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Lectura : Jurnal Pendidikan
Published by Universitas Lancang Kuning
ISSN : 20864876     EISSN : 2549063X     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Social Sciences
Lectura: Jurnal Pendidikan is a scientific journal containing research articles in education scope. Lectura is published twice a year (February and August) by Faculty of Teachers Training and Education University of Lancang Kuning.
Arjuna Subject : -
Articles 291 Documents
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The Effect of Literacy-Habituation on Improving the Results of Assessment Competency Minimum Literacy Class-V SDN Binangun Nafi'ah, Uun; Nurhidayati, Nurhidayati; Pangestika, Rintis Rizkia
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.v16i1.25847

Abstract

Literacy is very important in all aspects of life, both in education, the workplace and in general society, and can be seen as a change that takes place slowly and gradually over a long period of time which is used as a basis for the development of Indonesian education. This research aims to determine the influence of literacy habits on the results of the Minimum Competency Assessment (AKM) literacy for class V students at SD Negeri Binangun in the 2023/2024 academic year with a research sample of 14 students. This research used a quantitative approach with a pre-experimental research design, namely One Group Pretest-Posttest Design. In data collection technique, data was collected by giving a pretest to measure students' initial literacy skills, followed by treatment in the form of literacy habits, and ending with a posttest to measure the increase in literacy skills. In analysis, the data was analyzed by measuring the level of significance between the pretest and posttest results to determine the influence of literacy habits on the AKM literacy results. The results of this research showed that literacy habits have a significant influence on the results of the Minimum Competency Assessment (AKM) for literacy of class V students, with a significance level (2-tailed) > 0.05, namely 0.179 > 0.05. In conclusion, literacy habits have a positive influence in improving the results of the Minimum Competency Assessment for literacy of class V students at SD Negeri Binangun.
Total Quality Management at Private Boarding High School in Yogyakarta Saadah, Ummu; Wijayanti, Wiwik
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/vx064128

Abstract

Sekolah Menengah Atas (SMA) Muhammadiyah Boarding School (MBS) Sleman is one of the 9 educational institutions that receive diploma equivalence (Muadalah) from Al-Azhar University Cairo. That case made SMA MBS Sleman have unique characteristics and distinct advantages over other boarding-based schools in the Yogyakarta. This study aimed to investigate in depth the characteristics of a total quality management at SMA MBS Sleman. This research employed a qualitative approach, utilizing a case study type. The data collection technique used interviews, observations, and documentation. Data analysis used the interactive model by Miles, Huberman, and Saldana. The results of this study indicated that the characteristics of total quality management at SMA MBS were demonstrated by (1) customer focus: excellent relationships with customers, customer needs surveys, the implementation of an integrated curriculum, and adequate facilities and infrastructure; (2) total involvement: the formation of small teams in program implementation and the involvement of stakeholders in policy formulation; (3) measurement: the presence of a quality assurance team at the pesantren level, reporting by teachers and educational staff regarding their respective duties and responsibilities, and regular leadership meetings; (4) commitment: the commitment to quality has been established since the beginning of its establishment, training programs for teachers and staff, the school consistently strived to provide quality facilities and services for the school community; and (5) continuous improvement: improvements in the planning, and improvements in implementation. The above-stated result suggests that SMA MBS Sleman possesses all the characteristics of total quality management.
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. 
Teaching Vocabulary to Grade XI Students through Duolingo Application at Senior High School Amelia, Riski; Jamiluddin, Jamiluddin; Eisenring, Moh. Abraham Akbar; Said, Mawardin M.
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/p81h3s30

Abstract

This study focuses on the effectiveness of using the Duolingo application in teaching vocabulary to grade XI. This study used a quasi-experimental design with two classes: experimental and control. The experimental class received treatment using Duolingo media, while the control class was taught using conventional media. Pre-tests and post-tests were used to assess improvements in students’ vocabulary. The results of the study indicate that the use of the Duolingo application is effective and can improve students’ vocabulary, as evidenced by the average score of the experimental class increasing from 78.10 to 95.5. The Mann-Whitney test showed a significant difference between the two classes (p<0.05), indicating that the use of the Duolingo application is effective in teaching vocabulary. In addition, the findings reveal that students in the experimental class demonstrated higher levels of engagement, motivation, and confidence when learning new vocabulary through the application. The interactive features of Duolingo, such as gamification and immediate feedback, contributed to a more meaningful learning experience. These advantages suggest that mobile-based language learning tools like Duolingo can play a significant role in enhancing language acquisition in formal educational settings. Therefore, it is recommended that teachers consider integrating technology-enhanced instructional media to complement traditional teaching methods in order to maximize students’ outcomes in vocabulary mastery.
Investigating the Correlation between Prescriptive Grammar Knowledge and Speaking Ability in EFL Students Shafira, Zahrani Bunga; Novitri, Novitri; Safriyanti, Maria
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/n3aqje64

Abstract

Prescriptive grammar knowledge refers to established rules and guidelines that define the proper and standardized use of English. In English as a Foreign Language (EFL) context, grammar mastery significantly shapes students’ speaking ability. However, an overemphasis on grammatical accuracy may affect learners’ confidence due to anxiety and social pressure, especially in academic settings. Speaking becomes one of the most challenging skills when students feel pressured to speak correctly. The purpose of this study was to investigate whether there is a significant correlation between students’ perception of prescriptive English grammar and their speaking ability. The sample were 38 fourth-semester English Department students at Universitas Riau, selected through cluster random sampling. Data were collected through a questionnaire that measured students’ perception of prescriptive grammar and a speaking test assessed by three independent raters. All of the data in this study were analyzed and confirmed using SPSS 30.0. Validity testing showed all questionnaire items exceeded the critical value (0.3202), indicating validity. The reliability coefficient was 0.777, surpassing the 0.6 threshold. Inter-rater reliability coefficient was confirmed with a significance value of 0.000. Pearson Product Moment Correlation analysis was conducted in this research. The results showed a strong positive correlation between students’ perceptions and their speaking performance (r = 0.957, p = 0.000). These findings support the alternative hypothesis (Ha) and reject the null hypothesis (H0). This study informs how learners’ views about grammar may influence their speaking ability and offers practical ideas for improving EFL teaching, especially in the Indonesian context.
Empowering Pre-Service English Foreign Language (EFL) Teachers in Academic Writing and Publishing: Navigating Opportunities and Challenges Wahyuningsih, Sri
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/x9j4g450

Abstract

Despite the growing emphasis on academic writing and publishing in EFL teacher education, limited research has explored how pre-service EFL teachers navigate it. This study addresses this gap by examining the opportunities and challenges faced by pre-service EFL teachers in academic writing and publishing. The study employed a qualitative case study. Through interviews with two pre-service EFL teachers, observation, and documentation, the findings highlight opportunities in academic writing and publishing programs, including enhancing professional competency, fostering critical thinking and communication skills, promoting evidence-based teaching practices, advancing career recognition, and encouraging reflective practice. Equipped with academic writing and publishing skills, pre-service EFL teachers are better prepared to meet the demands of modern classrooms and contribute to the educational field through research and publication. However, participants also faced challenges, such as linguistic and rhetorical difficulties, limited research and critical thinking skills, psychological barriers, and issues related to the publishing process. The study offers practical implications for teacher education programs, emphasizing the need for explicit instruction in academic writing and research methodologies, mentorship, feedback, and support for participation in academic conferences. Furthermore, the findings suggest that institutional culture and academic expectations also influence pre-service teachers’ engagement in scholarly writing. A lack of exposure to real publication practices, limited access to academic journals, and insufficient training in digital literacy were additional concerns. Addressing these factors holistically can significantly enhance teacher candidates’ readiness for academic contribution.
The Effect of AR Assemblr Edu Media on Critical Thinking Skills on Food Web Material Handayani, Diva Fithriya; Handayani, Sri Lestari
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/prmgc141

Abstract

Critical thinking is one of the important 21st century skills developed at the elementary school level. However, students often struggle to understand ecosystem concepts such as food webs due to limited use of interactive learning media. This study contributes by integrating food web material and the development of critical thinking through Assemblr Edu-based Augmented Reality (AR) media. This study aims to examine the outcome of Assemblr Edu-based AR media on fifth-grade students’ critical thinking skills in learning food web. This study uses a quantitative method, namely a quasi-experimental design with a Pretest-Posttest Only Control Group. The participants consisted of 62 students of SDN Ciracas 07 Pagi. The sample technique used cluster random sampling, which involved randomizing existing classes rather than individuals. It was separated into two groups, 31 experimental students and 31 control students. An essay test was employed as the research instrument. It was established using five indications of critical thinking skills, namely Providing simple explanations, building basic skills, drawing conclusions, providing further explanation, and organizing strategies and tactics. The results of the independent sample t-test analysis showed that the two groups had a significant difference indicated by the significance value (sig. 0.048 <0.05). In addition, the effect size value of 0.513 is in the medium category. These findings suggest that Assemblr Edu-based AR media has a considerable impact on students’ critical thinking skills. However, the use of this medium requires the support of compatible devices, stable internet connection, and teacher assistance in using digital media.
Teaching Speaking Skills by Using Snowball Throwing Technique to the Junior High School Students Anwar, Aulia Nanda Sari; Manurung, Konder; Nadrun, Nadrun; Kamaruddin, Abdul
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: 10.31849/4m1evn34

Abstract

This study examines the effectiveness of the Snowball Throwing technique in improving the speaking skills of junior high school students. Speaking is considered a crucial aspect of English language learning, requiring students to communicate ideas clearly and confidently. Traditional methods often fail to stimulate active participation, prompting the need for more engaging approaches. The Snowball Throwing technique offers an interactive alternative that involves students writing questions on pieces of paper, crumpling them into balls, and throwing them to classmates who answer them verbally. This activity fosters spontaneous speech, peer interaction, and critical thinking. A quasi-experimental design was used with two classes: an experimental group taught using the Snowball Throwing technique and a control group taught using conventional methods. Before the treatment, the average score of the experimental group was 62.4 and the control group was 62.2. After the application of Snowball Throwing Technique, the experimental group’s post-test score increased to 82.6, while the control group only reached 68.5. The Mann-Whitney U test results showed a significance value of 0.000 (p < 0.05), which means there is a significant difference between the two groups. This technique proved to be effective in improving speaking skills, especially in the aspects of fluency, accuracy, and comprehensibility. In addition, this technique also increased students’ confidence and active participation, in line with Vygotsky’s theory that social interaction in cooperative learning accelerates language acquisition.
Discovering Affecting Factors on Oral Communication of EFL Learners Farhan, Muhammad; Dahnilsyah, Dahnilsyah; Novitri, Novitri
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/w9dtq206

Abstract

Speaking is a crucial communicative competence in English as a Foreign Language (EFL) context. This study aims to investigate internal and external factors influencing students’ daily use of oral English in the English Study Program at Universitas Riau. This study employed an explanatory sequential mixed-method design. Quantitative data were collected via a validated 30-item questionnaire administered to 75 sophomore students, followed by Focus Group Discussions (FGDs) to explore qualitative insights. Data were analyzed using SPSS (descriptive statistics) and thematic analysis. The findings revealed that internal factors, such as anxiety, self-efficacy, motivation, vocabulary, pronunciation, fluency, accuracy, and grammar, continue to shape students’ spoken English practices. Psychological barriers such as fear of judgment and low confidence were present but not dominant. Linguistic barriers, especially limited vocabulary and pronunciation issues, emerged as more prominent. Externally, limited practice opportunities, passive classroom interaction, and curriculum-practice misalignment reduced students’ exposure to real-life spoken English. The integration of findings suggests that while psychological and cultural resistance to speaking English is relatively low, linguistic and environmental challenges remain significant. The lack of supportive speaking environments and communicative pedagogies hampers students’ ability to apply English meaningfully outside the classroom. At last, addressing the underuse of oral English among EFL learners requires targeted pedagogical interventions and curriculum reforms that embed practical oral activities and foster positive peer-speaking culture.
The Relationship between Field Work Experience and Self-Efficacy on Students’ Work Readiness Alimin, Lowalangi Wahyu Muji; Ningrum, Gres Dyah Kusuma
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: 10.31849/9g2z4n32

Abstract

Vocational education plays a crucial role in preparing students for the workforce by integrating practical experience with personal development. This study aims to analyze the effect of Field Work Practice and Self-Efficacy on Work Readiness of SMK (Sekolah Menengah Kejuruan) Negeri 1 Singosari students. This study used a quantitative approach with an ex post facto design, chosen because it is appropriate to study existing conditions without direct manipulation. The sample consisted of 72 grade XII students of the Industrial Automation Engineering Department, representing the entire target population through saturated sampling. Data were collected using a validated and reliable questionnaire. Regression analysis showed that Field Work Practice and Self-Efficacy simultaneously had a significant effect on work readiness (R² = 0.769; p < 0.05). However, partially, only self-efficacy had a positive and significant effect (β = 0.980; p < 0.05), while Internship Experience had a positive effect but was not statistically significant (β = 0.150; p > 0.05). The insignificant results for Field Work Practice may be attributed to location variations and differences in the quality of guidance. In conclusion, these findings underscore the important role of self-efficacy in vocational education, suggesting that schools should implement targeted programs such as confidence-building workshops and structured mentoring to enhance students’ readiness for work.

Page 27 of 30 | Total Record : 291

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