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All Journal Pendidikan Bahasa Inggris Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan INOVISH JOURNAL LINGUA LITERA : journal of english linguistics and literature Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris JURNAL PENDIDIKAN TAMBUSAI JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Al-Ta'lim Rangkiang: Jurnal Pengabdian Pada Masyarakat JEE (Journal of English Education) CONCEPT Curricula : Journal of Teaching and Learning Journal of Digital Learning and Distance Education JUPADAI : Jurnal Pengabdian Kepada Masyarakat TELL - US JOURNAL Jurnal Horizon Pendidikan RANGKIANG: Jurnal Pengabdian Pada Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Jurnal Pendidikan Nasional Education Curiosity Cangkal : Jurnal Ilmu Sosial dan Humaniora
Rika Afriyanti
Universitas PGRI Sumatera Barat
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English Teacher’s literacy about Learning Outcomes (CP) in Kurikulum Merdeka for Elementary School Novita, Bella; Afriyanti, Rika; Siska, Siska
JUPE : Jurnal Pendidikan Mandala Vol 8, No 3 (2023): JUPE : Jurnal Pendidikan Mandala (September)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v8i3.5973

Abstract

Penelitian ini bertujuan untuk melihat bagaimana literasi guru bahasa Inggris di MIN 3 Padang dan SDN 06 Kampung Lapai. Penelitian ini menggunakan pendekatan kualitatif dan metode penelitian survey. Untuk penelitian ini, peneliti menggunakan teori Kahramanoglu 2019 & Önal 2010. Data dikumpulkan melalui dua orang guru bahasa Inggris yang mengimplementasikan kurikulum merdeka. Wawancara semi-terstruktur digunakan untuk mengumpulkan data kualitatif untuk mengetahui bagaimana literasi guru pada Capaian Pembelajaran (CP) dalam Kurikulum Merdeka. Hasil penelitian menunjukkan bahwa literasi guru bahasa Inggris di sekolah dasar sudah cukup baik dalam mengevaluasi materi, memahami dan mengaplikasikan Capaian Pembelajaran (CP) yang sesuai dengan Kurikulum Merdeka, meskipun masih belum sempurna karena kurikulum merdeka baru dua tahun diimplementasikan
English Teachers’ Literacy Toward Learning Outcome in Teaching English Phase a Of Elementary School Afriyanti, Rika; Riza, Armilia; Sevrika, Hevriani
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 8, No 3 (2024): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v8i3.7196

Abstract

The aim of this research is to find out the teachers’ literacy toward the learning outcome in teaching English Phase A of Elementary School. The researchers’ temporary observation found that in developing the students’ worksheet, there was misinterpretation about the focus of the elements or skills that must be taught to the students. It becomes the main reason to investigate the teachers’ literacy. To conduct the research, the researchers used qualitative approach and, the participants were selected purposively. To collect the data, the researchers interviewed the teachers by using Google form. There were four teachers who fulfilled the criteria as the respondents. There were four indicators of literacy that researchers used; literacy about the learning objectives, the contents/ materials, methods/strategy and evaluation procedures. After getting the data the researchers analyzed the data by doing six stages; organizing the data, reading the data, coding, describing, presenting and interpreting the data. Finally, the researchers found that, the teachers have well literacy toward the learning outcomes for teaching English Phase A of Elementary School because there are two indicators that gradually developed, they are teachers’ literacy about the learning objectives and the procedures in conducting evaluation/assessment and the instrument. In short, it is suggested to the stakeholders to review the policy about teaching English at Elementary School because it is the basic level and the teachers have to be able to make the students interested to learn English.
Students’ Problems In Pronouncing -Ed Ending In Reading Aloud At STKIP PGRI Sumatera Barat In 2019/2020 Academic Year Rika Afriyanti; Yola Puspita; M. Khairi Ikhsan
Jurnal Pendidikan Nasional Vol. 1 No. 2 (2021): Desember
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55249/jpn.v1i2.8

Abstract

Abstrak Penelitian ini bertujuan untuk menganalisa permasalahan mahasiswa dalam membunyikan akhiran -ed dalam membaca nyaring bagi mahasiswa prodi Pendidikan Bahasa Inggris di STKIP PGRI Sumatera Barat di tahun akademik 2019/2020. Penelitian ini dilatarbelakangi oleh adanya masalah-masalah yang membuat mahasiswa belum bisa membunyikan akhiran –ed dalam Bahasa Inggris secara benar. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualtitatif. Penelitian ini menggunakan reading aloud test, interview dan audio recording sebagai instrument. Peneliti menggunakan sample untuk test sebanyak 42, dan 30 sample untuk wawancara, yang diperoleh dari hasil test mahasiswa yang mendapatkan nilai minimum (poor). Hasil dari analisa penelitian ini ditemukan beberapa permasalahan mahasiswa dalam membunyikan akhiran -ed dalam membaca nyaring yaitu, Perbedaan sistem bunyi antara Bahasa Inggris dengan Bahasa ibu mereka (mother tongue), locality (environment), personality, motivation, dan lack of knowledge.
STUDENTS' CHALLENGES DURING ONLINE LEARNING IN ENGLISH CORRESPONDENCE SUBJECT Arahman, Sabrina; Riza, Armilia; Afriyanti, Rika
LINGUA LITERA : journal of english linguistics and literature Vol 10 No 2 (2025): Vol 10 No 2 (2025): Lingua Litera: journal of English Linguistics and Literature
Publisher : Sekolah Tinggi Bahasa Asing Prayoga Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55345/stba1.v10i2.112

Abstract

This study investigates the challenges faced by English Education students from the 2021 cohort at Universitas PGRI Sumatera Barat during online learning in the English Correspondence subject. The purpose of this research is to identify the specific challenges encountered by students who underwent six months of online instruction using the Zoom and e-learning platforms. Employing a qualitative research method with a phenomenological approach, the study collected data through interviews to gain insight into the students' lived experiences. The research sample comprised nine students from the 2021 cohort, selected via purposive sampling based on their simultaneous participation in both practice teaching and online lectures for the English Correspondence course. The findings reveal that the primary challenges students faced were unstable and slow internet connections, which led to technical disruptions, as well as a significant lack of self-discipline. This study concludes that these challenges, both technical and non-technical, critically impact the effectiveness of online learning and must be addressed to enhance the student experience.
Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks Yelfiza, Yelfiza; Yulmiati, Yulmiati; Afriyanti, Rika; Sukandi, Syayid Sandi
AT-TA'LIM Vol 27, No 1 (2020)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (215.712 KB) | DOI: 10.15548/jt.v27i1.605

Abstract

Considering the students’ emotion is essential in having the students to learn. Most Minangkabaunese students do not like being dictated for any activities with a thousand words. This paper is aimed at finding out some techniques of using intertextuality to balance lecturer-students’ power relations when communicating learning tasks. This research is qualitative with content analysis. Data were collected from six lecturers, teaching at Sekolah Tinggi Keguruandan Ilmu Pendidikan, Persatuan Guru Republik Indonesia (STKIP PGRI), selected purposively. Techniques of observation and video recording were used in collecting data. The discourse was transcribed and categorized into some techniques of using examples based on the content called content analysis.A contextual analysis was used to show lecturer-students’ power relations and formulated proposition.   Findings show that the techniques of using intertextuality includeShowing Techniques of Doing Tasks (STDT), Giving Example of the Task Topic (GETT), and UERS. Using STDT  had an impact on students’ readiness to learn. Meanwhile, Using GETT enhances students’ language development. Finally, Using Example of Real Situations (UERS)  gives students’ opportunity to have a learning experience. Moreover, the techniquescause the lecturer and students to have a balanced power relation. The findings are significant for teachers or lecturers as guidance to communicate with students efficiently and effectively. They are expected not to dominate communication when interacting with them, especially to those who have excessive individualism. Other researchers who are interested in studying this topic are expected to be inspired to research this area viewed from other viewpoints.
STUDENTS BARRIERS IN TOEFL TEST A STUDY AT ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS PGRI SUMATERA BARAT Supiyati; Rika Afriyanti; Herfyna Asty
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 1 No. 1 (2025): Mei - Oktober 2025
Publisher : Yayasan Pendidikan Literasi Borneo

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

Abstract

This study aims to identify the barriers faced by students at PGRI University of West Sumatra in completing the TOEFL test, particularly in the three main skills: listening comprehension, structure and written expression, and reading comprehension. This study uses a mixed methods approach combining quantitative and qualitative methodologies. The research instruments consist of questionnaires and interviews distributed to selected students using purposive sampling techniques. Quantitative data were analyzed by calculating percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results of the study indicate that students experience significant barriers in all three aspects of TOEFL skills. In listening, the main challenges include limited vocabulary, barriers understanding fast conversations, and the intonation of native speakers. In structure and written expression, students faced barriers in understanding complex grammar rules and the use of academic vocabulary. In reading comprehension, the dominant barriers lay in understanding main ideas, inferences, and texts with complex structures. These findings confirm that students' challenges are not limited to a single skill but encompass all aspects of academic English proficiency.
ANALISIS TINGKAT KOGNITIF PADA ITEM TES MEMBACA BERDASARKAN KURIKULUM 2013 DAN KURIKULUM MERDEKA Alpha Yerni Safitri; Rika Afriyanti; Melvina
Cangkal : Jurnal Ilmu Sosial Dan Humaniora Vol. 1 No. 1 (2025): Mei - Oktober 2025
Publisher : Yayasan Pendidikan Literasi Borneo

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

Abstract

This study aims to analyze the cognitive levels of reading test items based on the 2013 Curriculum and the Merdeka Curriculum, with a particular focus on Higher Order Thinking Skills (HOTS). This research employed a qualitative descriptive method with document analysis as the main approach. The data were obtained from the final semester examination of grade XII students, consisting of 47 reading test items from the 2013 Curriculum (academic year 2022/2023) and 37 reading test items from the Merdeka Curriculum (academic year 2024/2025). The analysis was conducted using the Revised Bloom’s Taxonomy framework, which classifies cognitive levels into C1–C3 (Lower Order Thinking Skills/LOTS) and C4–C6 (HOTS: analyzing, evaluating, and creating). The findings reveal that the 2013 Curriculum contains 14 HOTS items (12 analyzing and 2 evaluating), while the Merdeka Curriculum contains 13 HOTS items (10 analyzing and 3 evaluating). These results indicate that both curricula integrate HOTS in reading assessments, although with different distributions. Despite their relatively limited proportion, the presence of HOTS items reflects the curricula’s attention to developing students’ critical, analytical, and evaluative thinking skills. Therefore, it is suggested that teachers enhance both the quality and quantity of HOTS-based questions to better prepare students for the demands of 21st-century learning.
STUDENTS’ ABILITY IN IMPLEMENTING SCIENTIFIC APPROACH IN WRITING COURSE DESIGN Afriyanti, Rika
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 11 No. 1 (2018)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdb.v11i1.950

Abstract

This research deals with the student’s ability in implementing Scientific Approach Steps in Curriculum Subject. Some students think that writing course design based on The Curriculum 2013 are not easy, because the course design involve five stages of teaching activities, they are observing, questioning, experimenting, associating, and communicating. Therefore, the researcher wants to know the students’ ability in implementing those steps in writing course design for curriculum subject. To get the answer, the researcher conducted qualitative research and collected the students’ course design as the data. There were 25 course designs used as the data and then, the researcher classified the students’ ability in implementing those steps into four categories. They are very good implementation, good implementation, poor implementation and very poor implementation. After analyzing the data the researcher found that 12 students belong to good ability in implementing the Scientific steps, 8 students belong to poor implementation and 5 students belong to very poor implementation. Meanwhile no students belong to very good implementation. This result means that the 12 students have understood about the format, but they still have little bit problem in developing each of the step. Meanwhile, 8 students understood about the format, but they were difficult to develop the content and 5 students did not understand the format and also how to develop the content. Shortly, 13 students still need information and direction about implementing the scientific approach based on The Curriculum 2013.Keywords: Students’ Ability, Scientific Approcah, Course Design.
Co-Authors Adini, Devi Surya Ado Putri Adela Almubarak Alpha Yerni Safitri Alrevina Tri Azhari Arahman, Sabrina Armilia Riza Astuti Pratiwi Rahmadhani, Astuti Pratiwi Ayu Putri Bintarania, Ajra Darmasrura Dimas Dimas Dhisa, Hadisty Rahma dwita putri, fanny elguanda, andhara suci Herfina Asty Herfyna Asty Herviche, Sherlina Hevriani Sevrika Hevriani Sevrika Laras Khairiyah Safitri Lina wiget M. Khairi Ikhsan M. Khairi Ikhsan Mahardika, Anatasya Melvina Melvina Melvina Melvina, Melvina Muhammad Khairi Ikhsan Neneng Sovia Ningsih Nike Framita Norhasikin Norhasikin Norhasikin Novita, Bella Oktaviani, Melani Perpisa Lili puspita, dela Rice Trisnawati Rina Pratiwi Pudja I. A Selvia Selvia Siska Siska Siska Siska, S. S Sri Imelwaty Suharni Suharni Suharni Suharni Supiyati Syayid Sandi Sukandi Tika, Mustika Pelangi Tri Azhari, Alrevina Yola Puspita Yona Rahmadani Yulmiati M.Pd S.S Zahara, Ferlian Zulfa, Rubbyanti Zulyagus Azizi