ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
In the Indonesian educational system, autonomy has been demanded to be promoted in the teaching and learning process of recent curriculum implementation. Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be implemented in Indonesia since the teaching-learning process still was dominant. Therefore, it is essential to explore students’ problems with learner autonomy. This study used descriptive quantitative study through the questionnaire as the students’ data collection method, to explore students’ problems with autonomous English Learning. Ninety one students from one of MAN in Agam were involved to elicit their problems on autonomous English learning. Furthermore, this finding showed that the students have problems with autonomous English learning. This study found problems of students in autonomous English learning which were (1) developing the target language into a separate reference system and being willing to revise and reject hypotheses and rules that do not apply, (2) willing to take risks, (3) and good guessers. On other hand, the study showed four indicators were low problematic. There were (1) The students should have a tolerant and outgoing approach to the target language, (2) The learners take an active approach to the learning task at hand, (3) Autonomous learners have insights into their learning styles and strategies, and (4) The learners try to be proactive in developing their ability in English by seeking external knowledge. The learners who try to be proactive in developing their ability in English by seeking external knowledge are the least students who answered.
ResearchOpen AccessMetadata saja
2026•Hasil Penelitian dan Pengabdian
<p>
The purpose of this research was to analyze students' difficulties in writing analytical Exposition</p>
ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
<div>
The purpose of this research was to find out students’ perception on the using of Google Translate in translation class based on cognitive, affective, and connative aspect.</div>
ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
<div>
Tujuan dari penelitian ini adalah</div>
<div>
untuk mengetahui apakah ada pengaruh yang signifikan penggunaan Dicto-Comp terhadap kemampuan menulis</div>
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siswa.</div>
ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
<p>
untuk mengetahui penggunaan <em>Logical Fallacies </em>pada paragraph yang telah ditulis oleh mahasiswa semester 4 Pendidikan Bahasa Inggris</p>
ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
<p>
Penelitiannini bertujuan untuk mengetahui persepsi siswa tentang penggunaan POdcast dalam pembelajaran Listening</p>
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery plays a vital role in English learning, helping students to understand information, communicate effectively and develop their language skills. However, many seventh-grade students at MTsN 5 Lima Puluh Kota still struggle to master vocabulary. These difficulties are generally related to their limited vocabulary and lack of engaging learning materials. This study therefore aims to determine the effect of using the Anki app on vocabulary mastery, and to examine differences in learning outcomes between students taught using the app and those taught through conventional methods. The study employed a quantitative approach with a quasi-experimental design, specifically a non-equivalent control group design. The study participants consisted of two seventh-grade classes at MTsN 5 Lima Puluh Kota, selected using purposive sampling. Data were collected using a 20-item, multiple-choice vocabulary test, which was administered as both a pre- and post-test. Descriptive and inferential statistics were employed in the data analysis using SPSS software. The results showed that the experimental class demonstrated significantly greater improvement than the control class. The statistical analysis yielded a p-value of less than 0.05, indicating that the Anki app has a positive and significant impact on students' vocabulary acquisition. Therefore, it can be concluded that the Anki app is an effective learning tool for improving English vocabulary mastery.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Intan Putri Amania Salsabila, 2320086, The Correlation between Students' Self-Efficacy and Their Reading Achievement of The Fourth Semester Students Of English Department, A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study was conducted to investigate several issues related to students' self-efficacy in reading. First, some students were willing to participate verbally in reading activities, but their self-efficacy had not yet stabilized, as shown by an inconsistent pattern of task success that made them hesitate to answer oral questions even though they had understood the material. Second, some students' self-efficacy only emerged when encouraged by lecturers or peers, indicating that it depended on external factors rather than developing internally. Third, some students showed low self-efficacy, yet still achieved high reading achievement, indicating that low self-efficacy does not always correspond to low reading achievement. Therefore, this study aimed to find out whether there was a significant correlation between students' self-efficacy and their reading achievement, the direction of the correlation, and the magnitude of the correlation among fourth-semester students of the English Department at UIN Sjech M. Djamil Djambek Bukittinggi. The design of this research was a correlational quantitative design. The population of this research was all fourth-semester students' of the English Department at UIN Sjech M. Djamil Djambek Bukittinggi, which consisted of 72 students'. This research used a total sampling technique because the population was less than 100, so the entire population was used as the sample. To collect data, this research used a questionnaire to measure students' self-efficacy, and the students' final examination (UAS) scores were used to measure their reading achievement. The data in this research was analyzed using the Pearson Product Moment Correlation Coefficient with the SPSS 26 program. The research finding showed that the Pearson Product Moment Correlation was 0.070. It means, there was a positive but very weak correlation between students' self-efficacy and their reading achievement. ∝ was 0.05, so sig 0.557 > 0.05, also according to the hypothesis, r count 0.070 was smaller than r table 0.235. It could be concluded that Ho was accepted and Ha was rejected. It stated that there was no significant correlation between Students' self-efficacy and students' reading achievement. Thus, there was no significant correlation between students' self-efficacy and their reading achievement of the fourth-semester students' at English Department, UIN Sjech M. Djamil Djambek Bukittinggi.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Amalia Dwi Rahmawati, “The Effect Of The Dictogloss Technique on Student Listening Comprehention Ability at SMAN 2 Bukittinggi” A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2026. This study aimed to investigate the effect of the Dictogloss Technique on the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi. It also sought to determine whether students' listening comprehension improved significantly after being taught using the Dictogloss Technique and whether there was a significant difference in listening comprehension ability between students taught using the Dictogloss Technique and those taught using the traditional listen-and-answer technique. This study employed a quantitative approach with a quasi-experimental design. The sample consisted of 66 tenth-grade students, including 33 students in the experimental class and 33 students in the control class. The experimental class was taught using the Dictogloss Technique, while the control class received instruction through the traditional listen-and-answer technique. The research instrument was a listening comprehension test administered as a pre-test and a post-test. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, the paired samples t-test, and the independent samples t-test through IBM SPSS Statistics. The findings showed that the mean score of the experimental class increased from 69.51 in the pre-test to 81.03 in the post-test, while the control class improved from 69.17 to 76.06. The paired samples t-test yielded a significance value of 0.000 (p 0.05), whereas the independent samples t-test produced a significance value of 0.037 (p 0.05). These findings indicate that the Dictogloss Technique significantly improved students' listening comprehension ability and resulted in significantly better achievement than the traditional listen-and-answer technique. Therefore, it can be concluded that the Dictogloss Technique is an effective instructional technique for improving the listening comprehension ability of tenth-grade students at SMAN 2 Bukittinggi.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to analyze personality factors affecting English learning among seventh-grade students at SMPN 1 Banuhampu. The research is based on Brown's theory of individual differences in language learning and the Big Five Personality Theory, which consists of openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. This study employed a quantitative descriptive research design. The participants were seventh-grade students of SMPN 1 Banuhampu, selected through a sampling technique appropriate to the research context. Data were collected using a questionnaire based on the Big Five personality dimensions and were analyzed using descriptive statistical techniques. The findings indicate that personality factors play an important role in students' English learning. Among the five personality dimensions, certain traits demonstrated a stronger influence on students' motivation, participation, confidence, and learning engagement in English classes. The results support Brown's view that personality is one of the significant individual factors affecting second language learning. Therefore, teachers should consider students' personality characteristics when designing and implementing English learning activities to create a more effective and supportive learning environment.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Alia Ardilla 2322032 The Correlation Between Students’ Language Anxiety And Their English Speaking Performance at MAN 3 Agam. Thesis , English Language Education Study Program. UIN Sjech M. Djamil Djambek Bukittinggi. 2026. This study was motivated by the fact that some students still experience anxiety when speaking English during English language classes at MAN 3 Agam. This anxiety can hinder students’ ability to express their ideas, communicate orally, and demonstrate their speaking skills. Some students express fear of making mistakes, lack of self-confidence, and hesitation when they have to speak English. Therefore, this study aims to determine the correlation between English language anxiety and students’ speaking skills at MAN 3 Agam. This study employed a quantitative method with a correlational research design. The population of this study consisted of all 10th-grade students at MAN 3 Agam for the 2025/2026 academic year, with a sample of 32 students selected using the proportionate stratified random sampling technique. Data on English language anxiety were collected through a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS), while data on English speaking performance were obtained through a speaking test using an assessment rubric. The research data were analyzed using normality tests, linearity tests, and Pearson Product-Moment correlation tests with the aid of SPSS. The results of this study indicate that there is a significant correlation between students’ language anxiety and their English speaking performance. The results of the Pearson product-moment correlation test showed a correlation coefficient of r = -0.557 with a significance level of 0.001 (p 0.05). These results indicate that the higher students’ levels of English language anxiety, the lower their English speaking performance. Thus, it can be concluded that there is a significant correlation between English language anxiety and students’ English speaking performance at MAN 3 Agam.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study was conducted because many students perceived that Non-Native English-Speaking Teachers (NNESTs) were not as competent as Native English-Speaking Teachers (NESTs), particularly in terms of pronunciation. In addition, some students experienced difficulty understanding their teachers’ explanations due to their limited vocabulary. Therefore, this study aimed to analyze students’ perceptions of the strengths and weaknesses of learning English with Non-Native English-Speaking Teachers (NNESTs) at English Academy by Ruang Guru Bukittinggi. This study employed a descriptive quantitative research design. The participants were 20 students of English Academy by Ruang Guru Bukittinggi who were selected using a total sampling technique. The data were collected through a questionnaire and analyzed using percentage calculations to determine students’ perceptions of the strengths and weaknesses of NNESTs. The findings revealed that students generally had positive perceptions toward NNESTs. The strengths indicator obtained a percentage score of 93%, which was categorized as very high. Furthermore, statements number 2 and 7 obtained the highest percentage score, reaching 100%, indicating that students highly valued NNESTs’ ability to understand learners’ difficulties and their commitment to supporting the learning process. Meanwhile, the weaknesses indicator obtained a percentage score of 75%, which was categorized as high. Statement number 1 obtained the highest percentage score among all weakness indicators, reaching 95%, indicating that this aspect was perceived as the most prominent weakness of NNESTs. However, these weaknesses did not significantly affect students’ overall perceptions because they continued to value NNESTs’ teaching competence and supportive teaching approach. Therefore, it can be concluded that the strengths of NNESTs were perceived more dominantly than their weaknesses in supporting students’ English learning.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
RAHMA DHANI, 2522140 “Pengaruh Penerapan Model Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Informatika Di SMAN 1 Banuhampu ”. Program Studi Pendidikan Teknik Informatika dan Komputer, Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi. Penelitian ini dilatarbelakangi oleh masih rendahnya hasil belajar sebagian siswa pada mata pelajaran Informatika serta adanya perbedaan kemampuan, minat, dan gaya belajar siswa di kelas. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah melalui penerapan model pembelajaran berdiferensiasi yang menyesuaikan konten, proses, dan produk pembelajaran berdasarkan kebutuhan belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran berdiferensiasi terhadap hasil belajar siswa kelas X pada mata pelajaran Informatika di SMAN 1 Banuhampu. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Pretest-Posttest Control Group Design. Populasi penelitian adalah seluruh siswa kelas X SMAN 1 Banuhampu. Sampel penelitian terdiri atas dua kelas, yaitu kelas X.E3 sebagai kelas eksperimen yang berjumlah 32 siswa dan kelas X.E4 sebagai kelas kontrol yang berjumlah 32 siswa. Teknik pengumpulan data menggunakan tes berupa soal pilihan ganda sebanyak 30 butir yang diberikan pada saat pretest dan posttest. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis untuk mengetahui pengaruh perlakuan yang diberikan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berdiferensiasi memberikan pengaruh positif terhadap hasil belajar siswa. Hal ini ditunjukkan oleh adanya peningkatan nilai hasil belajar siswa pada kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol setelah diberikan perlakuan. Dengan demikian, model pembelajaran berdiferensiasi dapat menjadi alternatif pembelajaran yang efektif dalam meningkatkan hasil belajar siswa pada mata pelajaran Informatika. RAHMA DHANI, 2522140. The Effect of the Implementation of Differentiated Learning on the Learning Outcomes of Grade X Students in Informatics at SMAN 1 Banuhampu. Study Program of Informatics and Computer Engineering Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Sjech M. Djamil Djambek Bukittinggi. This study was motivated by the relatively low learning outcomes of some students in Informatics subjects and the differences in students' abilities, interests, and learning styles in the classroom. One effort that can be made to address these issues is through the implementation of differentiated learning, which adjusts learning content, processes, and products according to students' learning needs. This study aimed to determine the effect of implementing differentiated learning on the learning outcomes of Grade X students in Informatics at SMAN 1 Banuhampu. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population consisted of all Grade X students of SMAN 1 Banuhampu. The sample included two classes: Class X.E3 as the experimental class with 32 students and Class X.E4 as the control class with 32 students. Data were collected using a multiple-choice test consisting of 30 items administered during the pretest and posttest. The data were analyzed using normality tests, homogeneity tests, and hypothesis testing to determine the effect of the treatment. The results showed that the implementation of differentiated learning had a positive effect on students' learning outcomes. This was indicated by a higher increase in learning outcome scores in the experimental class compared to the control class after the treatment was administered. Therefore, differentiated learning can be considered an effective instructional alternative for improving students' learning outcomes in Informatics subjects.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to analyze the ninth-grade students’ ability in using degrees of comparison at SMPN 2 Bukittinggi and to identify the most difficult type faced by the students. Grammar is an important component in English learning because it helps students construct meaningful and accurate sentences. However, many students still experienced difficulties in using comparative and superlative forms correctly, such as omitting “than,” misusing “-er” and “-est,” and incorrectly applying “more” and “most” in sentences. These problems indicated that students still had limited grammatical control in using degrees of comparison accurately. This research employed a descriptive quantitative design. The population of this research consisted of all ninth-grade students of SMPN 2 Bukittinggi in the academic year 2025/2026. The sample was class IX.8, consisting of 30 students selected through purposive sampling. The instrument used in this research was a grammar test consisting of multiple- choice, completion, and sentence-making items related to positive, comparative, and superlative degrees. The data were analyzed using descriptive statistics. The findings showed that the students’ overall ability in using degrees of comparison was categorized as extensive with a mean score of 70.46. Positive degree obtained the highest mean score (83.33), while superlative degree obtained the lowest mean score (64.86). The findings also revealed that superlative degree was the most difficult type for students. In conclusion, most students demonstrated relatively good ability in using degrees of comparison, although some students still experienced difficulties in applying more complex comparison structures accurately.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK Ulfa Jumadila, NIM : 2522152 dengan judul skrispi : Pengaruh Penerapan Model Pembelajaran Quantum Learning Terhadap Minat Belajar Siswa Pada Mata Pelajaran Informatika Kelas VIII Di SMPN 6 Kotanopan. Program Studi Pendidikan Teknik Informatika dan Komputer. Fakultas Tarbiyah dan Ilmu Keguruan. Universitas sjech M. Djamil Djambek Bukittinggi 2026. Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa pada mata Pelajaran informatika di SMPN 6 Kotanopan. Kondisi tersebut terlihat dari kurangnya antusiasme siswa dalam mengikuti pembelajaran, rendahnya partispasi siswa saat proses belajar berlangsung, serta masih adanya siswa yang kurang fokus dan kurang termotivasi dalam mengikuti pembelajaran. Salah satu upaya yang dapat dilakukan untuk meningkatkan minat belajar siswa adalah dengan menerapkan model pembelajaran Quantum Learning, yaitu model pembelajaran yang menekankan suasana belajar yang menyenangkan, aktif, kreatif, dan bermakna sehingga dapat meningkatkan keterlibatan siswa dalam proses pembelajaran. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan metode Quasi Experimen menggunakan desain Non-Equivalent Control Group Desaign. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN 6 Kotanopan. Sampel penelitian ini terdiri dari dua kelas yaitu kelas eksperimen yang diberikan perlakuan menggunakan model pembelajaran Quantum Learning dan kelas kontrol yang menggunakan pembelajaran konvensional. Pengumpulan data dilakukan menggunakan angket minat belajar siswa yang telah diuji validitas dan reabilitasnya. Data dianalisis menggunakan uji normalitas, homogenitas, dan uji hipotesis menggunakan uji-t. Hasil uji instrumen menunjukkan bahwa dari 50 butir pernyataan yang diuji, terdapat 45 butir pernyataan valid dan 5 butir pernyataan tidak valid. Hasil uji reliabilitas memperoleh nilai Cronbach's Alpha sebesar 0,929, sehingga instrumen dinyatakan sangat reliabel. Hasil penelitian menunjukkan bahwa rata-rata minat belajar siswa pada kelas eksperimen sebesar 90,88, sedangkan rata-rata minat belajar siswa pada kelas kontrol sebesar 77,45. Berdasarkan hasil uji hipotesis diperoleh nilai signifikansi (Sig. 2-tailed) sebesar 0,000 0,05, sehingga Ha diterima dan Ho ditolak. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penerapan model pembelajaran Quantum Learning terhadap minat belajar siswa pada mata pelajaran Informatika kelas VIII SMPN 6 Kotanopan. ABSTRACT Ulfa Jumadila (Student ID: 2522152) wrote a thesis titled: "The Effect of Implementing the Quantum Learning Model on Student Learning Interest in the Informatics Subject for Grade VIII at SMPN 6 Kotanopan." Study Program: Informatics and Computer Engineering Education; Faculty: Tarbiyah and Teacher Training; Institution: Sjech M. Djamil Djambek State Islamic University (UIN) Bukittinggi, 2026. This research was motivated by the low level of student interest in the Informatics subject at SMPN 6 Kotanopan. This condition was evident from the students' lack of enthusiasm during lessons, low participation rates during the learning process, and the presence of students who lacked focus and motivation. One strategy to boost student interest is the implementation of the Quantum Learning model—an approach that emphasizes a learning atmosphere that is enjoyable, active, creative, and meaningful, thereby enhancing student engagement in the learning process. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The population consisted of all Grade VIII students at SMPN 6 Kotanopan. The sample comprised two classes: an experimental class taught using the Quantum Learning model and a control class taught using conventional methods. Data were collected via a student learning interest questionnaire that had undergone validity and reliability testing. Data analysis involved normality and homogeneity tests, as well as hypothesis testing using the t-test. Instrument testing results indicated that out of 50 statement items, 45 were valid and 5 were invalid. The reliability test yielded a Cronbach's Alpha value of 0.929, indicating that the instrument was highly reliable. The research findings showed that the average student learning interest score in the experimental class was 90.88, whereas the average score in the control class was 77.45. Based on the hypothesis test results, a significance value (Sig. 2-tailed) of 0.000 0.05 was obtained; thus, Ha is accepted and Ho is rejected. Consequently, it can be concluded that the implementation of the Quantum Learning model has a significant influence on students' learning interest in the Informatics subject for Grade VIII at SMPN 6 Kotanopan.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The integration of digital technology into English language teaching requires instructional materials that are interactive, meaningful, and relevant to students' learning contexts. However, the reading materials used by eighth-grade students at SMPN 4 Bukittinggi were predominantly conventional, offered limited opportunities for interaction, and did not incorporate Minangkabau local wisdom to support meaningful reading comprehension. Therefore, this study aimed to develop interactive digital English reading instructional materials integrating Minangkabau local wisdom through the Interacty.me platform for eighth-grade students. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The development process was initiated through a needs analysis, followed by product design, expert validation, classroom implementation, and evaluation. The effectiveness of the developed materials was examined through a quasi-experimental design involving 59 eighth-grade students, consisting of 30 students in the control group and 29 students in the experimental group. Data were collected using needs analysis questionnaires, expert validation sheets, practicality questionnaires, and reading comprehension tests. The findings demonstrated that the developed instructional materials satisfied the established criteria of validity, practicality, and effectiveness. The expert validation yielded a Content Validity Index (CVI) of 0.87, indicating that the product was highly valid. The practicality assessment resulted in a score of 86.9%, classifying the instructional materials as highly practical for classroom implementation. In terms of effectiveness, the Mann–Whitney test revealed a statistically significant difference between the experimental and control groups (U = 70.000, Z = –5.739, p = 0.000 0.05), indicating that students who learned using the developed instructional materials achieved significantly better reading comprehension than those who received conventional instruction. These findings confirm that the integration of Minangkabau local wisdom into interactive digital reading instructional materials through the Interacty.me platform provides a valid, practical, and effective instructional resource for enhancing junior high school students' reading comprehension.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Febriko Wandra (2319048): An Analysis of Students' Difficulties Factors in Learning English at SMPN 2 Mapattunggul. A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. Students' difficulties in learning English remain one of the major challenges, particularly in rural schools where educational resources and English exposure are limited. Based on preliminary observations conducted at SMPN 2 Mapattunggul, students experienced difficulties related to lack of exposure to English, limited learning resources and facilities, low learning motivation and family support, and difficulties in the learning process. Therefore, this research aimed to identify the factors contributing to students' difficulties in learning English and to identify the teacher's strategies to solve those difficulties. This research employed a descriptive quantitative design. The participants consisted of 17 students of SMPN 2 Mapattunggul who were selected using total sampling. The research instrument was a questionnaire developed based on the research indicators. The collected data were analyzed using the Guttman Scale by calculating the scores, percentages, and categories of each indicator. The findings revealed that the indicators of Students' Difficulties in Learning English and Strategies Used by Teachers to Solve Difficulties in Learning English in Rural Areas were categorized as Very High. The results indicated that students' difficulties were mainly influenced by lack of exposure to English, limited learning resources and facilities, low learning motivation and family support, and difficulties in the learning process. The findings also showed that the teacher solved these difficulties by utilizing innovative teaching methods, continuously providing motivation and encouragement, improving professional competence, and promoting communication and collaboration with parents. These findings indicate that both the factors influencing students' difficulties and the teacher's strategies were consistent with the theoretical framework used in this research.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Dadi Zepril 2319044 "The Effect of Peer Tutoring on the Students’ Reading Achievement at Eleventh Graders of SMAN 1 Kecamatan Payakumbuh". A Thesis, English Education Study Program, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. This study investigated the impact of the peer tutoring technique on the reading achievement of eleventh-grade students at SMAN 1 Kecamatan Payakumbuh in English reading comprehension, particularly in grasping text meanings, identifying generic structures, and achieving passing scores. To address these learning difficulties, this research investigated the impact of implementing the peer tutoring technique—a student-centered approach designed to foster collaborative learning and active engagement—on students' reading achievement. By pairing students to assist one another, the strategy aimed to create a lower-anxiety environment that encourages deeper comprehension and peer-led problem-solving compared to standard classroom dynamics. To measure this effectiveness, the study employed a quantitative approach with a quasi-experimental design. A total sample of 71 students was selected through cluster random sampling and divided into two distinct cohorts: Class XI F.1 (36 students) served as the experimental group instructed using the peer tutoring technique, while Class XI F.2 (35 students) served as the control group taught via conventional, teacher-centered methods. Data collection was carried out using validated pre-test and post-test reading comprehension instruments administered to both groups before and after the intervention to capture initial abilities and subsequent learning gains. The research findings demonstrated that the implementation of the peer tutoring technique significantly improved students' reading achievement. In the experimental class, the students' mean score experienced a substantial increase from a pre-test score of 43.03 to a post-test score of 78.33 (a gain of 35.30 points). In contrast, the control class taught using conventional methods only showed an increase from 44.69 to 58.11 (a gain of 13.42 points). Statistical analysis via an independent samples t-test confirmed a statistically significant difference between the two groups, yielding a 2-tailed significance value of (). Consequently, these statistical outcomes conclusively indicate that the peer tutoring technique is markedly more effective for enhancing reading comprehension than conventional instruction. Keywords: Peer Tutoring, Reading Achievement, Eleventh-Grade Students. ABSTRAK Dadi Zepril 2319044 "The Effect of Peer Tutoring on the Students’ Reading Achievement at Eleventh Graders of SMAN 1 Kecamatan Payakumbuh". Skripsi, Program Studi Pendidikan Bahasa Inggris, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Penelitian ini dilatarbelakangi oleh berbagai kendala yang umum dihadapi oleh siswa kelas XI SMAN 1 Kecamatan Payakumbuh dalam pemahaman bacaan bahasa Inggris, khususnya dalam memahami makna teks, mengidentifikasi struktur umum (generic structure), dan mencapai nilai kelulusan. Untuk mengatasi kesulitan belajar tersebut, penelitian ini menguji dampak dari penerapan teknik tutor sebaya (peer tutoring)—sebuah pendekatan berpusat pada siswa yang dirancang untuk mendorong pembelajaran kolaboratif dan keterlibatan aktif—terhadap prestasi membaca siswa. Dengan memasangkan siswa untuk saling membantu, strategi ini bertujuan untuk menciptakan lingkungan belajar yang lebih nyaman dan minim rasa cemas, sehingga mendorong pemahaman yang lebih mendalam serta penyelesaian masalah berbasis diskusi antar-teman dibanding dinamika kelas biasa. Untuk mengukur efektivitas tersebut, penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experimental design). Sampel yang terdiri dari 71 siswa dipilih melalui teknik cluster random sampling dan dibagi menjadi dua kelompok: Kelas XI F.1 (36 siswa) bertindak sebagai kelompok eksperimen yang diajar menggunakan teknik tutor sebaya, sedangkan Kelas XI F.2 (35 siswa) bertindak sebagai kelompok kontrol yang diajar menggunakan metode konvensional berpusat pada guru. Pengumpulan data dilakukan melalui instrumen tes pemahaman membaca berupa pre-test dan post-test yang diberikan kepada kedua kelompok sebelum dan sesudah intervensi untuk mengukur kemampuan awal serta peningkatan hasil belajar. Hasil penelitian menunjukkan bahwa penggunaan teknik peer tutoring memberikan pengaruh yang signifikan terhadap achievement membaca siswa. Pada kelompok eksperimen, nilai rata-rata siswa mengalami peningkatan yang sangat substansial dari nilai pre-test sebesar 43,03 menjadi 78,33 pada post-test (meningkat sebesar 35,30 poin). Sementara itu, kelompok kontrol yang menggunakan metode konvensional hanya mengalami peningkatan dari 44,69 menjadi 58,11 (meningkat sebesar 13,42 poin). Hasil uji statistik (t-test) mengonfirmasi adanya perbedaan yang signifikan antara kedua kelompok dengan nilai (). Dengan demikian, dapat disimpulkan bahwa teknik peer tutoring jauh lebih efektif dalam meningkatkan pemahaman membaca siswa dibandingkan pendekatan konvensional Kata Kunci: Tutor Sebaya (Peer Tutoring), Prestasi Membaca, Siswa Kelas XI.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Revi Yolla Herman (2319.159): The Use of Automatic Speech Recognition (ASR) in Learning Pronunciation Skill at the Eleventh Grade Students of SMK Pembangunan Bukittinggi. A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. Pronunciation is one of the essential components of English communication because it affects the clarity and accuracy of spoken language. However, many students still experience difficulties in learning English pronunciation due to limited opportunities for practice, lack of confidence, and the use of conventional teaching methods that provide limited immediate feedback. Automatic Speech Recognition (ASR), particularly Google Gemini and ChatGPT, offers opportunities for students to practice pronunciation independently while receiving instant feedback on their pronunciation performance. Therefore, this research aimed to identify the kinds of Automatic Speech Recognition (ASR) applications used by the students and to analyze students’ perceptions toward learning pronunciation skills by using Automatic Speech Recognition (ASR) at the eleventh-grade students of SMK Pembangunan Bukittinggi. This research employed a quantitative research approach with a descriptive survey design. The research was conducted at SMK Pembangunan Bukittinggi during the 2025/2026 academic year. The population consisted of all eleventh-grade students, while the sample was 24 students from class XI Teknik Alat Berat (TAB), selected using a random sampling technique. The data were collected through a questionnaire questionnaire instrument. The collected data were analyzed using descriptive statistical analysis by used Likert Scale to identify the kinds of Automatic Speech Recognition (ASR) applications used by the students and to describe students’ perceptions toward the use of ASR in learning pronunciation skills. The findings revealed that 91% of the students had positive perceptions toward the use of Google Gemini, while 80% had positive perceptions toward ChatGPT in learning pronunciation. In addition, 89% of the students showed positive perceptions in the cognitive aspect, 90% in the affective aspect, and 89% in the conative aspect. Overall, the questionnaire results showed an average percentage score of 88%, which was categorized as "Positive." These findings indicate that Automatic Speech Recognition (ASR), particularly Google Gemini and ChatGPT, effectively supports students' pronunciation learning by improving pronunciation awareness, motivation, confidence, and independent learning.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Sadad D Alfonso, 231916, Pronunciation Difficulties of EFL Undergraduate Students (A Qualitative Case Study on Segmental Difficulties), Skripsi, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, 2026. Pronunciation is an essential component of English oral communication because it influences intelligibility and communicative effectiveness. However, Indonesian EFL learners frequently experience pronunciation difficulties due to differences between the English and Indonesian phonological systems. This study aimed (1) to identify the segmental pronunciation difficulties experienced by EFL undergraduate students and (2) to explain the factors underlying those difficulties from the perspective of first language (L1) phonological interference. This research employed a qualitative case study design involving five undergraduate students of the English Education Study Program at UIN Sjech M. Djamil Djambek Bukittinggi selected through purposive sampling. The data were collected through audio-recorded word list readings and analyzed using IPA-based phonetic transcription and error analysis. The findings revealed four categories of segmental pronunciation difficulties: vowel confusion, consonant substitution, final consonant deletion, and diphthong reduction. Vowel confusion was the most dominant difficulty, accounting for 46.5% of the total errors, particularly in the contrasts /æ/–/ɛ/ and /iː/–/ɪ/. Consonant substitution, mainly involving /θ/→/t/ and /v/→/f/, was the second most frequent error, followed by final consonant deletion, while diphthong reduction occurred only rarely. The findings indicate that most pronunciation errors were influenced by L1 phonological interference, as English sounds that do not exist in the Indonesian phonological system were often replaced by the closest native-language equivalents. The study concludes that vowel confusion represents the greatest segmental challenge for the participants and suggests that pronunciation instruction should place greater emphasis on English vowel contrasts alongside consonant production.
