International Journal of Education
Welcome to the International Journal of Education (IJE) website. IJE (eISSN: 2442-4730 and pISSN: 1978-1342) is the first open access and double-blind peer-reviewed international journal managed by Universitas Pendidikan Indonesia, which exclusively focuses on education. This first international journal is a part of the University’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education.
International Journal of Education aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education.
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<![CDATA[ESP PRACTITIONERS’ ROLE AND THEIR ETHNOGRAPHY: A CASE STUDY OF ESP PRACTITIONERS AT THE INDONESIAN TERTIARY LEVEL ]]>
<![CDATA[Muhrofi-Gunadi, Kun Aniroh]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3711
<![CDATA[This current research aims at revealing factual ESP practitioners’ roles at the tertiary level of education in Malang City, Indonesia. Data were collected through semi-structured interviews and a survey using questionnaires involving 22 ESP practitioners selected randomly from several universities and colleges in Malang. To collect data on the roles of ESP practitioners, the present study adopted two sources in the questionnaires: First, the roles of ESP instructors as teachers, course designers, materials providers, researchers, and evaluators as proposed by Dudley-Evans and St. John (1998), and secondly as a practitioner who has intercultural competence and professional activity competence as defined by Luka (2004) and ethnography (Wall, 2014). The findings showed that the majority (70%) of ESP practitioners realized their roles and some (30%) claimed to learn more on mastering contents, providing materials, conducting research on needs analysis, learning intercultural competence, and realizing the needs to have experiences in industries or related work places of the students. Concerning their ethnography, the majority of ESP practitioners did not have the opportunity to teach, to have internship, and to work in industries. Only 2 (9.1%) ESP practitioners studied the field of what students learn. Future research on the collaboration between academics and practitioners is needed to make ESP classrooms a ‘real world’.]]>
<![CDATA[TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN ]]>
<![CDATA[Kochiyama, Arisa]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3716
<![CDATA[The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition.]]>
<![CDATA[HUMAN RESOURCE MANAGEMENT MODEL TO CREATE SUPERIOR PERFORMANCE ]]>
<![CDATA[Yuniarsih, Tjutju]]>;
<![CDATA[Sugiharto, Mochammad Dudih]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3721
<![CDATA[This research is motivated by the empirical conditions related to poor performance of human resources in various institutions in Indonesia. This research focuses on the uneven gains of competitive human resources due to workers’ characters which still prioritize routines and the fact that quality-oriented work culture has not been strongly established.. The solution offered is a model of human resource management that emphasizes the interaction between personal and situational factors that are directed at the creation of improved performance and productivity, as stated in behaviourist theory. Based on the above explanation, the aim of this second year research is to measure the effects of the two previously mentioned factors on performance. The research adopted quantitative approach with explanatory survey method. First year research was focused on an exploration with inductive approach to map the determining factors for variables that will build a model of human resource management in achieving superior performance. Second year research used explanatory survey, combining multiple regression analysis techniques to test the causal relation between variables, while the third year research will use Research and Development method to test the hyphothetical model. The subjects of this research were employees in educational institutions (Indonesia University of Education and Bandung State Polytechnic ), banks (West Java-Banten Bank and Indonesian People’s Bank), business institutions (Advent Hospital), and government institutions (Local Government Agencies in Bandung). The size of the samples was taken proportionally from each work unit by using proportionate random sampling. The number of units of analysis was 239 respondents determined by Solvin formula. The instruments of this research consisted of questionnaires, interview guide, and documentary study. The instruments were validated by expert judgment. The data were processed with the aid of SPSS version 21 and AMOS to find the causal relationship between variables, and regression analysis to identify variables forming superior performance. Based on the findings, it can be concluded that all personal aspects and situational aspects were proven to have significantly positive effects and contributions to create superior performance. The hypothetical model developed in this first and second year research will be tested in the next year’s research.]]>
<![CDATA[ATTITUDES AND EXPERIENCES OF CLASSROOM SCIENCE: CHILDREN’S VOICES ]]>
<![CDATA[Ward, Gillian]]>;
<![CDATA[Donnan, Lauren E]]>;
<![CDATA[McNabb, Kirsten]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3712
<![CDATA[This article draws on two studies that examined primary children’s attitudes towards science in the classroom and their experiences of science. Through the data drawn from semi-structured interviews, it was evident that the children were mostly positive about science, but their experiences of science in the classroom were not always how they would prefer their science learning to proceed. The findings highlight aspects of their experiences that enhanced or detracted from their interest in science. In particular, the students stated the importance of being taught relevant and meaningful science in a collaborative context. Children’s out-of-school contexts also became important in their learning of science. These findings are discussed, and suggestions are made for ways in which teachers can make changes to their planning and teaching in order to support positive attitudes to science within the classroom.]]>
<![CDATA[CORPUS RESEARCH ON HEDGES IN LINGUISTICS AND EFL JOURNAL PAPERS ]]>
<![CDATA[Wang, Shih-Ping]]>;
<![CDATA[Tatiana, Khunkhenova]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3717
<![CDATA[There has been a considerable increase in the number of studies on hedges that can help authors to reduce commitment and negotiate the meaning between the reader and the writer. This study examines hedging devices based on corpus-based analysis of 750 research articles (4,831,500 running words) extracted from 15 leading journals in the areas of linguistics and EFL. Wordsmith Tools 5.0 was used for identifying hedging devices. The frameworks of both Hyland (1998a, 2005) and Varttala (1998) were integrated to identify the functions of hedging devices. The results reveal that modal auxiliary hedging (44.9%) is found more than the other types, while the noun category is the least used (2.17%). However, the use of different syntactic features (personal or impersonal) when combined with epistemic lexical terms appeared to influence different interpretations of lexical hedging mainly regarding the politeness strategy. Additionally, it is the authors' responsibility to hedge their own propositions. Learners should know the rules of hedges to distinguish real facts and findings from researchers' biased views and conclusions, and to use these markers accurately in their own works. The current study is practical for EFL learners as it discusses many types of hedges for familiarizing students with the appropriate use of hedging.]]>
<![CDATA[THE EFFECTIVENESS OF COLLOID MODULE BASED ON GUIDED INQUIRY APPROACH TO INCREASE STUDENTS’ COGNITIVE LEARNING OUTCOMES ]]>
<![CDATA[Novilia, Lita]]>;
<![CDATA[Iskandar, Srini M.]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3713
<![CDATA[Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve students’ ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase students’ understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase students’ cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of students’ pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase students’ cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of students’ cognitive skills of 0.688, categorized as a medium gain.]]>
<![CDATA[FORENSIC LINGUISTICS ANALYSIS OF VIRGINIA WOOLF’S SUICIDE NOTES ]]>
<![CDATA[Malini, Ni Luh Nyoman Seri]]>;
<![CDATA[Tan, Venessa]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3718
<![CDATA[Virginia Woolf was a British writer. She committed suicide in 1941, leaving suicide notes for her sister and her husband. Her suicide note was made public and was misquoted under the misleading headline in newspapers’ articles. This made people at that time misinterpret her suicide notes. This analysis aims to prove the genuineness of Virginia Woolf’s suicide notes, reveal the intention behind her suicide notes, and investigate the real motive of her suicide with Linguistics Inquiry and Word Count (LIWC) program and semantic forensic analysis in forensic linguistics perspective. In conclusion, Virginia Woolf’s suicide notes are considered genuine and have positive emotional tone. The result of this analysis supports the statement of another psychologist that her suicide was triggered by Bipolar disorder.]]>
<![CDATA[COOPERATIVE PRINCIPLE OF CONVERSATIONS IN VIKRAM SETH’S A SUITABLE BOY: A SOCIO-PRAGMATIC ASSESSMENT OF INFERENTIAL CHAINS OF INTERPRETATION ]]>
<![CDATA[Thakur, Vijay Singh]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3714
<![CDATA[Grice (1975) provides an interpretative model that explains how we draw inferences from conversation. This theory of Cooperative Principle (CP), based on the philosophical ideas of Grice, relates the text to its contexts, including social context. As Schiffrin (1994) remarks, the application of CP to dialogic conversations leads to a particular view of discourse and its analysis, i.e. discourse as a text whose contexts (including cognitive, social and linguistic contexts) allow the interpretation of real speaker meaning in utterances (p. 227). The approach that Gricean Pragmatics offers to discourse analysis is based on a set of general principles about rationally-oriented communicative conduct that tells speakers and hearers how to organize and use information offered in a text, along with background knowledge of the world (including knowledge of the immediate social context), to convey (and understand) more than what is said– put simply, to communicate. In this paper, I am going to focus on and explore how we understand fictional discourse using pragmatic interpretative strategies to reconstruct inferential chains which lead us to a particular interpretation of conversation. I will discuss various issues of inferences, generated via Grice’s model, in the interpersonal pragmatics involved in the character utterances in Vikram Seth’s A Suitable Boy. The paper attempts to demonstrate how pragmatic interpretative strategies can make an added contribution to the study of literature as well as to the development of pragmatic competence, critical thinking, and better understanding of the use of naturally occurring language, both in literature and language classrooms.]]>
<![CDATA[LITERATURE-BASED EXTENSIVE READING ACCOMPANIED BY READING LOGS: A CASE FOR DEVELOPING CRITICAL THINKING SKILLS OF ENGLISH LITERATURE STUDENTS ]]>
<![CDATA[Khonamri, Fatemeh]]>;
<![CDATA[Farzanegan, Masoumeh]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3719
<![CDATA[This study attempted to examine the effects of an ER program accompanied by reading logs on the degree of critical thinking skills of sophomore English literature students at the University of Mazandaran. Two groups of English Literature majors formed the two experimental groups of the study in which only the former kept guided reading logs, while the latter group only read extensively. Participants were also divided by their proficiency in reading into two groups of high and low achievers to compare the differences, if any, in the critical thinking skills observed. The results of the Independent t-test indicated no significant difference between the groups regarding their critical thinking ability (sig= .900). Thus, it was concluded that although both groups showed a little progress after the treatment, the difference was not statistically significant whereupon to conclude that reading logs may not drastically affect learners' critical thinking development.]]>
<![CDATA[BAKING AND BASEBALL IN INDONESIA: REALIA IN TEACHING AMERICAN CULTURE IN INTENSIVE ENGLISH PROGRAM FOR UNIVERSITY FACULTY/STAFF ]]>
<![CDATA[Anderson, Roger]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3715
<![CDATA[In this reflection, the author reports on his experience teaching English through American culture to Indonesian university educators during three week intensive programs in Indonesia. The author implemented culturally meaningful activities based upon the use of realia, or objects that connect language and on-the-ground reality of native speakers for the foreign language learner. Baseball, baking, the card game Uno, and poetry proved to be successful vehicles for learning. Additionally, emailing between the class and the author’s contacts in North America provided participants with “case studies†of real Americans/native speakers of English. Such interactions with actual Americans may provide a useful contrast/compliment to the stereotypical images of Americans disseminated by mass media. Lastly, while the teaching of English and American culture overseas may be controversial to some, this reflection argues that the careful selection of pedagogies can facilitate mutually enriching exchanges. Insights into appropriate realia, subsequent activities, and teaching considerations in Indonesia may be gleaned from this reflection by pedagogues and practitioners alike.]]>
