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International Journal of Humanities and Innovation (IJHI)
Published by Center for Humanities and Innovation Studies
ISSN : -     EISSN : 26146169     DOI : https://doi.org/10.33750/ijhi
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
International Journal of Humanities and Innovation (IJHI) is a peer-reviewed journal aims to publish innovative and high-quality articles covering topics in Arts and Humanities studies. The journal welcomes the paper submission of inventive and considerable contributions. Papers submitted which is previously published or currently under consideration for publication anyplace else will be denied for publication in IJHI. Papers must be written in English and should strictly follow the guide for authors due to pass the admin processing. The production editors use a Reference Manager to synchronize between citation in texts and the references. Topics suitable for IJHI include Arts and Humanities as well as other Social Sciences. IJHI allows the author (s) to hold the copyright and to retain publishing rights without restrictions. IJHI is an open access journal with a license of CC BY-SA 4.0.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2019): March" : 5 Documents clear
Using portfolio assessment to improve EFL students’ expository-writing performance Waode Nur Gita Dahviyanti; Iskandar
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 1 (2019): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i1.29

Abstract

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.
What hinders the use of ICT among academic staff at Yemen’s public universities? Yahya M Aldheleai; Roselan Baki; Zaidatun Tasir; Waleed Alrahmi
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 1 (2019): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i1.30

Abstract

The purpose of this study was to investigate the use of Information Communication Technology (ICT) in Yemen public universities. Three academic staff from Hodeida, Amran and Thamar universities were the participants of this study. The qualitative method was employed with one-to-one interview as an instrument of the data collection. Thematic analysis was employed to identify the patterns that reflect the factors affecting ICT use in universities. The findings revealed that the use of ICTs in Yemen’s universities still depends on lecturers' self-initiative. The lecturer who has skills of using ICT appeared to have a positive attitude towards the use of ICT in their teaching. There is no type of social influence on lecturer’s use of ICT in their teaching. The poor infrastructure, poor facilitating condition and lack of the technical support stand as significant ICT barriers integration in Yemen’s Universities. All forms of online communication are absent in all three universities. The participants of this study urged their universities top management to provide proper facilitating conditions and training programs to enable their academic staff to cope up to 21st-century teaching and technologies.
Examining the implementation of Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) Hilmiati; Heri Suwignyo; Djoko Saryono; Roekhan
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 1 (2019): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i1.31

Abstract

Implementing Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy enables students to connect concepts and real-life experiences on culture. This research aims to examine the implementation of Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy. This research applied pre-experimental design with a one-group pretest-posttest design. Teaching materials taught in this study are intrinsic and extrinsic elements in short stories and novels. Thirty-three Public Islamic Senior High School student in West Nusa Tenggara participated in this research. The results of the implementation test before and after treatment indicated a significant difference. The mean score of the learning outcomes before the treatment (pretest) was 51.45 and 76.82 on the posttest. This research implies the attainment of implementing Culturally Responsive Teaching Materials (CRTM) of Sasak culture literature using Culturally Responsive Teaching (CRT) strategy to the students of Islamic Senior High School.
Strategic Arms Limitation Talks (SALT): an ethical or political problem Nwoye Leonard; Mfonobong David Udoudom; Samuel Akpan Bassey
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 1 (2019): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i1.32

Abstract

It is a known fact that Strategic Arms Limitation Talks and other related talks on nuclear arms disarmament have failed to achieve a nuclear arms agreement among nations that will lead to nuclear-free World. It is almost impossible to accomplish this single task for more than 71 (seventy-one) years. Every scholar in the globe has an opinion towards nuclear arms limitation talks. It is tricky to say whether or not SALT is an Ethical or Political problem? This paper tries to answer this question. As a result, it is incorrect to treat nuclear weapons control, which exists in the realms of 'ought,' as a scientific or political problem that exists in the realm of 'is.' Moral expressions are in the regions of 'ought' above every fact and science, custom and tradition, despite the existence of several ethical systems.
Comprehension strategies used by the Islamic senior high school students during shadow reading Arlina; Iskandar
International Journal of Humanities and Innovation (IJHI) Vol. 2 No. 1 (2019): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v2i1.34

Abstract

This research aims at finding out comprehension strategies used by the students during shadow reading. This research is qualitative research with classroom observation. This research is based on Vygotsky's sociocultural theory that involves scaffolding and zone of proximal development (ZPD). The data is analyzed through problem-solving as comprehension analysis. The comprehension strategies are focused on three aspects of reading namely phonological processing, word recognition, and syntactical processing. This research is restricted to the interactional phase of shadow reading and focused during reading only. The result shows that from those three focuses, there are six comprehension strategies. In the phonological processing, there are repairing incorrect utterance of partner and dividing a word into manageable sound. In the word recognition, there are implicitly asking for repetition to complete the task and giving repetition for incorrect word. In the syntactical processing, there are modifying input in manageable repetition and explicitly requesting repetition to complete the task. Those strategies help the shadower to complete the task. Thus, they can reach ZPD.

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