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All Journal Pendidikan Ekonomi Journal of Educational Sciences
Reni Eka Putri
Mahasiswa Pendidikan Ekonomi STKIP PGRI Sumbar
Religion Humanities Economics, Econometrics & Finance Education Library & Information Science Other

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STUDENT PERCEPTIONS OF BASIC SKILLS PROGRAM STUDENT TEACHING PRACTICE FIELD (PPL) STKIP PGRI WEST SUMATRA EVEN SEMESTER ACADEMIC YEAR 2013/2014 IN CLASS VII SMP N 22 PADANG Putri, Reni Eka
Pendidikan Ekonomi Vol 4, No 2 (2014): Jurnal Wisuda ke-49 Mahasiswa Prodi Ekonomi
Publisher : Pendidikan Ekonomi

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Abstract

The purpose of this study was to determine the perception of the seventh grade students of SMP N 22Champaign to teach students the basic skills of field practice program (PPL) STKIP PGRI West SumatraSemester Academic Year 2013/2014.This research uses a quantitative approach. The study population is the entire seventh grade students ofSMP N 22 Padang 2013/2014 academic year consisting of 254 people and sampling techniques in this studyusing simple random sampling technique so that the sample in this study were as many as 155 people.Collecting data in this study using a questionnaire of 32 items. The data obtained were analyzed usingpercentage calculations.From the results of this research is that teachers skills in teaching at PPL SMP N 22 Padang in terms ofskills is quite open lesson with TCR 78.84%. Students perceptions of teachers teaching basic skills in managinga class PPL is quite the TCR 78.86%. Students perceptions about the teaching of basic skills in connection withexplaining the fairly with TCR 77.81%. Students perceptions of teachers skills in teaching PPL held inconnection with the variation is quite the TCR 75.59%. Students perceptions of teachers skills in teaching withrespect to PPL asking quite enough to TCR 74.45%. Teachers skills in teaching at PPL SMP N 22 Padang inconnection with providing reinforcement is quite the TCR 74.16%. Perceptions of students in relation to theteaching of basic skills related teacher closes the lesson is quite the TCR 74.32%. Based on the research resultssuggested to PPL students to improve basic skills of teaching and provide reinforcement in connection withproviding the opportunity for students to express opinions and closing skills related lesson provides a glimpse ofinformation about the matter to the next meeting, before the clock expires lessons.
The Effect of YouGlish Web Tool through Shadowing Technique and Learning Motivation on EFL Students’ Pronunciation Accuracy Putri, Reni Eka; Zulhidah, Zulhidah; Bukhori, Bukhori
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.229-240

Abstract

This study investigated differences in English pronunciation accuracy among students with high, medium, and low learning motivation who were taught using the YouGlish web tool through the shadowing technique and those taught without it. It also examined the interaction effect between instructional method and learning motivation on pronunciation accuracy. Employing an experimental 2×3 factorial post-test-only design, the study involved first-semester students of the English Education Department at the State Islamic University of Sultan Syarif Kasim Riau. Two classes totaling 60 students were selected through simple random sampling. Data were collected through a pronunciation test after four treatment sessions and analyzed using two-way ANOVA. The results showed that the use of YouGlish through shadowing did not produce significant differences in pronunciation accuracy across varying levels of learning motivation. Additionally, no significant interaction effect was found between the teaching method and students’ motivation levels. Although learning motivation contributed to pronunciation performance, its effect was not statistically significant. These findings indicate that the effectiveness of YouGlish-assisted shadowing practice in improving pronunciation accuracy was not significantly influenced by students’ learning motivation, suggesting that other factors may play a more substantial role in determining pronunciation development.
Co-Authors Bukhori, Bukhori Zulhidah, Zulhidah