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
Articles
460 Documents
<![CDATA[The Development of Cross-faculty/University Integrated Social Science Learning Model in the Faculty of Social Science, Universitas Negeri Medan ]]>
<![CDATA[Nurmala Berutu]]>;
<![CDATA[Muhammad Ridha Syafii Damanik]]>;
<![CDATA[Maryatun Kabatiah]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 2 (2021): RIELS Journal, June ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v2i2.262
<![CDATA[The development of Industrial Revolution 4.0 has implications for all areas, including education. One of the emerging indicators is the application of the independent learning curriculum. Every human being has the right to learn wherever and whenever this is in accordance with the conceptual application of the curriculum. This research aims to develop an integrated social science learning model between faculties/universities that will be used to succeed in the independent learning curriculum at the Faculty of Social Sciences of Medan State University (FIS Unimed). The research is research and development in the field of education that uses data collection techniques using documentation studies, interviews, and workshops, the data sources used are lecturers and students of FIS Unimed. The research stage refers to the R&D research stage (Gall, Borg, & Gall,) [5], the stages performed include: 1) Research Planning 2) Subject Determination Model 3) Preparing Learning Tools for Model 4 Courses)) Input Course Content into LMS 5) Testing (simulation) and evaluation of Content 6) Follow-up improvements 7) Dissemination. The results of the analysis show that the development of model courses as part of the integrated social science learning model across faculties/universities in preparation for independent learning in FIS Unimed based on 4 criteria for learning models, namely 1)field-based learning in the Anthropology education Study Program 2) practice-based learning in the Geography Education Study Program 3) seminar-based learning in the Historical Education Study Program and 4) attitude-based learning in the Civic Education Study Program is very practical. The average practicality score of this model is based on students 'and lecturers' responses was 85, which categorized as very practical. Thus, the learning model course that has been developed will be used as a prototype for other courses at FIS Unimed in the framework of implementing the curriculum for independent learning in the future.]]>
<![CDATA[Diathesis in Mandailing Language South Tapanuli ]]>
<![CDATA[Rahmawati]]>;
<![CDATA[Nurmahyuni Asrul]]>;
<![CDATA[Irma Khoirot Daulay]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 2 (2021): RIELS Journal, June ]]>
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DOI: 10.47175/rielsj.v2i2.264
<![CDATA[This study examines diathesis in the South Tapanuli Mandailing language using a morphosyntactic approach. The purpose of this research is to describe the form of diathesis and the classification and structure of diathesis in Mandailing language. The method used in this research is descriptive method with qualitative research type. The data of this research is the South Tapanuli Mandailing language unit which contains diathesis. The results of the analysis show that there are four types of diathesis in the South Tapanuli Mandailing language, namely active, passive, reflexive, and reciprocal.]]>
<![CDATA[President Benigno C. Aquino’s Inaugural Address: A Critical Discourse Analysis ]]>
<![CDATA[Romel R. Costales]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 2 (2021): RIELS Journal, June ]]>
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DOI: 10.47175/rielsj.v2i2.267
<![CDATA[This paper looked into the persuasive strategies of President Benigno Simeon “Noynoy” Aquino III’s public speaking and the hidden ideology that was present in his inaugural speech. Norman Fairclough’s (1995) assumptions in critical discourse analysis that ideologies can be found in texts, that such ideologies can be impossibly separated from texts and that “texts are open to diverse interpretations” was the basis of the study. President Aquino’s persuasive strategies were shown through the evaluation of the ideological and persuasive components of his inaugural speech.]]>
<![CDATA[Sectarianism: Nature and Defining Criteria ]]>
<![CDATA[Fareed Hameed Al-Hindawi]]>;
<![CDATA[Basim Jubair Kadhim]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
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DOI: 10.47175/rielsj.v2i3.230
<![CDATA[This paper investigates the linguistic account of sectarianism in terms of definition, forms, defining criteria, types of sectarianism and all the strategies which may represent sectarianism within a certain society. To define the sectarian discourse, defining criteria as well as parameters to specify the discourse genre which is related to sectarianism are to be explored and discussed. This can set the blueprints of analysis of the sectarian discourse.]]>
<![CDATA[Unpacking Teacher’s Self-understanding in Technology Use during COVID-19 Pandemic ]]>
<![CDATA[Fatimah Zahro Assidiq]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
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DOI: 10.47175/rielsj.v2i3.273
<![CDATA[The spread of Covid-19 virus has suddenly forced face-to-face learning into online learning. These sudden changes give impacts to professional teaching and learning practices of teacher, teacher not only gives the material but also use technology maximally during this pandemic. The role of teachers and their professional self-understanding has become increasingly complex. This current study led to know about the teacher’s self-understanding in the use of technology during the pandemic. Based on the purpose of the study, this study adopted a small-scale case study with one participant who is an EFL teacher from one of private senior high school in Surakarta, Indonesia. This case study used semi-structure interviews and classroom observations for collecting data techniques. To collect the data, researcher used teacher’s self-understanding theory from Kelchtermans (1993). These teacher’s self-understanding has five components, (1) self-image; (2) self-esteem; (3) task-perception; (4) job motivation; and (5) future perspective. After collecting the data, researcher applied an interactive model analysis. The results showed that (1) teacher’s self-understanding in the use of technology becomes more positive. This understanding brings teacher to become part of booster teaches conducted by The Ministry of Education and Culture, and (2) the inclusion of informal, self-initiated, and self-regulated procedures has supported the modifications of these components of teacher’s self-understanding when she used technology.]]>
<![CDATA[Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya ]]>
<![CDATA[Roselynn Awili]]>;
<![CDATA[Nyakwara Begi]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v2i3.280
<![CDATA[Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes]]>
<![CDATA[Social Media Usage for Learning English Language ]]>
<![CDATA[Saidatul Hanim]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
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DOI: 10.47175/rielsj.v2i3.289
<![CDATA[The reason of this consider was to decide the sorts of social media utilized by fourth-semester students of the Department of English Literature, Universitas Negeri Medan, for learning English. The analyst utilized clear subjective inquire about, and the information were collected using a questionnaire. The participants were 50 students of the Department of English Letters, Muria Kudus University. The results showed that the social media used by students to learn English were YouTube (94%), Instagram (72%), WhatsApp (62%), Twitter (32), Facebook (30%), Line (10%), Google (2%), TikTok (2%).]]>
<![CDATA[Design Mathematical Activity in Mathematics Classroom: Decimal Number ]]>
<![CDATA[Sunti Bunlang]]>;
<![CDATA[Maitree Inprasitha]]>;
<![CDATA[Narumon Changsri]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
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DOI: 10.47175/rielsj.v2i3.293
<![CDATA[The research was aimed to investigate six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world through a flow of lessons over the four stages of the Open Approach along with the Lesson Study process. The research results revealed that a series of five research lesson plans encompassing various mathematical activities were successfully encouraging students to elaborate their ideas and transmitting their ideas from the real-world to the mathematical world using semi-concrete aids. Moreover, the results of using the Open Approach have been proved to be relevant as students demonstrated their mathematization in fostering their mathematical thinking to transform their ideas smoothly. Therefore, designing mathematical activities is important to cultivate students’ mathematical thinking in problem-solving instantaneously. A limitation of the research was identified when the Lesson Study team members were reflecting on the teaching practice. This is because they found that the unclear illustration in the student worksheets has raised confusion. In conclusion, the overall results of this research have contributed significantly to our recognition of the practicality of Open Approach treatment in the Lesson Study process in developing students’ mathematization through their participation in mathematical activities.]]>
<![CDATA[Male and Female Students’ Discourse Competence at Kalamansig National High School ]]>
<![CDATA[Reynaldo B. Aranego]]>;
<![CDATA[Bai Donna S. Aliman]]>;
<![CDATA[Zaida K. Ulangkaya]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v2i3.294
<![CDATA[The study aimed to determine the relationship between the oral and written discourse competence of the male and female students of Kalamansig National High School. Specifically, it sought to determine the level of oral and written discourse competence of male and female students in terms of informative, persuasive, and argumentative speeches; to find out if there is significant difference between male and female students’ written and oral discourse competence level in the three parameters; and to find out if there is a significant difference between the oral and written discourse competence in general when classified according to gender. This study used the descriptive-correlation method. The researcher utilized the purposive sampling in determining the seventy (70) Grade 10 performing students of Kalamansig National High School as respondents of the study. The teacher-made communicative written and speaking tests were used as instruments to gauge the male and female student’s written and oral discourse competence. Based on the findings, it was concluded that both male and female students oral and written discourse competence are good. Both group of students need equal attention from the teachers to enhance their speaking and writing skills.]]>
<![CDATA[Relationship between Teachers’ Professional Training and use of Instructional Strategies to Enhance Pupils’ Literacy Skills in Lower Primary Schools in Busia County, Kenya ]]>
<![CDATA[Otwate Paul]]>;
<![CDATA[Nyakwara Begi]]>;
<![CDATA[Margaret Mwangi]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 2 No. 3 (2021): RIELS Journal, September ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v2i3.295
<![CDATA[Children who possess adequate basic language skills develop cognitive and social skills required in life and workplace. It also enhances smooth transition, performance, and retention and completion rate. Teachers with adequate professional training skills exhibits a potential to influent development of language skills in children. The Kenyan policy states that basic education and early learning is compulsory to all children. Therefore, it is relevant that teachers are equipped with adequate training skills to become champions in the realization of the country’s overall goal in education sector. This paper presents results from a study conducted in lower primary schools in Nambale sub-county Busia County to establish whether teachers’ professional training had an influence in the way teachers use instructional strategies to enhance pupils’ literacy skills. This was essential towards improving overall academic outcomes and communications skills in children.]]>
