This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre-service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

This study focuses on examining the use of Language Learning Strategies (LLS) by autonomous learners at senior high schools in relation to the type of school and academic factors in Dumai, Bengkalis, and Selat Panjang (coastal areas). The study also concentrates on the preferred by ways operated by the selected respondents to master general English, four language skills, vocabulary, and structure.  The target groups of the research are autonomous learners ( more or less 3000 students) from state senior high schools in three different small towns. Due to the homogenous characters of the target groups; academic achievement, age, and learning motivation, the sample is taken randomly as big as 10% out of the population. To collect the needed data quantitatively, the strategy inventory for language learning (SILL) (Oxford 1990) is applied, and for the qualitative data, an interview is conducted to 60 selected learners out of the sample. To analyze the quantitative data, descriptive and inferential statistics are used and for the qualitative data, listing the preferred ways are made accordingly. The findings reveal that the various LLS are used based on academic and types of school backgrounds. The social strategy is the highest use of LLS (402) among other strategies (memory, cognition, compensation, metacognition, and affection). The qualitative findings exist in the body of this article (table 6 – through table 8). The suggestion is that LLS would be better to be well instructed and discussed in the classroom.

The aim of this study was to evaluate and validate language learning strategies used by excellent students based on gender, socio-economy, types of school, and academic background in the English Studies Programme at Riau University, Pekanbaru. This study investigates students' reading strategies in terms of memory, cognitive, compensation, metacognitive, affective and social. This study comprehensively investigates excellent students' learning strategies in reading. One hundred and one subjects who are studying and doing well in the English Education programme were recruited for this study. The data were analyzed using a descriptive statistic with min. For this study the data were collected using questionnaire to explore the learning strategies of excellent students. A pilot study was conducted to increase the reliability of the instrument used and was assessed using cronbach alpha and value was between 0.82 and 0.91. The findings show different language learning strategies among the students based on gender, ethnic group, parents' income, and academic results in secondary school. It was found that there was no significant difference in learning strategies among excellent students based on types of school. This study This finding has important implications for various parties in educational sector to cooperate in their effort to develop and improve the students' learning strategies in order to produce quality human capital.

ESP competence has the essential role because it is required in the workplace. The development of ESP as a field of discipline in ASEAN continues increase. The rapid changes in Information and Communication Technology (ICT) also impact to the work competence. Hence, ESP students must be equipped with ICT usage competence. This article presents the result of investigation the use of ICT in ESP lesson and the description of the ICT tools used during ESP lesson at Agribusiness Study Program University of Pasir Pengaraian. The data were collected and analyzed using qualitative research design through questionnaire and interviewto 52 agribusiness students and observation to two agribusiness classes. The findings of the research draw the use of ICT into three groups. They are ICT as the learning resources, instructional organization of learning, and ICT for communication. Three ICT devices mostly used for learning ESP were Internet, Laptop (computer), and smartphone. It can be concluded that ICT is very helpful for ESP students as the sources of learning, learning material, and communication channel. Moreover, students can easily use ICT devices because they exist around them.

Penelitian ini bertujuan untuk mengetahui adanya pengaruh iklim sekolah terhadap kinerja guru, supervisi akademik terhadap kinerja guru, iklim sekolah dan supervisi akademik secara bersama-sama terhadap kinerja guru. Responden penelitian adalah Guru Sekolah Dasar di Kecamatan Rumbai Kota Pekanbaru yang berjumlah 136 orang. Pengumpulan data dilakukan melalui penyebaran angket sebagai instrumen penelitian. Analisis data yang digunakan yaitu analisis deskriptif, analisis statistik inferensial dan pengujian hipotesis. Koefisien reliabilitas instrumen dihitung menggunakan rumus alpha cronbach. Hasil penelitian menunjukkan adanya pengaruh signifikan antara iklim sekolah terhadap kinerja guru sebesar 0,430, dan terdapat pengaruh signifikan antara supervisi akademik terhadap kinerja guru sebesar 0,339. Sedangkan secara bersama-sama terdapat pengaruh iklim sekolah dan supervisi akademik terhadap kinerja guru sebesar 0,484

The objectives of this study are to: (1) acknowledge the students’ English competence based onthe taken majors and study programs, (2) determine the general English competence (TOEFLEquivalent). The target group of the study is all students who took English language at variousfaculties and at the same time also enrolled at TOEFL Equivalent at UPT Bahasa Universitas Riau(Language Center). The number of the population is 9.765 the students. Due to the homogenouscharacters of the population, 20% out of the population (1.953 students) were taken as sample ofthe research. TOEFL Equivalent compiled by the Language Center of Universitas Riau was usedto collect the needed data. Descriptive statistics was operated to compute the data in order to getmean of the TOEFL Equivalent scores. Inferential statistics (Annova) was applied to differentiatethe scores of TOEFL Equivalent obtained by various backgrounds of the students (gender, programtaken at Universitas Riau, majors at senior high schools, region of their senior high schools, schoolstatus and ethnic groups). After analysing the data, it was found that female students’ mean scoreis higher (405) than the male’s (402); the mean TOEFL score of the study program taken atUniversitas Riau in which the English Students is the highest (432) among a lot of study programs;the mean score of the students of Riau Province is higher (420) than the Riau Archipelago Province(401); the mean score of students of private schools is higher (405) than the state schools (404);the mean of TOEFL score of Language and Art is the highest (432) among three majors (naturalscience, social science and other science). The last is the Chinese / Tionghoa mean of TOEFLscore is the highest (438) among existing ethnic groups. The findings suggest that the students ofUniversitas Riau should be aware of understanding parts of the TOEFL materials like listening,reading, and structure especially in the area of their difficulties.

This study aims to identify and describe the Adiwiyata school program at SMAN 1 Bangko. Starting from the program planning stage, implementation to the results that have been made together. Data collection techniques using observation, interviews, and documentation. The data analysis used a qualitative descriptive technique. The results of the research where the Adiwiyata program at SMAN 1 Bangko could not be said to be perfect. However, the school has tried to run the Adiwiya program as directed by the Ministry of Environment of the Republic of Indonesia. The Adiwiyata team, which has been formed, has been carried out quite well and has also involved all school members. Activities carried out include planting trees and flowers and recycling waste into valuable items. As for the factors inhibiting the running of the Adiwiyata program at school, apart from the lack of awareness of some students as school residents who are still littering, is flooding caused by natural factors. The Adiwiyata Team has carried out a semisification of road elevation and added drainage channels to prevent flooding

This article discussed about the local wisdom that was found in the Kuantan Singingi community based of Riau-Malay especially Kuantan Singingi dialect. The purpose of this research is to analyze the form and field of meaning of local wisdom based on Malay language in Kuantan Singingi Regency. The method used with qualitative-descriptive approach. The data collecting techniques used technique of referring, technique of note, and technique of interview (cakap semuka) by used instrument of Swades vocabulary and addition of certain vocabulary variation. The results obtained were the form of lexical phonetic innovation in this study was found as many as 11 glos with 33 variants that still retain local wisdom in Kuantan Singingi community that is khitanan, berkebun, hajatan, kerja bakti, tukang menggali kuburan, tukang memandikan mayat, tukang pantun, tunangan, yasinan, menuju hari, and menuju bulan, while the morphological innovations found in this study were 22 gloss with 75 variants, that is 1) morpheme ber-become bo-, ba-, mo-, ma-, and morpheme release ber-; 2) morpheme me-becoming morpheme bo-, ma-, mo-, and ba-; 3) morpheme pebecoming morpheme po-and pa-; 4) morpheme be-becoming morpheme bo-and ba-; and morpheme men-becoming morpheme moand ma-. Fields of meaning of Riau Malay language as the local wisdom of Kuantan Singingi's innovative community are found 12 (twelve) mean fields, namely: kinship 20 glos, village life 18 glos, house and surrounding 22 glos, household appliances and sleep equipment gloss, plants and fruits 14 glos, tools and fishing rod 15 glos, food and beverage 24 glos, nature and flavor 19 glos, color 18 glos, activity 50 gloss, musical instrument 6 glos, clothing and 13 gloss jewelry.