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Fahrus Zaman Fadhly
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ijli@uniku.ac.id
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INDONESIA
Indonesian Journal of Learning and Instruction
Published by Universitas Kuningan
ISSN : 26148250     EISSN : 26145677     DOI : https://doi.org/10.25134/ijli
Core Subject : Education,
Education
Indonesian Journal of Learning & Instruction (p-ISSN 2614-8250, e-ISSN 2614-5677) is a peer-reviewed journal published in Indonesia by Faculty of Teacher Training and Education in collaboration with School of Postgraduate Studies, Universitas Kuningan. IJLI is published twice a year (April and October).
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol 2, No 2 (2019)" : 6 Documents clear
TEXTUAL REDUCTIONISM: FROM ENGINEERING RESEARCH ARTICLES (RAs) TO THEIR SUBSEQUENT POSTERS EL-Sakran, Tharwat M.
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1904

Abstract

Converting a Research Article (RA) into a poster is a complex, recursive reading-writing activity that can impose an overwhelming cognitive load on designers. This study contributes to a growing body of research which emphasizes the importance of designing clear academic posters. It proposes practical guidelines for academic poster design and contents. A total of 20 published RAs with their subsequent posters from the engineering field were analyzed to see what elements of the RAs were modified, changed or totally removed. Several software packages were used for this investigation. A correlation was found between the length of the RA and the amount of RA contents retained in the poster. Analyses also show that function words, the literature review section and the list of references were the main victims of heavy reductionism. However, comparisons of RAs and their related posters revealed that visuals were the least sacrificed textual items in the reduction process. It is proposed that poster contents may reflect the original RA structure with more emphasis allotted to new information in the research. Such a practice will help reduce the limitations that the poster space may impose on the contents, allow the poster presenter more freedom to use a bigger font size, and most importantly; interact and engage actively with the interested audience. The research concludes with limitations and recommendations for further research.
PRAGMATIC TRANSFER OF ALGERIAN LEARNERS IN LEARNING ENGLISH AS A THIRD LANGUAGE Khadija, Belfarhi Allia
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1850

Abstract

The recent developments in cognitive linguistics turn EFL research interest to investigate the role of pragmatic aspects in the learn ability of English instead of grammar-governed learning. Pragmatics becomes ever more essential to the success of the language learner for its focus on language-in-use tasks. Pragmatic transfer occurs when non-native speakers of English transfer their L1 pragmatic knowledge to the target language. The EFL Algerian learner is closely concerned with pragmatic transfer since he/she speaks two languages, the first, Arabic, exhibits language distance with English while the second, French, is pragmatically more related to English than Arabic. The aim of the present research is to investigate the aspects of the pragmatic transfer and find out which language do learners transfer more from. To investigate the pragmatic transfer in the EFL Algerian classroom, we selected to work on the speech acts of requests among second year English students at Annaba University, through the use of discourse completion task. The analysis of data indicated the dominance of negative transfer of requests from Arabic to English. Algerian EFL learners transfer from Arabic to English and not from French despite the factor of language distance between Arabic and English.
DIVERGENT THINKING IN A STANDARDIZED TEST Ismail, Nyak Mutia; Moriyanti, Moriyanti; Yusnida, Dara
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1979

Abstract

In dealing with standardized tests, including TOEFL test, there is a common propensity for test-takers to adopt convergent thinking which is a cognitive process in retrieving a pre-existing answers using concepts, knowledge, and understandings. On the contrary, the use of divergent thinking in standardized tests is scarce because the test-takers do not create new knowledge or ideas during the test. This study sought whether higher divergent thinking ability could affect TOEFL score. A case study was employed to gather the data from 143 respondents (divided into two groups: each 73 and 70 students) whom of which were 3rd year Economics students at Syiah Kuala University. Guilford’s Alternative Uses Test was used as the instrument where the students should name the functions of a stone in 5 minutes. The total of 538 responses from group A and 366 from group B were obtained from this test. The data were analyzed using the descriptive statistics in terms of its originality. The results showed that the group whose ability in divergent thinking is higher could achieve average score reaching 523, while those with less ability in employing divergent thinking could only attained 477 in average. The findings imply that in teaching TOEFL preparation or other standardized tests, divergent teaching technique needs to be employed as the instructors should expands students’ thinking by not only limiting it to Question-Answer technique.
TYPES OF ASSESSMENT AFFECTING IRANIAN EFL LEARNERS' GENERAL AND ACADEMIC SELF-EFFICACY Zarei, Abbas Ali; Usefli, Zahra
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1992

Abstract

The purpose of this study is to compare the effects of three types of assessment (self, peer, and teacher) on EFL learners’ general and academic self-efficacy. The participants included a sample of 94 Iranian EFL learners studying English at IT English institute in Qazvin, Iran. A version of the Preliminary English Test (PET) along with the Persian translation of a 12-item general self-efficacy and an 8-item academic self-efficacy questionnaire were used to collect data. The participants were divided into three groups, and each group of participants was exposed to one of the treatment conditions. They were given the questionnaires both before and after the treatment. Two separate ANCOVA procedures were used to analyze data. No significant differences were found among the effects of the three types of assessment on general self-efficacy. However, both self-assessment and peer-assessment were found to be more effective on academic self-efficacy than teacher-assessment. Meanwhile, the difference between self and peer -assessment in academic self-efficacy was not statistically significant. Other than theoretical implications, the findings of this study may also have pedagogical implications for teachers, learners as well as syllabus designers.
POSTGRADUATE STUDENTS’ STUDY MODE AND UTILIZATION OF MOBILE TECHNOLOGIES FOR LEARNING IN NIGERIA
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1975

Abstract

The study examines Postgraduate students’ utilization of mobile technologies for learning and find out the differences in the utilization of mobile technologies by postgraduate students based on their mode of study. The study was a descriptive method of the survey type. Eleven universities across South-west, Nigeria were involved based on accessibility. A total of 658 were sampled. Researchers designed questionnaire was used for data collection. Mean was used to answer the research questions while Analysis of Variance (ANOVA) was used to test the hypothesis. A coefficient reliability of 0.87 was obtained on the instrument. The finding among others were that, the Ph.D. postgraduate students utilize mobile technologies for learning and research more than other postgraduate students’ counter parts, and there was no significant difference among postgraduate student’ utilization of mobile technologies for learning and research purposes based on mode of study, with the p-value 0.79 which is greater than 0.05 alpha value. The study concluded that, the effective utilization of mobile technologies by postgraduates could be of immense benefit towards their learning within and outside the classroom settings and also facilitate their research knowledge and skills. It is however recommended among others that more orientation should be organized for all postgraduate students in other to bridge the gap in the differences between postgraduate students in their utilization of mobile technologies for learning.
EFL STUDENTS’ PREFERENCE IN RECEIVING WRITTEN CORRECTIVE FEEDBACK
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1990

Abstract

One solution to help EFL (English as a Foreign Language) students in writing skill is providing a written corrective feedback by a teacher. Somehow, it is also necessary for a teacher to know the appropriate feedback given to their students. This study had two purposes: 1) To describe the students’ thought toward feedback strategies with different proficiency levels in general and in specific writing aspects content; and 2) To explore the most students’ preference with different proficiency levels in general and in specific writing aspects content and form. A qualitative data analysis approach was integrated using an interview, eight students in total were chosen to be interviewed; two from each group and level (two-high, two low direct feedback with an end note and two-high, two-low indirect feedback with an end note). N vivo was used to analyze the content analysis of the data. The study found that no matter low or high proficient writers, they had a positive attitude toward the teacher’s feedback and most of them preferred to receive direct corrective feedback to improve their writing performance both in content and form. In brief, providing a feedback is needed for students however it must be advisable with students’ proficiency level in order to make them easier in understanding the feedback.

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