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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 145 Documents
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Developing supplementary English reading materials for Vocational High School Hanswaty Noho; Hasanuddin Fatsah; Rasuna Talib
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 2 (2018): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i2.12

Abstract

The main problem of this study was “What are students of the Vocational School of Computer Networks need in learning English?” and “How is the development of supplementary English materials for reading skill?” The objective aimed at describing the development of supplementary reading materials for the tenth-grade vocational school based on the 2013 curriculum. The subject was the computer networks students in grade tenth in the 2015/2016 academic year consisting of twenty-two students (five males and 17 females). This research used R & D (Research and Development) method. The data were gathered from a number of sources, including students’ need analysis of English reading materials in grade X in the students’ book of 2013 curriculum, supplementary development of the English reading materials for computer networks students, and expert validation of supplementary English reading materials and students’ response after used the supplementary English materials. The findings showed that more than 30% of students were difficult to read the computer networks text and to understand the meaning of the text. The result of students’ book analysis was none of the reading materials appropriate for computer networks department, mostly provided General English. In developing the supplementary English reading materials for computer networks students, there were four stands, in which the current research only applied three out of the four stands, including define, design and developed. This supplementary English reading material helped the computer networks students to learn English based on their need.
Non-verbal communication of English speaking skills in single-sex classroom management Hardianti Lestari Hamsah
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 2 (2018): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i2.13

Abstract

This research explores to what extent the eleventh year's students of the single-sex classroom management have mastered the English-speaking skills regarding eye contact, enthusiasm, and confidence. This research exposes to what extent the eleventh year's students of the single-sex classroom management have mastered the English-speaking skills regarding eye contact, enthusiasm, and confidence. This study used a qualitative method by descriptive design. The procedure of collecting data the researcher used classroom observation, teacher interview, and student’ focus discussion group. In collecting data and analysis technique the researcher measured from three aspects namely students ‘confidence, eye contact, and enthusiasm. Each aspect was described. This study revealed that the female students who have already been in the single-sex classroom have high confidence, convey strong enthusiasm and maintain eye contact well while speaking English. Therefore, we can say that the eleventh year’s students of the single-sex classroom management have mastered the English-speaking skills regarding eye contact, enthusiasm, and confidence in which the researcher in a single-sex classroom has done the criteria.
Locating Critical Discourse Analysis (CDA) in discourse and social studies Andi Muhammad Irawan; Zifirdaus Adnan
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 2 (2018): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i2.15

Abstract

This article addresses the position of Critical Discourse Analysis (CDA) in discourse and social studies. It provides information about the principles of critical discourse analysis and what makes it different from other discourse analyses, which are considered to be non-critical. The term ‘critical’ has been the keyword that distinguishes any types of discourse analysis, i.e. whether or not they are oriented to social issues. Further, CDA concerns social issues, e.g., power and social inequality, which collaborates micro-analysis of language and macro-analysis of social structure, have brought significant contributions to linguistics and social studies. Especially for linguistics, CDA has brought significant impacts to the textual analyses, which are oriented to investigate how power, social inequality, hegemony and discrimination are established and maintained through discourse presentations.
An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom Amriana
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 2 (2018): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i2.17

Abstract

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.
Students’ affective learning factors in learning English on teachers’ nonverbal immediacy Fauzan Hari Sudding Sally
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.18

Abstract

This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students.
Using Fieldworks Language Explorer (FLEx) in the analysis of verbs on educational discourse in online media: A case study in a "full day school" Isra Mirdayanti
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.19

Abstract

FieldWorks Language Explorer (FLEx) is an application that provides tools for dictionary development, morphological analysis, decomposition, and so on. Using FLEx application can facilitate researchers in analyzing the discourse quickly and practically. This paper discusses the FLEx application method by giving examples of using the application in analyzing educational discourse on full day school in Indonesia. The discourse is found from several online media, such as: rappler.com, kompas.com, and tempo.co. This analysis is conducted to represent positive and negative verbs in the educational discourse on the topic of full-day school in Indonesia. 
Improving the speaking ability of secondary school students through Community Language Learning (CLL) in the Indonesian context Muliaty Ibrahim; Andi Miftahul Maulidil Mursyid
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.20

Abstract

This research aimed at finding out whether or not community language learning improves speaking ability significantly better than the conventional method. This research applied the quasi-experimental method. The research data was collected using two kinds of instrument speaking test. The speaking test was given in the form of an interview. The speaking test was to know the students’ achievement on speaking ability toward using community language learning in speaking class. The findings on the speaking ability of the participants were analyzed by using an independent sample t-test. The findings of the study indicated that the result of the post-test was higher than of the pre-test. It means that using community language learning in teaching English with emphasizes on speaking ability to the students’ speaking skill was higher contributed than the conventional method. The study concluded that: Community Language Learning improves the students’ ability to speak English significantly. 
Implementation of Tourism Promotion Project (TPP) concepts based on local needs to increase students’ speaking skill Jumrah
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.21

Abstract

This study aims to determine whether the implementation of the Tourism Promotion Project Concept (TPP) based on local needs could improve students’ speaking skill. This study uses Classroom Action Research. The implementation of the action consists of 2 (two) cycles in which cycle I consist of the planning, implementation, observation, and reflection, while cycle II is the improvement steps from the implementation of action in cycle I. Observation, speaking test, documentation and research note are used as an instrument of this research. The results showed that by using the TPP concept based on local needs, students' speaking skill in English Department academic year 2016/2017 increased from 2 cycles run with two meetings in each cycle. This is seen in the percentage of student success. In the first meeting of the cycle I, only one student is in the excellent category. Then in the second meeting of the same cycle, there are three students in excellent category, and just only one student is in the poor category. While in the first meeting of the second cycle, the number of students in excellent category increased to 13 students and there are no students in the poor category. In the second meeting of cycle II, the number of students in excellent category increased to 25 students, and there are no students in two bottom category (insufficient and poor category).
Error analysis of the language transfer in Grammar construction of the brain Andi Ummul Khair
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.22

Abstract

This study attempts to analyze the reason for students making fossilized errors on the sentence uttered in their effort of language transfer and related it with the grammar construction in the brain. Fifty-six students participated in this study. The technique used to collect the data is an analysis of transcription on conversation video. This study found out that the students make those due to their active trial in making sense of the limited knowledge of the language they are exposed to in the brain in order to express some phrases systematically. Thus, learners need to enrich out the input of target language from the native language resources which can be gained from many kinds of authentic material; those are music, movie, games, advertisement, and information of the stuff. This study is expected to be a reference for the future research to find the best way in stimulating learners in acquiring grammar of L2 sentence considering that they need maturity in the regular changing sequence of acquisition of morpho-syntactical structures, impervious to teaching. 
Using video as an authentic material in improving students writing ability Andi Kamariah
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 3 (2018): September
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i3.23

Abstract

This research aims to find out the impact of video as an authentic material on the writing ability. Also, this research aims to find out the use of video as an authentic material to created exciting writing for the secondary school students. The research employed a quasi-experimental method. Experimental group and control group were assigned different treatment. Each group consisted of 30 students. The sample was chosen by applying a cluster random sampling technique. The researcher used writing test both for control and experimental group. The data were analyzed using inferential statistics. In conducting the research, the writer used video as an authentic material as an instrument to improve the students’ writing ability particularly in writing a narrative paragraph which covered the five components of writing namely content, organization, vocabulary, language use, and mechanics. Besides, the researcher used a questionnaire to investigate the students’ interest in the use of video as authentic material. The research result showed that there was an improvement in the students’ writing ability between pretest and posttest in the experimental group after the treatment. This research reveals that the use of video as an authentic material was able to give a greater contribution to the students’ writing ability.

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