IRJE (Indonesian Research Journal in Education)
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of:
Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
Articles
359 Documents
<![CDATA[Listening Comprehension Performance and Problems: A Survey on Undergraduate Students Majoring in English ]]>
<![CDATA[Hariswan Putera Jaya]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Dedi Kurniawan]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.14428
<![CDATA[This study was aimed at finding out the performance of listening comprehension, problems faced, the causes of the problems, and the relationships between the problems and their causes. The samples of this study were the students of bachelor program of an English education study program. The data were the TOEFL prediction listening comprehension test and questionnaires. It was found that 30% of the samples were in a fair listening category and 70% were in a poor listening category. The students’ main problems in listening were then categorized as listeners, listening materials, and listening settings. The causes of the problems were specified as linguistic knowledge, pronunciation, concentration, and environment. The data were analyzed using chi-square association with p-value 514.84 which was greater than the critical value of 179.58. Therefore, there is a significant relationship between the listening problems and the factors causing the problem.]]>
<![CDATA[Analyzing the Initiation- Response and Feedback Patterns and Its Impact on the Interaction between Teacher and Students in English Classroom ]]>
<![CDATA[Eka Barahma Putri]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Sary Silvhiany]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.14631
<![CDATA[This study was based on the phenomenon of classroom interaction in enhancing students’ language skills in English classes using the 2013 curriculum. This study investigated the dominant initiation- response and feedback [IRF] patterns and its impact on the interaction between the teacher and the tenth-grade students during classroom spoken discourse. This qualitative research involved a teacher of English and four classes. The data were collected via classroom observations and semi-structured interviews. The findings of the study showed that in the IRF pattern, the most dominant pattern was initiation. The teacher dominated the classroom during the lesson and the IRF pattern had positive impacts on students’ English when the teacher asked questions. The teacher needed to understand what questions students needed to ask to respond well because it must be in line with the 2013 curriculum, which places students at the center of learning. Teachers needed to use more various feedbacks from the IRF pattern. It can be seen from the observation that the teacher did not use feedback much when students responded to the initiation from the teacher because feedback is essential to increase student motivation, confidence, and evaluation.]]>
<![CDATA[The Effect of Locus of Control on Learning Achievement during the Covid-19 Pandemic ]]>
<![CDATA[Nasir Nasir]]>;
<![CDATA[Sriyanti Mustafa]]>;
<![CDATA[Sulvianti Sulvianti]]>;
<![CDATA[Nur Azizah]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.15252
<![CDATA[Learning during the Covid-19 pandemic is a challenge for students and has an impact on learning achievement. This study aimed to determine the effect of locus of control on learning achievement during the covid-19 pandemic. This research was conducted at one state junior high school, Soppeng Riaja, South Sulawesi by using a quantitative approach. Data were obtained by using a questionnaire and documents of learning achievement data in the form of report cards. The collected data were then analyzed using descriptive statistics and inferential statistics. Descriptive statistical data analysis showed that the average score of student learning achievement was in the moderate achievement category, meaning that during the COVID-19 pandemic, students’ learning abilities did not significantly decrease in achievement. Therefore, it was considered that students could still learn properly even though it was done online. Furthermore, the results of the analysis of the inferential data indicated that the locus of control had a positive effect on the learning achievement of students. Thus, it can be concluded that the locus of control of students while studying during the Covid-19 pandemic was quite good and had a positive influence on the progress of learning achievement.]]>
<![CDATA[The Validation of the Information Systems Success Model: LMS Integration during Covid-19 ]]>
<![CDATA[Miftahuddin Miftahuddin]]>;
<![CDATA[Lantip Diat Prasojo]]>;
<![CDATA[Awanis Akalili]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.15300
<![CDATA[This study adapted DeLone & McLean information system success model (D&M IS success model) regarding the implementation of learning management system (LMS) during Covid-19. Six variables are included; system quality, information quality, service quality, system usage, user satisfaction, and net benefits with 23 initial items. A total of 279 undergraduate students from a public university in Indonesia participated in this study. The factor structure of the instrument was investigated using a survey design. The survey data were calculated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Six variables emerged from the EFA methods, establishing a valid and reliable model; a few items were eliminated due to cross-loading. The suggested model was successfully mapped as a consequence of the results. The CFA confirmed that the instrument was suitable for the Indonesian setting. The findings led to the development of 19 reliable and valid items. The measured scale has psychometric qualities, allowing for future research with a tool to capture D & M IS success model technology integration.]]>
<![CDATA[A Survey on Investigating Data-Sharing Behavior among STEM Researchers: The Context of a Developing Country ]]>
<![CDATA[Wilda Syahri]]>;
<![CDATA[Yusnaidar Yusnaidar]]>;
<![CDATA[Muhaimin Muhaimin]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.15341
<![CDATA[Based on an extended theory of planned behavior (TPB), this study focused on five exogenous constructs (perceived benefits, facilitating condition, normative belief, behavioral belief, and control belief) that was established to predict behavioral intention and behavior of data-sharing. The research model was tested with 157 Indonesian researchers from science, technology, engineering, and mathematics (STEM). We applied the partial least squares (PLS) techniques to analyze the data. Seven out of eleven hypotheses are supported based on the significance test in through the PLS-SEM procedure. The study’s findings show that the proposed extended TPB is a valid and reliable framework for describing the data-sharing behavior of STEM researchers. This paper facilitates an advanced investigation through PLS-SEM approaches toward behavioral intention and behavior regarding data-sharing; the findings are among the first elaborated data-sharing report in the Indonesian context, a country with more than 200 thousand researchers.]]>
<![CDATA[English Teachers’ Strategies in Managing Large Classes: A Case Study ]]>
<![CDATA[Lenny Marzulina]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Muhammad Holandyah]]>;
<![CDATA[Kasinyo Harto]]>;
<![CDATA[Deta Desvitasari]]>;
<![CDATA[Dessi Angreini]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.15705
<![CDATA[This study aimed at finding (1) English teachers’ strategies in managing large classes, and (2) students’ perceptions towards their English teachers’ strategies. The design of this research is qualitative with a case study approach. This study involved four English teachers and ten students at one state Madrasah Tsanawiyah in Palembang, Indonesia. The data were collected through observations, interviews, and document review. Thematic analysis was conducted across a data set. The findings demonstrated that planning the lesson, organizing and controlling the students, managing classroom communication and talking time, then giving written and timely feedback on students’ works were the strategies applied by the English teachers. The use of these strategies was positively perceived by the students that they could have a better understanding, practice mutual-respect, and enjoy the lesson. Therefore, it might be a good idea to review teachers’ strategies in this study to address the difficulty of teaching English in large class settings. ]]>
<![CDATA[Observing the EFL Students’ 21st Century Skill Performance through Learning Activities of Research on the ELT Course ]]>
<![CDATA[Hadiyanto Hadiyanto]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.16293
<![CDATA[Students’ 21st-century skills; soft skills, and hard skills were developed through student-centered e-learning (SCEL) activities in Research on the ELT Course. The current study was conducted to improve teachers’ instructional strategies in e-learning to enhance students’ 21st-century skills through their learning activities. Data were gained by observing and assessing 24 students’ performance in practicing 21st-century skills through SCEL activities. Teachers have successfully improved instruction techniques and encourage students to learn in a group, independently, using online resources, discussion, and video presentations, as the result, the students’ 21st-century skills could be improved from cycle to cycle. Each SCEL activity developed certain soft skills and hard skills components differently. In conclusion, the teacher successfully applied SCEL activities to engage and enhance students’ 21st-century skills. The findings implicated that teachers should be more creative and innovative in using e-learning for teaching and learning to create an active online learning environment and enhance students’ 21ts century skills. Further research is expected to apply an experimental research design to search for the most effective method and measure the level of effectiveness of e-learning usage for the students’ 21st-century skills development.]]>
<![CDATA[Do Conceptions of Learning Predict Language Learning Strategies? Evidence from Indonesian EFL Learners ]]>
<![CDATA[Dairabi Kamil]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.16468
<![CDATA[Research has shown that information on students’ conceptions of learning (COL) and their language learning strategies (LLS) are beneficial for understanding certain recurring phenomena of foreign language learning and outcomes. However, these two constructs have been separately studied from each other. This study sought to fill this void by investigating the relationship between the constructs and the extent to which COL predicts LLS. Data were collected by administering the Conceptions of Learning Inventory (COLI) and Strategy Inventory for Language Learning (SILL) to 210 pre-service EFL teachers at an English department of a state higher education institution in Indonesia. Data were analyzed using the nonparametric Spearma’s-Rho test and Regression Tree (RT) analysis technique. The results show statistically significant positive correlations between the two constructs. Further analyses show that COL, to some extent, predicted LLS.]]>
<![CDATA[The Effect of Education and Gender on Language Proficiency: A Study of Multilingual Hungarian Young Adults’ Verbal Fluency ]]>
<![CDATA[Noémi Szabó]]>;
<![CDATA[Failasofah Failasofah]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.16662
<![CDATA[Recent developments in the field of multilingual processing have led to a renewed interest in exploring the effect of verbal fluency tasks from a new perspective (Shishkin & Ecke, 2018). This Hungarian case study intends to investigate the effect of verbal fluency tasks on multilingual participants’ language proficiency with special attention to gender differences and educational background. Six participants were recruited to take part in the study: three males and three females. Respondents’ first language (L1) was Hungarian while their two foreign languages include English (L2/ L3) and German (L2/ L3). Data for this study were collected by using verbal fluency tasks, namely phonological and semantic fluency tests. Data management and analysis were performed using SPSS 22. The results suggest that students outperformed their graduate peers. The majority of the participants obtained better scores in English in terms of semantic fluency meanwhile most of the subjects achieved greater results in German as for the phonemic category. Female participants outperformed males both in the majority of phonemic and semantic tasks.]]>
<![CDATA[“They are English education graduates, but they teach science by using English”: A Mismatch between Policy and Practice? ]]>
<![CDATA[Eddy Haryanto]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.16721
<![CDATA[In response to the issue of mismatched teachers teaching in international-based curriculum schools, this exploratory case study investigated the implementation of English teachers’ background teaching science by using English as a medium of instruction (EMI). Data were collected from six teachers who taught science through multiple interviews in one international-based curriculum school in Jambi city, Indonesia. The data presentations were done by making the data tabulation and grouping it into themes and sub-themes. The data tabulation is narrated in paragraph form to draw the content of the data tabulations. The findings revealed that mismatched teachers had problems to implement EMI in teaching science, such as lack of competencies in content knowledge, hard times to use English, and no training for curriculum changes. Despite the weakness, EMI creates international-minded and excels in English. Portraying these findings, recommendations are also discussed in this study.]]>
