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All Journal Jurnal Pendidikan Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Jurnal Elemen Al Ishlah Jurnal Pendidikan Proceedings of the 1st UR International Conference on Educational Sciences Jurnal PAJAR (Pendidikan dan Pengajaran) Dinamisia: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics ELT-Lectura Voices of English Language Education Society PROJECT (Professional Journal of English Education) REiLA: Journal of Research and Innovation in Language Bedelau: Journal of Education and Learning Journal of Educational Sciences LingPoet: Journal of Linguistics and Literary Research TELL - US JOURNAL International Journal of Educational Best Practices Jurnal Ragam Pengabdian Proceeding International Conference on Education ETERNAL: English Teaching Journal Indonesian Journal of English Language Teaching and Applied Linguistics Magister Scientiae JENTERA: Jurnal Kajian Sastra
Jismulatif, Jismulatif
Universitas Riau
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Exploring Personal Reading Histories in Developing Reading Interest of English Study Program Learners of University of Riau Delfi, Syofia; Diah, Fangiana Safitri; Jismulatif, Jismulatif
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v2i2.103

Abstract

As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences.   This study aimed to explore:  (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories.  The result of this study found that:  (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.
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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Abstract

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.
Developing Smart Phone-Based Learning Application on Descriptive Text for Junior High School Students Sofiani; Afrianto; Jismulatif
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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Abstract

The following aims guided the conduct of this study: Developing Smartphone-based Learning application based on animal descriptions. Understanding the viability of a smartphone-based learning application focused on descriptive writings about animals. In this study, the researcher used the Research and Development (R&D) approach with the ADDIE development stages (analysis, design, development, implementation, and evaluation), especially the analysis, design, development, implementation, and evaluation phases, but research was only conducted until the development stage. Material and media professionals carried out media validation. The Articulate Storyline 3 application was used to develop Android application-based learning media based on descriptive text about animals. The material expert's validation results obtained an average rating of 4.77 in the area of "Very Feasible." The media expert's assessment got an average rating of 4.73 in the "Very Feasible" category.
STUDENTS’ PERCEPTION OF USING WHATSAPP FOR LEARNING ENGLISH AT SMP ISLAM AS-SHOFA Sri Wahyuni; Jismulatif; Mahdum
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 6 (2022): November
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/pjr.v6i6.8931

Abstract

This article examines students’ perceptions of using WhatsApp for learning English at SMP Islam As-Shofa and investigates differences between male and female students’ perceptions. The study employed a quantitative descriptive design involving 30 ninth-grade students from two classes. Data were collected through online questionnaires distributed via a WhatsApp group. Students’ responses were analyzed using a Likert scale to measure perceptions of WhatsApp as a learning tool. The results indicate that WhatsApp is fairly feasible for learning English, with 40% of students expressing a positive perception. Regarding gender differences, 24.4% of male students and 21% of female students reported positive perceptions. Conversely, 45.2% of students expressed negative perceptions, with 23.8% of males and 22.4% of females disagreeing. These findings suggest that while WhatsApp can support English learning, students’ perceptions vary, highlighting the need for strategies to enhance engagement and effectiveness in online learning environments.
ANALYZING THE SECOND YEAR STUDENTS’ DIFFICULTIES ON READING ANALYTICAL EXPOSITION TEXT AT SMA NEGERI 9 PEKANBARU Nurul Aini Ibni Kalzan; Jismulatif; Atni Prawati
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 4 (2021): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i4.8354

Abstract

This research was aimed to find out students’ difficulties of on understanding analytical exposition texts. This was descriptive quantitative research. The population of this research was the second-year students at SMA Negeri 9 Pekanbaru, and one class at the second grade was chosen as the sample by using clustering-random-sampling. This research utilized a reading test and a questionnaire as the instruments. The results of this research revealed that students faced several difficulties to understand analytical exposition texts based on 8 indicators, namely finding the main idea, finding factual information, finding references and inferences, finding vocabulary, identifying the social function, identifying the generic structure, and identifying language features of the analytical exposition text. Moreover, it was found that students had difficulties in identifying the social function (56%) which was categorized as high, in identifying the generic structure (54%) which was categorized as medium, and in the language features of the text (54%) which was categorized as medium. Then, data from the questionnaire showed that students had problems in understanding the text, in reading interest, and the lack of material review. Thus, it was concluded that the second-year students at SMA Negeri 9 Pekanbaru had difficulties on reading analytical exposition text. It was recommended for the students to learn and practice more about analytical exposition text. Then, it was suggested for English teachers to give more detailed explanation and exercises about analytical exposition text. Keywords: , ,
INDONESIAN HIGH SCHOOL STUDENTS’ DIFFICULTIES IN UNDERSTANDING ENGLISH TEXT Selvia Mardiani; Jismulatif; Erni
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 4 (2021): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i4.8359

Abstract

This research aimed to find out students’ difficulties in understanding descriptive texts at the second year of SMAN 3 Langgam, Riau. This was quantitative research. The population of this research was all students at the second year of SMAN 3 Langgam. The samples of this research were 34 students at XI IIS 1 class who were selected by using the cluster-random-sampling technique. The data were collected by using tests and questionnaires. The test consisted of 40 questions, and the questionnaire consisted of 25 questions. The percentage of the answers of the reading test revealed eight components of reading comprehension. Six of them were categorized as high level difficult questions, including difficulties in identifying vocabulary, generic structure, factual information, reference, language features, and social functions. Two of them were categorized as medium level, including difficulties in identifying the main idea and inference. Based on the result of the questionnaire, the students found difficulties in understanding descriptive texts due to the intrinsic and extrinsic factors. The intrinsic factors were limited vocabulary knowledge, problems in recalling information, lack of familiarity with the subject topic, lack of reading fluency, and problems in processing information after reading. Meanwhile, the extrinsic factors were weak verbal reasoning, problems in understanding the text because of the level of the text, and inadequate use of reading strategies in the teaching and learning process.
THE EFFECT OF LISTEN-READ-DISCUSS (LRD) STRATEGY ON READING COMPREHENSION OF THE SECOND YEAR STUDENTS AT SMK DAR EL HIKMAH PEKANBARU Devi Lusiani; Rumiri Aruan; Jismulatif
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 3 (2021): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i3.8327

Abstract

This research was aimed to find out the significant effect of Listen-Read-Discuss (LRD) strategy on reading comprehension of the second year students at SMK Dar El Hikmah Pekanbaru. This research was pre-experimental with one group pre-test post-test design. The population of this research was the second year students of SMK Dar El Hikmah Pekanbaru. All of the population were taken as the samples selected by using total sampling technique. This research administered a reading test consisting of 40 multiple-choice items in the pre-test and post-test. The mean score in pre-test was 60.15, while the mean score in post-test was 74.97. To determine the difference between pre-test and post-test, this research used t-test formula. After analyzing the data, it was found that the t-test score was 8.782, meaning that it was higher than t-table (2.034). From the result of data analysis, it was concluded that the Alternative Hypothesis (Ha) of this research was accepted. Thus, Listen-Read-Discuss (LRD) strategy significantly improved the reading comprehension of the second year students at SMK Dar El Hikmah Pekanbaru. Based on these findings, it was recommended that Listen-Read-Discuss (LRD) strategy was effective on improving the students’ reading comprehension, particularly in narrative text.
A STUDY OF PHONOLOGICAL ERRORS IN STUDENTS’ ENGLISH SPEECH PRODUCTION Medi, Divo Zidane Akbar Nugraha; Hasibuan, Hapni Nurliana H.D.; Jismulatif; Miftahul Jannah; Teresia Nataline Sitorus
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7821

Abstract

Phonology is significant in facilitating communication, especially for university students who are learning English as a foreign language. The purpose of the study is to determine the types and causes of pronunciation errors made by students of FKIP Universitas Riau. A descriptive qualitative study was conducted by selecting sixteen students from various study programs. Pronunciation tests, recordings, and interviews were used as data collection methods, and data were analyzed using the International Phonetic Alphabet. The study identified eight types of phonological errors, characterized by vowel substitution, silent letter pronunciation, diphthong simplification, consonant substitution, cluster reduction, voicing, epenthesis, and spelling pronunciation. These errors are caused by the Indonesian phonological system, a lack of pronunciation practice, and students’ need to speak English. These findings show that pronunciation errors are common among university students and need more attention in English pronunciation classes.
Speaking Success in EFL Classrooms: How Self-Efficacy and Self-Regulated Learning Shape Learners’ Oral Performance Lesta Mega; Mahdum; Supriusman; Jismulatif
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.33014

Abstract

Speaking proficiency is a fundamental component of communicative competence in EFL contexts, yet many Indonesian students continue to experience difficulties in oral performance. This study investigated the contribution of self-efficacy and self-regulated learning to the speaking performance of eleventh-grade students at four Madrasah Aliyah Negeri (MAN) schools in Pekanbaru. Using a correlational quantitative design, data were collected from 106 students selected via cluster random sampling. The instruments consisted of two adapted questionnaires measuring self-efficacy and self-regulated learning, and a rubric-based speaking test assessing vocabulary, fluency, comprehension, grammar, and accent. The data were analyzed using multiple linear regression after meeting the required assumptions of normality, linearity, and multicollinearity. The results showed that both self-efficacy and self-regulated learning made significant positive contributions to speaking performance, with self-efficacy (β = 0.444, t = 5.895, p < 0.001) and self-regulated learning (β = 0.534, t = 7.102, p < 0.001) emerging as significant predictors. The model produced an R value of 0.792 and an R² value of 0.627, indicating that the two predictors explained 62.7% of the variance in students’ speaking scores. These findings suggest that students with greater confidence in their speaking ability and a stronger capacity to plan, monitor, and evaluate their learning tend to demonstrate higher speaking performance. The study suggests that pedagogical practices that promote learners’ confidence and self-regulated learning may support the development of speaking proficiency in EFL classrooms.
AN ANALYSIS OF TEACHER’S TALK IN THE EFL CLASSROOM INTERACTION AT ABDURRAB FOUNDATION SCHOOL, PEKANBARU Santoso Aguswan; Jismulatif
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p42-59

Abstract

This research aims to analyze types of Teacher's Talk, characteristics of Teacher's Talk, and patterns of interaction in the class in EFL learning at Abdurrab Foundation School, Pekanbaru, Indonesia. This research used observation classes, audio recordings, and semi- structured interviews with one English teacher. Three meeting classes from different classes were observed to ensure variation interactional. Data analysis used a deductive thematic approach guided by Flanders' Interaction Analysis Categories System (FIACS) and the concept of Classroom Interactional Competence (CIC). The research results indicated that asking and giving directions are the most frequent types of Teacher's Talk used, suggesting a pattern of teacher-centered learning. The absence of criticizing or justifying authority indicates that the classroom atmosphere was generally supportive and non-threatening. In terms of the characteristics of Teacher’s Talk, the teacher frequently employed questioning, scaffolding, and adaptive language to facilitate students’ understanding and participation. However, the use of extended wait time and opportunities for student–student interaction were still relatively limited. The classroom interaction patterns further revealed that teacher–whole-class interaction was dominant, whereas peer interaction occurred less frequently. These findings confirm the importance of maintaining a balance between instructional control and creating interactional space, particularly in EFL classrooms where increasing learner-centered participation is essential for communicative language development.
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