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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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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 17 Documents
Search results for , issue "Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|" : 17 Documents clear
EFL Teacher’s Code Switching in the Social Emotional Learning Context Lingga Agustina Suganda; Ismail Petrus; Zuraida Zuraida
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.12195

Abstract

The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.
Does Leadership Effectiveness Matter for Indonesia Vocational Teacher Performance? The Mediating Role of Work Motivation Etta Mamang Sangadji; Sopiah Sopiah; Bagus Shandy Narmaditya
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.12541

Abstract

Enhancing teacher performance is a global challenge and understanding managerial sides, and motivation can be used to deal with this issue. The purpose of this study aimed at examining the impact of leadership effectiveness and teacher performance in vocational school, as well as investigating the role of work motivation. A quantitative method was adopted to improve understanding of this phenomenon. The participants of this study were recruited from the vocational school teachers in East Java by distributing online questionnaires employing WhatsApp. The findings of this study showed that effective leadership positively influenced both work motivation and teacher performance. Indeed, work motivation can explain the relationship between effective leadership and vocational teacher performance. Based on the results, it is recommended to the education office, school principals, vocational teachers to pay more attention to the effectiveness of leadership, and work motivation to improve teacher performance. This study recommends that school principals and educational policymakers pay attention to the matters of leadership and work motivation as the essential factor in driving teacher performance.
The Development Lectora Inspire Based Learning Media for High School Students in Learning History Budi Purnomo
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.10244

Abstract

This research aimed to develop Lectora Inspire App for history learning in high schools. Purposely, the stages of the development in using the ADDIE model which include the steps of analysis, design, development, implementation, and evaluation. Interview and questionnaires were administered in order to collect data. The interview data were analyzed qualitatively while the questionnaires were analyzed quantitatively. There were 35 respondents from one of the high schools in Jambi who were grouped into three groups, namely 3 students for a small individual group, 10 students for a small group, and 22 students for a large group. The results of this development research revealed that Lectora Inspire App based on history learning was valid based on the assessment of material experts and media experts. Moreover, based on the results of small group trials, limited group trials, and large group trials,it showed that Lectora Inspire App were effective as history learning media. Recommendations are also discussed for future research and practices.
Learner Autonomy: A Qualitative Inquiry into Indonesian Tertiary EFL Students' Voices Daflizar Daflizar
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.10388

Abstract

This study sought to explore Indonesian tertiary EFL students’ voices on learner autonomy. Specifically, it investigated the students’ conceptualization of the concept of learner autonomy, students’ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. The study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in Jambi province, Indonesia. The data were collected using semi-structured interviews were analyzed using a thematic analysis following the steps proposed by Braun and Clarke (2006). The results revealed that the students had a limited understanding of the concept of learner autonomy. However, they believed that they would benefit from learner autonomy in terms of timing, learning effectiveness, and learning resources. The students also identified several hindering and supporting factors related to the development of learner autonomy. Practical implications for the Indonesian context are discussed.
Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students Yelia Yelia; Dony Efriza; Santi Hendrayani
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.12737

Abstract

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery.
Written Corrective Feedback for Students’ Research Proposal in English: What Do Students and Lecturers Prefer and Why? Fortunasari Fortunasari; Nunung Fajaryani; Bunga Ayu Wulandari; Khairunnisa Khairunnisa
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.13064

Abstract

The purposes of this study were to describe types of written corrective feedback applied by the lecturers on students’ research proposal and to find out the favorable types of written corrective feedback for the students of English study program at a public university in Jambi. This research used a questionnaire to collect the data from students and lecturers. The results of this research revealed that there were three types of written corrective feedback that were often used by the lecturers. They were direct corrective feedback, grammatical description, and electronic corrective feedback from metalinguistic feedback. Additionally, there were four types that sometimes were used by the lecturers. They were indirect corrective feedback, error codes by metalinguistic feedback, unfocused and focused feedback. The last type was reformulation. It was rarely used by the lecturers. The results also showed that direct, electronic, and unfocused corrective feedbacks were very favorable for students while a brief grammatical description (metalinguistic), focused feedback, error codes (metalinguistic), and reformulation feedback were somewhat favorable. The last type was indirect corrective feedback which was very unfavorable for the students. Implications and recommendations are discussed.
Listening Comprehension Performance and Problems: A Survey on Undergraduate Students Majoring in English Hariswan Putera Jaya; Ismail Petrus; Dedi Kurniawan
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.14428

Abstract

This study was aimed at finding out the performance of listening comprehension, problems faced, the causes of the problems, and the relationships between the problems and their causes. The samples of this study were the students of bachelor program of an English education study program. The data were the TOEFL prediction listening comprehension test and questionnaires. It was found that 30% of the samples were in a fair listening category and 70% were in a poor listening category. The students’ main problems in listening were then categorized as listeners, listening materials, and listening settings. The causes of the problems were specified as linguistic knowledge, pronunciation, concentration, and environment. The data were analyzed using chi-square association with p-value 514.84 which was greater than the critical value of 179.58. Therefore, there is a significant relationship between the listening problems and the factors causing the problem.
Analyzing the Initiation- Response and Feedback Patterns and Its Impact on the Interaction between Teacher and Students in English Classroom Eka Barahma Putri; Machdalena Vianty; Sary Silvhiany
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.14631

Abstract

This study was based on the phenomenon of classroom interaction in enhancing students’ language skills in English classes using the 2013 curriculum. This study investigated the dominant initiation- response and feedback [IRF] patterns and its impact on the interaction between the teacher and the tenth-grade students during classroom spoken discourse. This qualitative research involved a teacher of English and four classes. The data were collected via classroom observations and semi-structured interviews. The findings of the study showed that in the IRF pattern, the most dominant pattern was initiation. The teacher dominated the classroom during the lesson and the IRF pattern had positive impacts on students’ English when the teacher asked questions. The teacher needed to understand what questions students needed to ask to respond well because it must be in line with the 2013 curriculum, which places students at the center of learning. Teachers needed to use more various feedbacks from the IRF pattern. It can be seen from the observation that the teacher did not use feedback much when students responded to the initiation from the teacher because feedback is essential to increase student motivation, confidence, and evaluation.
The Effect of Locus of Control on Learning Achievement during the Covid-19 Pandemic Nasir Nasir; Sriyanti Mustafa; Sulvianti Sulvianti; Nur Azizah
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.15252

Abstract

Learning during the Covid-19 pandemic is a challenge for students and has an impact on learning achievement. This study aimed to determine the effect of locus of control on learning achievement during the covid-19 pandemic. This research was conducted at one state junior high school, Soppeng Riaja, South Sulawesi by using a quantitative approach. Data were obtained by using a questionnaire and documents of learning achievement data in the form of report cards. The collected data were then analyzed using descriptive statistics and inferential statistics. Descriptive statistical data analysis showed that the average score of student learning achievement was in the moderate achievement category, meaning that during the COVID-19 pandemic, students’ learning abilities did not significantly decrease in achievement. Therefore, it was considered that students could still learn properly even though it was done online. Furthermore, the results of the analysis of the inferential data indicated that the locus of control had a positive effect on the learning achievement of students. Thus, it can be concluded that the locus of control of students while studying during the Covid-19 pandemic was quite good and had a positive influence on the progress of learning achievement.
The Validation of the Information Systems Success Model: LMS Integration during Covid-19 Miftahuddin Miftahuddin; Lantip Diat Prasojo; Awanis Akalili
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v5i2.15300

Abstract

This study adapted DeLone & McLean information system success model (D&M IS success model) regarding the implementation of learning management system (LMS) during Covid-19. Six variables are included; system quality, information quality, service quality, system usage, user satisfaction, and net benefits with 23 initial items. A total of 279 undergraduate students from a public university in Indonesia participated in this study. The factor structure of the instrument was investigated using a survey design. The survey data were calculated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Six variables emerged from the EFA methods, establishing a valid and reliable model; a few items were eliminated due to cross-loading. The suggested model was successfully mapped as a consequence of the results. The CFA confirmed that the instrument was suitable for the Indonesian setting. The findings led to the development of 19 reliable and valid items. The measured scale has psychometric qualities, allowing for future research with a tool to capture D & M IS success model technology integration.

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