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International Journal of Educational Best Practices
Published by Universitas Riau
ISSN : -     EISSN : 25810847     DOI : http://dx.doi.org/10.31258/
Core Subject : Education, Social,
Education Social Sciences Other
International Journal of Educational Best Practices (IJEBP) is a peer-reviewed academic journal of studies in educational issues, both theories and practices, published biannually by the School of Postgraduate Studies of Universitas Riau, Indonesia, every April and October. The journal prioritizes research reports on educational theories and practices. However, viewpoint and conceptual articles in the field of education will also be considered for publication. The scope includes theories and practices in the field of education: educational management, language education, science education, art education, civic education, history education, and other related fields. The Articles submitted should follow the Author Guidelines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2017)" : 8 Documents clear
The Implied Power through the Use of Personal Pronouns in Obama’s Speeches: Critical Discourse Analysis Dahnilsyah
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.59-71

Abstract

This is a qualitative study with descriptive data presentation. It is aimed at investigating the tendency of abuse of power in exploiting personal pronouns of Obama‘s political speeches.The employed grand theory in this study is social cognition theory introduced by Teun, A. Vandijk. There are three aspects that need to be empowered: textual, social cognition and social context in disclosing the implied meanings of the use of personal pronouns in Obama‘s political speeches. The data of this study were gathered by means of speech transcript collections of Obama‘s speeches: 2010, 2011 and 2014 concerning terrorism issues. These transcripts obtained from online media which had been spread worldwide. The objective of this study is to describe which personal pronouns frequently exploited by Obama in his political speeches and discover the hidden meanings of the adopted personal pronouns. The findings demonstrate that: (1) Obama, tends to use personal pronouns ‗we' and ‗our', (2) Obama seems to have been selective in exploiting personal pronouns by referring to both certain contexts and situations before and after the speech was delivered, (3) The features of Obama's speeches are rhetorical, persuasive and manipulative. In terms of cognition and social context, these speeches indicate that intelligence, personal and social experiences do influence towards the emergence of a discourse. The implicitly conditioned and engineered dominance and hegemony are not considered as a force or coercion. Rather, it is thought as a common and justified when being exposed frequently.   
A Systemic Functional Linguistics Analysis of Cohesion and Coherence in Written Nursing Care Reports Kailani, Ahmad
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.1-23

Abstract

This study analyses 25 nursing care reports written by nursing students majoring in the International Class of Nursing Diploma at a higher education institution in Indonesia. The main research focus is to assess the cohesion and coherence of nursing care reports in relation to their grades. The Systemic Functional Linguistics framework, with a focus on the textual metafunction, serves as a tool for analyzing cohesion, Thematic structures and Thematic development of the texts. The analysis of text cohesion revealed that all texts predominantly used lexical cohesion and reference to build internal ties within the texts. Reiteration of the same lexical items throughout the texts and heavy use of personal pronouns indicated the exploitation of these systems. In terms of coherence via Thematic structure, it was found that textual Themes were predominantly used. All the texts relied heavily on unmarked Themes, with no evidence indicating a proportional use of marked and unmarked Themes. In terms of Thematic development, Theme reiteration was the main method of text development for all texts. However, a few instances of Zig-zag Thematic development were found in texts in the higher graded categories. None of the texts used multiple Rheme patterns as an alternative method of text development. 
Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class Rezeki , Yanti Sri
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.24-37

Abstract

Implementing collaborative written feedback instruction is a way to develop students‘ awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students‘ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students‘ perceptions toward collaborative written feedback experience? 2) What are students‘ collaborative written feedback practices? and 3). What factors affect students‘ collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from  observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer‘s characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided. 
Headteachers Conflict Management Styles and Teachers Job Satisfaction in Malaysian Primary Schools Mohd Hamzah, Mohd Izham; Abd Rani, Nurul Sahadila; A. Hamid, Aida Hanim
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.38-49

Abstract

The purpose of this study was to investigate the conflict management styles among head teachers and the relationships between the styles and teachers job satisfaction. The study also examined the head teachers conflict management styles and teachers job satisfaction based on the demographic characteristics. A questionnaire was administered to 120 respondents in 5 primary schools in the district of Tampin, Malaysia. Descriptive and Manova statistics were used to examine the levels and differences of conflict management styles used among head teachers and teachers job satisfaction in terms of their demographic characteristics. The findings showed that the head teachers used all the five conflict management styles: cooperating style, adapting style, compromising style, bargaining style, and problem-solving style. Most head teachers preferred cooperating style as compared to bargaining style. Further, the findings showed that there was no difference for all the five conflict management styles in relation to the head teacher demographic characteristics. However, the findings showed that there was a significant difference for teachers job satisfaction in terms of years of service and no difference for teachers job satisfaction in terms of other demographic characteristics. Implications for all policymakers to improve future policy related to leadership training for all head teachers in schools were discussed.  
The Effect of School Principal Supervision on Teacher Professionalism in SMA Pekanbaru Isjoni; Sumardi; Natuna, Daeng Ayub
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.50-58

Abstract

There are a number of the phenomenon among high school teachers in Pekanbaru. Some of them are in low spirit of work in erforming tasks, fewer rewards for teachers, lack of teaching preparation, lack of attention from school principals in running the school vision and mission, low performance of the deputy principal, and absence of regular supervision of the principal. Based on the above description, this paper is aimed at investigating the following research question: Does the principal supervision affect the professionalism of high school teachers in Pekanbaru?. The population of this quantitative research type is 137 people. 104 people were selected as the sample using proportional random sampling. Data were collected through distributing a questionnaire to the respondents after testing its validity and reliability. This study revealed that there is a positive influence of principal supervision (X) on teacher professionalism (Y) in SMA Pekanbaru. This means that the better and more effective the principal supervision (X), then, the higher the teacher professionalism (Y) will be. Therefore, Principal Supervision (X) is an important variable for improving Teacher Professionalism (Y). 
The Autonomous Learners’ Language Learning Strategies at Senior High Schools in Coastal Areas of Riau Province - Indonesia Ras, Fakhri
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.72-86

Abstract

This study focuses on examining the use of Language Learning Strategies (LLS) by autonomous learners at senior high schools in relation to the type of school and academic factors in Dumai, Bengkalis, and Selat Panjang (coastal areas). The study also concentrates on the preferred by ways operated by the selected respondents to master general English, four language skills, vocabulary, and structure.  The target groups of the research are autonomous learners ( more or less 3000 students) from state senior high schools in three different small towns. Due to the homogenous characters of the target groups; academic achievement, age, and learning motivation, the sample is taken randomly as big as 10% out of the population. To collect the needed data quantitatively, the strategy inventory for language learning (SILL) (Oxford 1990) is applied, and for the qualitative data, an interview is conducted to 60 selected learners out of the sample. To analyze the quantitative data, descriptive and inferential statistics are used and for the qualitative data, listing the preferred ways are made accordingly. The findings reveal that the various LLS are used based on academic and types of school backgrounds. The social strategy is the highest use of LLS (402) among other strategies (memory, cognition, compensation, metacognition, and affection). The qualitative findings exist in the body of this article (table 6 – through table 8). The suggestion is that LLS would be better to be well instructed and discussed in the classroom. 
Culture Shocks Experienced by Indonesian Students Studying Overseas Ernofalina
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.87-105

Abstract

This qualitative study is aimed at investigating culture shocks experienced by Indonesian students studying overseas in both academic and non-academic settings. It is intended to answer three research questions: 1) What stages of culture shocks did they experience?; 2) How did culture shocks affect their life?; 3) How did they solve the problems of culture shocks? Data were collected by distributing a questionnaire to 40 respondents and conducting an in-depth interview with selected respondents. Data were analyzed by categorizing information, sorting out similar information, and interpreting information. The data were validated by triangulation, member checks, and as clear description as possible. The findings showed that the students experienced culture shock in varying levels; initial euphoria, irritation, gradual adjustment, acceptance and integration. The study revealed that language was the most problematic aspect experienced by the students. Culture shocks affected students’ life in both academic and non-academic settings. Lack of confidence in class participation was the effect of culture shocks experienced by most of the students because of the language problem. To survive in host country, students solved the problems through various activities, such as by interacting with Indonesian people staying in host country, communicating with family and friends, consulting lecturers, academic advisor and counselor, tolerating with cultural differences, understanding host culture as well as introducing Indonesian culture, having positive attitude towards culture shocks, writing journals, and  keeping physically and mentally healthy. 
Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools Afrianto
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.106-114

Abstract

Conducting an assessment is a part of teachers' roles and responsibilities. Assessment is a process by which teachers can get feedback for their teaching and students' learning. It can provide data about teachers' teaching effectiveness as well students' learning progress and achievement. Among many alternative authentic assessments suggested in the latest 2013 Curriculum, the portfolio is one of the recommended types of assessment used by teachers at schools lately. However, the reality shows that this portfolio assesment is not used effectively yet in the field. Instead, many teachers still rely on some kinds of traditional tests to assess students' learning. This paper discusses theoretical foundations of this portfolio assessment, followed by a discussion on how to make use of it in the field. Some challenges and possible solutions are also addressed in this paper. 

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