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<![CDATA[THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU ]]>
<![CDATA[Destina Kasriyati]]>;
<![CDATA[Maharani Maharani]]>
<![CDATA[ ELT-Lectura Vol. 5 No. 2 (2018): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v5i2.1679
<![CDATA[Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru. The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest. In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.]]>
<![CDATA[The Factors influence the Students’ Learning Outcome in Translation Subject by Using Android ]]>
<![CDATA[Refika Andriani]]>;
<![CDATA[destina kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 5 No. 2 (2018): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v5i2.1698
<![CDATA[This research aimed at describing the factors influence the students’ learning outcome in Translation Subject by using Android. This research conducted at the fourth semester of English Department of Education and Teachers Training Faculty of Universitas Lancang Kuning. The sample of this research is 30 % of the total number of the population, they are about 7 students. The method of this research is descriptive analysis. Before getting the data by interviewing the students and observation during teaching and learning process of Translation Subject by using android, they had got a test of translating an English text into bahasa Indonesia. Finally, it is found that there are three factors influence the students learning outcome in translation subject by using android. They are motivated media, learning atmosphere, and easy access.]]>
<![CDATA[Developing Multimedia Based Materials to Teach Listening Comprehension ]]>
<![CDATA[destina kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 5 No. 1 (2018): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v5i1.2260
<![CDATA[The aim of the study were: to describe multimedia based materials availaible, to find out what multimedia based materials needed, to develop multimedia based materials, and to describe the effectiveness of the multimedia based materials developed. The study used Research and Development (R&D) design which was used to develop products and measure the effectiveness of development product proposed by Borg and Gall (2007).The findings of study were: firstly, the researcher did not find the multimedia materials as teaching and learning sources at school, because the teacher used text book and teacher talk in listening activity. Secondly, the result of prelimenary research showed that in English teaching and learning process need a multimedia based materials as learning media to support listening activity in the language laboratory. Thirdly, multimedia has been developed based on the students’ need and interest, beside that developing multimedia also based on the current curriculum (2013 curriculum). The last, the result of pre-test and post-test that multimedia was effective for learning listening and it can be applied teaching and learning process at seven grade students of state junior high school thirteen Semarang. The final product of this study was a package of interactive CD-ROM for learning listening.]]>
<![CDATA[The Effect of Auction Game on Students’ Understanding of Simple Past Tense ]]>
<![CDATA[M. Fadhly Farhy Abbas]]>;
<![CDATA[Risnawati Risnawati]]>;
<![CDATA[Destina Kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 7 No. 1 (2020): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v7i1.3763
<![CDATA[The aim of this research was to investigate the effect of auction game on students’ understanding of simple past tense at the eighth grade of MTs. Jabal Nur Kandis. The population of this research was the second year students of MTs. Jabal Nur Kandis consisting of two classes which had 48 students. The sample of this research were VIII A (24 students) as experimental class 1 and VIII B (24 students) as experimental class 2. The researchers applied auction game variation 1 in experimental class 1 while; in experimental class 2 the researcher applied auction game variation 2. The data was the students’ scores in simple past tense taken from the post test. The data was analyzed by using Normality-test, Homogeneity-test, T-test and N-gain. After conducting this research, it was found that the result of n-gain average score in experimental class is 0.39. The Assimp.Sig (2-tailed) is 0.195. So the hyphothesis H01 was accepted and Ha1 is rejected. With the Assimp.Sig (2-tailed) >0.05 it meant there was no any significant effect of the implementation of Auction game (variation 1 and variation 2) on students’ understanding of simple past tense. In conclusion, there was no any significant effect of the implementation of auction Game on students understanding of simple past tense at the eighth grade of MTs. Jabal Nur Kandis. But, auction game can improve students’ understanding on simple past tense.]]>
<![CDATA[Using Video Subscribe to Improve Students’ Speaking Ability ]]>
<![CDATA[Refika Andriani]]>;
<![CDATA[Adhella Putri]]>;
<![CDATA[Destina Kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 8 No. 1 (2021): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v8i1.6112
<![CDATA[Based on the preliminary research, it was found that Junior High School Students of IT Al-Birru Pekanbaru’s speaking skill regarding to recount text was very poor. So, the researcher decided to conduct a Classroom Action Research by using Video Subscribe to improve their speaking skill. It can be stated that the research aims at improving the students of Junior High School of IT Al-Birru Pekanbaru’s speaking skill by using Video Subscribe. The respondents of the research were twenty students of grade VIII.1, Junior High School of IT Al-Birru Pekanbaru. This research was done in a cycle with four meetings and a test. For collecting the data, a test, an observation checklist, field notes, and an interview were distributed. After analyzing the data in cycle I, it was found that the students' speaking ability was improved. It was proved by the students’ speaking criteria score; accent was about 60; grammar was about 74; vocabulary was about 79; fluency was about 72; and comprehension was about 78. So, the average score of students’ speaking ability was 72.4. This students’ speaking improvement was influenced by a factor namely interest. In the other hands, this video subscribe was very interesting media so it could foster the students’ participation and confidence during the process of learning activity especially in speaking regarding to recount text. No more students were inactive. They tended to be focus and active in doing communication such as addressing questions and giving comments.]]>
<![CDATA[Online Learning in Pandemic Covid-19: Difficulties Faced by the Students of Universitas Lancang Kuning ]]>
<![CDATA[Refika Andriani]]>;
<![CDATA[Syaifullah Syaifullah]]>;
<![CDATA[Destina Kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 8 No. 2 (2021): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v8i2.7091
<![CDATA[This research aimed at describing the difficulties in online learning faced by the students during the first semester of Academic Year 2020/2021. The method of the research was descriptive quantitative by using online questionnaire with four indicators of learning obstacles for collecting the data. The sample of the research was 35 students of English Education Department of Faculty of Education and Teachers’ Training of Universitas Lancang Kuning. After analyzing the data by using descriptive statistics, it is found that the major difficulty is about the students’ physical constraints indicator. The score was about M=3.11 with “moderate” level. Then, non-social environment indicator was about M=2.57 with “moderate” level. The next difficulty was facility. The mean score was about 2.8 with “moderate” level. The next difficulty was from the educator. The mean score was about 2.13 with “moderate” level. The last difficulty was the students’ psychological constraints. The mean score was about 2.07 with “moderate” level. In conclusion, online learning is better implemented in well preparation. It needs all the elements’ readiness such as students, educators, institution, and also the government. It must include the mental and physical readiness. For organizing the online learning, both students and educator should be supported by facility such as qualified laptop or gadget and also fast internet connection. Besides that, lecturer should have qualified competence in organizing the online class so the students motivate in following the class. The last is about the environment. Having well and comfortable environment basically increases the students and lecturer motivation in conducting the online class.]]>
<![CDATA[Students’ Perceptions of Using Digital Product in English Class Activities at SMAN 3 Pekanbaru ]]>
<![CDATA[chairunisa suci]]>;
<![CDATA[destina kasriyati]]>
<![CDATA[ ELT-Lectura Vol. 8 No. 2 (2021): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v8i2.7567
<![CDATA[Digital products is a learning media, when learning at home become one of choice learning now. The aim of this study at investigiting students' perceptions of using digital products in learning at SMAN3 Pekanbaru. This study was a survey research conducted from March to April 2021 in grade 11. The questionnaire was used as the main instrument for collecting data. Data analysis was performed by categorizing student responses to each questionnaire question into graphs. The data was analyzed based on the responded "strongly agree", "agree", "neutral", "disagree", and "strongly disagree." After that, the number of students who gave responses was converted into percent units and entered into a graph. The findings in research show that the students' perceptions of using digital products in terms of "Convenience" are at the highest level with a total of 37.3% followed by "Academic reason" 34.4%, "Teaching and Learning Benefit" 31.8%, "Social Networking" 30.5%, " E-learning Perceptions "30.1%," Social Influence "27.9%," Ease of Use "27.9%, and" Bariers "13.9%. In conclusion, the use of digital products for learning resources can facilitate students in the learning process.]]>
<![CDATA[Lecturers’ Perceptions of Using Information, Communication and Technology (ICT) in Fkip Unilak ]]>
<![CDATA[Herdi Herdi]]>;
<![CDATA[Destina Kasriyati]]>;
<![CDATA[Refika Andriani]]>
<![CDATA[ ELT-Lectura Vol. 9 No. 1 (2022): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v9i1.8616
<![CDATA[Nowadays, ICT has huge potential to facilitate learning now, where online learning is as central media in education. Class activities directly is prohibited by government because spreading pandemic covid 19 in the world. This study aims at finding lecturers’ perceptions in using ICT as teaching and learning. This study used qualitative method. The data collection was done through a survey questionnaires consisting of open ended questions. The result of this research showed that the implementation ICT as learning media is effective. ICT helps teachers to be creative, it helps an easy in preparing the material for teaching. It can be concluded that ICT is very important to support teaching and learning process.]]>
<![CDATA[PENGEMBANGAN MEDIA ANIMASI UNTUK PEMBELAJARAN BAHASA INGGRIS SEKECAMATAN RUMBAI KOTA PEKANBARU ]]>
<![CDATA[Kurniawan Kurniawan]]>;
<![CDATA[Refika Andriani]]>;
<![CDATA[Destina Kasriyati]]>
<![CDATA[ Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2017): Dinamisia : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/dinamisia.v1i1.417
<![CDATA[Di era globalisasi ini, pendidikan telah mengalami perubahan dan kemajuan yang signifikan. Sehingga guru hendaknya mampu menggunakan bahkan mengembangkan sebuah teknik, strategi, metode, dan media pembelajaran yang dapat memotivasi siswa untuk secara aktif melakukan interaksi dengan berbagai sumber belajar. Melalui pemanfaatan dan pengembangkan teknik, strategi, metode, dan media pembelajaran yang tepat siswa dapat aktif berinteraksi dengan sumber belajarnya dan mampu meningkatkan kualitas mereka sebagai manusia yang terdidik. Dengan demikian, tujuan pendidikan secara global dan khusus dapat dicapai secara maksimal. Mitra PKM ini adalah Sekolah Dasar dan Madrasah Ibtida’iyah sekecamatan Rumbai Kota Pekanbaru Para guru di sekolah mitra ini sangat membutuhkan adanya wadah dan upaya nyata bagi pengembangan kompetensi mereka khususnya dalam hal pemanfaatan dan pengembangan media pembelajaran demi memenuhi kewajiban meningkatkan hasil dari proses pembelajaran. Oleh sebab itu, tim pengusul kegiatan PKM menawarkan solusi berupa pelatihan dan pengembangan media animasi. Di mana program ini diharapkan mampu menjadi wadah dan inspirasi bagi para guru di sekolah mitra untuk membuat media animasi yang mampu memotivasi para peserta didik. Kegiatan ini telah tuntas dilaksananakan dalam waktu 6 bulan. Dengan demikian, tim pengusul merumuskan kegiatan PKM ini menjadi Pelatihan dan pengembangan media animasi bagi Guru Sekolah Dasar dan Madrasah Ibtida’iyah Sekecamatan Rumbai Kota Pekanbaru]]>
<![CDATA[An Analysis of Students’ Ability in an Interpretive Listening Course ]]>
<![CDATA[Destina Kasriyati]]>;
<![CDATA[Refika Andriani]]>;
<![CDATA[Herdi Herdi]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6009
<![CDATA[The world of education currently requires students to study from home through online learning because of the covid 19 pandemic. Online learning has been going on for almost 2 years so learning is no longer face-to-face. Students faced some problems when they should learn interpretive Listening courses through online learning. One of the problems such as; Students got some difficulties understanding the material. This is the concern of researchers to analyze students’ learning outcomes in an interpretive listening course during online learning. This research approach uses descriptive quantitative utilizing descriptive statistics. There were 55 students who participated in this research. The data was gathered by an online test. The test is available at https://www.examenglish.com. The result suggests students had an average of score 69.4 of the total sample, namely 55 students. Then there is a minimum or lowest score of 30 and the highest is 77. This score has conversion based on score of the Common European Framework of Reference for Languages (CEFR). Therefore, it indicated that student learning outcomes in interpretive listening courses can be categorized as advanced. Where they have an advanced level in understanding and comprehending of listening activities. Even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well.]]>
