The target of this technical guidance was secondary teachers of natural sciences, social sciences, and language who were members of the Teachers Professional Development Forum or Musyarawah Guru Mata Pelajaran (MGMP) in Siak Kecil, Bengkalis Regency. This training aimed to provide digital literacy strengthening for teachers in designing, implementing, and evaluating home-learning programs. This technical guidance was carried out through an online platform (Zoom) and offline mentoring in the MGMP discussion forum. The technical guidance mechanism consists of training and simulations in designing digital learning media in PowerPoint presentations, video monologues, e-student worksheets, and e-modules using software applications such as Filmora, Explee, Sigil, and Kinemaster. The results of this technical guidance were increasing self-efficacy with indicators of confidence in completing tasks (high), internal motivation (high), persistence (high), and being able to overcome obstacles and difficulties (high). There was also an increase in teachers' digital literacy in the aspects of data awareness (good), data analysis skills (sufficient), and ability to focus (excellent). The assessment of the results also showed that participants could design and use applications to carry out digital learning from home. Overall, this technical guidance positively impacted teachers' Continuing Professional Development (CPD), especially secondary teachers in Siak Kecil and Lubuk Dalam Sub-districts in Riau Province.

This study aims to develop an interactive e-module for English Structure course to support digital learning in the English Study Program, Universitas Riau, Indonesia. The research used a Research and Development (R&D) approach and applied the ADDIE model consisting of five stages; analyse, design, development, implement and evaluate. The products developed were animated videos and interactive quizzes integrated into an electronic module using the Flipbook maker application. The e-module consists of three chapters with several sections in each chapter: video based explanation, text based description, example, interactive quizzes, and chapter summary. The results of the validations of media expert and material expert of the animated videos are 3.55 (very valid) while the interactive quizzes got an average score of 3.85 (very valid). Then, for the validations of the e-module, it go an average score of 3.96 (very valid) and 3.23 (valid) from the material expert and the media expert, respectively. On the whole, the average score of the validations is 3.60 (very valid). The e-module has been implemented to a group of students (n=20). The students’ responses show that the e-module has a very good category (3.75 for the attractiveness aspect and 3.61 for the convenience aspect). Therefore, it can be concluded that the e-module has a very good quality, both in terms of its materials and media, and is eligible to be utilized as a digital learning resource for Pre-Intermediate Structure course in the English department of Universitas Riau, Indonesia.

Instructional design has a strong influence on the success of university-level learning. Learning in higher education is effective if it is designed properly by the course unit tutor because the instructional design helps the preparation of a good lesson plan that contains objectives, materials, methods, media, class activities, evaluations, and so on. There are various instructional design models and one of the popular designs for media application is ASSURE. Some experts use the acronym ASSURE differently. In this article, ASSURE consists of Analyze learners, State objectives, Select method-media-materials, Utilize media-materials, Require learner participation, Evaluate and revise. The ASSURE model can be applied to various fields of study and levels, but has never been published in English language learning at university. Therefore, this article will explain the application of the ASSURE model in general English courses in universities.

Penelitian korelasi digunakan untuk mengetahui korelasi antara dukungan keluarga siswa dan hasil belajar bahasa Inggris dari siswa tahun ketiga Program Studi Pendidikan Bahasa Inggris. Instrumen penelitian ini adalah kuesioner Skala Dukuangan Sosial Keluarga yang diadaptasi dari Thoriq (2013). Hasil belajas bahasa Inggris siswa diperoleh dari skor IPK (Indeks Prestasi Kumulatif) yang diambil dari mata kuliah ketereampilan bahasa; Pemahaman Mendengarkan 1, 2, 3; Berbicara 1, 2, 3; Pemahaman Membaca 1, 2, 3; dan Menulis 1, 2, 3. Populasi dari penelitian ini adalah siswa tahun ketiga Program Studi Pendidikan Bahasa Inggris yang terdiri dari 110 siswa. Pengambilan sampel acak klaster digunakan dan diperoleh 89 siswa sebagai sampel. Hasil penelitian menunjukkan korelasi antara dukungan keluarga siswa dan hasil belajar keterampilan bahasa Inggris berada di tingkat sedang, tingkat dukungan keluarga dikategorikan ke dalam "tingkat tinggi" dan prestasi belajar keterampilan bahasa Inggris mereka diklasifikasikan ke "tingkat yang baik" dan dikategorikan sebagai B +, dan kontribusi dukungan keluarga siswa untuk prestasi belajar keterampilan bahasa Inggris mereka adalah 16,9%.

Kajian ini bertujuan untuk mengetahui profil Self-Efficacy (SE) dan Self-Directed Learning (SDL) mahasiswa berprestasi secara akademik dan non-akademik berdasarkan gender di Universitas Riau. Kajian diharapkan dapat memberi gambaran potensi prestasi akademik dan non akademik dan korelasi prestasi tersebut terhadap keberhasilan mahasiswa dalam menyelesaikan study, mendapat pekerjaan, berwirausaha dan melanjutkan study. Instrumen yang digunakan berupa angket menggunakan skala Likert. Indikator SE terdiri dari 5 indikator yaitu (keyakinan menyelesaikan tugas, motivasi diri, kerja keras, mengatasi hambatan, dan menyelesaikan tugas dalam perspektif luas atau sempit) Indikator SDL terdiri 5 indikator yaitu (kesadaran (awareness), strategi belajar (learning strategies), kegiatan belajar (learning activities), evaluasi (evaluations), dan kemampuan diri (interpersonal skill). Analisis data dilakukan secara deskriptif untuk memetakan profil mahasiswa berprestasi akademik dan non-akademik terkait SE dan SDL. Hasil penelitian menunjukkan jumlah mahasiswa berprestasi laki-laki 31% perempuan 69%, SE laki-laki 4,36 perempuan 4,31, SDL laki-laki 4,20 perempuan 4,18, mahasiswa laki-laki memiliki prestasi akademik dan non akademik sebesar 60% perempuan 56%. Hal ini menunjukkan tidak terdapat perbedaan nyata antara SE dan SDL pada mahasiswa laki-laki dan perempuan, mereka memiliki peluang yang sama untuk meraih prestasi akademik dan non akademik.