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All Journal REiD (Research and Evaluation in Education) Indonesian Journal of Educational Development (IJED)
Seth Soy
Techo Hun Sen Kalaom Phluk High School, Battambang Province
Education

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The use of references: A study among Indonesian and Cambodian students in writing a research project Ira Maisarah; Soeurn Chenda; Seth Soy
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5413

Abstract

The problem of this study was that university students are required to complete research projects as part of the course, such as theses or academic reports, to demonstrate their academic literacy. However, creating a well-structured academic report can sometimes be challenging for University of Bengkulu Master of English Language Education (MELE) Program students, especially when it comes to using appropriate referencing conventions. This was aimed at identifying the challenges MELE students face when writing a reference for a research report. The study used a qualitative, longitudinal research design for one semester. All MELE students enrolled in courses were taken as the population. Through voluntary participation, a sample of twenty-five students was chosen. Of the twenty-five students, six were international students from Cambodia. Two procedures were used to gather the data. First, document analysis of their research reports to find formatting errors in reference lists and in-text citations. Second, open-ended interviews. This interview was used to investigate students' perceptions, especially regarding challenges in writing. The results showed that students often challenged the international academic writing standards, maintaining consistency in reference formatting and accurately citing sources. Students from Cambodia and Indonesia both faced language barriers and challenges comprehending the typical format of research reports. Furthermore, a lack of knowledge or competence in using reference management became an issue. So, it suggests that to improve academic writing competence, systematic, ongoing guidance should be provided. For example, providing academic writing instruction, especially in teaching citation styles and the use of reference management software.
Evaluating students’ perceptions of literature courses in English education: Implications for curriculum development Ira Maisarah; Mega Fitri Wulandari; Seth Soy
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89883

Abstract

The concerns of this study were the literature used in English classrooms and students’ views on how it assists them in developing academically and professionally. Thus, its purpose was to evaluate the importance attached to literature courses in the curriculum of English Education programs. The study employed a sequential explanatory mixed-methods design. Quantitatively, a questionnaire instrument was used, which was completed by 107 students of the English Education Study Program at Universitas Bengkulu, regarding their perceptions of the implementation of literary courses, administered through Google Forms. Qualitatively, unstructured interviews provided more profound insights into the role of literature in students’ language proficiency. The results indicate that the majority of students (86%) are interested in studying literature, and they are highly engaged in their work. Those students felt that their grammar competence, vocabulary, and language skills had increased. Furthermore, 91% specifically claimed that literature enhanced their ability for critical thinking and intellectual enrichment, while 77% derived confidence in engaging with literary texts, thereby fostering further collaboration, empathy, and cultural sensitivity in their day-to-day offline routine. Thirty-five per cent of students were also encouraged to read literature. Yet, students encountered constraints such as insufficient time for studying, linguistic complexity, and exposure to unfamiliar cultural scenes. Students value literary education and the use of literature in preparing for future demands. Pedagogically, the curriculum development literature should be systematically integrated with odd in English Education, particularly instructional routines that value active learning, situated interpretation, and imaginative interaction with texts.
Co-Authors Ira Maisarah Soeurn Chenda Wulandari, Mega Fitri