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IJELR: International Journal of Education, Language, and Religion

IJELR
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Published by Universitas Teuku Umar

ISSN : 2721429X EISSN : 27214273 DOI : https://doi.org/10.35308/ijelr

Core Subject : Religion, Education,

Religion Education Languange, Linguistic, Communication & Media Other

International Journal of Education, Language, and Religion (IJELR) is a scientific journal published binually on May and November. IJELR seeks to develop knowledge and practice in the three domains of its title (education, language, and religion) and the relations between them. It welcomes research articles, literature reviews, and position papers dealing with any languages (mother tounges, global English, indigeneous, minority, heritage, and endangered languages), educational disciplines, and religions. IJELR encourages submissions from a variety of diciplinary approaches. It opens for studies into cultural content, literacy, intercultural and transnational investigations.

Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)

Articles 6 Documents

Search results for , issue "Vol 1, No 1 (2019): November" : 6 Documents clear

Uncovering Pretend-Play and Peer Culture among Kindergarten Children: A Developmental Perspective Firman Parlindungan; Lia Lisyati; Endah Anisa Rahma
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

In this paper, we draw upon three observation data to explore the concept of pretend play and peer cultures among kindergarten children situated in a childcare center of the Midwestern area of the U.S. Framed in this study, Paley’s (1992) notion of dynamic play that exists within children that children behavior is changing over time and across ages. Pretend-play and peer culture are worth investigating to better understand children’s social development that might have implication for their success in education. Two observation data were obtained from a university-based Child Care Center, and one from an Indonesian family who have lived in the U.S. for three years. 12 children aged three to four years old and two kindergarten teachers were involved during the observation. The observations lasted for about 40 minutes. The findings suggest that the children were involved in different kinds of play: (1) spontaneous fantasy, and (2) socio-dramatic play. Spontaneous fantasy is when children are involved in a less structured play or no strict rule that governs the activity. Socio-dramatic play is kinds of play when children take agency that exist in the society, such as mothers, fathers, workers, and other adulthood. Both types of pretend play embodied shared knowledge about how to play appropriately based on the theme and plot emerged.

Faith, Love, and Literacy Practices: The Teaching and Learning of Qur’an and Arabic Language of Multicultural Muslims in a Single Sex Class Irfan Rifai; Fadillah Sandy
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

This article reports the literacy teaching and learning of a boys-only weekend class in a mosque of a midwestern city, United States. As part of the Muslim’s community who regularly attended the weekend class that studied Qur’an and Arabic, I interviewed the participants (teacher, principal, students, and parents), observed their class interactions, took notes during and after the interactions, and gathered some artifacts that portrayed the interactions and the teaching and learning processes. Coming from various cultural background, the students and teacher demonstrated shared motivation, yet divergent interpretations on the objective and the teaching learning interactions. Taking the perspectives of ethnography of communication (Hymes, 1964; Cameron, 2001), I found that the literacy practices in this community was motivated by the love and piety of God, strong ties to their cultural background, and the perpetuation of both faith and cultural identity.

Gender and Motivation among EFL Students Firdani Firdani; Nanda Marlina Abdul Samad; Siti Sarah Fitriani; Iskandar Abdul Samad; Rizki Ananda
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

Motivation is an important factor for explaining the success or failure of any complex task. Motivation is related to gender which plays an important role in one’s life. This study focuses on finding out the correlation between gender and motivation among students in learning English as a foreign language. It looks particularly on determining how motivation in learning English as a foreign language is influenced by gender. The researchers employed qualitative research where the data were obtained by questionnaire. Ten participants of this research were chosen for this research. They are five males and five female postgraduate students of English Education Department of Syiah Kuala University. This research found that there is significant correlation between gender and motivation among EFL students in learning English in which female students tend to be more successful and motivated than the male students regarding learning English.

The Significance of Teaching Academic English for English Language Learners Andriansyah Andriansyah; Ayyub Abdurrahman; Regina Rahmi
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

In this paper, we will discuss some topics related to supporting English Language Learners (ELLs) in developing their English as an academic language. Firstly, we describe the general issues of ELLs; including what languages are learned the most. Secondly, we provide some topics related to the effectiveness of instructional practice in ELs’ teaching, type of instructional practices to support ELLs including some topics related to using L1 and L2 in teaching, the importance of teaching English at the younger aged or Teaching English to Young Learners. Lastly, we draw upon some issues related to the effective practice of teaching and learning for ELLs especially the importance of academic language, in particular to the English language learners. In addition, in this paper we use the term of ELLs and ELs, refers to the English Learners since the English Language Learners has been changing to be just English Learners (ELs) recently.

“Did They Review My Work Correctly?”: Students’ Perspectives towards the Implementation of Peer Review Refanja Rahmatillah; Rizki Fajrita; Veni Nella Syahputri
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

The notion of utilizing peer review to assist student’s performance in English as a Foreign Language (EFL) classrooms has been the focus of research, yet there are still some shortcomings emerged in its implementation from both students’ and teachers’ sides. This study aims to determine students’ perspectives towards the implementation of peer review technique in their English writing class. The relevant data of this study are obtained by giving online survey questionnaire consisting of 14 questions regarding their perception towards the implementation of peer review technique in the students’ previous Argumentative Writingclassroom of Syiah Kuala University. The responses are analyzed by employing both of quantitative and qualitative method. The result of the analysis indicates that most of the students perceive that peer review is useful for the success of their learning, while at the same time 50% of them still get anxiety while giving feedback due to lack of English competence. Students’ responses also suggest that teacher intervention is the most essential factor in giving appropriate feedback since students are unconfident of their friends work and still favor teacher’s correction.

L1 Use in L2: Should We Omit It? Reexamining the L2- Only Policy in Foreign Language Classroom Anisatul Maghfiroh; Ahmad Choirul Anwar
IJELR: International Journal of Education, Language, and Religion Vol 1, No 1 (2019): November
Publisher : Universitas Teuku Umar

The use of L2-only policy in foreign language classroom has been debated in academia. Questions around the debate revolve around; will it really be very effective and fruitful as well as comfortable for both the students and teachers of foreign language classes to use only L2 and completely omit L1 in their classroom activities? If not, how much should we limit the use of L1 in order to create a comprehensive language acquisition in class? The objective of this paper is to map the discussion about some supporting and opposing arguments on L2-only policy in foreign language classroom. Studies suggest that even though there are some opinions that L1 equals to comfort zone, we argue that there will not be any advantages to put the students in their anxiety when learning new language. Instead, students will feel uneasy and will result in their lack of motivation.

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Firman

Contact Email
firman@utu.ac.id

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+62811811853

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Editorial Address
Jl. Alue Peunyareng, Aceh Barat, Indonesia

Location
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Aceh

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Firman

Contact Email firman@utu.ac.id

Phone +62811811853

Journal Mail Official firman@utu.ac.id

Editorial Address Jl. Alue Peunyareng, Aceh Barat, Indonesia

Location Kab. aceh barat, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Firman

Contact Email
firman@utu.ac.id

Phone
+62811811853

Journal Mail Official
firman@utu.ac.id

Editorial Address
Jl. Alue Peunyareng, Aceh Barat, Indonesia

Location
Kab. aceh barat,

Aceh

INDONESIA