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All Journal Al Ishlah Jurnal Pendidikan TELL - US JOURNAL
Erni Erni
University of Riau
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing Local Wisdom-Based E-Module in Reading and Writing Course for Tertiary Students in Indonesia Erni Erni
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.4073

Abstract

The lack of local content-based material in Reading and Writing (RW) courses has contributed to tertiary students' low cultural awareness ability in Indonesia. Technology has increased the use of hypermedia text in RW in learning. This study aimed to develop a local-content-based e-module to improve students' cultural awareness in the RW course. The Research and Development (RD) method was applied through the need analysis, product development, field trial, and dissemination steps. Two media experts and two content experts participated in this study. Thirty-three students were selected purposively as the research sample. Questionnaires using a Likert scale of 1-4 and interviews were used to collect the data. Descriptive statistics and one-to-one analysis were applied in this study.   The research found that the media expert validity score was 95%, the content expert validity score was 95%, and the students' validity score was 90%. It means that the e-module was very valid. It was also interpreted that 89% of students were motivated to learn  RW course using a local wisdom-based e-module, and  90% agreed that the local wisdom-based e-module improved their cultural awareness. Tertiary students in Indonesia could use an e-module based on local wisdom, especially in RW courses.
Developing Local Wisdom-Based E-Module in Reading and Writing Course for Tertiary Students in Indonesia Erni Erni; Fadly Azhar; Aref Vai
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.4073

Abstract

The lack of local content-based material in Reading and Writing (RW) courses has contributed to tertiary students' low cultural awareness ability in Indonesia. Technology has increased the use of hypermedia text in RW in learning. This study aimed to develop a local-content-based e-module to improve students' cultural awareness in the RW course. The Research and Development (RD) method was applied through the need analysis, product development, field trial, and dissemination steps. Two media experts and two content experts participated in this study. Thirty-three students were selected purposively as the research sample. Questionnaires using a Likert scale of 1-4 and interviews were used to collect the data. Descriptive statistics and one-to-one analysis were applied in this study.   The research found that the media expert validity score was 95%, the content expert validity score was 95%, and the students' validity score was 90%. It means that the e-module was very valid. It was also interpreted that 89% of students were motivated to learn  RW course using a local wisdom-based e-module, and  90% agreed that the local wisdom-based e-module improved their cultural awareness. Tertiary students in Indonesia could use an e-module based on local wisdom, especially in RW courses.
ENHANCING READING ABILITY OF SMP BUDI DHARMA DUMAI STUDENTS THROUGH ICRS BASED ON CEFR Adinda Mutiara Army; Erni Erni; Fadly Azhar
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10536

Abstract

This quantitative pre-experimental research was undertaken to investigate the pedagogical efficacy of the CEFR-aligned Inquiry Complexity Reading Strategy (ICRS) model in enhancing the reading proficiency of second-year students (N=26) at SMP Budi Dharma Dumai. Rooted in the principles of Inquiry-Based Learning and Connectivism, the ICRS model was implemented to actively foster critical and creative reading ability through collaboration. Data collected via a One Group Pretest-Posttest design were analyzed using a paired-samples t-test. The empirical results demonstrated a statistically significant enhancement in reading ability, evidenced by the substantial increase in the mean score from 58.85 (Fair) to 82.88 (Excellent). The t-test confirmed this significant difference (p < 0.05), further supported by a very large effect magnitude (Cohen’s d = -2.061). These findings lead to the conclusion that the CEFR-based ICRS model is highly effective in improving overall reading proficiency, successfully reducing the achievement gap, and supporting the differentiated learning goals of the Merdeka Curriculum in the English as a Foreign Language (EFL) context.
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN READING AND THEIR READING ABILITY Nurvi Amalia; Erni Erni; Fadly Azhar
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10264

Abstract

This study investigated the relationship between students’ reading motivation and their reading ability at SMK IT Al-Izhar Pekanbaru. A quantitative correlational research design was employed. The study involved a population of 41 first-year vocational high schools students, selected through a total sampling technique. Data were collected using a validate 30-item motivation questionnaire (α = .894) and a 20-item reading test on narrative and descriptive texts (KR-20 = .860). The data were analyzed using Pearson correlation analysis in IBM SPSS Statistics 26. The results revealed a moderate, positive, and statistically significant relationship between the two variables (r = 0.363, p < 0.05), leading to the rejection of the null hypothesis. Moreover, motivation accounted for 40.45% of the variance in reading scores. The study provides empirical evidence for a substantive link between motivational factors and reading ability, supporting the principles of Self-Determination Theory (SDT) and highlighting the importance of fostering motivational strategies in English language teaching at vocational high schools.
Co-Authors Adinda Mutiara Army Aref Vai Fadly Azhar Fadly Azhar Nurvi Amalia