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.

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.

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.

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