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All Journal Indonesian Journal of Research and Educational Review (IJRER) Indonesian Journal Of Educational Research and Review Journal of Multidisciplinary Research and Development
Pelila, John Rey Osben
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Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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A Scoping Review of Language Programs and Policies in ASEAN Countries Pugong, Alexee Jaezhelle C.; Pelila, John Rey Osben; Moling, Matin Evony P.; Dolo, Jocel T.; Usman, Norhana A.
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 2 (2024): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i2.1181

Abstract

Understanding the socio-economic and cultural impacts of successful language programs on communities is crucial for informed policy decisions. This study aimed to identify the challenges faced by all ASEAN countries and understand the respective policies and programs they are implementing to address these challenges. We conducted a scoping review, reviewing 178 pieces of literature from various databases and websites, based on the identified inclusion criteria. The researchers used profiling and thematic analysis to pinpoint six language-related issues in the ASEAN countries, as well as the implementation of 24 language programs and policies. The study emphasizes the importance of government involvement in language program success, leading to recommendations for a comparative analysis of language education policies, qualitative investigations into stakeholder perspectives, long-term tracking of program outcomes, and in-depth case studies of both successful and unsuccessful programs. Further research should investigate the specific strategies governments employ for successful language program implementation, such as budget allocation, balancing language promotion, and curriculum improvements. Although this study contributes to the broader discourse on language policy, it emphasizes the significance of tailored strategies to address challenges and enhance language education in the ASEAN region.
In What Ways Do Educators Respond to Plagiarism Among Students? Pelila, John Rey Osben; Desalit, Johnell Bringas; Soliba, Bernadette Lamsis
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i4.1971

Abstract

Plagiarism is prevalent, and it's no surprise that students engage in intellectual dishonesty. While suspension may be the corresponding punishment for misconduct in some student codes, teachers often show tolerance by considering various approaches before taking further action. Therefore, this study aimed to identify teachers' strategies for addressing student plagiarism. We employed a quasi-experimental design, specifically a posttest-only nonequivalent group design. The study's treatment group consisted of three students who plagiarized their work in one of their subjects. In the intervention phase, we conducted a discourse session and created a yes-no diagram to assess the students. Later, we held a student consultation, allowing them to redo their activity and write a reflection paper after indicating their willingness. We checked the resubmitted outputs and monitored and observed all students in their subsequent activities throughout the semester to identify any signs of plagiarism. The study found that the intervention, which allowed students to resubmit their work after discussing plagiarism issues with them, proved beneficial. Despite time constraints and a potential lack of expertise in certain areas, students demonstrated accountability by avoiding plagiarism in their resubmitted work, as reflected in their feedback. Additionally, post-intervention monitoring showed a decrease in instances of plagiarism. Therefore, we concluded that while punitive measures like suspension exist, it's crucial to consider the circumstances and offer opportunities for redemption before imposing severe consequences.
The Dichotomy of Thumbs-Up Emoji in Online Conversations Pelila, John Rey Osben; Abenoja, Jayson Ace Kigis; Raymundo, Troy Pangwi
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.75698

Abstract

Emojis have standard meanings, but their interpretations are not universally agreed upon. This discrepancy becomes evident when determining the appropriate use of the thumbs-up emoji, considering its cultural sensitivity and contextual appropriateness. Therefore, this study aims to analyze both positive and negative interpretations of this emoji in online conversations and identify solutions to address potential misinterpretations. Employing a systematic literature review (SLR), the researcher screened 39 records, considering them for review based on inclusion-exclusion criteria such as having full-text articles published in peer-reviewed journals, written in English, and published between 2013 and 2023. After conducting a thematic analysis, it was revealed that the appropriateness of using the thumbs-up emoji varies depending on cultural and social backgrounds, influencing whether individuals find it acceptable for online conversations. Specifically, four positive interpretations of this emoji are that it is used for approval and acceptance, commendation and recognition, affirmation, encouragement, and a supportive gesture. Additionally, two negative interpretations were revealed: it can be seen as offensive and disrespectful in some cultures and inappropriate to use during a crisis. Despite this dichotomy of the thumbs-up emoji, some solutions emerged to address misunderstandings, such as restricting its usage in serious matters, combining the thumbs-up emoji with other elements, and sending a text message instead. Therefore, it is concluded that while some view this emoji positively, its interpretation differs based on cultural and social backgrounds. Thus, effective communication is not solely about one party adapting to another's preferences; it involves mutual adjustment for a seamless conversation flow.
How Do Schools and Community Influence Indigenous Youth's Perceptions of English? Tacio, Liaa Eve Dalilis; Pelila, John Rey Osben
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i2.2851

Abstract

The increasing dominance of English in academic and social settings has significant implications for Indigenous youth, where language use in both community and school environments influences their opportunities for success and their cultural identity. This study aims to examine the impact of English proficiency on the cultural identity and language use of Indigenous youth in La Trinidad, a town in the Benguet province, Philippines, focusing on how English affects their academic achievement, social interactions, and relationships with their community. Through qualitative interviews with nine Indigenous youth, the study explores their experiences with English and Indigenous languages in daily life, school, and extracurricular activities. The findings show that while English is valued for academic success and social mobility, its dominance leads to the marginalization of Indigenous languages, causing cultural disconnection and generational divides. It is concluded that the promotion of English proficiency, though beneficial in many ways, threatens the survival of Indigenous languages and cultural heritage. To address these challenges, it is recommended that bilingual or multilingual educational programs be introduced in schools and communities to support both English language development and the preservation of Indigenous languages, ensuring that cultural identity is maintained alongside academic and professional advancement.
A Scoping Review of Language Programs and Policies in ASEAN Countries Pugong, Alexee Jaezhelle C.; Pelila, John Rey Osben; Moling, Matin Evony P.; Dolo, Jocel T.; Usman, Norhana A.
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 2 (2024): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i2.1181

Abstract

Understanding the socio-economic and cultural impacts of successful language programs on communities is crucial for informed policy decisions. This study aimed to identify the challenges faced by all ASEAN countries and understand the respective policies and programs they are implementing to address these challenges. We conducted a scoping review, reviewing 178 pieces of literature from various databases and websites, based on the identified inclusion criteria. The researchers used profiling and thematic analysis to pinpoint six language-related issues in the ASEAN countries, as well as the implementation of 24 language programs and policies. The study emphasizes the importance of government involvement in language program success, leading to recommendations for a comparative analysis of language education policies, qualitative investigations into stakeholder perspectives, long-term tracking of program outcomes, and in-depth case studies of both successful and unsuccessful programs. Further research should investigate the specific strategies governments employ for successful language program implementation, such as budget allocation, balancing language promotion, and curriculum improvements. Although this study contributes to the broader discourse on language policy, it emphasizes the significance of tailored strategies to address challenges and enhance language education in the ASEAN region.
In What Ways Do Educators Respond to Plagiarism Among Students? Pelila, John Rey Osben; Desalit, Johnell Bringas; Soliba, Bernadette Lamsis
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i4.1971

Abstract

Plagiarism is prevalent, and it's no surprise that students engage in intellectual dishonesty. While suspension may be the corresponding punishment for misconduct in some student codes, teachers often show tolerance by considering various approaches before taking further action. Therefore, this study aimed to identify teachers' strategies for addressing student plagiarism. We employed a quasi-experimental design, specifically a posttest-only nonequivalent group design. The study's treatment group consisted of three students who plagiarized their work in one of their subjects. In the intervention phase, we conducted a discourse session and created a yes-no diagram to assess the students. Later, we held a student consultation, allowing them to redo their activity and write a reflection paper after indicating their willingness. We checked the resubmitted outputs and monitored and observed all students in their subsequent activities throughout the semester to identify any signs of plagiarism. The study found that the intervention, which allowed students to resubmit their work after discussing plagiarism issues with them, proved beneficial. Despite time constraints and a potential lack of expertise in certain areas, students demonstrated accountability by avoiding plagiarism in their resubmitted work, as reflected in their feedback. Additionally, post-intervention monitoring showed a decrease in instances of plagiarism. Therefore, we concluded that while punitive measures like suspension exist, it's crucial to consider the circumstances and offer opportunities for redemption before imposing severe consequences.
Is English the Gateway or Gatekeeper? Exploring the Impact of English-Only Policies in Asia Onoza, Hilda De Guzman; Pelila, John Rey Osben; Ngitew, Judy May Alcos; Santiago, Krisha Mecca Macasling; Castro, Louis Andrew Basilio
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1100

Abstract

As far as studies on the English-only policy (EOP) are concerned, there is a notable concentration of research focusing on Asia. To better represent this region and gain a comprehensive understanding of how EOP is applied in diverse educational contexts, this study aims to examine the roles, benefits, challenges, and recommendations associated with EOP implementation in Asian schools. Through a systematic literature review, inclusion and exclusion criteria were applied, and 38 journal articles from the ERIC database covering 15 Asian countries were screened for review. The findings indicate that the role of EOP in education across Asian countries primarily centers on preparing students for international opportunities and addressing challenges in teacher training. The benefits of EOP implementation include improving language proficiency and enhancing student engagement. However, several challenges were identified, such as the marginalization of local languages and cultural education, excessive demands in enforcing EOP, and increased difficulties for students with limited English exposure. The review also presents several recommendations for strengthening and improving EOP in educational institutions: enhancing classroom practices, language strategies, and assessment; promoting cultural relevance, motivation, and engagement; developing communication strategies for effective language acquisition; supporting teacher training, curriculum development, and community involvement; and expanding EOP-related studies as a direction for future research. While EOP aligns with global standards by fostering English proficiency and cultural awareness and preparing students for globalization, it also presents significant challenges, including over-reliance on the English language, which can hinder learning and potentially alienate students who struggle with it. It is important to note that only 15 out of 49 Asian countries were represented in the review. This suggests a gap in the literature, as studies on EOP in the remaining countries are either limited or absent—highlighting a valuable area for future research.
First, Second, Native, Foreign, Heritage, Dominant, and Mother Tongue: Clear or Confusing? Pelila, John Rey Osben
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3667

Abstract

Identifying and naming the languages people use is more complicated than it may seem. The terms used to describe them, such as first language (L1), mother tongue (MT), native language (NL), second language (L2), foreign language (FL), heritage language (HL), and dominant language (DL), are often applied in overlapping or inconsistent ways. As a result, confusion can arise in research, classrooms, and policy discussions. To address this issue, 22 peer-reviewed articles published in 2025 that defined or compared these terms were reviewed. The findings show that each term has a distinct focus. For example, L1 refers to the order of acquisition. In addition, MT and HL emphasize culture and family ties. Moreover, L2 and FL differ in terms of everyday use. Finally, DL reflects social power and institutions. Clarifying these differences is important for improving research accuracy and helping schools and policies respect multilingual learners. Despite these insights, the study has limitations. It relied mainly on how terms are defined in literature and did not examine how teachers, students, and policymakers understand them in practice. Another limitation is that language practices such as translanguaging and code-switching often blur the boundaries between languages, making it difficult to place them into strict categories. For this reason, future research should examine how these practices intersect with language-related terms and to what extent they expose the limits of such labels in capturing real multilingual experiences.
Co-Authors Abenoja, Jayson Ace Kigis Castro, Louis Andrew Basilio Desalit, Johnell Bringas Dolo, Jocel T. Moling, Matin Evony P. Ngitew, Judy May Alcos Onoza, Hilda De Guzman Pugong, Alexee Jaezhelle C. Raymundo, Troy Pangwi Santiago, Krisha Mecca Macasling Soliba, Bernadette Lamsis Tacio, Liaa Eve Dalilis Usman, Norhana A.