, implementation, monitoring and evaluation of the process, completion and presentation. The model was validated by experts and produced a valid learning model, with a validation value of material or content of 94%, presentation of 94%, language of 93%, syntax of 89%, reaction principle of 85%, social system of 88%, support system of 97%, instructional impact and accompaniment of 98%.
APPLICATION-ORIENTED REVIEW ON LANGUAGE LEARNING STRATEGIES Lismay, Leli
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/q012ss13

Abstract

Language learning strategies (LLS) have been central to second language acquisition research and pedagogy for nearly five decades. Building on seminal studies of “good language learners”(Rubin, 1975; Stern, 1975) and subsequent taxonomies (O’Malley & Chamot, 1990; Oxford, 1990), recent scholarship has explored their role in promoting autonomy, self-regulation, and effective language learning in diverse contexts. This paper provides an application-oriented review on LLS, highlighting theoretical foundations, classroom practices, and new directions in technology-enhanced and English-medium Instruction (EMI) settings. Emphasis is placed on how teachers  can scaffold strategy instruction, how learners can develop autonomy, and how emerging technologies such as mobile learning and AI-powered platforms are reshaping the strategy landscape. The review concludes with recommendations for integrating LLS research into pedagogy, curriculum design, and professional development.
The Impact of Task-Based Learning on Students’ Vocabulary Mastery at SMK Pembina Bangsa Bukittinggi Harahap, Erriani; Irwandi, Irwandi; Widya, Widya; Lismay, Leli
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37794

Abstract

Sementara banyak siswa mengalami kesulitan dalam menguasai kosakata bahasa Inggris, yang lain mampu meningkat ketika mereka terlibat secara aktif dalam kegiatan pembelajaran yang bermakna. Memahami bagaimana pendekatan pembelajaran yang efektif dapat mendukung perkembangan kosakata siswa sangat penting untuk meningkatkan hasil belajar. Namun, penelitian mengenai efektivitas Task-Based Learning (TBL) dalam meningkatkan penguasaan kosakata siswa, khususnya dalam konteks pendidikan vokasi, masih terbatas. Tujuan utama penelitian ini adalah untuk menguji pengaruh Task-Based Learning terhadap penguasaan kosakata bahasa Inggris siswa di SMK Pembina Bangsa Bukittinggi. Penelitian ini menggunakan desain eksperimen kuantitatif yang melibatkan kelompok eksperimen dan kelompok kontrol. Data dikumpulkan melalui pre-test dan post-test dari 40 siswa yang dipilih melalui teknik simple random sampling dan dianalisis menggunakan statistik deskriptif serta uji independent sample t-test. Hasil analisis menunjukkan bahwa kelompok eksperimen mengalami peningkatan yang signifikan, dengan nilai rata-rata meningkat dari 80,00 menjadi 91,25, sedangkan kelompok kontrol meningkat dari 77,50 menjadi 86,50. Hasil uji t menunjukkan nilai signifikansi sebesar 0,008 (< 0,05), yang berarti bahwa Task-Based Learning memiliki pengaruh yang signifikan terhadap penguasaan kosakata siswa. Temuan ini menunjukkan bahwa Task-Based Learning dapat meningkatkan partisipasi aktif siswa, memfasilitasi pengalaman belajar yang bermakna, serta mendukung penguasaan kosakata dalam konteks kehidupan nyata. Oleh karena itu, metode ini direkomendasikan sebagai strategi yang efektif untuk meningkatkan penguasaan kosakata siswa, khususnya dalam konteks pendidikan vokasi.
THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT EIGHTH GRADE STUDENTS OF MTSN 9 PADANG PARIAMAN Antonio, Rayhan; Syahrul, Syahrul; Syafitri, Widya; Lismay, Leli
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46228

Abstract

This study was grounded in the problems encountered by eighth-grade students in comprehending narrative texts. These problems included difficulties in making predictions, limited vocabulary mastery, and low learning motivation, which consequently led to passive reading and the lack of activation of prior knowledge. Such conditions highlighted the need for an appropriate instructional strategy; therefore, the Directed Reading Thinking Activity (DRTA) strategy was implemented to promote active reading, prediction, and critical thinking. This study aimed to determine the effect of the DRTA strategy on students’ reading comprehension. A quantitative approach with a quasi-experimental design was employed. The population was all eighth-grade students of MTsN 9 Padang Pariaman, and the sample was determined by using cluster random sampling. The instrument was a reading comprehension test in the form of multiple-choice questions administered in pre-test and post-test. The results showed that the DRTA strategy had a significant effect on students’ reading comprehension, as students taught using DRTA achieved better results than those taught using conventional methods. In addition, the implementation of DRTA increased students’ participation, motivation, and engagement in the learning process.
Co-Authors Antonio, Rayhan Deswalantri Fidrian, Nanda Harahap, Erriani Irwandi Irwandi Istiqlal, Abdul Jambak, Ella Jeniro Jasmienti Syafitri, Widya Syahrul Syahrul Widya Widya, Widya