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A Comparative Study between the Ability of the Second Year Male and Female Students of Junior High School in Comprehending English Texts Rizky A’isa; Mahdum; Supriusman
Bedelau: Journal of Education and Learning Vol. 5 No. 1 (2024): Bedelau, Juni 2024
Publisher : Lembaga Anotero Scientific

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55748/bjel.v5i1.308

Penelitian ini bertujuan untuk membandingkan kemampuan pemahaman teks bahasa Inggris antara siswa laki-laki dan perempuan kelas dua di sekolah menengah pertama. Fokus utama penelitian ini adalah untuk mengetahui apakah terdapat perbedaan yang signifikan dalam kemampuan pemahaman teks antara kedua kelompok tersebut. Penelitian ini menggunakan desain kuantitatif dengan pendekatan komparatif. Sampel penelitian terdiri dari 100 siswa yang dipilih secara acak, yang terdiri dari 50 siswa laki-laki dan 50 siswa perempuan. Data dikumpulkan melalui tes pemahaman membaca yang dirancang untuk mengukur kemampuan siswa dalam memahami teks bahasa Inggris. Hasil penelitian menunjukkan bahwa secara umum, tidak ada perbedaan signifikan antara kemampuan pemahaman teks bahasa Inggris siswa laki-laki dan perempuan. Meskipun demikian, terdapat perbedaan kecil dalam beberapa aspek, seperti kecepatan dalam menjawab pertanyaan, yang cenderung lebih tinggi pada siswa perempuan. Temuan ini memberikan wawasan tentang pengajaran bahasa Inggris yang lebih inklusif, tanpa mengedepankan stereotip gender dalam kemampuan akademik.

INDONESIAN HIGH SCHOOL STUDENT’S ABILITY IN COMPREHENDING NARRATIVE TEXTS Damayanti, Eka; Supriusman; Azhar, Fadly
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.140-153

This study aims to investigate students’ ability to comprehend narrative text. This study was conducted at one school in Riau Island province. The name of the school is deliberately anonymous considering the research ethics. Eighty students were recruited and participated in this study while 28 of them were selected as the sample using purposive sampling. To attain data, five sets of narrative text questions were employed. Each set comprises eight questions that indicate reading components; factual information, main ideas, meaning of certain words, references, generic structure, language features, and social functions. Data were calculated by using Microsoft Excel 2016. The findings show that the mean score of their ability in comprehending components of reading was 47% while comprehending narrative texts at 53% so their total at 50% and categorized into medium level. The finding of research also showed that the lowest ability for students was in answering questions about finding the meaning of certain words at 43%. It is suggested that students must do more practice in reading, then they should learn more about the eight components of reading comprehension of narrative texts such as factual information, main ideas, vocabulary, references, inferences, generic structure, language features, and social functions. Then learn reading strategies such as schema, skimming and scanning.

STRATEGIES IN DEALING WITH SPEAKING ANXIETY: A MIXED METHOD STUDY ON ENGLISH STUDENTS Putri, Nabilah Eka; Supriusman; M. Syarfi
International Journal of Educational Best Practices Vol. 8 No. 2 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.2.272-290

This study investigates strategies used by university English department students to overcome their speaking anxiety. It applied an explanatory sequential mixed method. The selected samples of the present study were 71 out of 109 population. Two main instruments used to collect the data were a questionnaire and an interview. The findings indicated that 53 students (3.74) often applied strategies to overcome their speaking anxiety. The result of the quantitative data showed that the overall mean score on the strategy applied by students to overcome speaking anxiety on positive thinking was 3.87, relaxation was 3.98, preparation was 4.05, peer seeking was 3.82, and categorized into high level respectively, while the resignation mean score was 2.99 and categorized into moderate level. Based on the interview results of 10 selected students, they applied five types of strategies above, and some students applied other strategies, such as practicing in front of the mirror and utilizing a learning tool. Since the strategies students apply have overcome their speaking anxiety, students are recommended to implement the above strategies.

Investigating the Use of Instructional Language in English Language Teaching Luthmailia, Shadia; Jismulatif; Supriusman
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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This research aims to analyze the use of the language of instruction in English language teaching at SMA Negeri 5 Mandau, as well as students' perceptions of the use of the language of instruction. This research used a descriptive qualitative method approach and involved three teachers and fifteen grade XI students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman flow model. The findings showed that the language of instruction most often used by teachers was mixed language (English and Indonesian) to facilitate students' understanding of the material taught. Students supported using mixed language because it helped them understand the material better, enriched vocabulary, created a more comfortable learning atmosphere, and reduced anxiety in the learning process. In addition, over-reliance on the mother tongue could hinder the development of students' English language skills. In conclusion, a balanced use of mixed language could improve the effectiveness of English language teaching while accelerating students' language acquisition.

Students' Perception of Using Webtoon Application to Enrich English Vocabulary Gustianingsih Ika Putri; Fadly Azhar; Supriusman
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5813

This research aimed to investigate the perceptions of the third-year students of the English Department Universitas Riau in using the Webtoon application to enrich English vocabulary. This research used a quantitative descriptive method approach and involved 30 students selected through purposive sampling. Data were gathered via a Likert-scale-based questionnaire distributed via WhatsApp. The findings showed a generally positive perception among students concerning the Webtoon application's usefulness, ease of use, and attitude toward using. This can be seen from the questionnaire's mean score, which reached 4.04, involving perceived usefulness (3.87), perceived ease of use (4.15), and attitude towards using (4.10). This research also found that most Webtoon application users are females, who tend to have more positive perceptions than males. In addition, students who used the free version and those who spent more time using the application showed better perceptions of vocabulary enrichment than those who used the paid version. In conclusion, third-year students of the English Department Universitas Riau positively perceive using the Webtoon application for vocabulary enrichment. They find it accessible, easy to use, and effective in enhancing their vocabulary and confidence in English through its engaging visual and narrative features.

The Contribution of Adaptive Instructional Design in Enhancing Students’ Self-Confidence in Junior High School Speaking Activities in Bengkalis Regency Chantika, Faradila; Mahdum; Supriusman
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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This study aims to investigate the contribution of adaptive instructional design in enhancing students’ self-confidence in speaking activities at the junior high school level in Bengkalis Regency, Indonesia. Self-confidence is a key psychological factor that influences students’ willingness to actively participate in oral communication. The research employed a quasi-experimental design involving two groups: an experimental group (taught with adaptive instructional strategies) and a control group (taught using conventional methods). A validated self-confidence questionnaire was administered as the main instrument, and data were analyzed using descriptive statistics and an independent sample t-test. The results revealed that the experimental group achieved a higher mean score (M = 78.65, SD = 6.42) compared to the control group (M = 70.12, SD = 7.11), with a statistically significant difference (t(58) = 3.47, p < 0.01). These findings highlight that adaptive instructional design—when tailored to students’ learning needs and characteristics—plays a crucial role in fostering psychological readiness and communicative competence. This study suggests that adaptive learning strategies can be effectively integrated into language teaching to create a supportive and engaging environment for students.

Students' Perception of Using Webtoon Application to Enrich English Vocabulary Gustianingsih Ika Putri; Fadly Azhar; Supriusman
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5813

This research aimed to investigate the perceptions of the third-year students of the English Department Universitas Riau in using the Webtoon application to enrich English vocabulary. This research used a quantitative descriptive method approach and involved 30 students selected through purposive sampling. Data were gathered via a Likert-scale-based questionnaire distributed via WhatsApp. The findings showed a generally positive perception among students concerning the Webtoon application's usefulness, ease of use, and attitude toward using. This can be seen from the questionnaire's mean score, which reached 4.04, involving perceived usefulness (3.87), perceived ease of use (4.15), and attitude towards using (4.10). This research also found that most Webtoon application users are females, who tend to have more positive perceptions than males. In addition, students who used the free version and those who spent more time using the application showed better perceptions of vocabulary enrichment than those who used the paid version. In conclusion, third-year students of the English Department Universitas Riau positively perceive using the Webtoon application for vocabulary enrichment. They find it accessible, easy to use, and effective in enhancing their vocabulary and confidence in English through its engaging visual and narrative features.

Vague Language and Political Rhetoric in Joko Widodo's Speech: Enhancing Critical Thinking in Digital Literacy Contexts Putri, Irstei Aulia; Jismulatif; Supriusman
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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This research examines the presence and function of vague language in the political speeches of Joko Widodo, with a focus on its implications for critical thinking and digital literacy. Vague language, including non-specific references, generalizations, and implicit meanings, is a common feature of political rhetoric that can obscure meaning and influence interpretation. The study uses a qualitative content analysis approach to identify the linguistic forms and rhetorical strategies used in selected speeches. Findings indicate that vagueness is employed to maintain flexibility in meaning, appeal to a broad audience, and avoid direct claims that may be politically sensitive. These rhetorical choices present both challenges and opportunities for listeners and readers in digital environments, where information is rapidly disseminated and consumed. By analysing these features in educational settings, students can develop critical thinking skills necessary to decode political texts, evaluate credibility, and make informed judgments. This study argues for the integration of linguistic and rhetorical awareness into digital literacy programs to cultivate more discerning and informed citizens in the digital era.

Students' Perceptions of Using Grammarly Application in Enhancing Their Writing Ability Ila Nurlia; Eliwarti; Supriusman
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/wash4529

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.

MULTILINGUAL PRACTICES IN THE EFL CLASSROOM: INVESTIGATING CODE-SWITCHING TYPES, FUNCTIONS, AND STUDENTS' PERCEPTIONS Solihin, Rahmat; Novitri; Supriusman
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.50-68

Code-switching, the practice of alternating between two or more languages within discourse, constitutes a significant pedagogical strategy in English as a Foreign Language (EFL) instruction. This study examines the types and pedagogical functions of code-switching employed by English teachers across five junior high schools in Pekanbaru, Indonesia. Utilizing a mixed-methods research design involving classroom observations, semi-structured teacher interviews, and student questionnaires, the study identifies three types of code-switching: intra-sentential, inter-sentential, and tag switching. The findings reveal that intra-sentential code-switching was the most frequently employed form. Teachers primarily used code-switching to elucidate difficult concepts, maintain classroom management, and foster interpersonal connections with students. Most students responded favorably, indicating that code-switching enhanced their comprehension and created a more supportive classroom environment. Nevertheless, some students expressed concern that excessive reliance on the first language might hinder their English proficiency. The study concludes that code-switching, when used judiciously, can serve as an effective pedagogical tool that facilitates both cognitive and linguistic development in EFL classrooms.

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