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International Journal of Educational Best Practices
Published by Universitas Riau
ISSN : 25810847     EISSN : -     DOI : -
Core Subject : Education,
Education
International Journal of Educational Best Practices (IJEBP) is a peer-reviewed academic journal of studies in educational issues, both theories and practices published biannually in April and October. Given that the journal prioritizes research reports in educational theories and practices, viewpoint articles in the field of education will be considered for publication.
Arjuna Subject : -
Articles 37 Documents
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The Implied Power through the Use of Personal Pronouns in Obama’s Speeches: Critical Discourse Analysis Dahnilsyah, Dahnilsyah
International Journal of Educational Best Practices Vol 1, No 2 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n2.p59-71

Abstract

This is a qualitative study with descriptive data presentation. It is aimed at investigating the tendency of abuse of power in exploiting personal pronouns of Obama’s political speeches.The employed grand theory in this study is social cognition theory introduced by Teun, A. Vandijk. There are three aspects that need to be empowered: textual, social cognition and social context in disclosing the implied meanings of the use of personal pronouns in Obama’s political speeches.The data of this study were gathered by means of speech transcript collections of Obama’s speeches: 2010, 2011 and 2014 concerning terrorism issues. These transcripts obtained from online media which had been spread worldwide. The objective of this study is to describe which personal pronouns frequently exploited by Obama in his political speeches and discover the hidden meanings of the adopted personal pronouns.The findings demonstrate that: (1) Obama, tends to use personal pronouns ‘we' and ‘our', (2) Obama seems to have been selective in exploiting personal pronouns by referring to both certain contexts and situations before and after the speech was delivered, (3) The features of Obama's speeches are rhetorical, persuasive and manipulative. In terms of cognition and social context, these speeches indicate that intelligence, personal and social experiences do influence towards the emergence of a discourse. The implicitly conditioned and engineered dominance and hegemony are not considered as a force or coercion. Rather, it is thought as a common and justified when being exposed frequently.
The Students’ Perceptions of the Strategies in the Process Approach Eliwarti, Eliwarti; Maarof, Nooreiny
International Journal of Educational Best Practices Vol 1, No 1 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n1.p67-82

Abstract

The main objective of this study was to examine the students’ perceptions of the strategies in theProcess Approach. The subjects were 30 English Department students of Riau University taughtusing Process Approach. A set of questionnaire and semi-structured interview were used to collectthe data. The level of perceptions was differentiated into three: Highly Positive, Positive andNegative. The results showed that all students had Positive and Highly Positive level of perceptionand no students had Negative perception of the strategies in the Process Approach. From the resultsof the interview, five categories were found. All of them reported positive opinions on the ProcessApproach and considered the editing and revising strategies as most useful. Besides, they statedthat the steps in Process Approach were more systematic, specific, comfortable, more meaningfuland livelier than other approaches. They all perceived that their writing performance had improvedafter the Process Approach intervention. The area of improvements were in collecting ideas,editing strategy, choice of words and the way how to write an essay. They also suggested on theapplication of the Process Approach for other writing classes. The findings from the interviewswere in line with the findings from the questionnaire which revealed that students had favorableperceptions of the Process Approach. In light of these findings, it can be suggested that the ProcessApproach has the potential to be used as alternative instructional tools to improve students’ writingperformance.
PREFERED TEACHING METHODOLOGY USED BY UNIVERSITY LECTURERS IN TEACHING EFL READING IN RIAU Novitri, Novitri; Md Yunus, Melor
International Journal of Educational Best Practices Vol 2, No 1 (2018): IJEBP
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v2n1.p14-25

Abstract

Abstract: Teachers and lecturers still play significant roles in guiding their learners in EFL classes in achieving academic success during their study and these educators may become exemplary to foster their learners’ reading habit so they discern reading any types of texts needed, This research objective is to investigate the types of EFL teaching methodologies in teaching reading frequently used by all lecturers teaching both at public and private universities in Riau. There were three methodologies were studied: Audio Lingual and Grammar Translation Methods (traditional or lecturers’ centered) and Communicative Language teaching (as learners’ centered). This study implemented a quantitative research design using 5-Likert Scale questionnaire and 97 respondents were involved in the research. The data were analysed by using descriptive statistics (measuring percentage, standard deviation, mean, and overall mean scores) and inferential statistics (independent t-test and one-way MANOVA). The research has revealed that CLT tended to be used more than AL and GTM. This implied that both public and private universities in Riau preferred using the CLT method. From the quantitative research findings, it showed that lecturers aged between 30 and 40 years old felt more confident in their use of this method compared to other age groups
A Systemic Functional Linguistics Analysis of Cohesion and Coherence in Written Nursing Care Reports Kailani, Ahmad
International Journal of Educational Best Practices Vol 1, No 2 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n2.p1-23

Abstract

This study analyses 25 nursing care reports written by nursing students majoring in the International Class of Nursing Diploma at a higher education institution in Indonesia. The main research focus is to assess the cohesion and coherence of nursing care reports in relation to their grades. The Systemic Functional Linguistics framework, with a focus on the textual metafunction, serves as a tool for analyzing cohesion, Thematic structures and Thematic development of the texts. The analysis of text cohesion revealed that all texts predominantly used lexical cohesion and reference to build internal ties within the texts. Reiteration of the same lexical items throughout the texts and heavy use of personal pronouns indicated the exploitation of these systems. In terms of coherence via Thematic structure, it was found that textual Themes were predominantly used. All the texts relied heavily on unmarked Themes, with no evidence indicating a proportional use of marked and unmarked Themes. In terms of Thematic development, Theme reiteration was the main method of text development for all texts. However, a few instances of Zig-zag Thematic development were found in texts in the higher graded categories. None of the texts used multiple Rheme patterns as an alternative method of text development.  
Pre-Service Teachers’ Integration into Teachers’ Community during Teaching Practicum Afrianto, Afrianto
International Journal of Educational Best Practices Vol 1, No 1 (2017)
Publisher : International Journal of Educational Best Practices

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Teaching practicum is a strategic place where pre-service teachers transformthemselves from being pre-service teachers (PSTs) to become novice teachers. Datafrom a case study on how a group of PSTs experience integrate into teachers’community during teaching practicum in Indonesian context shows that their journeyis not linear; it encompasses a complex process, enriched by tension and conflict beforesome of them hold a sense of belonging to teachers community in their placementschools. Their ample engagement and participation with members of schoolcommunity during teaching practicum program have effectively played as a significantfactor behind their integration and identity transition.Keywords: teaching practicum, pre-service teachers, identity construction, teachers community, integration, identity in transition
The Autonomous Learners’ Language Learning Strategies at Senior High Schools in Coastal Areas of Riau Province - Indonesia Ras, Fakhri
International Journal of Educational Best Practices Vol 1, No 2 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n2.p72-86

Abstract

This study focuses on examining the use of Language Learning Strategies (LLS) by autonomous learners at senior high schools in relation to the type of school and academic factors in Dumai, Bengkalis, and Selat Panjang (coastal areas). The study also concentrates on the preferred by ways operated by the selected respondents to master general English, four language skills, vocabulary, and structure.  The target groups of the research are autonomous learners ( more or less 3000 students) from state senior high schools in three different small towns. Due to the homogenous characters of the target groups; academic achievement, age, and learning motivation, the sample is taken randomly as big as 10% out of the population. To collect the needed data quantitatively, the strategy inventory for language learning (SILL) (Oxford 1990) is applied, and for the qualitative data, an interview is conducted to 60 selected learners out of the sample. To analyze the quantitative data, descriptive and inferential statistics are used and for the qualitative data, listing the preferred ways are made accordingly. The findings reveal that the various LLS are used based on academic and types of school backgrounds. The social strategy is the highest use of LLS (402) among other strategies (memory, cognition, compensation, metacognition, and affection). The qualitative findings exist in the body of this article (table 6 – through table 8). The suggestion is that LLS would be better to be well instructed and discussed in the classroom.
Madrasah Education System And Terrorism: Reality And Misconception Mohd Arif, Mohd Izzat Amsyar; Rahman, Nur Hartini Abdul; Hanapi, Hisham
International Journal of Educational Best Practices Vol 1, No 1 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n1.p83-92

Abstract

Since the terrorist attacks on September 11, 2001, the Islamic schools known as madrasah havebeen of increasing interest to analysts and to officials involved in formulating U.S. foreign policytoward the Middle East, Central, and Southeast Asia. Madrasah drew added attention when itbecame known that several Taliban leaders and Al-Qaeda members had developed radicalpolitical views at madrasah in Pakistan, some of which allegedly were built and partially financedthrough Saudi Arabian sources. These revelations have led to accusations that madrasah promoteIslamic extremism and militancy, and are a recruiting ground for terrorism. Others maintain thatmost of these religious schools have been blamed unfairly for fostering anti-U.S. sentiments andargue that madrasah play an important role in countries where millions of Muslims live in povertyand the educational infrastructure is in decay. This paper aims to study a misconception of therole and functions of Islamic traditional religious schools which have been linked with theactivities of terrorism. The study will be specifically focus on practice of the traditional Islamicschool, which is locally called as ‘madrasah system’.
AUTHENTIC TEACHING AND ASSESSMENT AS THE SOLUTION TO EDUCATIONAL EVALUATION IN REFERENCE TO ASEAN ECONOMIC COMMUNITY IN INDONESIA Azhar, Fadly
International Journal of Educational Best Practices Vol 2, No 1 (2018): IJEBP
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v2n1.p26-38

Abstract

Abstract: This paper is a monograph of an academic research paper entitled The Implementation of Classroom-Based Assessment within the English Secondary School Teachers in Riau Province-Indonesia (Universiti Kebangsaan Malaysia, 2012). Chronologically, it discloses such aspects as the changes of curriculum, the ignorance of productive skills, the functions of English in ASEAN economic community, the authentic teaching & learning, the authentic teaching materials, the authentic assessment, the related study, and the implications & recommendations.  
Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class Rezeki, Yanti Sri
International Journal of Educational Best Practices Vol 1, No 2 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n2.p24-37

Abstract

Implementing collaborative written feedback instruction is a way to develop students’ awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students’ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students’ perceptions toward collaborative written feedback experience? 2) What are students’ collaborative written feedback practices? and 3). What factors affect students’ collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from  observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer’s characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided.
Talent Management and Teacher Leadership Talent Development in High Performing School in Malaysia Mohd Hamzah, Mohd Izham; Shamsudin, Shuhaida
International Journal of Educational Best Practices Vol 1, No 1 (2017)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v1n1.p19-35

Abstract

Researches on the effective leadership reveal that principals in high performing schools aresuccessful in improving schools outcomes through who they are, the strategies they use, as well asthe specific combination and timely implementation and management of these strategies as a resultof the unique contexts in which they work. The present research work tries to explore and confirmthe talent management factors (TMFs) responsible for developing teacher leadership talent (TLT).The proposed TMFs were tested and validated through a sample of 400 teachers of HighPerforming School in Malaysia using Amos 19. Hypotheses were tested at a 95% confidence leveland the Root Mean Square Error of Approximation (RMSEA), Tucker-Lewis Index (TLI) andComparative Fit Index (CFI) were used to test the structural equation model of talent management.The obtained RMSEA value was 0.049, TLI value was 0.942 and CFI value was 0.962 whichindicated a good model fit and appropriateness. Analysis of the results demonstrated that the levelof implementation of talent management falls into the range of being very good and has asignificant relationship with a teacher leadership talent development of the organization in thestudied population. This study is one of very few studies to provide an integrative perspective ofTMFs for developing TLT in high performing school; it adds to the extremely limited number ofempirical studies that have been conducted to investigate talent management in the educationsector and how teacher leaders start as individual contributors and move up into management andleadership roles.

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