Garuda - Garba Rujukan Digital

Teachers’ perception of Technological Pedagogical Content Knowledge (TPACK) in Teaching at Senior High School in Pekanbaru Syofianis Ismail; desi masari; Destina Kasriyati; Herdi Herdi; Refika Andriani
ELT-Lectura Vol. 10 No. 2 (2023): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v10i2.14695

A framework called TPACK outlines the knowledge that instructors require in order to incorporate technology into the planning, carrying out, and assessing of learning. TPACK integrates diverse learning tactics, combining appropriate technology with thinking strategies for when, when, and how to employ technology knowledge, pedagogy, and material. Integration of technology in teaching is carried out by teachers at SMA Negeri Olahraga Riau. The aim of this study is to explain the teachers’ perception of TPACK in the teaching process at SMA Negeri Olahraga Riau. The method was descriptive quantitative, a survey research design with a sample of 30 teachers. The entire sampling method is employed. The major tool for gathering data was the questionnaire. The data were obtained by descriptive analysis, using the sum of the scores, the mean, and the standard deviation, and then were descriptively interpreted. The results indicate that most teachers believe their level to be quite high. Measured by averaging the seven TPACK indicators—technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical knowledge—into a single score. The results suggest that teachers have the skills necessary to incorporate the TPACK framework into their lesson plans.

Multimedia in Translation Class: A Technology Acceptance Model Refika Andriani; Herdi Herdi; Destina Kasriyati
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.7735

In the era of revolution industry, it is believed that the integration of technology in the language learning activity widely increase. The purpose of the research was to investigate the implementation of multimedia as technology integrated in the Translation course learning activity. A quantitative approach is employed in this study with 47 students from English Education Department of Univesitas Lancang Kuning selected by using total sampling technique. This research was descriptive quantitative using survey design. The data collected by using a Likert Scale questionnaire with three indicators of Technology Acceptance Model (TAM) namely perceived usefulness, perceived ease of use, and attitude toward using. After that, the data was analysed by using descriptive statistic. Overall, it was found that the statistical data of multimedia implementation in the Translation course is about 3.99. It is claimed into “moderate” category. It indicates that the multimedia implementation in the Translation course helps the students to be more confident during the class. It also makes students enjoy the learning process. Multimedia also made the learning process become effective and efficient

Multimedia in Translation Class: A Technology Acceptance Model Refika Andriani; Herdi Herdi; Destina Kasriyati
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.7735

In the era of revolution industry, it is believed that the integration of technology in the language learning activity widely increase. The purpose of the research was to investigate the implementation of multimedia as technology integrated in the Translation course learning activity. A quantitative approach is employed in this study with 47 students from English Education Department of Univesitas Lancang Kuning selected by using total sampling technique. This research was descriptive quantitative using survey design. The data collected by using a Likert Scale questionnaire with three indicators of Technology Acceptance Model (TAM) namely perceived usefulness, perceived ease of use, and attitude toward using. After that, the data was analysed by using descriptive statistic. Overall, it was found that the statistical data of multimedia implementation in the Translation course is about 3.99. It is claimed into “moderate” category. It indicates that the multimedia implementation in the Translation course helps the students to be more confident during the class. It also makes students enjoy the learning process. Multimedia also made the learning process become effective and efficient

Principles and Applications of Generative and Cognitive Grammar: A Systematic Literature Riview Aura Syalshabillah; Destina Kasriyati; Refika Andriani
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

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

This study investigates the principles and applications of generative and cognitive grammar, focusing on their influence on language acquisition, literacy development, and second language learning. Spanning from 2020 to 2024, Databases such as Google Scholar and Crossref were used for the initial search, utilizing tools like Zotero and Publish or Perish. Keywords such as "generative grammar," "cognitive grammar," "applications," and "principles" An initial 1,200 articles were identified across Crossref and Google Scholar were employed. After applying rigorous inclusion and exclusion criteria, including the removal of duplicates and non-English articles, 35 articles were selected for in-depth analysis. Key findings highlight the positive impact of generative and cognitive grammar principles on engagement and outcomes in language learning, particularly for young and second language learners. Systematic and explicit instruction in these grammatical frameworks significantly improves syntactic and semantic skills. However, the review underscores the need for more empirical studies to establish standardized methodologies and assess long-term effects. The implications for practice, particularly in curriculum design and educational policy, are significant. Educators should integrate systematic instruction in generative and cognitive grammar into language learning programs, especially for young and second language learners. While grammatical skills are crucial for language development, instructional methods must be standardized to achieve lasting improvements. Additionally, the research indicates that early grammatical processing is a significant predictor of later language proficiency, emphasizing the need for early intervention and consistent instructional methods. Future research should continue exploring the most effective methods for teaching generative and cognitive grammar in diverse linguistic contexts, ensuring that all learners have the opportunity to develop strong language skills. This comprehensive understanding will aid in crafting educational policies and curricula that support robust language development across various learning environments.

Perceived Usefulness and Learning Motivation: Evaluating Low-Barrier Augmented Reality in Foreign Language Acquisition Destina Kasriyati; Refika Andriani; Syahdan Syahdan
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp596-609

This study aims to analyze students' perceptions and motivations in acquiring English language skills through the integration of “low-barrier” Augmented Reality (AR) technologies, such as Google Lens and QR codes. The urgency of this research lies in providing empirical data on the effectiveness of accessible technology as a learning bridge for students in developing countries facing educational paradigm shifts in the digital age. A quantitative approach with a survey design was employed, involving 58 fourth-semester students from the English Education Study Program at Universitas Lancang Kuning. Data were collected using a closed-ended questionnaire adapted from the ARCS (Attention, Relevance, Confidence, Satisfaction) model, which had undergone rigorous validity and reliability testing. The findings revealed that students' perceptions fell within the moderate category, with an average score of 2.98. Pearson Product-Moment correlation analysis showed a very strong and significant positive linear relationship (r = 0.886; p < 0.001) between students' perceptions and their learning motivation. The coefficient of determination (R^2 = 0.784) indicated that approximately 78.4% of the variance in learning motivation can be explained by the student perception variable. The "Attention" indicator recorded the highest level of engagement, confirming AR’s role as an effective tool for stimulating interest in language-learning environments. Despite moderate technical challenges regarding ease of use, students' perceived pedagogical value remained high, establishing a solid foundation for technology acceptance in higher education. This study concludes that AR integration has a transformative psychological impact by converting static content into interactive learning experiences. emphasize the importance of enhancing digital literacy and user-friendly application design to ensure the sustainability of technological innovation in formal education. Keywords: augmented reality, EFL learning, language skills, student motivation, student perception.

PELATIHAN EDPUZZLE SEBAGAI INTERACTIVE TEACHING MEDIA DI SMART INDONESIA Destina Kasriyati; Yesi Novitasari; Suharni Suharni
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2024)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v4i1.1588

Teachers are still unable to fully control the entire multimedia-based learning process. This is due to the minimum learning management system (LMS) development training followed by teachers in the school. Training organized by policy organizers can often only be followed by one teacher from each school. Taking into account the problems faced by the partners, the community dedication team has provided Edpuzzle training as an interactive learning resource at the partner schools. The event was conducted and attended by seven participants, namely, the teachers of the partner schools. The results of this activity have positive benefits and get a good response from the teachers. In addition to the training results, there was an increase in the participants' knowledge about the Edpuzzle.Â

Penguatan Nilai Karakter Siswa Melalui Peningkatan Keterampilan Literasi Digital Kurikulum Merdeka Refika Andriani; Destina Kasriyati; Kurniawan Kurniawan
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2024)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v4i2.1858

Penguasaan literasi digital khususnya bagi peserta didik dalam implementasi kurikulum merdeka sangatlah penting. Hal ini membantu siswa untuk melihat manfaat dan dampak negatif penggunaan teknologi dalam kehidupan sehari-hari ataupun kegiatan belajar. SMAN 13 Pekanbaru telah melakukan penguatan nilai-nilai karakter siswa melalui pendidikan literasi digital yang baik kepada siswa. Hal ini merupakan salah satu cara untuk menghindarkan siswa dari dampak negatif sistem digital dalam pendidikan. Oleh karena itu, SMAN 13 Pekanbaru memerlukan suatu program atau acara yang dapat membantu siswa dalam memperkuat nilai-nilai karakter melalui peningkatan keterampilan literasi digital. Berdasarkan latar belakang di atas, tim pengabdian masyarakat Universitas Lancang Kuning menawarkan program sosialisasi kepada mahasiswa tentang penguatan nilai-nilai karakter mahasiswa melalui keterampilan literasi digital dalam kurikulum merdeka. Program ini dilaksanakan pada tanggal 11 Januari 2024 dengan jumlah peserta sebanyak 31 orang. Mereka telah memberikan semua pengetahuan yang berkaitan dengan topik tersebut. Setelah mengikuti program terlihat adanya peningkatan pemahaman siswa terhadap literasi digital dan nilai-nilai karakter. Dengan memiliki gagasan tentang istilah tersebut, berarti siswa akan mampu meningkatkan nilai-nilai karakternya melalui keterampilan literasi digital. Kesimpulannya, meskipun istilah literasi digital dan nilai-nilai karakter sangat populer di kalangan akademisi khususnya siswa sekolah menengah, namun nyatanya istilah-istilah tersebut belum sepenuhnya dipahami oleh mereka. Hal ini sangat disayangkan mengingat literasi digital dan nilai-nilai karakter menjadi dua sasaran utama dalam penerapan kurikulum merdeka bagi peserta didik. Sebab pada kenyataannya, kemampuan literasi digital melalui integrasi teknologi dalam pembelajaran yang baik secara otomatis akan mampu memperkuat nilai-nilai karakter peserta didik sebagai generasi penerus bangsa yang menyongsong era society 5.0.

An Analysis of Studentsâ€™ Ability in an Interpretive Listening Course Destina Kasriyati; Refika Andriani; Herdi Herdi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6009

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 studentsâ€™ 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.Â Even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well.

Empowering HOTS Through Web-Based Independent Learning: The Mediating Effects of Self-Efficacy and Self-Concept Refika Andriani; Akhsanul In’am; Adolf Bastian; Andi Idayani; Destina Kasriyati
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2322

Background: This study investigates the effect of web-based independent learning (WBIL) on students’ higher-order thinking skills (HOTS), with self-efficacy (SE) and self-concept (SC) as mediating variables, within the context of translation learning in higher education. Methodology: A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 55 undergraduate students enrolled in translation-related courses through validated instruments measuring WBIL, SE, SC, and HOTS. Findings: The findings indicate that WBIL has a significant positive effect on both self-efficacy and self-concept. Furthermore, both SE and SC significantly predict students’ HOTS, with self-efficacy emerging as the stronger predictor. Mediation analysis reveals that SE and SC partially mediate the relationship between WBIL and HOTS, indicating that WBIL enhances higher-order thinking skills both directly and indirectly through psychological mechanisms. This study contributes to the literature by providing empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context that requires complex cognitive processes such as analysis, evaluation, and creative decision-making. Unlike prior studies that primarily focus on general digital learning or STEM contexts, this research highlights the role of psychological factors in shaping higher-order thinking in language-based disciplines. Conclusion: The findings underscore the importance of integrating learner autonomy and psychological readiness in designing effective web-based learning environments for translation education. Originality: This study provides empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context requiring complex cognitive processes. Unlike prior studies focusing primarily on general digital learning or STEM contexts, this research highlights the crucial role of psychological factors in shaping higher-order thinking in language-based disciplines.

Linguistic Analysis of Translation Techniques in the Song 'Remember Me' from Coco Movie Nisa Nofianty; Juliea Mutiara Insani; Naidelin Indriyani; Refika Andriani; Destina Kasriyati
Anaphora : Journal of Language, Literary, and Cultural Studies Vol. 8 No. 2 (2025): DECEMBER
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v8i2.133206

Song lyric translation in animated films must preserve narrative and emotional cues while remaining natural and readable. The objective of this study was to examine how translation techniques used in a machine-generated Indonesian version of “Remember Me” (Coco) related to translation quality. A bilingual corpus of 13 English lyric lines was compiled from LyricsTranslate and was paired with unedited Indonesian outputs produced by DeepL in September–October 2025. Each line pair was coded using Molina and Albir’s 18-technique taxonomy through investigator triangulation, and translation quality was assessed by two expert raters using Nababan and Nuraeni’s rubric for accuracy, acceptability, and readability (1–3 scale). Technique mapping showed a refrain-driven profile: established equivalence dominated (38.46%), especially for the repeated line “Remember me,” followed by modulation (23.08%) and literal translation (15.38%), with amplification, generalization, and calque occurring once each. Quality scores were generally high (mean accuracy 98.72%, acceptability 96.15%, readability 97.44%), but reductions clustered where calque-like collocations and connective-heavy modulation made the Indonesian phrasing less idiomatic and harder to process, particularly in one dense line. The findings suggested that MT lyric output could maintain meaning reliably in short repeated segments, while naturalness remained the main vulnerability in culturally and emotionally loaded lines.

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