As one of activities in Extensive Reading classroom, Exploring Personal Reading Histories provides learners in exploring their reading experiences.   This study aimed to explore:  (1) What are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based in Exploring Personal Reading Histories?” (2) How are the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest?”It was a case study and the data were collected through the document of learners ‘reading histories.  The result of this study found that:  (1) the reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts and processes in becoming competent for each level. (2) The reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories developing reading interest are through reading experiences developing processes (parent’s and teachers’ role, learners’ positive attitude, reading materials for each level, reading activities, building critical thinking). This study suggests implementing Exploring Personal Reading Histories in Extensive Reading course. It is also recommended conducting deep study on Exploring Personal Reading Histories in developing reading interest by using socio-cultural theory and interviews as additional theory and interview.

Learners’ reading interest is developed based on personal reading histories; meaning that they have different reading experiences. The main purpose of this article is to present the research finding about the participant’s personal reading histories developing her reading interest. This is a Case Study by using document of Exploring Personal Reading Histories and interview for its instrument. The study found that the participant was introduced to reading through playing with words and numbers. After being able to read, she listened to stories indicating that stories are as the construction of words. The finding shows that the participant’s reading histories develop her reading interest by recognizing reading through interesting ways, media, and guidance. These  The contribution of this study is the need of the implementation of Exploring Personal Reading Histories in Extensive Reading course in order to know how learners are interested in reading as well as to remind them with their meaningful reading experiences.

The purpose of this study is to find out the students' perceptions on the use of Google Classroom on listening comprehension subjects during the course of the Covid-19 pandemic. In this study, the method was quantitative research and the instrument used was a questionnaire designed by Chyntia (2018) and Shaharanee et al. (2016). There were 20 items in the questionnaire. Eighty-five students from the English Study Program at Universitas Riau participated in this study. The data were analyzed using frequency and mean. The findings indicate that the students positively perceive the use of Google Classroom on listening comprehension subjects. The results show that the Google Classroom used in listening comprehension subjects was efficient because the application became an alternative way to conduct learning activities from home. The students agree that Google Classroom is an efficient, comfortable, and economical application for listening comprehension subjects.

This research was aimed to find out the significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. This research is Pre-experimental with one group Pre-test Post-test design. The population of this research was the second year students of SMK Dar El Hikmah Pekanbaru, then taking all of the population as the sample by using total sampling technique. This research used a reading test that consisting of 40 items in the form of multiple-choice in pre-test and post-test. The pre-test mean score was 60.15; the mean score of post-test was 74.97. To determine the difference between pre-test and post-test, this research used t-test formula. After analyzing the data, it was found that the t-test score was 8.782 which means it was higher than t-table (2034). From the result of data analysis, it can be concluded that the Alternative Hypothesis (Ha) of this research was accepted. This means that there was a significant effect of using Listen-Read-Discuss (LRD) strategy on improving reading comprehension of the second year students of SMK Dar El Hikmah Pekanbaru. Based on the findings of the research, it is recommended that Listen-Read-Discuss (LRD) strategy is effective on improving the students’ reading comprehension, particularly in narrative text.

This research was aimed to find out the difficulties of students on reading understanding analytical exposition text. This research is descriptive quantitative research. The population of this research was the second-year students of SMA Negeri 9 Pekanbaru, then for the sample choose one class by using clustering-random-sampling. This research used a reading test and questionnaire as the instrument. The results of this study indicate that there are difficulties for students to understand analytical exposition text based on 8 (eight) indicators, namely finding the main idea, finding factual information, finding, references and inferences, finding vocabulary, identifying the social function, identifying the generic structure and identifying language features of analytical exposition text. The results of the research data indicate that students have difficulty in identifying the social function (56%) was categorized as high level, difficulty in identifying generic structure (54%) was categorized as medium level and difficulty language features of the text (54%) was categorized as medium level. Then, the questionnaire data showed that the students have problems in difficulty level of text, difficulty in reading interest, and lack of review material. Based on the findings, it can be concluded that the second-year students of SMA Negeri 9 Pekanbaru have difficulty on reading analytical exposition text, and it is recommended for the students to learn and practice more about analytical exposition text, and for English teachers are suggested to give more detailed explanation and exercises about analytical exposition text.

This study aims to determine students' perceptions of the use of WhatsApp for learning English in SMP Islam As-Shofa and the differences between male and female perceptions about use Whatsapp. This research is a quantitative descriptive study involving 2 classes totaling 50 students. The instrument used is a questionnaire to get data easily during the pandemic. Data collection was carried out by distributing online questionnaires to 9th-grade students of SMP Islam As-Shofa via group Whatsapp to the students. The data were analyzed using a Likert scale to determine students' perceptions of using Whatsapp for learning English. The results showed that learning through whatsapp was quite feasible to use with the results of a percentage of 40% having a positive perception and for the difference between male and female students with a percentage of 24.4% of male students answering agree for positive perception, and with a percentage of 21% female students answering agree for positive perception, while for the negative perception, the result with a percentage 45.2% students answered disagree and with a percentage 22.4% female students answered disagree.

Penelitian ini bertujuan untuk mengetahui kesulitan siswa SMAN 3 Langgam dalam memahami teks descriptive bahasa Inggris. Metode yang digunakan dalam penelitian ini kuantitatif deskriptif. Sebagai populasi penelitian ini adalah seluruh siswa kelas XI SMAN 3 Langgam dengan sampel berjumlah 34 siswa kelas XI yang dipilih dengan menggunakan teknik cluster random sampling. Data didapat dari hasil tes dan angket. Tes terdiri dari 40 pertanyaan dan angket terdiri dari 25 pertanyaan. Berdasarkan persentase jawaban hasil tes teks membaca bahasa Inggris menunjukkan ada delapan komponen pemahaman membaca. Enam diantaranya dikategorikan kesulitan level tinggi yaitu mengidentifikasi vocabulary, generic structure, factual information, reference, language feature, dan social function. Dua diantaranya dikategorikan sebagai kesalahan level sedang yaitu kesulitan dalam mengidentifikasi main idea dan inference. Siswa mengalami kesulitan dalam memahami teks deskriptif bahasa Inggris disebabkan dua faktor yaitu faktor intrinsik dan ekstrinsik. Faktor intrinsik yaitu pengetahuan kosakata yang terbatas, masalah dengan mengingat informasi, kurangnya keakraban dengan materi pelajaran, kurangnya kefasihan dalam membaca, masalah dengan pemrosesan informasi setelah membaca yang  tidak memadai. Faktor ekstrinsik yaitu penalaran verbal yang lemah, kesulitan memahami teks karena tingkat teks, penggunaan strategi membaca dalam proses belajar mengajar.  Kata Kunci: Analisis, Kesulitan Siswa,  Membaca, Teks Deskriptif

This case study was focused on a review of the recent management of the language Centre programme, University of Riau. The data were collected using triangulation method where some instruments were used, two sets of questionnaires for the students and staff, a semi-structured interview for the three staff, the results of students’ exams, and policy documents. The findings provided the evidence that the students were more motivated to study English for their future employment (instrumental motivation), whereas the staffs were more motivated to teach English for intrinsic rewards rather than extrinsic rewards. The findings also showed that the quality of teaching was generally good but it was suggested that the number of the computer for CALL program be increased, and more importantly, among the staff and the Manager be continuously built for a strong teamwork which could positively affect the implementation of the programme.