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Pelatihan Penggunaan Strategi Membaca bagi Siswa Kelas IX SMP Negeri 4 Kota Solok dalam Menjawab Soal Ujian Nasional Bahasa Inggris Fitri Handayani; Marsika Sepyanda; Risza Dwiputri; Zulfariati
PUAN INDONESIA Vol. 2 No. 1 (2020): Jurnal Puan Indonesia Vol.2 No. 1 Juli 2020
Publisher : ASOSIASI IDEBAHASA KEPRI

The readiness of grade IX students of SMP in facing the national exam is still not optimal. It can be seen from the obstacles encountered by the students related to the amount of material being studied and the limited time available at school. Furthermore, the students are also still unfamiliar with the UN questions tested due to the lack of practice in discussing UN questions. This problem can be overcomed by providing training to students on the use of reading strategies to be applied in answering English UN questions. The subjects of this service program are grade IX students of SMP Negeri 4 Solok City who will take the national exam. The use of reading strategies is an approach to understand English texts that can be used in solving English UN questions. The method of implementing this service program is carried out through several stages, namely (1) giving try out to assess students' ability to answer UN questions, (2) giving guidance and training in using reading strategies in answering UN questions, and (3) giving final try out as evaluation of the implementation of community service activities. The results of this community service activity showed that students have broad insights on strategies to solve English National Examination questions. Students also become more enthusiastic and active in answering English UN questions. Besides that, students also get information that is very useful in preparing themselves as early as possible to face the national exam. Given the large benefits of community service activities, it is necessary to provide intensive and structured training for grade IX students of SMP on tips and tricks for answering English UN questions easily.

Optimalisasi Penggunaan WhatsApp Group Sebagai Sarana Komunikasi dan Media Pembelajaran Online Selama Masa Pandemi COVID-19 bagi Guru SD Negeri 10 Pianggu Fitri Handayani; Marsika Sepyanda; Risza Dwiputri; Riyen Permata; Zulfariati
PUAN INDONESIA Vol. 3 No. 1 (2021): Jurnal Puan Indonesia
Publisher : ASOSIASI IDEBAHASA KEPRI

The readiness of elementary school teachers to use online learning media during the COVID-19 pandemic remains very low. Many teachers are unable to optimize various features of online teaching media, such as the use of WhatsApp. This was also experienced by teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district. Not all teachers can make the best use of WhatsApp as an online learning tool. Some teachers are still unaware of the features accessible on WhatsApp that might be utilized as a learning assistance tool. Therefore it is necessary to provide training for teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district in presenting learning materials through the use of WhatsApp. The implementation of service activities is carried out by providing training through lectures, discussions, and practices. Teachers were given information and knowledge about WhatsApp as a means of online learning medium during the Covid-19 pandemic. Based on the training activities that were conducted, the teachers demonstrated an eager attitude and a desire to learn more about various features on Whatsapp. Teachers receive training materials fast and can utilize the WhatsApp group as an effective online teaching tool, so the training generates favorable feedback.

THE ANALYSIS OF STUDENTS’ ATTITUDE TOWARD THE USE OF PRINTED DICTIONARY IN TRANSLATING TEXT ON THE THIRD YEAR STUDENTS OF ENGLISH DEPARTMENT OF FKIP UMMY SOLOK Riri Listia Dewi; Marsika Sepyanda; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol 4 No 1 (2019): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v4i1.24

This study was aims to know the attitude of students towards the use of printed dictionaries in the Translation class in the third year of English Department at 2017/2018 academic year. This research is motivated by problems faced by students in translation class. Students are often bored in the learning process, material of teaching does not improve the students’ critical thinking, the students have lack of background knowledge, and the students error in using dictionary. The problem can be solved by the lecturer by using printed dictionary as a media to translate text in the Translation class.The research method used in this study was descriptive quantitative. The subject of this study was all third year students of English Department at UMMY Solok at 2017/2018 academic year. The number of subjects in this study were 6 students. In collecting the data, researcher used questionnaire, in this questionnaire the students cloud tick (√) in the response column provided. In this case the researcher used 26 number of statements that correspond to 3 indicators and 13 sub-indicators. In the attitude indicator, the researcher divided into cognitive, affective and behavioral aspects. The results showed that the students’ attitude toward the use of printed dictionary in translating text based on three indicators that got good percentage (60,1%). Based on the result of the research, it could be guidance for English lecturer to using printed dictionary to teach the students in teaching Translation. It is hoped to make the lecturer know the advantages of printed dictionary as a tool to do translating the text. It is expected that the finding of this research can offer lecturer more information to teach Translation. For the students, they are must often to use printed dictionary to translate the text in Translation class.

THE ANALYSIS OF STUDENTS’ ATTITUDE TOWARDS THE USE OF REFLECTIVE JOURNAL WRITING AS WRITING ACTIVITY Yuli Herman; Nadya Shakila Feronika; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol 5 No 2 (2020): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v5i2.331

This study was aimed to know the attitude of students towards the use Reflective Journal Writing a writingactivity at the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The research method used in this study was quantitative descriptive. The population in this research was the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The total of population was 66 students of 2 classses The technique sample used was total sampling, where all the students in excellent classes, class VIII A and VIII B were included as the sample in the research. To get the data of the research, the researcher used questionnaire. The research design included a 5 point Likert-type questionnaire which were strongly agree (SA), Agree (A), Undecided (U), Disagree (D), and strongly Disagree (SD). In this case the researcher used 44 number of statements which based on 3 indicators of students’ attitude. The indicators of attitude were divided into cognitive, emotion and behavioral aspects. The finding of this research show the final percentage of students’ attitude towards reflective journal writing was 76%, it was classified as in the “very good” level. It means students had a very positive attitude towards the use of reflective journal writing as writing activity.

EFL STUDENTS’ SCHWA (/?/) PRONUNCIATION ERRORS IN PHONETICS AND PHONOLOGY LEARNING Ade Putri Ifanny; Yuli Herman; Risza Dwiputri; Afdaleni Afdaleni
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i2.1204

The schwa vowel (/?/) is the most frequently occurring vowel in English and plays an important role in natural speech. Although previous studies have examined schwa pronunciation among Indonesian EFL learners, few have analyzed errors based on word position and error type, particularly among students who have studied phonetics and phonology. This study aimed to analyze students’ schwa pronunciation errors according to word position and error category. A descriptive quantitative design was employed involving 15 fourth-semester students of the English Education Department at Universitas Mahaputra Muhammad Yamin, Solok. Using total sampling, data were collected through a pronunciation test consisting of 30 English words containing schwa sounds in initial, medial, and final positions. The data were analyzed using error analysis procedures. The results showed that pronunciation errors occurred in all word positions, with the highest error rate in medial-position schwa (37%), followed by final-position (29%) and initial-position schwa (13%). Substitution was the most frequent error type (25%), while omission errors were rare (2%) and no addition errors were found. These findings indicate that students’ pronunciation difficulties were mainly influenced by first-language interference, limited phonological awareness, and inadequate understanding of English stress patterns. Further studies with larger and more diverse samples are recommended.

PELATIHAN STRATEGI PENGERJAAN SOAL TKA BAHASA INGGRIS BAGI SISWA KELAS XII SMKN 3 KOTA SOLOK Fitri Handayani; Risza Dwiputri; Riyen Permata; Zulfariati Zulfariati; Yuli Herman
PUAN INDONESIA Vol. 8 No. 1 (2026): Jurnal PUAN Indonesia Vol. 8 No. 1 Juli 2026
Publisher : ASOSIASI IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/jpi.v8i1.540

This community service activity aimed to support the readiness of twelfth-grade students at SMKN 3 Kota Solok in preparing for the English Academic Ability Test (TKA). The activity was developed in response to several challenges identified during the preliminary needs analysis, including limited familiarity with TKA question formats, ineffective reading strategies, inadequate academic vocabulary, and difficulties in managing time during tests. An educative-participatory approach was implemented through interactive lectures, strategy demonstrations, guided practice, and collaborative discussion of test items. The training focused on practical test-taking strategies, including skimming and scanning techniques, identifying main ideas and keywords, eliminating implausible answer choices, and managing time effectively. Based on observations during the training, students’ practice activities, and participant reflections, the program indicated positive changes in students’ understanding of TKA question characteristics, the use of reading strategies, time-management awareness, and confidence in approaching literacy-based assessments. The findings suggest that explicit strategy instruction combined with authentic test simulation can provide meaningful learning experiences that support students’ academic and psychological preparedness for literacy-based assessments. The approach also offers a practical model for assisting vocational high school students in preparing for the English TKA.

EFL LEARNERS’ ABILITY IN ANSWERING STRUCTURE AND WRITTEN EXPRESSION SECTION ON TOEFL PREDICTION TEST Alfatra Fadeni; Yuli Herman; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1036

This study examines EFL students’ ability in answering the Structure and Written Expression section of a TOEFL prediction test. Using a descriptive quantitative approach, the participants were 10 seventh-semester students of the English Education Department at UMMY Solok in the 2023/2024 academic year. Data were collected through a 40-item TOEFL prediction test. The results indicate that students’ performance was categorized as poor in both sections. In the Structure section, the average number of correct answers was 5 (33%), while in the Written Expression section, the average was 10 (40%). The findings reveal that students experienced difficulties, particularly in identifying verb tenses. Therefore, it is recommended that students undertake more systematic preparation to improve their grammatical competence before taking the TOEFL test.

ELEMENTARY ENGLISH TEACHERS' PERCEPTIONS OF MERDEKA CURRICULUM IMPLEMENTATION IN INDONESIAN PRIVATE SCHOOLS: A MIXED-METHODS STUDY Natasha Elvanuri; Zulfariati; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1175

Curriculum reform in Indonesia has led to the implementation of the Merdeka Curriculum, which emphasizes learner autonomy, flexibility, and student-centered learning. Teachers play a central role in translating this reform into classroom practice; however, empirical studies capturing teacher voices in elementary English education remain limited. This study explores English teachers’ perceptions of the Merdeka Curriculum implementation in elementary schools during the 2024/2025 academic year. Using a descriptive quantitative approach, data were collected from eight English teachers in five private elementary schools through a structured questionnaire and supported by semi-structured interviews. Descriptive statistical analysis revealed that teachers expressed predominantly positive perceptions of the curriculum. Specifically, 64% of responses indicated agreement regarding alignment with ministerial regulations, while 63% reflected positive perceptions of English teaching practices under the Merdeka Curriculum. Interview findings further showed that teachers valued the curriculum’s flexibility and its support for active and contextualized English learning, although challenges related to curriculum terminology, instructional preparation, and student engagement were also identified. These findings highlight the importance of incorporating teacher perspectives in curriculum reform and underscore the need for continuous professional development to ensure effective implementation of the Merdeka Curriculum in elementary English learning.

PARTNER SCHOOLS EVALUATION OF PRE-SERVICE TEACHERS PERFORMANCE DURING FIELD PRACTICE: A CASE STUDY FROM FKIP UMMY SOLOK Hana Adhia; Risza Dwiputri; Helvita Roza; Ikhwan; Redo Andi Marta; Roza Zaimil
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1183

This study examines the performance evaluation of Field Practice (PLK) students from the Faculty of Teacher Training and Education (FKIP) UMMY Solok in 2025 based on assessments from partner schools. The research employed a descriptive quantitative method, collecting data through structured questionnaires distributed to supervising teachers at partner schools. Six key competency areas were assessed: professional ethics, communication skills, technology integration, teamwork and collegial collaboration, self-development and reflective practice, and teaching competence. The results indicate that PLK students demonstrated strong performance across all evaluated dimensions, with 100% of respondents rating teamwork and collegial collaboration, self-development and reflective practice, and teaching competence as "Good", while ethics and technology integration received 75% "Good" ratings and communication skills achieved 50% "Very Good" and 50% "Good" ratings. No "Sufficient" or "Poor" ratings were recorded in any category. These findings suggest that the PLK program at FKIP UMMY Solok effectively prepares pre-service teachers with essential competencies required in school settings, though continuous improvement in ethics and technology integration remains necessary.

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