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INDONESIA
IRJE (Indonesian Research Journal in Education)
Published by Universitas Jambi
ISSN : -     EISSN : 25805711     DOI : -
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
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Articles 18 Documents
Search results for , issue "Vol. 4, No. 1, June 2020" : 18 Documents clear
Investigating the Plights of Nigerians in Diaspora: A Case Study of Nigerians Studying in Malaysian Universities YUSUF SULEIMAN; KAWULEY MIKAIL IBRAHIM
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v4i1.7555

Abstract

In view of researchers’ personal experiences and report on numerous problems of Nigerians in diaspora, this study investigates the plights of Nigerians in diaspora with specific focus on Nigerians studying in Malaysian universities. In order to select participants for the study stratified, purposive and convenience sampling techniques were used to select 10 Nigerian students from three Malaysian universities, namely Universiti Utara Malaysia (UUM), Universiti Malaya (UM) and Insaniah University College. Instrument used to collect data from the participants include interview and observation. Specifically, observation method was used to complement the interviews findings. Our findings revealed that Nigerians are faced with numerous challenges, which include apathetic attitude of Nigerian embassy in Malaysia, lack of part-time job opportunities, high exchange rate and visa issue. Also, our findings suggest solutions to the problems of Nigerians in Malaysia. They include quick response to students’ challenges by the Nigerian embassy, availability of part-time job opportunities for Nigerians and other international students and issuance of 2 years visa. The study recommends that Nigerian embassy in Malaysia should have a comprehensive list of Nigerians schooling in various Malaysian institutions with a view to enable them to have an accurate data of their citizens. By doing so, the embassy will be able to use the data to attend to students’ requests at all times.
Are Trainee Language Teachers Autonomous in Developing Their Own Language Skills? CLAUDIA MOLNAR
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (764.028 KB) | DOI: 10.22437/irje.v4i1.7980

Abstract

This study presents the findings of a mixed method study exploring how autonomous 33 in- service and 10 trainee EFL teachers were in the amount of exposure to authentic English language they present themselves. This study investigated the extent to which L2 English TTs were autonomous in their exposure to the target language and how they valued such exposure. Ten university teacher trainees took part in the project. The amount of time they exposed themselves to authentic English was measured using an input application developed specifically for this study. The exposure had to be outside of their teaching and learning domain. The research question was: How autonomous are trainee language teachers in developing their own language skills? Data were collected from an in-service teacher questionnaire, a trainee teacher two-month study, and a focus group discussion. The focus group discussion data were analyzed qualitatively while the quantitative data were analyzed using the SPSS software. The main findings of the study showed that the participants did expose themselves to authentic English but were not aware of the learning value of this exposure. Implications and recommendations are also discussed.
In Search of Commonly Used Language Learning Strategies by EFL students MASBIROROTNI MASBIROROTNI; NUNUNG FAJARYANI
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v4i1.7990

Abstract

Language learning strategy is one of the factors that can contribute to the success in learning a foreign language including for Indonesian students. The purpose of this current study was to examine the learning strategies of English as foreign language students in one state university in Jambi Province. This current study used a survey approach to deal with the issue of the learning strategies of English as foreign language students. Data were collected through using the Language Learning Strategy Questionnaire (LLSQ). The participants of this study consisted of 129 students. Overall, the findings revealed that cognitive and meta-cognitive strategies were most commonly used by students in speaking, reading, and writing skills. However, cognitive and social strategies were the most frequently used by students for listening skill. Suggestions and future studies are also discussed.
A Correlation Among Writing Theory, Motivation And Writing Practice Of Trdinanti University Students GAYA TRIDINANTI; RUSMAN RONI; FARNIA SARI; NURULANNINGSIH NURULANNINGSIH
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.533 KB) | DOI: 10.22437/irje.v4i1.8041

Abstract

ABSTRACT : The purpose of this study to determine the correlation among writing theory, writing motivation and the writing practice of narrative text. The method used is survey with correlational techniques. The analytical method used is correlational analysis. The population is all students of English Department. The sample is 75 students with total sampling technique. The result shows that (1) there is significant correlation between Writing Theory and Writing Practice, proven by t value = 5.579 and Sig0.000 <0.05;(2) there is significant correlation between Writing Motivation and Writing Practice, proven by t value = 2.167 and Sig. 0.000 <0.05; (3) there is significant contribution of Writing Theory and Writing Motivation toward Writing Practice, proven by Fo = 64.936 and Sig. 0.000 <0.05. It can be concluded that the writing practice of narrative text is correlated by writing theory and writing motivation both partially and simultaneously. Keywords: motivation, narrative text, practice, theory, writing
Work-Related Stress and Teaching Performance of Teachers in Selected School in the Philippines AURORA SARABIA; LEILA M. COLLANTES
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v4i1.8084

Abstract

This study determined the predictor of teaching performance among the components of work-related stress to 210 selected elementary and secondary public teachers in Angeles City. It described the participants’ socio-demographic characteristics, level of work-related stress, and teaching performance, and likewise compared the work-related stress of the participants. The research design used was a descriptive-correlational design with various statistical tools such as descriptive statistics, independent T-Test, and multiple linear regressions. The study revealed that selected elementary and secondary teachers of Angeles City had a moderate work-related stress with the subcomponent demand as highly contributory to the stress. Gender and position were positive predictors of teaching performance where female and teachers with higher teaching position tended to have a higher teaching performance. On the other hand, seminars attended relative to stress and demand which is a sub-component of work-related stress are the negative significant predictors of teaching performance. This implies that teachers who attended seminars related to stress management had higher teaching performance compared to those who did not. This result also established that the higher level of demand, which is a sub-component of stress, can result in lower teaching performance.
Metacognition Awareness and Its Correlation with Academic Achievement of Educational Students ELFA ERIYANI
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.585 KB) | DOI: 10.22437/irje.v4i1.8573

Abstract

This study aimed to describe the metacognitive awareness of Indonesian Language and Literature Educational students in STKIP YPM Bangko, and to differentiate student metacognition by gender and length of study, and to correlate metacognition awareness on student achievement indexes. A quantitative research design was used with population of 80 students in academic year of 2017-2018. A purposive sampling technique was taken by involving students of the third, fifth, and seventh semester. Documentations and questionnaires were used as the instuments of this study and manual calculations and SPSS 16.0 for Windows were used to analyze the collected data in the study. The results showed that there was no significant difference between metacognitive awareness of male and female students, and between metacognitive awareness of the second year, the third year, and the fourth year. The latest, there was a very weak positive relationship between metacognitive awareness and students’ achievement.
Blended Learning in a Reading Course: Undergraduate EFL Students’ Perceptions and Experiences NOVA LINGGA PITALOKA; HESTI WAHYUNI ANGGRAINI; DEDI KURNIAWAN; ERLINA ERLINA; HARISWAN PUTRA JAYA
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.98 KB) | DOI: 10.22437/irje.v4i1.8790

Abstract

Research on blended learning in reading course especially is limited. This study aimed at revealing the implementation of blended learning in reading course for undergraduate EFL students at one public university in South Sumatera and the students’ perceptions on the e-learning incorporated in the blended learning in the reading course. The study was carried out through a qualitative method using a case study approach. The first semester students, consisting of 13 female and 5 male students, majoring in English Education Study Program at a public university in South Sumatera participated in this study. The researchers used observations, documents, and semi-structured interviews to collect the data. The collected data were analyzed qualitatively. The findings covered two major issues in accordance with the research questions: the implementation of the blended learning and students’ perceptions of the e-learning. The findings showed that in the reading course, 4 meetings were conducted with e-learning and 12 others were employed in the classroom with various activities. In terms of students’ perceptions, the students reported some advantages and challenges that they encountered in e-learning. This study also provided some implications and recommendations for further research.
Analyzing the Effect of Need for Achievement and Locus of Control on Student Entrepreneurial Intentions EKAWARNA EKAWARNA; YUSDI ANRA; QUROTTA AYUN; SERI ROMIOS; TARNAK TARNAK
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v4i1.8815

Abstract

This study aimed to analyze the student entrepreneurial intentions model based on their psychological characteristics. More specifically, this study sought to explain whether the Need for Achievement (N-Ach) and Locus of Control (LoC) of students had an effect on Entrepreneurial Intentions (EI). An inferential research design with a cross-sectional study was adopted to collect the data. Students from faculty of teacher training and education, one public university in Jambi, were involved as the sample of the study. 63.14% of male students were selected by using a simple random sampling strategy, dominated by 81.78% of respondents aged less than 20 years. Data were collected through questionnaires and were analyzed by using the statistical correlation software and linear regression models to ensure the relationship between psychological characteristics and EI. The results indicated that there was a positive effect on psychological characteristics and EI on Student Entrepreneurial Intentions. N-Ach and LoC positively affected EI, both partially and jointly. Due to the limited instrument used in this study, only a self-reported questionnaire, which carried an opportunity for the response bias, and involved male students from a faculty in one public university in Jambi. Therefore, this model needs a further development through the incorporation of behavioral characteristics by involving larger samples allowing us understand on whether behavioral theories and traits are conflicting or complementary.
The Effect of Different Approaches to Learning Strategy Instruction on Vocabulary Development by EFL learners DARIN NSHIWI
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v4i1.8851

Abstract

This research falls within the area of teaching English as a foreign language (FL). It focuses on the short-term effects of memory and cognitive strategies on learning vocabulary and sheds light on the approaches adopted by EFL teachers while teaching these strategies. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, two main tools were applied: the first was a questionnaire to evaluate the memory and cognitive strategies used by EFL teachers and intermediate learners; the second was a vocabulary test to investigate the effect of using memory and cognitive strategies on vocabulary learning. These tools were applied to the sample that included 36 intermediate learners who were divided into experimental and control groups and 30 EFL teachers. The data obtained was dealt with descriptively and analytically. The findings show that training students to use memory and cognitive strategies explicitly enhances vocabulary learning more than implicit instruction.
Home-School Partnership: How do Indonesian elementary school principals perceive it? YANTORO YANTORO; DIAN NISA ISTOFA
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.336 KB) | DOI: 10.22437/irje.v4i1.8995

Abstract

Home-school partnerships is defined as the collaboration between family and school and to improve students' achievement. Even though many empirical researches have been published in the area of educational management, important gaps in this study in regards toward the analysis in the developing countries including Indonesia. This study utilized interviews with Indonesian school principals in exploring their perspectives and practices of home-school partnership in Indonesian elementary education. The participants were six elementary school principals from six Indonesia elementary schools. The study informs that Indonesian elementary school principals have perceptions which are consistent towards the importance roles of home-school partnership. Besides, they inform the implementation of home-school partnership; however, a parent-teacher association is not established. The school principals involved in this study also informed that parents’ lack of knowledge and insufficient time as the two barriers from home-school relationship. Recommendation and suggestion are offered to tackle the barriers. The results of the study suggest the improvement of training for teachers to build communication with parents various backgrounds of culture and experiences are needed.

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