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<![CDATA[The Effectiveness of the Discovery Learning Model on Poetry Writing Ability ]]>
<![CDATA[Arya Miza Amin]]>;
<![CDATA[Desi Sukenti]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 14 No. 2 (2023): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v14i2.15101
<![CDATA[The reason for choosing the discovery learning model because it is an active learning model that can help the student’s writing skills. By using this learning model, students can learn to think, analyze, and solve problems. The purpose of the research is to find the effect of the discovery learning model on students’ ability in writing a poetry at Sekolah Menengah Atas (SMA) Negeri 1 Pangkalan Kerinci. This research was experimental research with a form of quasi-experimental design. The sample of this study was two classes, the control class and the experimental class, from Grade X SMA Negeri 1 Pangkalan Kerinci. The number of each class consisted of 32 students. In the experimental class, discovery learning is applied as a treatment, while the control class still uses a conventional learning model. The data analysis used descriptive statistics. The results of the study revealed that learning using the discovery learning model in students’ ability in writing poetry obtains the value of learning completeness at 86.7% which is higher than the conventional learning model. Based on the significant value of Sig (2-tailed) between discovery learning and the ability to write poetry is 0.000 < 0.0. It means that there is a significant effect between discovery learning and student’s ability in writing poetry. From the results of the study, it can be concluded that the writing ability in the poetry of SMAN 1 Pangkalan Kerinci students is high by using discovery learning.]]>
<![CDATA[Professional Competence Enhancement of High School Teachers through Scientific Paper Writing Training ]]>
<![CDATA[Fanny Rahmatina Rahim]]>;
<![CDATA[Dinovia Fannil Kher]]>;
<![CDATA[Yulyanti Harisman]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 14 No. 2 (2023): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v14i2.15176
<![CDATA[The study fulfils the gap in teachers' scientific paper writing skills, which benefits both the academic community and pupils. Teachers' competence can be improved so that they can engage in evidence-based practices, contribute to academics, and deliver engaging educational experiences that develop critical thinking in their pupils. Scientific paper writing training is critical for developing high school teachers' professional competency. The purpose of this study was to look into the efficiency of such training in improving teacher abilities and knowledge. A quantitative descriptive method was employed in the study to evaluate the efficiency of a scientific paper writing training programme for high school teachers. Data was gathered by assessing the quality of the teachers' papers using a quality assessment form. The data was analysed using statistical procedures such as the t-test and N-Gain analysis. The t-test compared pre- and post-treatment scores, while the N-Gain analysis assessed the training's effectiveness. These methodologies aided in determining the program's impact on teachers' writing skills and quantifying the level of development in their scientific paper writing competence. These data indicate the training program's effectiveness in improving teachers' understanding and skills in scientific paper writing. Training in scientific paper writing improves high school teachers' professional competency by increasing their understanding of article components, scholarly practices, and writing abilities. It emphasizes the importance of continuing professional growth and filling gaps in critical thinking and interdisciplinary writing.]]>
<![CDATA[The Impact of Peer and Teacher Feedback Using Twitter on FFL Writing Class ]]>
<![CDATA[Wulan Novita Haeriyati]]>;
<![CDATA[Dudung Gumilar]]>;
<![CDATA[Dante Darmawangsa]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 14 No. 2 (2023): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v14i2.15185
<![CDATA[Feedback is a technique used in the teaching and learning environment to improve the acquisition of knowledge and skills, including writing mastery. This study investigates the impact of incorporating peer and teacher feedback techniques through Twitter on developing writing skills in French as a Foreign Language (FFL) class. The study employed a quantitative experimental approach that adopted a One Group Pre-Test and Post-Test design. A sample of 30 students enrolled in the fourth semester of the French Language Education Study Program at a university in Bandung, Indonesia, participated in the study. This study used two research instruments to gather the data: a writing assessment consisting of a pre-test and post-test and a questionnaire to measure students' perceptions of the studies' treatment. The data test was analyzed using the CEFR A2-level assessment instrument from Tagliante (2005) and then processed statistically using SPSS 26 software. While questionnaire data were analyzed using a Likert scale with five intervals. The statistical analysis results demonstrated a substantial impact, indicating increased scores from the pre-test to the post-test. The observable augmentation in the caliber and efficacy of student writing across all evaluation domains supports this assertion. In conclusion, the implementation of peer and teacher feedback using Twitter in French as a Foreign Language (FFL) writing class significantly enhances students' writing proficiency. Furthermore, it allows students to demonstrate a favorable acceptance and perception of this implementation to improve their French writing skills.]]>
<![CDATA[Student’s Science Literacy in Science Learning at Elementary School ]]>
<![CDATA[Rizky Cahyaningtyas]]>;
<![CDATA[Anatri Desstya]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.16068
<![CDATA[This study aims to describe literacy in science learning in elementary schools. This study uses a type of qualitative research. This research was conducted at SDN 1 Karangsari which is located in Karangsari Village, Kec. Rowosari, Kab. Kendal, Prov. Central Java with postal code 51354. This analysis makes use of both primary and secondary sources of information. Interviews, observations, and field notes are all tools used in data collection. Methods for gathering data, reducing it, presenting it, and drawing conclusions from it. Use data triangulation to verify the accuracy of your findings. The conclusion of this study is that scientific literacy in science learning at SDN 1 Karangsari has been instilled. With reference to indicators, identify and explain scientifically valid phenomena (about blood circulation), evaluate and design investigations (about the properties of light), interpret data and conclusions based on scientific evidence (about the occurrence of rainbows).]]>
<![CDATA[Teaching English in Inclusive Primary School: Teachers’ Challenges and Coping Strategies ]]>
<![CDATA[Shilvani, Shilvani]]>;
<![CDATA[Yohanes Gatot Sutapa Yuliana]]>;
<![CDATA[Clarry Sada]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.16217
<![CDATA[This research investigated the teachers' challenges and coping strategies in teaching English in ZonaKata Inclusive Primary School in the academic year 2022/2023. This research was designed as qualitative case-study research to discover teachers' challenges and coping strategies when teaching English in inclusive settings. Five teachers who teach grades one through five at ZonaKata Inclusive Primary School participated in the study. The observation, interviews, and a review of the documents showed that the students' emotional-behavioral problems and communication-language features problems are the teacher's challenges during English teaching-learning. Therefore, the coping strategies that the teachers used were through developing and maintaining a good relationship with the students, differentiation (content, process, and product) to accommodate the different needs of the students, and collaboration between teachers in teaching. In short, the combination of these strategies effectively dealt with challenges and is recommended for teaching English in inclusive schools.]]>
<![CDATA[Developing Phonics Teaching Media and Materials-Based Flip Book ]]>
<![CDATA[Patria, Lilis]]>;
<![CDATA[Yuliana, Yohanes Gatot Sutapa]]>;
<![CDATA[Ikhsanudin, Ikhsanudin]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.16248
<![CDATA[This research aimed to develop an electronic book for teaching phonics. This was a Research and Development (R&D) study with four stages. The subjects of the study were K2 students and K2 teachers of Tunas Bangsa school. The research procedures were adapted from Jolly and Bolitho’s model consisting of identification of need for materials, production of materials, student use of materials, evaluation of materials against agreed objectives. This research data was collected through interview, observation and material aspects validation sheet which are analyzed quantitatively and qualitatively. The materials writing and implementation findings revealed that the materials were considered appropriate and relevant with the students’ and teachers’ needs as they provided specific phonics materials and meaningful activities for K2 students. It was supported by the results from the aspects of the developed materials, which were 3.93, which was in the range of 3.25 < x ≤ 4 and can be categorized as “very good”.]]>
<![CDATA[Reading Interest and Teacher’s Efforts in Increasing Reading Interest for Elementary Schools ]]>
<![CDATA[Maryatiningsih, Ria Rizky]]>;
<![CDATA[Abduh, Muhammad]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.16353
<![CDATA[Interest in reading is one aspect that is the progress of the nation and state. Reading provides a cognitive experience that can stimulate the mind. The research was conducted at Mangkubumen Kidul Elementary School No.16 Laweyan District, Surakarta City. The purpose of the research conducted by researchers is to analyze the efforts made by teachers to increase students' reading interest. The research method used by researchers is qualitative research method with a case study approach. Data collection methods used are observation, interviews and documentation. The research subjects included school principals, teachers and students in class II and class V. The object of the study was the teacher's efforts to increase students' interest in reading at Mangkubumen Kidul Elementary School No. 16. The data validity technique used is data triangulation. Data analysis used is data reduction, data presentation and conclusion. The results and research findings include teachers having strategies by motivating students always read and creating an academic and literative environment. The obstacle experienced is the competition between reading books and current gadgets which greatly influences students to have a good character of interest in reading.]]>
<![CDATA[The Role of Guidance and Counseling Teacher Services in Implementing Individual Counseling to Improve Learning Independence ]]>
<![CDATA[Kholifah, Siti]]>;
<![CDATA[Khoiriyah, Siti]]>;
<![CDATA[Ismanto, Heri Saptadi]]>;
<![CDATA[Yulianti , Padmi Dhyah]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.16568
<![CDATA[Education is an integral part of the development of national and state life, as stated in Law no. 20 of 2003 article l. However, there are several obstacles that occur in realizing education, including the lack of student learning independence. So the role of guidance and counseling teachers is needed in dealing with this problem. Therefore, researchers want to know the role of guidance and counseling teachers in carrying out individual counseling to increase student learning independence at SMAN 1 Mranggen. This research uses a qualitative research method design. The data collection technique in this research is by using direct observation, interviews and documentation. This data analysis uses the Milles and Huberman data analysis model, namely: data collection, data reduction, data presentation. Drawing conclusions/verification. In this research, the criteria for trustworthiness are used, namely: long-standing interest, persistent observation in research, and triangulation testing. The results obtained in the research show that: The role of the guidance and counseling teacher at SMAN 1 Mranggen is very useful for students who have problems. Guidance and Guidance Teachers have duties and responsibilities in guidance and counseling service activities for students. Guidance and counseling service activities at school are activities to help students find their identity. With the presence of a guidance and counseling teacher, students become better than before so that student learning independence can be handled well.]]>
<![CDATA[Students’ Perspective on the Implementation of Gagne’s Nine Instructional Events in Collaborative Project-Based English Language Teaching ]]>
<![CDATA[Yulinda, Desi]]>;
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Juhana, Juhana]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.17249
<![CDATA[This research is a qualitative study that aims to describe students' perspectives on the implementation of Gagne's Nine Events of Instruction in the process of project-based collaborative learning in English subject at one of the high schools in Batam. The informants of this study were 132 students from three classes of grade XI. The data collection methods used were questionnaires and interviews with 6 students randomly selected based on their academic performance from the same classes. The data were analyzed using thematic analysis. The result of this study showed that the students responded positively to the implementation of Gagne's Nine Events of Instructions in project-based collaborative learning in the learning process. Gagne's framework has been successful in improving students' understanding, fostering, and becoming a platform for creativity development, and creating a pleasant learning atmosphere for teachers and students. They also agreed that Gagne's Nine Events of Instructions in project-based collaborative learning has an impact on building students' positive character personally and socially.]]>
<![CDATA[Exploring Self-Regulated Learning Strategies and Academic Performance among Orphanage Secondary School Students ]]>
<![CDATA[Rahmadhani, Devy Yuniastuti]]>;
<![CDATA[Budiraharjo, Markus]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v15i1.17304
<![CDATA[This study investigated the self-regulated learning strategies employed by secondary school students living in Panti Asuhan Bahagia Sampit. It attempted to reveal some variables influencing their self-regulated learning strategies in relation to their academic achievement. Using a qualitative research methodology and a narrative approach, the study was laid upon a social cognitive theory. Drawing from 45 children as the population of the study, six participants were selected for the study using purposive sampling. Each participant was interviewed twice, with each lasting for about 30 minutes. The findings demonstrated that those exhibiting high levels of self-regulation outperform those exhibiting low levels of self-regulation or lacking self-regulated learning. Personal, behavioral, and environmental factors all had an impact on how students underwent self-regulated learning. The study is set to offer efficient interventions to help secondary school children from orphanages succeed academically by examining those areas.]]>
