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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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Bridging the students’ ability gap to create a conducive atmosphere in learning English through various communication activities Aminah
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 4 (2018): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i4.24

Abstract

This study aims to get a detailed reason for collaborative communication activities in bridging the gaps in the perspective of the students in the classroom condition to create a conducive atmosphere in learning English. This study applied explorative qualitative study. The participants of this study are the second-semester students of English Literature Program in one of the universities in Makassar, South Sulawesi Indonesia. The data were collected through Myres-Briggs online questionnaire, interview, and classroom observation. The results of data analysis showed that the collaborative communication activities which can bridge the students’ gaps in their perspectives should be fun and collaborative. Also, this study showed that varied activities could be applied alternately in learning interaction and adjusted with the material taught with attractive teaching media. By the gap issue, it was also found that distinctive personality and personal interests caused the gap. This study also found classroom conditions in students’ point of view which could create conducive atmosphere physically and psychologically in learning English. 
Exploring the cultural awareness of students majoring in English: a case study Andi Anto Patak; Sahril; Muhammad Basri Wello
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 4 (2018): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i4.25

Abstract

Cultural competence has become an important element in creating a positive academic atmosphere. This study is a case study on the case of Cross-Cultural Understanding course. The participants or research subjects of this study consisted of 48 (forty eight) diploma, 21 (twenty one) bachelor, 20 (twenty) master, and 8 (eight) doctorate program. This study found out that doctorate students are consistently perceived the cultural awareness. This study does not mean that the older the student the wiser their acceptance to different culture due to some of the diploma program show the highly perceived on cultural awareness. This study revealed that cultural awareness is reasonably allied to the level of education. The majority of diploma group are in a medium cultural awareness. Bachelor and master showed significantly that they are in the medium level of cultural awareness. This study recommends for further study to conduct a quantitative study to investigate the cultural awareness of the students before and after the course of Cross-Cultural Understanding and to examine the increase the students’ cultural awareness.  
Communication strategies used by junior and senior teachers in teaching English at secondary school Nurul Mutia Utami
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 4 (2018): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i4.26

Abstract

This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, selfrepetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures. 
Developing students’ mastery on adjective using a systemic approach Mallombasi; Mansur Akil; Iskandar
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 4 (2018): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i4.27

Abstract

This study aimed to investigate the effectiveness of the systemic approach to develop students’ mastery of adjective. The limitations of adjective mastery in this research were the kind, the use, the form, and the order. This research employed a quasiexperimental design with the non-equivalent control group. Sixty-two students in a private university are majoring in English Education chosen from two classes that were divided into two groups, namely experimental and control group. The experimental group was taught by using a systemic approach, while the control group was taught by using lecturing method. The instruments of this research were adjective tests. The data of the experimental group experienced improvement in their mastery of adjective in terms of kind, use, form, and order indicated by the posttest mean score of experimental groups (75.40) that was higher than the posttest mean score of control group (54.6) and the t-test value which was higher than the t-table value (12.991 > 1.671). Furthermore, the researchers found that the element of adjective which experienced most significant development happened on the order. The result of this research indicated that there was significant development between experimental and control class. It means that a systemic approach that was applied in the experimental group could develop the students’ mastery of adjective. Thus, it was concluded that the systemic approach was effective to develop students’ mastery of adjective.
Students’ perception toward effective teaching approach used by EFL teacher Rezkiah Hartanti; Adamu Babikkoi; Iskandar
International Journal of Humanities and Innovation (IJHI) Vol. 1 No. 4 (2018): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v1i4.28

Abstract

This research aimed to describe the approach of effective and ineffective teaching approaches used by EFL teacher as perceived by the students. This research was designed using qualitative research. This research applied the purposive sampling technique by considering students’ English Achievement. The subject of this research was the seventy-five students of the secondary school in Maros regency, South Sulawesi, Indonesia. The data was collected through class discussion and focus group discussion. In analyzing the data, the researchers used qualitative data analysis. The results of this research suggest EFL teachers’ use four effective teaching approaches used by EFL teachers in secondary school; they are communicative, cooperative learning, audio-lingual, and simulation and games. The students believed these approaches stimulate the students’ activeness and participation in the classroom. There are three ineffective teaching approaches used by EFL teachers in secondary school; they are lecturing, grammar translation, and direct teaching.
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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