Randwick International of Education and Linguistics
RIELS Journal publishes research papers in the fields such as: - Education (all levels, stages and processes of education (e.g. formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education), research in language teaching, and curriculum and Instruction Design) - Linguistic (sociolinguistic, pragmatic, semantic, phonetic, phonology, applied linguistic, second language acquistionand) - Art (analysis novel, poetry, and drama) - Other related areas
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<![CDATA[Scientific-Based Guided Inquiry Learning Model in Learning Chemistry in Class XI IPA Students of SMAN 1 Rote Timur ]]>
<![CDATA[Cartika Candra Ledoh]]>;
<![CDATA[Sentot Budi Raharjo]]>;
<![CDATA[Sulistyo Saputro]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.192
<![CDATA[The purpose of this study is to determine the cognitive and effective learning outcomes of chemistry students using a scientifically based guided inquiry learning model. This study employed a quantitative methodology.. The population in this study consisted of 58 students from class XI at State Senior High School 1 Rote Timur, NTT For the 2019/2020 academic yea. Cluster random sampling was used to select the sample, which included two experimental and control classes. Tests, questionnaires, and observation sheets were used to collect data. The independent test samples t-test was used to analyze student learning outcomes. The finding showed that learning outcomes using the Scientific-Based Guided Inquiry Model and the direct method differs significantly from average high school learning outcomes. The results of the two aspects of learning outcomes, namely aspects of knowledge, and attitudes show a value of p <0.05 so that H0 is rejected and Ha is accepted. Thus, there are differences in student learning outcomes given the learning method using guided inquiry with students using conventional learning. However, from the results of data analysis, it was obtained that the p-value for the knowledge aspect was 0.000, the pvalue for the attitude aspect was 0.038.]]>
<![CDATA[Storytelling in Online Classes as an Oral Communication Strategy during the Covid-19 Pandemic ]]>
<![CDATA[Cristie Ann L. Jaca]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.193
<![CDATA[The covid-19 pandemic has affected the students’ learning mentality as they become passive during online classes due to what is happening around them. The focus of teaching now is to make the students feel comfortable learning despite distractions caused by the pandemic. This paper presents storytelling as an oral communication strategy during online classes to be comfortable and motivated in their learning. This study used the descriptive research method that describes storytelling as an instructional strategy in online classes for students to be engaged and motivated to learn. The study's findings indicate that the use of stories and the act of telling personal stories have developed the students' expressive language and provided students the opportunity to express their ideas in a non-threatening environment. It proved that storytelling during the online class positively impacted the students’ oral communication skills. It helped students communicate their thoughts and feelings without fear of being judged. Moreover, it offered opportunities for students to participate in class.]]>
<![CDATA[The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe ]]>
<![CDATA[Namatirai Chikusvura]]>;
<![CDATA[Lwazi Sibanda]]>;
<![CDATA[Joyce Mathwasa]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.194
<![CDATA[The study set out to examine the relevance of the competence-based Advanced Level mathematics curriculum for entry into university mathematics-related degree programmes. The study adopted a qualitative approach ingrained in the interpretive paradigm which employed a case study design. Four A-Level mathematics teachers, eighteen Lower Sixth and six Upper Sixth mathematics major students were purposively sampled to respond to semi-structured face-to-face interviews and focus group interviews. The study found that the implementation of the competence-based Advanced Level mathematics curriculum was negatively affected by incompetent teachers and supervisors, lack of resources and lack of support from other stakeholders. The study concluded that these impediments impacted negatively on students who aspired to pursue mathematics-related degree programmes at university and that there is a mismatch on the mathematics units in the competence-based Advanced Level mathematics curriculum and university requirements for mathematics-related degree programmes. The study recommends ministerial corroboration fostering university degree programmes requirements to be taught in high school, stakeholder involvement and continuous professional development for mathematics teachers and supervisors.]]>
<![CDATA[Integration of Automobile Mechatronics Technology into the Curriculum of Automobile Trades Programmes at the Technical Colleges in Nigeria ]]>
<![CDATA[Ariyo Samson Oluwatimilehin]]>;
<![CDATA[Udogu Kingsley Chimezia]]>;
<![CDATA[Mamman Danladi]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.195
<![CDATA[The purpose of this study was to examine the perceptions of automobile industries workshop craftsmen in relation to the integration of automobile mechatronics technology into the curriculum of automobile trade programmes in technical colleges in Nigeria. Three research questions guided the study. A survey research design was adopted for the study. The population for the study is 31 comprising 23 automobile industries workshop craftsmen who are currently working in automobile companies in Enugu state, and eight (8) automobile trades’ technical teachers in technical colleges in Enugu state. A structured questionnaire titled Instrument for Integrating Automobile Mechatronics Sub-systems (IIAMS) was used for data collection. Two experts from the Department of Industrial Technical Education, University of Nigeria, Nsukka, and one expert from Anambra Motor Manufacturing Company (ANAMCO) face validated the instrument. The reliability co-efficient of the instrument was found to be 0.87 using Cronbach Alpha. Data collected were analyzed using mean and standard deviation for the research questions, while t-test was used to test the null hypotheses. The results of the study indicate that that automobile craftsmen find difficulties in servicing some automobile mechatronics sub-systems, while 16 mechatronics sub-systems were agreed on to be integrated into the automobile curriculum. It was recommended that these mechatronics sub-systems should be integrated into technical college curriculum and that technical colleges should partner with automobile industries for effective training of craftsmen. The study will contribute positively to the understanding of automobile mechatronics technology, and how it can be integrated into the curriculum.]]>
<![CDATA[Development of Curriculum and Learning System in Pondok Pesantren. (A Case Study at Pesantren Al Falah Dago Bandung) ]]>
<![CDATA[Koko Adya Winata]]>;
<![CDATA[Andewi Suhartini]]>;
<![CDATA[Nurwadjah Ahmad]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.196
<![CDATA[This study aims to determine the development of the curriculum and learning system implemented in the Al Falah Dago Islamic boarding school in Bandung. This research uses a qualitative approach in the form of a case study. Data were collected using observation, interview, field observation, and document study. The validity of the data was obtained utilizing triangulation and supplemented with referential adequacy. Data analysis was performed by data reduction, data presentation, and verification. The results of the research show that; 1) Pondok Pesantren Al Falah Dago, Bandung City still maintains the old pattern both in terms of curriculum and learning system, 2) learning activities are carried out using yellow books or classical books, 3) the learning system uses traditional methods such as sorogan, bandongan, memorization and bahsu al-Masa'il, as well as memorizing and modern uses such as group learning and discussions between students.]]>
<![CDATA[Teachers’ Perceptions on E-Media Adoption in Basic Electronics Technology ]]>
<![CDATA[Galileo A. Toledo]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.197
<![CDATA[This paper presents the extent of adopting E-media in the Electronics Technology curriculum as an alternative instructional tool in developing the students’ competencies in measuring instruments, symbols, and circuit diagrams. The study found out that the five competencies under Safety were all given a descriptive rating of Very Satisfactory. This implies that the instructors observed the highest degree of safety protocols in their respective shops in the activity's conduct. The adoption of E-media in electronics, technology classes serve to improve students' learning capability to master the subject matter. Using the E-media facilities as an instructional tool, it facilitated the learning process. E-media's adoption as an additional instructional tool supplemented the identified competencies in the safety shop subject. It allows students to learn the basic principles of electronics technology, whereby interaction is encouraged and theories are put into practice in actual hands-on activities. The study suggested that the adoption of E-media in Electrical technology classes is continually done and practiced. Regular monitoring and updating of materials are also necessary for ensuring that the use of E-media is properly implemented.]]>
<![CDATA[Ability to Write Anecdote Text by Using Caricature Media on 10th Grade Students of SMA Swasta Swakarya Binjai ]]>
<![CDATA[M. Natsir]]>;
<![CDATA[Bahagia Saragih]]>;
<![CDATA[Rafika Dewi]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.198
<![CDATA[This study aims to determine the effect of caricature media on the ability to write anecdote text on 10th Grade Students of SMA Swasta Swakarya Binjai School Year 2018/2019. The population of this research is 125 students. Of the 125 students, a sample of 35 students are selected who were taken using a random sample. The method used in this study is a quasih experimental two group post-test design. The instrument used to collect data is the description test. Hypothesis testing is done using the "t" test. The data obtained show that the students 'ability to write anecdote text without using caricature media is in the sufficient category with the mean value obtained by the students is 66.04, while the students' ability to write anecdote texts using caricature media is classified as good with average. (mean) obtained by students 76.6. Furthermore, the hypothesis test shows t_o> t_ (table) and 7.23> 2.03 at the significant level α = 0.05. Thus, it means that H0 is rejected and Ha is accepted, which means that there is an influence of caricature media on the ability to write anecdote text on 10th Grade Students of SMA Swasta Swakarya Binjai School Year 2018/2019. Based on the data analysis above, it can be concluded that the results of learning to write anecdote text using caricature media have a positive effect on students' ability to write anecdote text.]]>
<![CDATA[Privacy Types ]]>
<![CDATA[Majeed Mohamed Fareed Majeed]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.199
<![CDATA[The right to privacy is one of the most problematic rights. In the absence of any consensus on a clear theoretical basis for the concept of privacy; there is hardly a link, reliable, between the various issues and topics, which are included under this right. Privacy claims are used to defend rights that seem quite divergent, such as the right not to be monitored by phone calls, and the right to know what a telecom company keeps of personal data for its customers. The absence of a clear theoretical basis for the right to privacy is exacerbated by the fact that it is exposed to multiple dangers in the era of the massive expansion of the use of the Internet and the development of its applications. The actuality of material, described in the article, conditioned the urgent necessities of society simply to settle a question about privacy types and their appliance in the society. Theoretical and legal conversations about the relationship between taws and privacy were investigated in the article. This paper makes a contribution to a forward-looking privacy framework by examining the privacy impacts of six new and emerging technologies. It examines the privacy issues that each of these technologies present and contends that there are seven distinct sorts of privacy. This contextual investigation data propose that a loose conceptualization of privacy might be important to keep up a smoothness that empowers new measurements of privacy to be identified, that will be understood and addressed so as to adequately react to quick technological evolution.]]>
<![CDATA[Perceived Effects of Computer-Based Examination (CBE) on Essay Writing Skills of Undergraduates in Ambrose Alli University, Ekpoma, Edo State ]]>
<![CDATA[Olusi F. I]]>;
<![CDATA[Onobun Angela]]>;
<![CDATA[Anolu Easter]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.200
<![CDATA[The study examined the perceived effects of Computer-Based Examination (CBE) on essay writing skills of undergraduates in Ambrose Alli University, Ekpoma, Edo State. One research question was raised and answered while the three hypotheses were formulated and tested in the study. The descriptive research design was adopted for the study. The population of this covered all the 27,388 regular undergraduate students in Ambrose Alli University, Ekpoma. A sample size of 546 students were selected for the study. The proportional random sampling technique was used to select 2% of the total number of students across each of the faculties in the institution. The instrument used for the collection of data was developed by the researcher and titled: “Computer Based Examination Perception Questionnaire (CBEPQ)”. The instrument has a reliability alpha (α) of 0.78. The research question was analysed using the mean ( ) and standard deviation (S.D) while the t-test statistics for two independent samples was used to test hypothesis 1, 2 and 3 at 0.05 level of significance. Based on findings, it can be concluded that computer-based examination (CBE) has effect on their essay writing skills as undergraduates in Ambrose Alli University, Ekpoma, Edo State. Hence, it is concluded that undergraduate students of Ambrose Alli University, Ekpoma perceived that computer-based examination (CBE) has effect on their essay writing skills. Female undergraduates of Alli University, Ekpoma, Edo State had higher perception on the effect of CBE on essay writing but their perception of CBE on essay writing did not differ by age and level of study.]]>
<![CDATA[Acquisition of Language Proficiency in English Among Senior High School Students from the Different Strands ]]>
<![CDATA[Kerny M. Macado]]>;
<![CDATA[Felix M. Diano Jr.]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March ]]>
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DOI: 10.47175/rielsj.v2i1.201
<![CDATA[Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.]]>
