Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that 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 (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.

Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil pembelajaran melalui pelaksanaan penggunaan media gambar yang dapat meningkatkan kesiapan membaca anak usia dini di Taman Kanak-Kanak Pembina Negeri Tualang Kabupaten Siak, Riau. Metode penelitian ini adalah Tindakan Kelas (PTK). Subyek penelitian ini  berjumlah 19 orang anak usia 5-6 tahun. Penelitian ini terdiri dari dua siklus dan setiap siklus terdiri dari tiga pertemuan.Teknik analisis data digunakan dalam penelitian ini adalah analisis data kuantitatif dan kualitatif. Analisis data kualitatif dengan cara menganalisis data dari hasil catatan observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan adanya peningkatan kesiapan membaca anak melalui media gambar adalah rata-rata skor kesiapan membaca anak pada siklus I sebesar 47,37% dan siklus II meningkat sebesar 76,15%. Kesimpulan, penggunaan media gambar dapat meningkatkan kesiapan membaca anak usia dini

Abstract This research aimed to find out if there is a significant effect of using PQ4R strategy on the ability of the second year students of MTs Darul Hikmah Pekanbaru in comprehending recount texts. This is a pre-experimental research with one group pretest and posttest design. This research used quantitative data and the instrument used to collect the data was a reading test in multiple choice forms. As the result, the mean score of pre-test is 59.03 and post-test is 62.97. In the other words, the mean score of post-test is higher than the mean score of pre-test. The result also showed that the value of t-test (8.907) is higher than t-table (3.365) at the significance level 0.1%. It means that Alternative Hypothesis (Ha) is accepted. It can be concluded that there is a significant effect of using PQ4R strategy on the ability of the second year students of MTs Darul Hikmah Pekanbaru in comprehending recount texts. It is suggested that in understanding recount text is one of alternatives, the teacher needs to focus on the students’ understanding of the sentences on the texts. Abstrak Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh signifikan penggunakan strategi PQ4R pada kemampuan siswa tahun kedua MTs Darul Hikmah Pekanbaru dalam memahami teks recount. Penelitian ini adalah penelitian pra-eksperimental dengan desain satu kelompok pretest dan posttest. Penelitian ini menggunakan data kuantitatif dan instrumen yang digunakan untuk mengumpulkan data adalah tes membaca dalam bentuk pilihan ganda. Hasilnya, nilai rata-rata pre-test adalah 59,03 dan post-test adalah 62,97. Dengan kata lain, skor rata-rata post-test lebih tinggi daripada skor rata-rata pre-test. Hasil penelitian juga menunjukkan bahwa nilai t-test (8,907) lebih tinggi dari t-tabel (3,365) pada tingkat signifikansi 0,1%. Ini berarti bahwa Hipotesis Alternatif (Ha) diterima. Dapat disimpulkan bahwa ada pengaruh yang signifikan menggunakan strategi PQ4R pada kemampuan siswa tahun kedua MTs Darul Hikmah Pekanbaru dalam memahami teks recount. Disarankan bahwa dalam memahami teks recount, salah satu alternatif adalah guru perlu fokus pada pemahaman siswa tentang kalimat pada teks.

Keterampilan menyimak perlu didukung oleh pendekatan, strategi, atau teknik untuk membantu pembelajar bahasa asing untuk meningkatkan pemahaman mereka. Penelitian ini bertujuan untuk meningkatkan kemampuan pemahaman menyimak mahasiswa Program Studi Bahasa Inggris di Universitas Riau dengan menggunakan teknik clustering. Penelitian tindakan kelas menjadi desain penelitian ini. Ada tiga siklus yang dilakukan dengan kegiatan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil data menunjukkan pada siklus I bahwa 51,.3% mahasiswa mampu memahami dialog melalui teknik clustering. Kemudian pada siklus II terjadi peningkatan pemahaman menyimak dengan persentase 61. 6%. Pada siklus terakhir terjadi peningkatan 74. 4% pada pemahaman menyimak mahasiswa. Dapat disimpulkan bahwa penggunaan teknik clustering pada kegiatan kelas pemahaman menyimak secara positif mendorong dan membantu mahasiswa untuk meningkatkan kemampuan pemahaman menyimak bahasa Inggris.