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Barli Bram
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INDONESIA
IJIET (International Journal of Indonesian Education and Teaching)
Published by Universitas Sanata Dharma
ISSN : 25488422     EISSN : 25488430     DOI : https://doi.org/10.24071/ijiet
Core Subject : Education,
Education
Arjuna Subject : -
Articles 323 Documents
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TEACHERS’ PEDAGOGICAL RESISTANCE OF EMI THROUGH CLASSROOM TRANSLANGUAGING IN NEPALESE SCIENCE CLASSROOMS Rauteda, Khem Raj; Luitel, Bhawana
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.12043

Abstract

English as a Medium of Instruction (EMI) is an approach used to teach content subjects in English, particularly in regions where English is not the primary language of most of the population. The increasing adoption of EMI in Nepalese public schools has sparked debate among educators, policymakers, and linguists. While local bodies promote EMI, teachers often utilize Nepali and English, allowing students to use their home languages. However, the science teachers’ use of multilingual practices and resistance to exclusive English instruction remain underexplored. This study aimed to analyze how secondary-level EMI science teachers incorporate students' home languages in the classroom. Using phenomenology as a research design, we collected data from two science teachers teaching at English medium public schools in Sunsari through in-depth interviews and analyzed the data thematically. The study found that secondary-level EMI science teachers frequently use Nepali and English and incorporate students' home languages purposefully, a practice known as translanguaging. Additionally, the study found that teachers use translanguaging as a pedagogical tool and a form of resistance in EMI science classrooms to enhance engagement, comprehension, and inclusivity while challenging monolingual policies. It suggests that multilingual strategies like translanguaging can foster change and reform policies through teacher agency at the micro level.
GAME-CHANGING LEARNING: HOW DIGITAL GAMES BOOST LEARNING ENGAGEMENT Yawan, Hendri; Marhamah, Marhamah; Syam, Hariadi
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8622

Abstract

The research examines how Digital Game-Based Learning (DGBL) offers some advantages for secondary school students’ Engagement in the EFL classroom in Indonesia. It also investigates some drawbacks encountered during DGBL implementation and provides refutations to disprove the counterarguments. The methodology undertaken is a synthesis research methodology. Relevant literature was obtained through peer-reviewed articles from reliable journals such as Google Scholar, ERIC, ProQuest Education Journal, and other relevant sources. The findings further reveal that teaching EFL classrooms under the framework of DGBL benefits students in three ways. Firstly, digital games can engage students’ emotions in the learning process by promoting a psychological state that is commonly known as a flow condition. It refers to playing a digital game with fun, interest, and deep concentration. Secondly, DGBL can engage students’ cognition by providing problem-solving activities that help students think critically to decipher the challenges of the games. Lastly, DGBL can also promote behavioral engagement by situating students in cooperative learning activities, which, with guidance from teachers, encourage students to participate collaboratively as a team during the gameplay. In this study, the investigation only focuses on which aspects of DGBL can significantly leverage students’ engagement in the EFL learning classroom. Therefore, further analysis is required to examine how DGBL can be an effective instructional strategy to meet the English standard competencies in the Indonesian national curriculum.
THE HINDRANCES OF PARENTAL SUPPORT IN ENHANCING THE ACADEMIC PERFORMANCE OF GRADE 9 LEARNERS IN A SECONDARY SCHOOL. Msibi, Ntombifuthi Innocentia; Maseko, Nonhlanhla Desiree
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11476

Abstract

The study focuses on parental involvement and its impact on the academic performance of grade nine learners in Bronkhorstspruit, Gauteng province. It highlights that many parents in the area tend to defer responsibility for their children's academic success solely to educators, expecting schools to address any challenges. This reliance is compounded by low attendance at parent meetings and minimal participation in school activities. Consequently, academic performance suffers among grade nine learners in the region. The research aims to offer effective strategies for parents to enhance their children's academic outcomes and to advise schools on fostering better parental involvement. Following a qualitative approach within the Interpretivism paradigm, data was gathered through semi-structured interviews and document analysis involving ten purposefully selected parents, though only five participated. The study is theoretically grounded in the Hoover-Dempsey Sandler Model of Parental Involvement, which explores parental motivations and perceptions regarding involvement in their children's education. Key findings indicate that issues such as parental knowledge gaps and strained relationships between schools and parents contribute significantly to the lack of parental support in Bronkhorstspruit schools.
ROLE OF SOCIAL STUDIES INSTRUCTIONS IN CURBING TRUANCY AMONG UPPER BASIC STUDENTS IN KWARA STATE, NIGERIA Nasiru, Olokooba Issa; Nike, Balogun Idayat; Olayiwola, Adegboye Surajudeen
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8871

Abstract

Truancy is an anti-social behaviour and its prevalence in upper basic schools in Nigeria is alarming. Social Studies as a problem-solving discipline is one of the best ways of curbing truancy. The study therefore assessed role of Social Studies instructions for curbing truancy among upper basic students in Kwara State in Nigeria. The specific objectives were to investigate the forms, causes, consequences and ways of curbing truancy. A descriptive survey research design was employed. A self-structured questionnaire entitled “Assessment of Social Studies Instructions for Curbing Truancy” with 0.73 reliability index obtained through test-retest method was employed. Four research questions were raised and answered using mean ranking. The findings of the study revealed that the forms of truancy among upper basic students included truant behaviour resulting from dislike of subject teacher and repeated absence from school for a complete term among others. The causes of truancy were peer pressure and overpopulation among others. Consequences of truancy were found to include poor academic performance, student drop out and cultism among others. The discipline inculcated in students’ obedience to rules of school, attendance, punctuality and participation in school activities. It was recommended that parents should collaborate with schools on truancy prevention and intervention programs as it is clear that home factors contribute significantly to truant behavior exhibited by students.
CHALLENGES AND STRATEGIES IN WRITING ENGLISH ACADEMIC PAPERS: A GRADUATE STUDENT’S SELF-REFLECTION Ariyati, Dwi; da Silva, Anna Marietta
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.12048

Abstract

Writing academic papers in English is complex and daunting. However, many students are able to face the difficulties and find appropriate solutions to tackle the problems, one of which is through a self-reflection. This study aims at extending the literature by focusing on one student’s self-reflection that was carried out during the learning process in one academic writing class in a master’s program in Applied English Linguistics. The reflection centred upon the feedback given on all assignments given in the first half of the semester. The reflective notes were analysed qualitatively. Findings demonstrated that the participant’s most salient problems included incorporating the academic convention into her writing, understanding and using terminologies in Applied English Linguistics, and using appropriate syntax. To deal with the challenges, she used both direct and indirect language learning strategies, namely correcting her assignments based on the teacher’s feedback, communicating the writing problems with the teacher, writing other classroom papers in English directly, and making self-correction using an AI-based tool. The participant’s learning strategies were made on the basis of her self-efficacy beliefs and self-regulation. The study recommends the incorporation of self-reflection into academic writing class to develop students’ academic writing skills.
USE OF HIGHER ORDER THINKING SKILLS (HOTS) TEACHING MATERIALS TO GROW READING LITERACY IN MADRASAH IBTIDAIYAH STUDENTS Cahyaningsih, Esty; Prastowo, Andi
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8948

Abstract

The reading literacy skills of students in Indonesia are generally still low. However, some schools are already able to have high student reading literacy. This research aims to reveal HOTS teaching materials as an effort to foster the reading literacy of Madrasah Ibtidaiyah students. The research location was carried out at one of the favorite private Madrasah Ibtidaiyah (MIS) located in East Jakarta. The research was conducted in the even semester of the 2023/2024 academic year. This research uses a qualitative approach with a case study design. Data collection was obtained through various sources consisting of interviews, observations, and documentation with research subjects, namely the school principal, curriculum coordinator teacher, and 47 class V students. All research data that has been collected is then analyzed using Miles, Huberman, and Saldana's interactive model data analysis techniques. This model includes data condensation, data presentation, and conclusion drawing. The implications of this research show that to foster reading literacy, teaching materials based on high-level thinking skills are needed.
LEARNERS’ PERSPECTIVES ON THE APPLICATION OF ROLE-PLAYING ACTIVITIES IN LEGAL ENGLISH CLASSES Nhạc, Hương Thanh
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11914

Abstract

Role-play, an integrated language teaching method, is highly recommended in English-for-specific-purposes classes for its valuable benefits. This paper focuses on investigating learners’ perspectives on role-play activity utilization in legal English lessons at Hanoi Law University. To achieve the aim, a 15-week study was carried out with the participation of sixty-seven second-year law students who were instructed with role-playing activities in legal English lessons. Data were collected through survey questionnaires and in-depth semi-structured interviews, which addressed the benefits of role-play in terms of enhancing learners’ legal English skills and legal English terms, as well as fostering their learning motivation. Accordingly, instructors might consider such findings to maximize the efficacy of role-playing activities in teaching legal English. 
DYNAMICS OF BIOSTATISTICS LEARNING: CHALLENGES AND OPPORTUNITIES TO IMPROVE TEACHING EFFECTIVENESS FOR NURSING STUDENTS Tafwidhah, Yuyun; Mita, Mita; Maulana, Muhammad Ali; Pramana, Yoga; Hanafi, Hanafi; Krisdianto, Muhammad Agung
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.11281

Abstract

Biostatistics is an important subject in nursing education because it contributes to clinical decision-making and health research. However, many nursing students find biostatistics difficult because they are not directly used in nursing practice. This study aims to explore the dynamics of biostatistical learning to improve teaching approaches in the future. The study uses a Mixed Methods Research (MMR) design with an explanatory sequential approach which is carried out in two stages. The first stage involved 94 nursing students to measure satisfaction and concentration in learning. Quantitative results revealed that 80.9% of students were satisfied, although dissatisfaction arose from unclear goals and inappropriate lecture times. In addition, 72.3% of students had moderate concentration, with peer conversation invitations being the main challenge. In the second stage, a Focus Group Discussion (FGD) with 8 students explored these findings further. The integration of qualitative and quantitative data identifies key themes, namely clarity of learning objectives, lecture time, classroom atmosphere, technology support, and teaching effectiveness. These findings emphasize the need for better teaching strategies and time management to improve student satisfaction, focus, and understanding of biostatistics. Addressing this dimension will increase the effectiveness of biostatistics education for nursing students.
A DECADE (2014–2024) OF MTB-MLE IN THE PHILIPPINES: WHERE IT WORKED, WHERE IT STRUGGLED, AND WHAT COMES NEXT Lawangen, Micah P.; Pelila, John Rey Osben; Itorma, Mary Grace M.; Ago, Mica C; Nacod-am5, Charlene M.; Macasieb, John Rey N.; Garcia, Ledy S.; Alawas, Jessie James S.; Libalib, Liza G.; Bansan, Gail P.; Buyay, Emily J.; Osting, Eurelle Joyce W.
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8861

Abstract

Capturing a full decade of language program implementation offers a valuable opportunity to reflect on the evolution, strengths, and limitations of one of the country’s most transformative language-in-education reforms. With the introduction of Mother Tongue-Based Multilingual Education (MTB-MLE) under the Philippine K–12 Curriculum, interest has grown in assessing its accomplishments and ongoing challenges. Therefore, this study aims to review key developments in MTB-MLE implementation from 2014 to 2024. A systematic literature review (SLR) was conducted using peer-reviewed articles and Department of Education documents from academic databases and government archives. Following PRISMA guidelines, 14 documents were selected and analyzed thematically. Findings reveal that strong policy backing, language mapping, and teacher training improved early literacy and student engagement through first language (L1) instruction. However, challenges include limited teacher proficiency, lack of localized materials, policy–practice mismatches, and weak support for second language development. Besides, standardization pressures also clashed with the multilingual realities of classrooms. In conclusion, while MTB-MLE remains a promising reform, it has yet to fulfill its potential due to systemic constraints. Future efforts should adopt more flexible and linguistically responsive strategies, and if unrealized in basic education, MTB-MLE may find greater traction within higher education.
SERVICE QUALITY OF WELFARE SERVICES AND STUDENTS’ SATISFACTION IN NIGERIAN FEDERAL UNIVERSITIES Akinwale, Ayotunde; Ibrahim, Rashidat; Ayelabowo, Sina; Anyanwu, Leycot
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.12119

Abstract

This study determined the impact of Service Tangibility of welfare services, Service Reliability of welfare services, Service Responsiveness of welfare services, Service Empathy of welfare services, and Service Assurance of welfare services on the satisfaction of students in federal universities in South West Nigeria. The design for the study was descriptive correlational research design using quantitative approach. The study population was 193,526 students while the study sample was 1,144 students. The sample was drawn from three universities in South West Nigeria. The instrument for the study was tagged ‘Students’ Satisfaction and Service Quality Questionnaire (SSSQQ). Hypotheses for the study were tested using Pearson Product Moment Correlation ( PPMC). The results indicated that Service Tangibility of welfare services had significant impact (r=0.758; p0.01) on students’ satisfaction. Furthermore, Service Reliability of welfare services had significant impact (r=0.635; p0.01) on students’ satisfaction. Also, Service Responsiveness of welfare services had significant impact (r=0.518; p0.01) on students’ satisfaction. Similarly, Service Empathy of welfare services had significant impact (r=0.692; p0.01) on students’ satisfaction. In addition, Service Assurance of welfare services had significant impact (r=0.532; p0.01) on students’ satisfaction. The study concluded that the level quality of welfare services affect the satisfaction of students in the study areas. The study recommended improvement in the quality of welfare services for improved students' satisfaction

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