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All Journal Jurnal Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Lectura : Jurnal Pendidikan Journal of Educational Sciences Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Indonesian Journal of Education and Development Research JR-ELT (Journal of Research in English Language Teaching) International Journal of Educational Best Practices
Supriusman Supriusman, Supriusman
Riau University
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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An Analysis of Difficulties Faced by the Third Grade Students of SMP Santa Veronika Pekanbaru in Writing Descriptive Texts Simbolon, Angelia; Supriusman, Supriusman; Erni, Erni
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 4, No 1 (2025): January 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v4i1.4552

Abstract

This study aims to identify and analyze the difficulties students face in writing descriptive texts. Using a qualitative method, data was collected through a Likert scale questionnaire and a written test involving 25 respondents at the Junior High School. Based on the analysis, it was found that students experience difficulties mainly in five aspects: content, organization, grammar, vocabulary, and mechanics. Factors influencing these difficulties include limited vocabulary, minimal understanding of text structure, lack of writing practice, and challenges with grammar. Additionally, students' lack of interest in writing also affects their writing outcomes. The study concludes that a teaching approach focusing on writing fundamentals and enhancing students' interest in writing is needed. Recommendations for teachers include providing continuous writing practice and supplying engaging support materials to address obstacles in writing descriptive texts.
Using Multiple Questioning Strategies Viewed from Teachers’ and Students’ Perspectives Supriusman, Supriusman; Yunus, Melor Md; Mohd Yasin, Mohd Hanafi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.8

Abstract

The current study was carried out to identify teachers’ perspectives regarding their knowledge and comprehension towards questioning strategies and its implementation as well as the extent to which it effects towards students’ acceptance in improving their learning motivation, critical thinking skills and English proficiency. Meanwhile, from the students’ perspectives, the focus of the study was on the extent to which their acceptance towards their learning motivation, critical thinking skills and English proficiency. This survey utilised a set of questionnaires as the main instrument. A number of 160 English teachers and as 1600 secondary school students from Pekanbaru, Riau Indonesia involved in this study. They were recruited by using stratified random sampling. An overall pilot test result using Chronbach’s Aplha analysis revealed that there was a high reliability for all the constructs i.e. 0.772 to 0.962. Data analysis of the present study uses SPSS 22.0 involving descriptive analysis (mean and standard deviation) and inferential statistics involving MANOVA and regression. Overall results demonstrated that the teachers’ knowledge and comprehension regarding questioning strategies and its implementation were at the moderate levels. Meanwhile, differential analysis revealed that there was no significant difference between genders and teaching experience for some constructs. Regression analysis showed that questions’ preparation was a dominant contribution towards its implementation (55.5%). From the students’ perspectives, overall results revealed that students’ acceptance towards various questioning strategies were at the moderatelevels where some of them were at the higher level. Differential statistical analyses results showed that there were some differences between genders with regards to the questioning strategies implemented. Regression analysis demonstrated that types or formats of questions contributed 55.4% towards English proficiency among students. Implications of this study have highlighted using multiple questioning strategies can be used as an approach to overcome English language problems among students.
The Effectiveness of Using Role Play Technique to Improve Speaking Skill of 8th Grade Students of the Arsyad Islamic School Camila, Faza Farha; Syarfi, M; Supriusman, Supriusman
JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Vol 3, No 1 (2025): Februari 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jamparing.v3i1.4193

Abstract

This study aims to see the improvement of students' speaking ability after using role play technique in English learning. Lack of confidence in speaking English is one of the factors that make it difficult for students to speak English. role play is one of the learning techniques that provides fun activities. The methodology of this study is one group pre-test post-test. The sample of this study is the eightth grade at Arsyad Islamic School which totalled 30 students. The data collection technique in this study was by conducting pre-test, treatment and post-test. Based on the data collected, the use of role play technique in learning English speaking is effective. This is proven by the following research results: the average score of speaking aspect in the pre-test was 73.86 and increased to 83.66 in the post-test. Therefore, it can be concluded that the use of role play technique is effective to improve the speaking skill of eightth students at Arsyad Islamic School.
An Investigation of Cyberloafing among EFL Learners Naura, Melva; Supriusman, Supriusman; Indah Tri Purwanti
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.23758

Abstract

This study investigates cyberloafing among EFL learners in English Department in university at Pekanbaru, focusing on how students use digital devices for non-academic purposes during class. The aims of this study are to assess the level of cyberloafing and identify the reasons why do EFL learners engage in cyberloafing. The subject of this study was selected through cluster random sampling and convenience sampling. The total number of the sample was 71 students for the quantitative study and 10 students for the qualitative study. The study adapted explanatory sequential mixed-method design. The data were collected through 35 items questionnaire and semi-structured interview. The researcher employed descriptive analysis in terms of means for the quantitative data using SPSS 29 and thematic analysis for the qualitative data. The results revealed a high level of cyberloafing, with the most common activities being sharing followed by real time updating and accessing online content. It also showed contributing factors to cyberloafing including lecturer-related reasons, such as monotonous teaching methods, course-related reasons like unengaging peer-presentations, and student-related reasons including boredom and short attention spans. The study concluded that reducing cyberloafing may be achieved by improving teaching strategies, incorporating engaging digital tools and managing structured peer-presentations. It is suggested that lecturers establish a clear digital device policy during class, students promote self-regulation learning, and further research may explore long-term consequences of cyberloafing to mitigate cyberloafing behavior in educational settings.
The Effect of Think, Talk, Write (TTW) Strategy on The Writing Descriptive Text Ability of SMK Students Annisa, Fitri; Supriusman, Supriusman; Masyhur, Masyhur
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.615-625

Abstract

This study aims to find the effect of Think, Talk, Write (TTW) strategy on the writing descriptive text ability of SMK students. The study used a quasi-experimental method with two groups: an experimental class taught using the TTW strategy and a control class using the conventional method. The data collection instrument was a descriptive writing test conducted before (pre-test) and after (post-test) treatment, with an assessment based on the Arthur Hughes rubric. The data were analyzed using independent sample t-test. The results showed that the TTW strategy had a significant effect on students' writing ability. The average value of the final test of the experimental class reached 87.17, higher than the control class which obtained an average of 76.25. This difference was also confirmed through a statistical test with a p value <0.001, which showed that students taught with the TTW strategy experienced a greater improvement in writing ability than students taught with the conventional method. The TTW strategy helps students to think critically, discuss, and organize their writing in a more structured way, thus improving the quality of the text they produce. The findings support the effectiveness of TTW in improving descriptive writing skills. This study recommends the use of TTW strategy in writing learning to create a more collaborative and in-depth learning process. Future researchers are expected to explore the application of TTW on different text types or populations.
Students’ Perceptions on The Use of Songs in Spotify Application toward Their Idiomatic Expressions Divanauli, Diannisa; Supriusman, Supriusman; Dahnilsyah, Dahnilsyah
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2516-2525

Abstract

The using of slangs or any other idiomatic expressions like phrasal verb is usually found in students’ communications nowadays. Song is one of media that influenced the using of slangs or any other idiomatic expressions. The participants of this study were the third semester students of Universitas Riau batch 2023. This study aims to find out students’ perceptions on the use of songs in Spotify Application on their idiomatic expression. This study used quantitative descriptive research design. Additionally, the data were collected through questionnaire with validity and reliability tested. The aspects of the questionnaire looking for students’ perceptions in three aspects; idiomatic expressions, English songs belief and Spotify application using. The results of this study revealed that third-semester students of Universitas Riau have positive perceptions based on mean calculation. Recommendations for students, educators and future researchers were included to supply the use of technology in language learning especially Spotify application.
Developing English Learning Media Using Edpuzzle for Understanding Language Expressions in a Listening and Speaking Class Supriusman, Supriusman; Daud, Afrianto; Mahdum, Mahdum; Hadriana, Hadriana; Kurniawan, Andri
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.14644

Abstract

This research aimed to develop an English learning medium using Edpuzzle to understand language expressions in listening and speaking classes. A Research and Development (R&D) design was employed in this study, using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) as the development model. Data were collected through an online questionnaire consisting of a set of written statements for respondents to answer. Descriptive analysis was utilized as the technique for data analysis, dealing with quantitative data. Four Edpuzzle-based videos, featuring explanations and quizzes, were developed and validated by media and language experts. The validation results revealed that the video 'Invitation' achieved an average score of 4.25 (valid), the video 'Apologizing, Expressing Anger and Resolving Conflict' scored an average of 4.30 (valid), the video 'Giving Compliments and Replying to Compliments' received an average score of 3.81 (quite valid), and the 'Expressing Opinions' video garnered an average score of 3.91 (quite valid). Overall, the average score was 4.10, categorized as valid. Therefore, the Edpuzzle-based video, as a developed English learning medium, was deemed suitable and appropriate for application in listening and speaking classes in Indonesia.
Perceptions of Students on the Use of ChatGPT as a Translation Tool Vinola, Vinvin; Supriusman, Supriusman; Syarfi, Muhammad
Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/283kr275

Abstract

This study investigates students’ perceptions of using ChatGPT as a translation tool. This study aims to find out the students’ perceptions of the use, advantages, and disadvantages of ChatGPT as a translation tool. This study used purposive sampling to find the sample. The total sample for this study was students who use ChatGPT as a translation tool, including 89 out of 109 students. This study used the explanatory sequential mixed method. The data was collected through 21 items of closed-ended questions and five items of open-ended questions. The researchers used descriptive statistical analysis for quantitative data and thematic analysis to find qualitative data. The findings showed that students’ overall perception of ChatGPT as a translation tool was high, with a mean score of 3.42. The construct on the use of ChatGPT as a translation tool was a moderate score (3.38), indicating that students use ChatGPT selectively to translate words, paragraphs, academic texts, and written assignments. The advantages of ChatGPT were rated high (3.56), indicating that students recognized its benefits in reducing proofreading and editing, saving time, language improvement, efficiency, and flexibility. However, the disadvantages were rated moderate (3.19), with concerns about dependency and translation quality. The study concludes that students positively perceived ChatGPT and recognized its limitations. Students use ChatGPT as a translation tool for only a few uses, and ChatGPT is a valuable tool for translation. However, students do not directly feel the disadvantages of ChatGPT because they use ChatGPT selectively. 
ACADEMIC PROCRASTINATION AMONG ENGLISH MASTER STUDENTS: THE LEVEL, AREAS AND REASONS Annisaq, Annisaq; Azhar, Fadly; Supriusman, Supriusman
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.82-94

Abstract

Academic procrastination is a persistent challenge in higher education, particularly among graduate students engaged in demanding academic tasks. This study employed a descriptive quantitative research design to explore the level of academic procrastination among English language education master’s students, to identify academic areas are most prone to procrastination, and to investigate the reasons underlying this behavior. The study involved 48 graduate students enrolled in the English Language Education Master’s Program at Universitas Riau. Data were collected using the PASS questionnaire from Solomon & Rothblum (1984) that included sections on procrastination level, areas of procrastination, and reasons for procrastination. Descriptive analysis revealed that 67% of students exhibited moderate levels of procrastination, while 33% reported high levels. Writing tasks, such as thesis writing and preparing academic papers, emerged as the most frequently procrastinated area, followed by preparing for exams, reading assignments, and administrative tasks. The main reasons for procrastination included difficulty in time management, fear of making mistakes, lack of motivation, perfectionism, and challenges in balancing academic work with employment or personal responsibilities. These findings underscore the importance of addressing both the cognitive and emotional factors contributing to academic procrastination. Interventions that target time management skills and academic self-confidence may help reduce procrastination and improve graduate student performance.
Teachers’ Code-Switching in Pekanbaru Vocational Schools Jismulatif, Jismulatif; Supriusman, Supriusman; Eliwarti, Eliwarti
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.761-771

Abstract

The aims of this research are to identify the functions of code-switching and to explain why teachers employ code-switching in English classrooms. This study utilized a qualitative research design to investigate the phenomenon of code-switching in English as a Foreign Language (EFL) classrooms. Code-switching data were collected from three schools through classroom observations and audio recordings. To support the analysis, interviews with teachers were conducted to gain deeper insights into their reasons for using code-switching. The findings show that teachers use code-switching in the classroom to give instructions, provide feedback, build students’ confidence and comfort, and support students’ understanding of new English vocabulary. The functions of code-switching performed by teachers are not limited to pedagogical purposes but also relate to behavior management and interpersonal or affective interactions with students. Teachers also use code-switching as a strategic tool by transferring and integrating two languages to enhance student engagement and communication during the teaching and learning process.
Co-Authors Afrianto Daud Afrianto, Afrianto Afrizan, Awi Andini, Desi ANDRI KURNIAWAN Annisa, Fitri Annisaq, Annisaq Aritonang, Amelya Putri Camila, Faza Farha Dahnilsyah, Dahnilsyah Divanauli, Diannisa Eka Damayanti Eliwarti, Eliwarti Erni Erni Fadillah, Miftahul Fadly Azhar Fakhri Ras Faldayani, Dilla Fitri, Risha Rahma Gustia, Demi Reka Hadriana Hadriana Hariani, Putri Shara Indah Tri Purwanti Jismulatif, Jismulatif Lillah, Nurmi M. Syarfi Mahdum Mahsyur, Mahsyur Maqfira, Arinda Arum Masyhur Masyhur Mohd Hanafi Mohd Yasin, Mohd Hanafi Naura, Melva Nina Fitriani, Nina Oktapiani, Rama Putri, Nabilah Eka Rumiri Aruan Safriyanti, Maria Simbolon, Angelia Sukarti, Ratri Syafrianti, Maria Syarfi, M Syarfi, Muhammad Syari, Astuti Finis Toyibah, Zuriat Vinola, Vinvin Yunus, Melor Md Zahara, Aini