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IJELR: International Journal of Education, Language, and Religion
Published by Universitas Teuku Umar
ISSN : 2721429X     EISSN : 27214273     DOI : https://doi.org/10.35308/ijelr
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
International Journal of Education, Language, and Religion (IJELR) is a scientific journal published binually on May and November. IJELR seeks to develop knowledge and practice in the three domains of its title (education, language, and religion) and the relations between them. It welcomes research articles, literature reviews, and position papers dealing with any languages (mother tounges, global English, indigeneous, minority, heritage, and endangered languages), educational disciplines, and religions. IJELR encourages submissions from a variety of diciplinary approaches. It opens for studies into cultural content, literacy, intercultural and transnational investigations.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 9 Documents
 1 
Search results for , issue "Vol 6, No 1 (2024): May" : 9 Documents clear
Portraying Metacognitive Awareness Skills of Senior Year College Students: Survey Study Farani, Rizki; Taufiqurrahman, Baikuni; Azis, Mita Farani
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8415

Abstract

Prior researches regarding metacognitive awareness had been conducted but none of them analyzed particularly only to the metacognitive awareness and the senior year of university students. Thus, the aim of this study is to map metacognitive awareness skills of senior year college students at the English Language Education Department. There were 90 students who participated in this survey study. In order to assess their metacognitive awareness skills, this study employed Metacognitive Awareness Inventory (MAI) from Schraw & Dennison (1994), consisted of 52 items, divided into 8 domains: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, monitoring, debugging strategies, evaluation. The data were analyzed by using a descriptive quantitative method to determine the highest and the lowest domain that represented respondents’ metacognitive awareness. The results showed that the highest metacognitive awareness skill of senior year students was planning ( = 4.02), followed by procedural knowledge (= 3.99), monitoring (= 3.91), information management strategies (= 3.88), declarative knowledge (= 3.87), evaluation ( = 3.85), debugging strategies ( = 3.83), and the lowest domain was conditional knowledge (= 3.81). The findings implied that senior year students could determine goals before starting their learning process. They knew how to achieve their goals, monitored their process, managed information, obtained knowledge, analyzed their performance, and revised their process based on analysis. However, they needed to improve their skill in selecting effective strategies based on specific circumstances. 
An Analysis of Intermediate Level Speaking Students’ Perception of Cake Application for Speaking Skill Improvement Ridhallah, Rizky; Yoestara, Marisa; Faudi, Faudi
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8586

Abstract

This study aimed to explore students' perception of the Cake application's effectiveness in enhancing their speaking skills. Using a descriptive qualitative method, the researcher surveyed 14 students from Serambi Mekkah University's English Education program. A structured questionnaire with 20 questions gathered data on the participants' experiences and improvements resulting from using Cake. The analysis revealed that 93.69% of intermediate-level students believed Cake significantly improved their speaking skills. These findings establish Cake as a valuable Mobile-Assisted Language Learning tool for intermediate-level students, fostering confidence and fluency in spoken English. The study's implications highlight the importance of incorporating technology-enhanced language learning tools like Cake into educational programs. Educators and curriculum developers can benefit from these insights when designing language learning strategies. In conclusion, this research confirms the positive perception of students towards Cake's impact on speaking skills. The study supports the effectiveness of Mobile-Assisted Language Learning tools like Cake in enhancing language proficiency among intermediate-level students. Further research in this area can contribute to the advancement of language learning methodologies.
Organizational Behavior in The Implementation of The Merdeka Curriculum at The Center of Excellence Vocational School in Batam City Suaduon, Jogie; Yamin, Martinis; Widdah, Minnah El
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8905

Abstract

The purpose of this research is to find out about the Organizational Behavior of the Center of Excellence Vocational School in Batam City in implementing the Merdeka Curriculum. The research uses a descriptive qualitative research approach. Data collection techniques were carried out using observation, interviews and documentation. Research subjects include the Principal, Deputy Principal, Head of Skills Program & Teachers. The results of this research are that in managing the Center for Excellence Vocational School program in Batam, the Principal carries out his role well, the program management process includes activities including program planning, program implementation and program evaluation. Leadership Style, Organizational Culture & Motivation influence Individual Behavior in carrying out the planned Merdeka Curriculum Program. Individual behavior can be in accordance with organizational expectations if the Leadership Style can be adaptive according to the needs of the organization, motivation is maintained, and the Organizational Culture is able to provide value for itself. If individual behavior is integrated with these values, commitment to the organization will be strong, thereby creating the best quality of education.
Accelerating Students’ Speaking Skill Through Time Token Technique Moetia, Meristika; Adani, Sukri
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.9171

Abstract

This study aimed at investigating the use of time token technique in improving students speaking skill. The researcher adopted experimental approach type pretest and posttest control group design to overcome the problem faced by students in learning speaking skill. An oral speaking test was designed to be used as research instrument in order to collect the data needed for this study. The researcher used speaking criteria that proposed by Brown (2004) to analyze the result of the test. Thus, some statistical formula (t-test) from Sudjana (2002) were also used to measure the improvement of students’ speaking skill in pretest and posttest for experimental and control class. The result revealed that t-score (8.7) > t-table (1.68), so there is an improvement of students’ speaking skill in experimental group after taught by using time token technique aided descriptive text. It means that time token technique is effective to be used in teaching process, and can be one of the alternative techniques used by teacher in teaching speaking for English as foreign language class
What Makes Finnish Curriculum Successful? A Comparative Reflection to Indonesian Curriculum Tathahira, Tathahira; Sartika, Didi; Basith, Rayhan Izzati
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8465

Abstract

This study examines the successful implementation of education system in Finland and attempt to draw some comparative reflection towards Indonesian curriculum. The greatness of Finnish curriculum has been positively admitted by many countries and proved through several claims, achievements, surveys and studies. In general, there are several factors that guarantee the successful implementation of education quality in Finland, namely holistic curriculum framework; play-based early education; limited standardised testing; teacher autonomy and professionalism; comprehensive teacher training; equitable educational opportunities; collaborative learning environment; and emphasis of student well-being. The findings suggested that there were several factors that totally distinguish between Finnish and Indonesian curriculum. To put in a nutshell, Indonesia is multicultural and crowded-population country which became the main challenge for the government to distribute an equal access, unlike what Finland implemented the “education for all (equal)”. The welfare of teachers in Indonesia was also considerably low compared to the professionalism of Finnish teachers, even, the trust issue occurred in whole society in Indonesia result to the disintegration between the actors of education and the policymakers in Indonesia.
Challenges Faced by Students When Utilizing Modal Verbs Kurniawan, Gail Aika; Azhimia, Faida; Rahman, Faisal
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8405

Abstract

Modal auxiliaries, a grammatical category akin to auxiliary verbs, serve to convey notions of truth, prediction, or possibility. This study delves into the challenges encountered by students while grappling with modal verbs during the 2022/2023 academic year at junior high school. The primary objective is to find out the hurdles students face when employing modal verbs in their language acquisition journey. This research employed a mixed-methods focused on a sample group of 17 eighth-grade students. The research tools utilized included questionnaires and structured interviews. The data analysis encompassed three key stages: data reduction, data presentation, and data conclusion. From the comprehensive analysis of the data, it becomes evident that students encounter considerable difficulties when it comes to effectively using modal verbs. These challenges extend to comprehending the function, form, usage, and materials that facilitate modal learning. Upon careful consideration of the questionnaire responses and interview findings, it is apparent that students face notable obstacles in their utilization of modal verbs, particularly in understanding their functions, practical applications, linguistic forms, and the instructional resources necessary to enhance their grasp of this grammatical construct.
Maxim Flouting in Turning Red Movie Nurul Hidayah, Amanda; Bunau, Eusabinus; Suhartono, Luwandi
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.9248

Abstract

Language’s role in society is pivotal. People utilize language, which includes gesture language and spoken, written, and other forms of structured communication to interact with their surroundings. It is considered flouting the conversational maxims when speakers purposefully stray from the accepted conventions of communication, frequently with a goal in mind. The research objective was to identify the four conversational maxims being flouted in the movie “Turning Red.” The research employed a descriptive research design. The data was gathered through the viewing of the movie and writing down the dialogues in which the characters flouted the four conversational maxims, as well as the types of conversational maxims being flouted, the contexts, the motivations behind the flouting of the conversational maxims, and the implicatures. The results show that four distinct types of conversational maxims are indeed being flouted in the movie “Turning Red”, such as the maxims of quantity with the percentage of 19.5% and the frequency of 7, quality with the percentage of 33.3% and the frequency of 12, relevance with the percentage of 33.3% and the frequency of 12, and manner with the percentage of 13.9% and the frequency of 5. The findings of the research indicate the potentiality of the movie as a medium to learn about pragmatics, especially the flouting of the four conversational maxims, for students.
From Pages to Pixels: Unveiling Student Experiences with Digital Storytelling in Extensive Reading Classes Lailiyah, Malikhatul; Fitriana, Cinta Lia
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8440

Abstract

The implementation of technology in education holds great promise, as it can increase accessibility, personalize learning, and enhance engagement. Digital storytelling has emerged as a dynamic educational tool that leverages multimedia elements to enhance learning experiences and foster a deeper understanding of subject matter. Using qualitative approach, this study tries to explore the students’ perception on the implementation of digital storytelling as assignment output in extensive reading class. Semi-structured interviews were conducted to gather data. The participants of this study are students who took a same course, Extensive Reading class. The study's results indicated that students held positive perception regarding digital storytelling tasks. They perceived these assignments as captivating, pleasurable, and a source of creative inspiration. Students enthusiastically described the experience as creative challenges project. Importantly, this positive outlook also manifested in their commitment to the assignments, as they dedicated significant time and effort to produce meaningful digital stories, demonstrating a strong sense of devotion and pride in their accomplishments. 
Content and Value Integrated Learning: Perspectives, Curriculum and Perceptions in the Private University Contexts of Bangladesh Begum, Fatema; Kamal, Md Asif
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.9100

Abstract

In this consumerist world, the necessity of teaching ethics, values, and humanity seems to secure a marginal space in any curriculum emphasizing only on content teaching of the subjects associated to shape the graduates as sellable candidates in the job market. Since the ultimate vision of teaching and learning is expected to reshape or build ideal human beings with moral, ethical, and humane qualities, the teaching of ethics and values should be integrated along with the content teaching of the subjects in undergraduate programs. Hence, the vision of developing professional ethics, community ethics, self-esteem, personality, and character should be reflected in and taught through the curriculum. The purpose of this study is to investigate whether human values and ethics are emphasized in the objectives of the curriculum and course content of the departments of English in Bangladeshi private universities. This paper also aims to identify the gap created by the absence of humanizing study contents in the undergraduate English program curriculums of private universities in Bangladesh and provide suggestions to fill the vacuum. After the content analysis of collected curriculums, a significant gap in the inclusion of humanizing study contents in these undergraduate English curriculums to develop moral and ethical faculties among the learners was traced. The study came up with suggestions for adjustment in the university curriculum to fill this vacuum by integrating content and value learning together adopting a holistic approach to nurture humane and moral behavior.

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