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Francis O. Olaniyi
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Randwick International of Education and Linguistics
Published by Randwick International Research and Analysis Institute
ISSN : 27232441     EISSN : 27232433     DOI : https://doi.org/10.47175/rielsj.v1i1.23
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
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
Arjuna Subject : Umum - Umum
Articles 33 Documents
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Search results for , issue "Vol. 5 No. 3 (2024): RIELS Journal, September" : 33 Documents clear
Socio-Cultural, Educational, and Psychological Barriers in ESL Learning: A Qualitative Study of Senior High School Students Juharto L. Usop
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1031

Abstract

This qualitative study explores the complex issues faced by the Senior High School students in learning ESL. Using the interviews and focus group discussions, this study aims at finding out the students’ experience, perception and challenges relating to their English accent. Ten male and twenty female students from the socio culturally and linguistically diverse school in Cotabato City Division volunteered for the study, offering information on the socio cultural, educational, and psychological aspects affecting their ESL learning during the academic year 2022-2023. The study shows that low students’ interactions in English beyond the classroom, the preferred use of students’ native language patterns, and inadequate amounts of exposure to English contexts are specific socio-cultural factors. Learning difficulties include; the imbalance in teachers’ competency, instruction, and teaching methods, and student supplies. On the psychological level, students have anxiety, unstable motivation, and problems with self-efficacy, which provides a meaningful addition to learners’ difficulties. Thus, this study recommended the need to tackle these challenges by increasing the training of teachers, developing quality teaching and learning materials, and providing effective learning conditions. These include promotion of English in contextual setting, computer aided instruction, offering counseling and psychological services to boost the learners’ morale. The findings of this study are hoped to help educators, and relevant stakeholders understand the best practices on how to help ESL learner Senior High School Students to break barriers and succeed academically and in their future careers as the world becomes a global village.
Language Learning Issues of Non-Reader in Rural and Urban Senior High School: A Comparative Analysis Juharto L. Usop
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1035

Abstract

The general objective of this study is to assess the language learning difficulties of non-readers in rural and urban senior high schools in the Division of Cotabato City in the School Year 2022-2023. The purpose of this study is to examine the effects of environmental context, including resource and teacher support, on language development of the learners with poor literacy skills. The research design used was qualitative and the study used a thematic analysis to elicit the experiences of 30 non-readers from rural and urban schools. The data was collected through interviews, focus group discussions and classes observation. The research shows that non-readers in the rural and urban areas have basic problems, including inadequate literacy skills and poor participation in language learning activities. However, there was inequality in the distribution of resources and the level of support received by teachers where urban schools were found to have better resources and teachers’ training than the rural ones. Other factors that added to the difficulties of non-readers, mainly the home environment and peer relations, were worse in rural areas. Therefore, the study underlines the necessity of developing specific measures to approach the issues of non-readers. The enhancement of the vocabulary, resource distribution, and teacher training should be the strategies that aim at eradicating the inequality that exists in the education systems especially for students with different literacy levels or those in different geographical locations
Using Social Media among English Major Students at Hebron University, Palestine Farrah, Mohammed; Dabbas, Batool Hussein
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1037

Abstract

With the increasing integration of social media into educational settings, understanding its role in the lives of students has become essential. This study explores the usage patterns and perceptions of social media among English major students at Hebron University. The study has been analysed for the second semester of 2023/2024 academic year with a sample of 100 students, 74 are females and 26 are males. They are between 18 and 22. The researchers designed a questionnaire via Google Forms. Participants were given the questionnaire electronically through WhatsApp and email. Quantitative analysis techniques were used to analyse responses. SPSS program. The study suggested some recommendations that can be used at the university. The results of this research highlight the correlation between social media use and the univerity and personal lives of English major students at Hebron University.
Tiktok Lexical Contents in Use: Attitudes among Bachelor of Arts in English Language (ABEL) Students Francis Ian M. Guillermo; Richard Sambajon Agbayani
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1038

Abstract

The rise of TikTok as an educational tool has opened new avenues for vocabulary development among its users. This study explored the vocabulary levels and attitudes of 90 first- and second-year AB English Language (ABEL) students towards TikTok videos containing vocabulary content. Participants engaged voluntarily in a mixed-method research design, incorporating pretests and posttests, treatment, and interviews. Quantitative data were analyzed using T-tests, frequency, and percentage, while qualitative data underwent thematic analysis to uncover participants' cognitive, affective, and behavioral attitudes. The findings revealed a notable improvement in the participants' vocabulary knowledge, as demonstrated by higher posttest scores following the use of TikTok videos. Despite some challenges with the application, participants generally held positive attitudes towards the treatment, recognizing its contribution to their vocabulary enhancement. The study suggests that both English teachers and students could effectively use TikTok videos with lexical content for vocabulary teaching and learning. Additionally, the study highlights the potential for future research to investigate the role of TikTok videos in aiding non-English speakers with foreign language acquisition and other language skills, as this study focused solely on vocabulary development among English language majors.
An Action Research Evaluating Artificial Intelligence (AI) Consumption among Learners of San Vicente National High School as Online Scaffold to Academic Endeavor: Experiences and Practices Leo N. Del Valle; Clivie S. Abuzo; Jason Jay M Siga; Jelord Lufranco
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1042

Abstract

Despite the overwhelming use of the internet as an educational or informational resource, research has found that learners are woefully in need of guidance on how to use this resource effectively and subsequently identify reliable sources of information from unreliable. This study aims to determine the practices of students at San Vicente National High School in evaluating the reliability of online sources. This study employed the quantitative research design and utilized a questionnaire developed by the researchers of this study as a tool for gathering the data. The respondents of the study are 81 out of 324 digitally literate high school students enrolled at San Vicente National High School, San Vicente, Loreto, Agusan del Sur, of the academic year 2023-2024. The researchers used a stratified random sampling technique to obtain the sample size of the respondents. The findings revealed that the strategies employed by the students in evaluating the reliability of online sources are fairly practiced. It was recommended that students of San Vicente National High School be trained to critically evaluate the reliability of online sources by focusing on key factors such as consistency, authority, currency, objectivity, references, and language. Teachers should support this by providing curated lists of trustworthy sources and teaching simple practices for cross-checking information. Parental involvement is also essential in helping students develop better assessment skills, while school administrators are encouraged to organize digital literacy programs in collaboration with policymakers. Additionally, peer reviews should be encouraged to foster collaborative learning, and AI integration into the curriculum is suggested to prepare students for a future driven by Artificial Intelligence.
Knowledge, Skills, and Practices of Global Service Standards Among Graduate Students at Saint Joseph Institute of Technology (SJIT) Rodelio B. Pasion
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1043

Abstract

This study employed a descriptive research design to examine the knowledge, skills, and practices (KSP) related to global service standards among graduate students at Saint Joseph Institute of Technology (SJIT). Using convenient sampling within the "Global Trends in Service Excellence" course, data was collected through a 30-item knowledge test and a survey questionnaire assessing skills and practices. Descriptive statistics, including mean, frequency, and percentage, were utilized for analysis. Results demonstrated a strong foundation in understanding global service standards. Additionally, student respondents showed high proficiency in collaboration, creativity, critical thinking, digital literacy, and dedication to customer-focused, ethical, and sustainable practices. While adaptability remains an area for potential growth, the findings suggest that SJIT graduate students are well-positioned to succeed in the global service environment. This study offers valuable insights for educators and institutions aiming to prepare students for careers in a globalized service sector.
Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development Mylen H. Dejon; Evangeline H. Alvarez; Roxan R. Remorosa; Shiryl T. Ytoc
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1044

Abstract

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.
A Mixed Method Study on the Dimensions of Teacher Mentoring as Correlates of Technical Assistance Performance of Master Teachers: A Future Ready Mentoring Program Cherry Irene Escobal Agan
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1045

Abstract

The study investigated the correlation between the Dimensions of Teacher Mentoring and the technical assistance performance of Master Teachers, along with the facilitating and hindering factors within the Schools Division of Siargao. Key dimensions evaluated included mentoring structure, motivation, passion, system requirements, pedagogical competence, and feedback mechanisms. Using a mixed-method approach, 91 master teachers from 12 districts participated. Data collection involved questionnaires, interviews, and focus group discussions, with thematic analysis applied to qualitative data. Findings indicated high administrative support for mentoring structures, with master teachers showing strong motivation and competence. However, challenges such as inadequate internet connectivity, heavy workloads, and lack of resources hindered their performance. Despite these obstacles, master teachers exhibited a strong commitment to mentoring, though they faced significant distractions like health issues and multitasking. The study proposed an intervention program to address these challenges, emphasizing the need for improved administrative support, resources, and time allocation for mentoring activities. The conclusions drawn highlighted the importance of communication and professional development in enhancing mentoring effectiveness. Recommendations included institutionalizing mentoring programs, enhancing school-based mentoring initiatives, and conducting further research to refine and improve mentoring practices.
An Analysis of the Synergistic Impact of Leadership and Stakeholder Involvement: School-Based Quality Improvement Management Rahmad Syahbidin Ritonga; Sri Milfayetty; Arif Rahman
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1046

Abstract

This research aims to analyze the synergistic impact between school leadership and stakeholder involvement in efforts to improve the quality of education at the Al Hijrah Integrated Islamic Middle School, Deli Serdang. A descriptive quantitative approach was used as a research method, and data was collected using questionnaires from respondents, namely the school principal and all school stakeholders. The results of the research show that school leadership that is synergistic and involves school stakeholders has a great influence on the management of improving school quality. Strong leadership and active stakeholder involvement have a significant positive impact on school-based quality improvement management. Visionary and learning-oriented leadership plays a key role in formulating a shared vision and strategy to improve the quality of education. The involvement of stakeholders, including teachers, parents, and the community, provides support, input, and active participation in the implementation of quality improvement programs. The synergy between effective leadership and involving stakeholders can create a collaborative and supportive learning environment. This leads to achieving the goals of better quality education, improving the quality of learning, and holistic development of student potential.
Cyber Pragmatic Analysis of Impoliteness Strategies Used by Detractors and Supporters of Presidential Candidates in Online Conflicts Raidatul Hasanah; Sri Minda Murni; Fauziah Khairani Lubis
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 3 (2024): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i3.1047

Abstract

This research aims to analyze the synergistic impact between school leadership and stakeholder involvement in efforts to improve the quality of education at the Al Hijrah Integrated Islamic Middle School, Deli Serdang. A descriptive quantitative approach was used as a research method, and data was collected using questionnaires from respondents, namely the school principal and all school stakeholders. The results of the research show that school leadership that is synergistic and involves school stakeholders has a great influence on the management of improving school quality. Strong leadership and active stakeholder involvement have a significant positive impact on school-based quality improvement management. Visionary and learning-oriented leadership plays a key role in formulating a shared vision and strategy to improve the quality of education. The involvement of stakeholders, including teachers, parents, and the community, provides support, input, and active participation in the implementation of quality improvement programs. The synergy between effective leadership and involving stakeholders can create a collaborative and supportive learning environment. This leads to achieving the goals of better quality education, improving the quality of learning, and holistic development of student potential.

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