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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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[Anagram Based L2 Activation ]]>
<![CDATA[ZSÓFIA LENGYEL]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7834
<![CDATA[The aim of the present study is to investigate the Hungarian-English word recognition among sixty of 15 years old, Hungarian, secondary school students, who learn English as the first foreign language. Moreover to ascertain how English and Hungarian languages become activated in a paper based word recognition test including anagrams. Based on the literature, I suppose that instructed English language learners recognize the first language (Hungarian) input more successfully. On the top of all that I am eager to see the various factors that affect word recognition. The results show that word frequency effect is a key factor irrespective of the language proficiency.]]>
<![CDATA[Young Agriculturists’ Journey: The Agricultural Science and Technology School Tracer Study ]]>
<![CDATA[REGIDOR G. GABOY]]>;
<![CDATA[TEODORA T. BATTAD]]>;
<![CDATA[SOLEDAD S. MINA-ROGUEL]]>;
<![CDATA[ROJELITO F. SISON]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7898
<![CDATA[This study traced the graduates of Agricultural Science and Technology School (ASTS) in the Philippines using survey research. Majority of the 130 graduates were female and those who pursued college studies were taking-up agriculture-related courses. They oftentimes recognize the relevance of their learning from ASTS to their present undertakings. Hands-on experiences in doing projects had influence on the present occupational status of the graduates. Majority of the self-employed graduates are into agriculture-related endeavors. Work independence was considered the primary competency that they have gained from ASTS. They also strongly agreed on the competencies of the teacher as well as the facilities and equipment of the school. Agriculture is strongly important to the graduates and learning agricultural science in high school helped them get a good job. The field of agriculture was also found attractive for female students in the high school level. Students may also earn while studying. School administrators may adopt the curriculum being implemented by ASTS to maximize the opportunities of students to venture in the agriculture industry.]]>
<![CDATA[Experts’ Agreement of the Personalized m-Learning Curriculum Model Based on Fuzzy Delphi Method ]]>
<![CDATA[MOGANADASS RAMALINGAM]]>;
<![CDATA[SITI HAJAR HALILI]]>;
<![CDATA[SAEDAH SIRAJ]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7915
<![CDATA[The purpose of this study was to identify the experts’ agreement on the suitability of the personalized m-learning curriculum model. A total of 25 experts were selected to evaluate the model. A Fuzzy Delphi Method was used to identify suitability of the elements in personalized m-learning model. Based on the overall findings, all the items have met the requirements needed in the triangular fuzzy number and meet the deffuzification process (more than the Alpha α - cut value of 0.5). This revealed that all the experts consensually agreed with all questionnaire items. Hence, the proposed personalized m-learning curriculum implementation model is suitable to serve as a guideline for the instructor in implementing personalized m-learning. The new personalized m-learning elements for another course or programme could be determined based on the experts’ opinions. This will enable the development of personalized m-learning model that could be implemented for any course or programme.]]>
<![CDATA[Gender Differences in Verbal Fluency and Language Dominance by Arab Students ]]>
<![CDATA[DARIN NSHIWI]]>;
<![CDATA[FAILASOFAH FAILASOFAH]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7926
<![CDATA[This study falls within Multi-lingual Processing area. The aim of this study is to investigate the language dominance and gender differences in verbal fluency by Arab students in a foreign country. The impact of duration residence's years and the differences in the phonological and semantic fluency by gender in English as a foreign language, Standard Arabic and Arabic dialect among Arab students at Pannonia University in Hungary are examined. Ten Arab students were involved in this study (five males and five females) between the ages of 25-35 years old. The task in this study contained two main categories to measure the phonological and semantic fluency. The participants were asked to write as many words as they could that started with letter (S) in one minute in the phonological category. While in the semantic category, they were required to write as many jobs as they could in English, Standard Arabic and Arabic dialect. This study concludes that the phonological fluency in English and Arabic dialect is higher than in Standard Arabic. However, the semantic fluency in Standard Arabic and Arabic dialect is higher than English because vocabulary in both categories are almost the same. It is also found that female participants are more fluent in the phonological and semantic categories. Nevertheless, there are no real differences in processing the phonological and semantic tasks according to gender among educated Arab students residing in a foreign country.]]>
<![CDATA[English Exposure from Digital Media and its Influence on Communicative Competence: Students’ Perspectives and Experiences ]]>
<![CDATA[EDDY HARYANTO]]>;
<![CDATA[URIP SULISTIYO]]>;
<![CDATA[POVI FRANSISKA]]>;
<![CDATA[IMELDA YOSE]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.7956
<![CDATA[This research investigated the phenomenon of English language exposure from digital media, which is divided into three media platforms (internet and social media, audiovisual, and audio). The main aim of the research was to find out participants’ perspectives on digital media as language users and digital media’s influences on the participants’ communicative competence. This research was designed as a qualitative research with a phenomenological approach. The data were collected through semi-structured interviews and document reviews. The findings are divided into two main issues. First, the participants’ perspectives on digital media revealed that digital media are divided into two points of views; 1) their functions (providing platforms to integrate language knowledge into language productions, providing blueprints of popular linguistics features, and answering to any questions about all related information), 2) the contents (limitless, authentic, and engaging). The findings of the research suggest that there is an important experience of English exposure found and exercised by the participants from/in all the three digital media. Implications and suggestions are also discussed.]]>
<![CDATA[Processing of Written Sentences on the Example of Russian-English Bilinguals ]]>
<![CDATA[LIUBOV DARZHINOVA]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.8057
<![CDATA[Written language processing is broadly explained from the perspective of English and alongside with the other world languages. The current study views the concerned type of processing through the Russian-English linguistic combination, which is seen as having a limited research in the investigation into written language processing. By using a mixed methods research design, 21 Russian-speaking users of English were engaged in the study. The subjects filled in the questionnaire about their linguistic background followed by the participation in the experiment. The experimental setting was as follows: each subject had to classify the 240 Russian-English sentences as correct or not during the time interval of 5000 milliseconds. The results of the study conform with the BIA model, and suggest that semantic type of written language processing is more accurate than syntactic type but at around same level in time constraints.]]>
<![CDATA[The EFL Students’ 21st Century Skill Practices through E-Learning Activities ]]>
<![CDATA[HADIYANTO HADIYANTO]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.8036
<![CDATA[This study aimed to investigate students’ perception on 21st century skill practices through e-learning activities. The 21st century skills consist of two main components; soft skill and hard skills. Self-assessment questionnaires were distributed to 33 students to assess their practice level of their own 21st century skills in e-learning activities of TESOL Curriculum Design course. Students’ E-learning activities were designed and directed by a teacher in order to allow students practice the 21st century skills. The findings showed that the overall 21st century skills practiced by the students were at a high level. Looking at both components of 21st century skills, both soft skills and hard skills were practiced by students at a high level. All sub components of soft skill; communication skills, IT Skills, numeracy skills, problem solving skills and team work skills were practiced at a high level. However, IT skills were the highest among others skills practiced by the students in e-learning activities. Hard skills and their components; specific knowledge and specific skills of TESOL curriculum design were also practiced at a high level. The students attempted to gain their hard skills through practicing of soft skills in e-learning activities. In conclusion, the students were able to practice and enhance their 21st century skills through eLearning activities.]]>
<![CDATA[EFL Students' Needs of Digital Literacy to Meet the Demands of 21stCentury Skills ]]>
<![CDATA[ERYANSYAH ERYANSYAH]]>;
<![CDATA[ERLINA ERLINA]]>;
<![CDATA[FIFTINOVA FIFTINOVA]]>;
<![CDATA[ARI NURWENI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.8297
<![CDATA[This study was a survey study which was aimed at looking at EFL students’ current knowledge and skills of ICT. The research questions of this study were(1) What levels of digital literacy are the EFL students?, (2) What are the factors affecting EFL students in using ICT in language learning?, and (3) What are the students' needs to improve their digital literacy skills to meet the demands of the 21st century skills? Two groups of EFL students from two state-owned universities in the southern part of Sumatra were involved in this study. A set of questionnaires adapted from Ravitz (2014) was used. The findings showed that EFL students’ current level of digital literacy was categorized low. Factors affecting them from using ICT in language learning properly were limited use of ICT applications as a tool for language learning and limited access to computers and internet applications on campus. What the EFL students needed to improve their digital literacy skills was the availability of computers with internet applications to be used anytime on campus, ICT training for both teachers and students, and continuous integration of ICT in language learning.]]>
<![CDATA[Analyzing Difficulties in Problem Solving of the Polygon Area for Elementary Students ]]>
<![CDATA[AHMAD NIZAR RANGKUTI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v3i2.8436
<![CDATA[Mathematics is part from a human activity; it cannot be separated from daily human life, both in theory and in practice. Problem solving is the most important topic in learning Mathematics. However, problem solving is a complex process that has many components. One of them is the difficulty of students in answering the questions about how to find the area of polygon. Students are hard to find out two or more shapes contained in polygon. The students are hard to find unknown measurements, because they do not understand the questions. Therefore, teachers should give guidance to the students in order to help them to solve problems correctly. The purpose of this study was to analyze students’ difficulties to solve the problems of the polygon area questions for the fourth grade of one state elementary in Padang Sidimpuan City. There were 33 participants consisting of 16 male and 17 female students. The students were given a problem solving test and the questions were related to a wide area of polygon consisting of five questions. The findings of the study indicated that students were hard to find solutions to solve mathematical problems of the polygon area flat shapes in class, suggesting that teachers should strive to develop students’ critical thinking as well as creative thinking so they will have a good problem solving skills.]]>
<![CDATA[Are Trainee Language Teachers Autonomous in Developing Their Own Language Skills? ]]>
<![CDATA[CLAUDIA MOLNAR]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.7980
<![CDATA[This study presents the findings of a mixed method study exploring how autonomous 33 in- service and 10 trainee EFL teachers were in the amount of exposure to authentic English language they present themselves. This study investigated the extent to which L2 English TTs were autonomous in their exposure to the target language and how they valued such exposure. Ten university teacher trainees took part in the project. The amount of time they exposed themselves to authentic English was measured using an input application developed specifically for this study. The exposure had to be outside of their teaching and learning domain. The research question was: How autonomous are trainee language teachers in developing their own language skills? Data were collected from an in-service teacher questionnaire, a trainee teacher two-month study, and a focus group discussion. The focus group discussion data were analyzed qualitatively while the quantitative data were analyzed using the SPSS software. The main findings of the study showed that the participants did expose themselves to authentic English but were not aware of the learning value of this exposure. Implications and recommendations are also discussed.]]>
