Indonesian Journal of Learning and Instruction
Indonesian Journal of Learning & Instruction (p-ISSN 2614-8250, e-ISSN 2614-5677) is a peer-reviewed journal published in Indonesia by Faculty of Teacher Training and Education in collaboration with School of Postgraduate Studies, Universitas Kuningan. IJLI is published twice a year (April and October).
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<![CDATA[APPLICATION OF ROLE PLAYING TECHNIQUES IN IMPROVING THE SPEAKING ABILITY OF STUDENTS ]]>
<![CDATA[Efi Lutfiyah Arifin]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4342
<![CDATA[In globalization era, the competition in working world is getting tougher which demands that students speak English fluency. But in reality, there are still many students in MAN 2 Kuningan who find it difficult because learning is still teacher-centred so that students are less active in learning. Based on these problems, the researcher formulated the formulation of the problem; How is the role playing techniques in teaching speaking narrative text for XII IPA-2 class pf MAN 2 Kuningan? The purpose is to determine the use of role playing techniques in improving the speaking ability of XII IPA 2 class. This research method uses 3-cycle CAR procedure including planning, action, observation, and reflection. The subjects studied are 29 students of XII IPA 2, the research location is in MAN 2 Kuningan. Data collection techniques are by using observation sheets and questionnaire sheets. Research achievement targets: Research will be declared successful if at least 70% of the number of students obtain a KKM score (75) in learning to speak on Narative text material. While the indicators of student perception and impression are shown when students answer the questionnaire statement with a percentage of at least 70% - 79%. The results can be concluded that role playing method is able to improve speaking skills on narative text.Keywords: speaking; ability; narrative; learning; role playing]]>
<![CDATA[INTERACTIONAL MODIFICATION LANGUAGE USED BY THE TEACHER IN ENGLISH CLASSROOM IN MTS PUI CIKASO ]]>
<![CDATA[Elin Marlina]]>;
<![CDATA[Dadang Solihat]]>;
<![CDATA[Nida Amalia Asikin]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4343
<![CDATA[This research aims at knowing the types of interactional modification language used by the teacher in MTs PUI Cikaso based on Pinter’s theory (2017) and also finding out the students’ responses toward interactional modification. Qualitative research design is applied in this research. The subject of the data is an English teacher and the students of class VII B MTs PUI Cikaso. The data are collected through observation, interview, and questionnaire. During observation, the researcher uses mobile phone to record the learning process by putting the phone in the corner of the class to get clear visualization. The observation is conducted 8 times (8 meetings) where every meeting spends 40 minutes. Interview used to support the data about teacher’s opinion while using interactional modification language. Meanwhile questionnaire is used to support the student’s responses. The data are analyzed both qualitatively. The findings revealed that the teacher used 5 types of interactional modifications: 1) Repetition; 2) confirmation check; 3) comprehension check; 4) clarification request; and 5) reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no response. However, the students admitted that interactional modification language can help them to comprehend material well. It shows that 85% of the students responded positively toward interactional modification used by the teacher. In addition, the interactional modification is being responded negatively by 15% of the students. Finally, the researcher concluded that the use of interactional modification language is needed to keep students-teacher interaction run well.Keywords: Interactional modification; student’s comprehension; student’s response]]>
<![CDATA[E-LEARNING UTILIZATION TO IMPROVE THE STUDENTS’ LEARNING ACHIEVEMENT AT TELKOM UNIVERSITY BANDUNG ]]>
<![CDATA[Fetty Poerwita Sary]]>;
<![CDATA[Adhi Prasetio]]>;
<![CDATA[Milleniartha Moslem]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4344
<![CDATA[The covid-19 pandemic has influenced many aspects in Indonesia, including education. Now, the method of teaching and learning in all levels of education is forced to implement the online learning. Telkom University has prepared previously by establishing The Center of e-Learning and Open Education (CeLOE) and developing the CeLOE Learning Management System (LMS) that would be used by all students and lecturers. Telkom foundation also provided E-Learning grants for the lectures to prepare their courses conducted online two years before the pandemic struck. Therefore, during the development process, not all courses were ready to be used online. There were also trials and errors that were needed to make it better and perfect. Therefore, this study aimed to analyze the utilization of E-Learning whether it affected the students’ learning achievement. For this research, the sample and population of this study are 88 international class students who take E-Commerce courses that has implemented LMS CELOE. The data were processed through computer assistance using the SPSS21 program and simple regression analysis techniques. The results of this study indicate that the variable X (E-learning utilization) has no effect on student achievement, E-Learning has not encouraged students to study independently and according to students, E-Learning has not saved overall education costs. The students still felt comfortable if they learnt directly with the lecturers, saw the figure of the lectures who taught them, asked, and discussed things they did not understand directly. Therefore, efforts are still needed to make students aware that learning is a necessity and must exist within themselves and should adapt to the new way of learning. Meanwhile, for the lecturers, they must still get the training in relation to design an interesting method in delivering the material to maximize the use of E-learning. Keywords: e-learning; motivation; learning achievement.]]>
<![CDATA[READINESS OF THE POSTGRADUATES ON THE UTILIZATION OF CLOUD COMPUTING FOR LEARNING IN UNIVERSITIES IN KWARA STATE, NIGERIA ]]>
<![CDATA[Gboyega Ayodeji Aladesusi]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4339
<![CDATA[Cloud computing is one of the newer trends in technological innovations. It is a subscription- based service in which learners and the general users have access to vast number of services such as storage, space, processing and networking resources. However, despite the numerous benefits of cloud computing for learning, there is need for proper awareness and reorientation of Postgraduates towards the use of cloud computing for learning. This study investigated Postgraduates’ readiness to utilize cloud computing for learning in Universities in Kwara State, Nigeria. The objectives of the study were to: (i) investigate the readiness of Postgraduates to utilize cloud computing for learning; (ii) examine the influence of gender on readiness of Postgraduates to utilize cloud computing for learning. The study adopted descriptive research design, using quantitative survey method. Six research questions and four hypotheses were answered and tested respectively. A total of three hundred and ninety-eight (398) respondents were randomly sampled. Frequency counts, percentages and mean were employed to answer research questions while hypotheses were tested using t-test and analysis of variance (ANOVA). The findings of the study revealed that: (i) majority of Postgraduates (59.8%) are ready to utilize cloud computing for learning; (ii) no significant difference between male and female undergraduates on their readiness to utilize cloud computing for learning. The study concluded that Postgraduates are ready to utilize cloud computing resources for learning. Thus, the study recommended that Nigerian universities should encourage postgraduates to explore full benefits of cloud computing in other to improve their learning; among many others.Keywords: ICT; Cloud computing; readiness; utilization and learning]]>
<![CDATA[LISTENING COMPREHENSION STUDY: DIFFICULTIES AND STRATEGIES USED BY COLLEGE STUDENTS ]]>
<![CDATA[Dede Purwanto]]>;
<![CDATA[Fahrus Zaman Fadhly]]>;
<![CDATA[Wulan Rahmatunisa]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4345
<![CDATA[Listening is viewed so momentous since they are central to get a language. Listeners often do not handle listening tasks in an effective way utilizing these strategies successfully. This study investigates the listening barriers as well as listening strategies used by intermediate and upper intermediate college students. The purpose of this study are determining the listening barriers faced by those intermediate and intermediate students and presenting the listening strategies used by those intermediate and upper intermediate students in order to overcome its barriers. Within the qualitative method undertaken of this research, the result has classified the listening barriers faced by intermediate, they are: (a) accents, (b) lack of concentration, (c) speed, (d) lack of vocabularies, and (e) unclear speakers’ statement. Meanwhile, the upper intermediate’s barriers are accents and lack of vocabularies. Moreover, in order to overcome the issues, those students used several strategies that mostly for both intermediate and upper intermediate levels use these strategies, such as: (a) reading, (b) focus, (c) predicting, and (d) find the keywords. The result undertakes to increase EFL learners’ consciousness of these difficult areas in listening that are suitable and effective actions. Therefore, those EFL learners will be able to adopt several strategies in terms of listening.Keywords: listening comprehension; listening barriers; listening strategies]]>
<![CDATA[THE DEVELOPMENT OF AN OPEN-ENDED APPROACH BASED ON MEANINGFUL LEARNING IN SOCIAL STUDIES TO IMPROVE THE CRITICAL THINKING ABILITY ]]>
<![CDATA[Ahsan Sofyan]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4340
<![CDATA[Abstract: This research aims to see the implementation of open-ended approach based on meaningful learning in social studies to improve the critical thinking skills of elementary school students Ausubel's open-ended learning model is very appropriate to be applied to improve students' critical thinking ability, and this is following the objectives of the open-ended approach based on meaningful learning. The formulation of the problem in this study is how to develop, implement, and influence and impact of the application of the open-ended approach on social studies learning to improve students' critical thinking ability. The method used is research and development. The study sites are four elementary schools in Tarakan City, while the subjects of this study are teachers and high-class students (grades 4,5 and 6) using purposive sampling technique. The results of this study indicate this approach is appropriate to use based on the assessment of peers, expert lecturers, and teachers, effectively improving students' critical thinking skills seen from the application during the learning process that is the average value of the experimental class students is higher by 83.33 than the average control class students an average of 80.07 in the final model validation test. It can be concluded that open-ended learning model based on meaningful learning in social studies learning to improve students' critical thinking skills in the City of Tarakan can effectively improve the critical thinking skills of Primary School students in the City of Tarakan.Keywords: Open-ended approach based on meaningful learning; social studies learning; critical thinking ability.]]>
<![CDATA[STUDENTS’ AND TEACHERS’ PERCEPTION OF THE IMPLEMENTATION OF E-LEARNING: INDONESIAN CASES ]]>
<![CDATA[Pupu Saful Rahmat]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4346
<![CDATA[This study aims to provide information about teachers’ and students’ perceptions learning implementation based on e-learning which has been conducted at Vocational High School Karya Nasional (Karnas) in Kuningan regency on July - December 2019. This study used a survey method with Likert scale 1-5. The population in this study are 50 students and 50 teachers of Vocational High School Karnas. The instrument used is a questionnaire to capture the perception of students and teachers on the learning implementation based on e-learning at school which has been applied at school. Reliability of the results obtained from the calculation value of r 0.97 for the questionnaire distributed to the teachers and r 0.99 for questionnaire distributed to the students. The results of students and teachers perceptions study learning based on implementation of e-learning at Vocational High School Karnas based on teachers respondent answers to perceptions of infrastructure aspects indicator showed 3.86 as the mean value. On the perception of the education management aspects indicators showed 3.61 as the mean value. In the perception of human resources aspects, the mean value is 3.51. Based on students respondent answers perceptions of the infrastructure aspects indicator showed 3.84 as the mean value. In the perception of the management aspects of education indicators, the mean value is 3.47. In the perception of human resources aspects, th mean value is 3.79. Based on the results of this study, it can be concluded that learning based on implementation of e-learning in Vocational High School Karnas is not well, because the internet conection are sometimes slow and disconnected, there are some teachers and students who do not understand about information technology and communication, also do not understand the procedure of learning implementation based on e-learning, and there are still some students who do not have a laptop / net book thus hindering the learning process. Keywords: perceptions; e-learning; learning outcomes]]>
<![CDATA[STUDENTS’ PERCEPTION OF COMPUTER-BASED TESTING-EDUBOX– AND ITS IMPACT ON THEIR ENGLISH LEARNING MOTIVATION ]]>
<![CDATA[Amalia Rahisa Dewi]]>;
<![CDATA[Andang Saehu]]>;
<![CDATA[Rahmat Budiman]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4341
<![CDATA[Learning motivation as a part of learning process needs to be scrutinized by reason of it could trigger the students to achieve their learning performance successfully. There are no specific studies about students’ perception towards Edubox as a kind of computer-based testing (CBT) and its impact to the students’ English learning motivation. This study is intended to examine the relationship between students’ perception about the use of Edubox as an assessment tool with their English learning motivation. Mixed methods are conducted to get more meaningful findings. Data collection is conducted through administering English test using Edubox, observation, questionnaires, and focused group discussion (FGD) as the primary data. Inferential statistics: T-test and Pearson correlation test are used to analyse quantitative data. While, the FGD result are analysed using Spreadly domain analysis method. 253 of 843 total populations are selected as the sample of the study utilizing stratified sampling. They take English test using Edubox, and are given questionnaires as well. Observation is done simultaneously by means of video recorders from smart phones during the English test administration. 30 students are chosen purposively to participate in FGD session. This study found that the majority of participants have negative perception towards the implementation of Edubox as the means to evaluate their performance in English; most specifically due to technical problems they encountered before and during the test. It is represented by the result of correlational test where r-value = 0,550 and t-test p-value is lower than alpha 0,000<0,05. This mean that the relation between students' English score of PBT and that of English score of CBT was significant. Ultimately, it is recommended to conduct preliminary study prior to implementing Edubox in any educational settings and to put extra efforts in minimizing technical factors that have influenced students’ perception towards Edubox negatively. Keywords: Edubox; students’ perception; English learning motivation; English learning performance]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING METHOD ON STUDENTS' CRITICAL THINKING ABILITY ]]>
<![CDATA[Iskandar Iskandar]]>;
<![CDATA[Eman Sulaeman Al Fathan]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v4i1.4426
<![CDATA[The purpose of this study was to determine the effect of using problem-based learning methods on students' critical thinking ability with emotional intelligence as a moderating variable in 11th Grade Students of Social Studies at Al Islam Boarding School Senior High School, Kondangsari Village, Beber Sub District, Cirebon District. The research method used was a quasi-experimental with a factorial design. The subjects of this study were 66 students of 11th Grade Students of Social Studies (XI IPS) at Al Islam Boarding School Senior High School, Kondangsari Village, Beber Sub District, Cirebon District where the XI IPS 2 class was the experimental class and the XI IPS 3 class was the control class. The data analysis technique used the two-way ANOVA test. Based on the research results, it was known that there a significant effect of using problem based learning methods on critical thinking ability, there is significant effect of emotional intelligence on critical thinking ability, and there is significant interaction effect between the using problem based learning methods and emotional intelligence on students' critical thinking ability of 11th Grade Students of Social Studies at Al Islam Boarding School Senior High School, Kondangsari Village, Beber Sub District, Cirebon District. Therefore that emotional intelligence moderates the effect of using problem based learning methods on critical thinking ability.Keywords: problem based learning methods; emotional intelligence; critical thinking ability]]>
