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).
Articles
94 Documents
<![CDATA[EFFECTS OF USING ENGLISH PODCASTS ON IDIOMS AND VOCABULARY LEARNING OF IRANIAN EFL LEARNERS ]]>
<![CDATA[Tabatabaee, Golyas Akhavan]]>;
<![CDATA[Rezvani, Ehsan]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 01 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i01.1680
<![CDATA[This study is an attempt to explore the potential effects of using podcasts on idiom and vocabulary learning of Iranian EFL upper and lower intermediate learners as well as their attitudes toward learning via podcasts. To achieve the goals of the study, 100 participants who are made homogeneous in terms of language proficiency using an Oxford Placement Test (OPT) are selected, and are subsequently divided into four groups: two experimental groups and two control groups. Those students whose scores fall two standard deviations above the mean are considered as the upper intermediate group and those whose scores fall two standard deviations below the mean constituted the lower intermediate group. Then, researcher make vocabulary and idiom pre-tests are administered to assess the learners’ knowledge of the target vocabulary and idioms prior to treatment. As for the treatment, the students in the control group are taught conventionally using the readings in an ELT textbook, whereas the experimental groups’ learners are taught using podcasts containing idioms and vocabulary in focus. Finally, the learners are given a post-test parallel in form to the pre-test. The findings indicate that the learners who are taught via podcasts outperformed the control group on the post-test. Moreover, the findings show that learners have a significantly positive attitude toward learning via podcasts. The results will have implications for EFL teachers and materials developers.]]>
<![CDATA[THE ANALYSIS OF ITEM PROBLEMS IN HIGH SCHOOL MATHEMATICS TEXTBOOK IN INDONESIA (2016 REVISION EDITION) REVIEWED FROM THE COGNITIVE ASPECT OF TIMSS ]]>
<![CDATA[Khodaria, Siti]]>;
<![CDATA[Maharani, Anggita]]>;
<![CDATA[Sulaiman, H]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 01 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i01.1685
<![CDATA[This study aims to analyze the question items on two supplementary Indonesian mathematics textbooks (revised edition 2016) of 2013 curriculum for XI graders and compare the analysis using 2015 TIMSS assessment framework. This study apply qualitative study with naturalistic approach. The analysis results consist of 104 question items and 85 items of practice test. On a book published by PT. SEWU Bandung shows 3.5% of knowing cognitive domain, 4.71% applying, and 91.76% reasoning. The analysis on 19 items of practice test on a book is published by PT. Bumi Aksara Jakarta. It shows 10.53% applying, 89.47% reasoning, but not showing a percentage on knowing cognitive domain. Results of the question items analysis on knowing and applying cognitive domain for both the books are less percentage than reasoning cognitive domain. Thus, the results of analysis of two textbooks are not yet in accordance with TIMSS. Nevertheless, the comparison of the analysis on knowing cognitive domain in a book published by PT. SEWU Bandung is close to what have expected by TIMSS. Meanwhile, on applying and reasoning cognitive domain the book published by PT. Bumi Aksara Jakarta is close to what have expected by TIMSS.]]>
<![CDATA[AN INFLUENCE OF AEROBIC ACTIVITIES ON SPECIAL ENDURANCE OF STUDENTS IN GROUPS WITH A SPORTS ORIENTATION (SECTIONAL ACTIVITIES) OF PING-PONG ]]>
<![CDATA[Vitaliy, Grinko]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 01 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i01.1681
<![CDATA[The purpose of this study is experimentally to reveal the influence on the special endurance of aerobic activities (cross training and basic aerobics), which are included in the program of higher educational institutions of groups with sports orientation (sectional classes) Ping-Pong, and to explore the need to include these classes in the curriculum for physical education. The methods use analysis and generalization of literary sources, pedagogical observation, pedagogical experiment, modeling. In the experiment, 106 first-year students took part: 53 is control group and 53 is experimental. The result of this study is technique of revealing the influence of aerobic training on the special endurance of students of groups with a sports orientation is tested; the effectiveness of the experimental technique of training for increasing special endurance was developed and proved. So, it can be concluded that at this stage of the experiment, the effectiveness of the program was substantiated and proved with the inclusion of aerobic activities (cross training and basic aerobic elements) in the training groups on sporting orientation (sectional classes) Ping-Pong.]]>
<![CDATA[THE USE OF PROJECT BASED LEARNING METHOD IN DEVELOPING STUDENTS' CRITICAL THINKING ]]>
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Mulyati, Sri]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 01 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i01.1686
<![CDATA[This research aims to determine the difference of students' critical thinking ability between class which get Project Based Learning (PjBL) method and expository method. The method use experimental method with factorial design 2x2. The research subjects are class X-IPS 1 as an experimental class consists of 32 students and class X-IPS 2 as a control class consists of 32 students. The data collection techniques use test and questionnaires. While, the data analysis technique uses two way Anova. From the result of data analysis, PjBL method is more effective in improving students’ critical thinking ability compared with expository method. However, there is a difference in critical thinking skills, where students with high motivation levels are more effective than students with low motivation. For students who have high motivation but use PjBL method, it is better when compared with students who have high motivation but use expository methods in the control class. There is an interaction between learning methods with learning motivation in affecting the students’ critical thinking ability. Therefore, it is recommended for teacher to use PjBL method on cooperative material. In PjBL method, teachers play an important role in the implementation of the learning process for it requires mastery of materials and good class management and students should actively participate in project execution activities to make learning more meaningful.]]>
<![CDATA[TEXTUAL REDUCTIONISM: FROM ENGINEERING RESEARCH ARTICLES (RAs) TO THEIR SUBSEQUENT POSTERS ]]>
<![CDATA[EL-Sakran, Tharwat M.]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i2.1904
<![CDATA[Converting a Research Article (RA) into a poster is a complex, recursive reading-writing activity that can impose an overwhelming cognitive load on designers. This study contributes to a growing body of research which emphasizes the importance of designing clear academic posters. It proposes practical guidelines for academic poster design and contents. A total of 20 published RAs with their subsequent posters from the engineering field were analyzed to see what elements of the RAs were modified, changed or totally removed. Several software packages were used for this investigation. A correlation was found between the length of the RA and the amount of RA contents retained in the poster. Analyses also show that function words, the literature review section and the list of references were the main victims of heavy reductionism. However, comparisons of RAs and their related posters revealed that visuals were the least sacrificed textual items in the reduction process. It is proposed that poster contents may reflect the original RA structure with more emphasis allotted to new information in the research. Such a practice will help reduce the limitations that the poster space may impose on the contents, allow the poster presenter more freedom to use a bigger font size, and most importantly; interact and engage actively with the interested audience. The research concludes with limitations and recommendations for further research.]]>
<![CDATA[PRAGMATIC TRANSFER OF ALGERIAN LEARNERS IN LEARNING ENGLISH AS A THIRD LANGUAGE ]]>
<![CDATA[Khadija, Belfarhi Allia]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i2.1850
<![CDATA[The recent developments in cognitive linguistics turn EFL research interest to investigate the role of pragmatic aspects in the learn ability of English instead of grammar-governed learning. Pragmatics becomes ever more essential to the success of the language learner for its focus on language-in-use tasks. Pragmatic transfer occurs when non-native speakers of English transfer their L1 pragmatic knowledge to the target language. The EFL Algerian learner is closely concerned with pragmatic transfer since he/she speaks two languages, the first, Arabic, exhibits language distance with English while the second, French, is pragmatically more related to English than Arabic. The aim of the present research is to investigate the aspects of the pragmatic transfer and find out which language do learners transfer more from. To investigate the pragmatic transfer in the EFL Algerian classroom, we selected to work on the speech acts of requests among second year English students at Annaba University, through the use of discourse completion task. The analysis of data indicated the dominance of negative transfer of requests from Arabic to English. Algerian EFL learners transfer from Arabic to English and not from French despite the factor of language distance between Arabic and English.]]>
<![CDATA[DIVERGENT THINKING IN A STANDARDIZED TEST ]]>
<![CDATA[Ismail, Nyak Mutia]]>;
<![CDATA[Moriyanti, Moriyanti]]>;
<![CDATA[Yusnida, Dara]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i2.1979
<![CDATA[In dealing with standardized tests, including TOEFL test, there is a common propensity for test-takers to adopt convergent thinking which is a cognitive process in retrieving a pre-existing answers using concepts, knowledge, and understandings. On the contrary, the use of divergent thinking in standardized tests is scarce because the test-takers do not create new knowledge or ideas during the test. This study sought whether higher divergent thinking ability could affect TOEFL score. A case study was employed to gather the data from 143 respondents (divided into two groups: each 73 and 70 students) whom of which were 3rd year Economics students at Syiah Kuala University. Guilford’s Alternative Uses Test was used as the instrument where the students should name the functions of a stone in 5 minutes. The total of 538 responses from group A and 366 from group B were obtained from this test. The data were analyzed using the descriptive statistics in terms of its originality. The results showed that the group whose ability in divergent thinking is higher could achieve average score reaching 523, while those with less ability in employing divergent thinking could only attained 477 in average. The findings imply that in teaching TOEFL preparation or other standardized tests, divergent teaching technique needs to be employed as the instructors should expands students’ thinking by not only limiting it to Question-Answer technique.]]>
<![CDATA[TYPES OF ASSESSMENT AFFECTING IRANIAN EFL LEARNERS' GENERAL AND ACADEMIC SELF-EFFICACY ]]>
<![CDATA[Zarei, Abbas Ali]]>;
<![CDATA[Usefli, Zahra]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v2i2.1992
<![CDATA[The purpose of this study is to compare the effects of three types of assessment (self, peer, and teacher) on EFL learners’ general and academic self-efficacy. The participants included a sample of 94 Iranian EFL learners studying English at IT English institute in Qazvin, Iran. A version of the Preliminary English Test (PET) along with the Persian translation of a 12-item general self-efficacy and an 8-item academic self-efficacy questionnaire were used to collect data. The participants were divided into three groups, and each group of participants was exposed to one of the treatment conditions. They were given the questionnaires both before and after the treatment. Two separate ANCOVA procedures were used to analyze data. No significant differences were found among the effects of the three types of assessment on general self-efficacy. However, both self-assessment and peer-assessment were found to be more effective on academic self-efficacy than teacher-assessment. Meanwhile, the difference between self and peer -assessment in academic self-efficacy was not statistically significant. Other than theoretical implications, the findings of this study may also have pedagogical implications for teachers, learners as well as syllabus designers.]]>
<![CDATA[TEACHER’S CORRECTION STRATEGIES ON STUDENTS’ ERRORS IN EFL SPEAKING CLASS ]]>
<![CDATA[ Indonesian Journal of Learning and Instruction Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Kuningan ]]>
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DOI: 10.25134/ijli.v1i2.1489
<![CDATA[This study is aimed at identifying the types of students’ errors made in EFL speaking class and what the kind of teacher’s correction This study used descriptive qualitative method and the informants of this research was the EFL students at second semester at the department of English education, Universitas Kuningan. Techniques of collecting data used in this study were observation, questionnaire, and interview. Ellis’s theory used to classify the teacher’s correction strategy used and Arias’s theory used to classify the students’ errors type in EFL speaking class. The findings showed that there are five types of errors that made by the students, they are pronunciation, grammatical, lexical, semantic, and pragmatic. Pronunciation error was the most frequent error made by the students. While, there were strategies used by the teacher in correcting students’ errors, they were recast, repetition, explicit correction, elicitation, and clarification request. Recast strategy was used by teacher as a frequent strategy. Keywords: teacher’s correction strategy; students’ errors type; EFL speaking class.]]>
<![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]]>
