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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) PROJECT (Professional Journal of English Education) International Journal of Educational Best Practices
Novitri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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ACCELERATING STUDENTS’ CAPABILITIES IN ACCOMPLISHING FINAL PAPERS: AN EVALUATION Azhar, Fadly; Yuanita, Putri; Erni; Novitri
International Journal of Educational Best Practices Vol. 5 No. 1 (2021)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.5.1.1-15

Abstract

This paper aimed at evaluating such aspects as self-efficacy, research methodology, types of supervisor, and academic writing ability in accelerating students accomplishing final papers. 214 students of bachelor and master programs at Universitas Riau - Indonesia were selected through purposive sampling technique as the participants. This research used Context, Input, Process, and Product Evaluation Model to evaluate those variables. The research findings revealed that (a) there was no significant difference in self-efficacy on the aspects of gender and learning support facilities; (b) in research methodology on the aspect of gender; (c) in academic writing ability on the aspects of gender; and (d) in types of supervisors on the aspects of gender, sources of educational cost, and learning support facilities. However, (a) there was a significant difference in self efficacy on the aspects of the profession, and sources of educational cost; (b) in research methodology on the aspects of the profession, sources of educational cost, and learning support facilities (c) in academic writing ability on the aspects of the profession, sources of educational support, and learning support facilities; and (d) in types of supervisors on the aspect of the profession. In conclusion, self efficacy contributed 59.7%; research methodology 10.4% and types of supervisor 0.1% ---- which is a totally of 70.2% towards the students’ academic writing ability in accelerating students accomplishing final papers.
OBSTACLES FACED BY PRE - SERVICE ENGLISH TEACHERS DURING TEACHERS’ PROFESSIONAL EDUCATION PROGRAM (PPG) Warahmah, Mawaddah; Daud, Afrianto; Novitri
International Journal of Educational Best Practices Vol. 5 No. 2 (2021)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.5.2.153-167

Abstract

The Indonesian government has issued new rules to prepare pre-service teachers to be professional teachers in the future by asking them to attend additional education named Teachers Professional Education Program (locally known as Pendidikan Profesi Guru, henceforth PPG). This case study aimed to identify the obstacles experienced by pre-service English teachers in FKIP Universitas Riau during the PPG program and the Teaching Practicum (PPL) as a part of the PPG program. This qualitative research involved 10 alumni of the Subsidized PPG English Education Department. Focus Group Discussion was used to collect data from the participants. The data obtained were analyzed using Miles and Huberman’s (1984) thematic analysis and referred to the three procedures introduced by Flick (2002) i.e., open coding, axial coding and selective coding with the help of the NVivo 12 software. The findings showed seven emerging obstacles faced by the pre service English teachers during PPG. There were one (1) obstacle found at the first-semester theory program in PPG, and six (6) obstacles found at the second-semester practicum program in PPG known as PPL, which can be used as an input for further PPG students to prepare themselves both physically and mentally when participating in PPG as well as that for the development of a better PPG system in the future used by the government.
THE CORRELATION BETWEEN SOCIAL MEDIA ACTIVENESS AND VOCABULARY MASTERY OF THE ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS RIAU Nabilla, Ovia; Aruan, Rumiri; Novitri
International Journal of Educational Best Practices Vol. 6 No. 2 (2022)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.6.2.144-159

Abstract

The aim of this research is to discover the correlation between social media activeness and vocabulary mastery of the English department students of Universitas Riau. The population of the research is all third-year students of the English department of Universitas Riau. The number of samples is 117 students. The research instruments are 1) a questionnaire, and 2) a test. The questionnaire is for the data on social media activeness while the test is for the data on vocabulary mastery. To analyze the data, theresearchers employed IBM SPSS Statistics 25. The data analysis revealed that the mean score of the student’s social media activeness is 20.2, classified as 'high' level, whereas the mean score of the student’s vocabulary mastery is 69.3, categorized as 'good' level. Additionally, the research finding showed the correlation coefficient of the two variables is 0.480, denoting a positive and moderate correlation. Also, the determinant coefficient is 0.2304, which implies social media activeness has a 23% influence on the students' vocabulary mastery, leaving the other 77% to other factors. Having discovered that there is a moderately significant correlation between social media activeness and vocabulary mastery, it is suggested that the students need to start utilizing their social media well and wisely. Besides providing entertainment, social media can be a great platform for students to improve their English vocabulary mastery. 
PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU Novitri; Yunus, Melor Md
International Journal of Educational Best Practices Vol. 2 No. 1 (2018)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.2.1.14-25

Abstract

Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups.
EFL Learners’ Perceptions on the Use of English Movies in Learning Vocabulary Rosalia; Tri Purwanti, Indah; Novitri
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 8 No. 6 (2024): November
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

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

Abstract

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.
A Study on Students' Writing Anxiety of English Study Program at FKIP UNRI Ekasari, Salma Ardhanty; Novitri; Mahdum
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this research was to examine the levels, types, and causes of writing anxiety among third-year students in the English Study Program at FKIP Universitas Riau. A descriptive quantitative approach was employed in this study, utilizing a sample of 72 sixth-semester students chosen through cluster random sampling.. The data were gathered through a questionnaire adapted from Cheng's Second Language Writing Anxiety Inventory (SLWAI) (2004) and the Causes of Writing Anxiety Inventory (CWAI) created by Rezaei and Jafari (2014). The findings reveal that 37.5% of the students experienced high writing anxiety, 36.1% experienced moderate anxiety, and 26.4% experienced low anxiety. In terms of anxiety type, cognitive anxiety was the most dominant, followed by avoidance behavior and somatic anxiety. Additionally, the research identified linguistic difficulties as the primary cause of writing anxiety, accounting for 16.42%. This suggests that limited vocabulary, sentence structure issues, and grammar mastery are significant barriers for EFL students in academic writing tasks.
Co-Authors Afrianto Daud Ekasari, Salma Ardhanty Erni Fadly Azhar Mahdum Mawaddah Warahmah Nabilla, Ovia Putri Yuanita Rosalia Rumiri Aruan Tri Purwanti, Indah Yunus, Melor Md