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Dede Salim Nahdi
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Journal of Multidisciplinary Research and Development
Published by Papanda Publisher
ISSN : -     EISSN : 30319390     DOI : https://doi.org/10.56916/jmrd
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other
The Journal of Multidisciplinary Research and Development (JMRD), with ISSN 3031-9390, is an open-access and peer-reviewed journal published by PaPanda Publisher. The mission of JMRD is to promote excellence by providing a platform for academics, students, and practitioners to publish current and significant empirical and conceptual research in fields such as arts, business, literature, applied sciences, natural sciences, law, health or social sciences, and other areas that test, expand, or build theories. JMRD is an open-access, double-blind, peer-reviewed journal. JMRD is published biannually in January and July.
Arjuna Subject : Umum - Umum
Articles 34 Documents
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Motivation Strategies to Improve Learners’ Participation and Performance. Haufiku, Isidor; Shoopala, Tresia
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1013

Abstract

The main purpose of this study was to explore the motivation strategies to enhance Secondary School learners’ participation and performance in Mathematics in Elim circuit in the Omusati Region, Namibia. The study used a case study qualitative research design. Data were collected using interview, Observation and documents analysis. Twenty participants (20) (consisted of 3 principals and 17 teachers) were purposefully selected from 3 schools in Elim Circuit in the Omusati Region. The study revealed that most teachers and principals in the study area they motivate learners through intrinsic motivation by give them positive feedback, teachers enthusiasm in their work and learners as well as extrinsic motivation by giving them a token of appreciation, financial rewards and awarding the certificate of best performing or most improved learners. The study recommended that teachers in Elimi Circuit should plan and make their lesson interesting by integrating technology, build confidence of learners, prioritise group work, teachers should be resourceful and they should continue to combine intrinsic and extrinsic motivation strategies when motivating the learners.
English as a Medium of Instruction in Asia: Examining Roles, Opportunities and Challenges, and Effective Practices Saldo, Joyline; Atonen, Ayrah Mae; Ben-at, Nicole; Sagang, Aira Jonah; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1020

Abstract

Research shows that English as a Medium of Instruction (EMI) significantly impacts higher education globally; however, more studies on its implementation in specific regions, particularly in Asia, are needed. This review examines how EMI is used in Asia by analyzing 30 peer-reviewed articles published between 2020 and 2024 from the ERIC and Taylor and Francis database. The findings highlight that EMI improves language skills, academic literacy, global competitiveness, and cultural awareness. However, its success depends on several factors, such as adapting teaching strategies, providing institutional support, and using approaches like translanguaging to overcome language barriers and meet diverse student needs. While EMI offers benefits like enhanced language proficiency, confidence, teamwork, and career readiness, it also faces challenges, including limited English proficiency, insufficient teacher training, lack of support, cultural concerns, and increased student pressure. To address these challenges and improve EMI outcomes, educators are encouraged to use interactive teaching methods, refine assessment practices, and foster cross-cultural understanding. Institutions should also focus on strengthening teacher training, improving language support, and enhancing course quality, while students are urged to build confidence and critical thinking skills. In conclusion, while EMI is a valuable tool for advancing education in Asia, its success depends on careful planning, strong support systems, and flexible teaching strategies.
Bilingual Education in Asia: Language Use, Academic Impact, and Recommendations for Effective Practices Daongan, Arcela; Basilio, Gylrihs Gem; Guiniguin, Rose Marie; Pinangi, Adrian; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1021

Abstract

Despite the increasing focus on Bilingual Education (BE) in Asia, driven by globalization and the importance of teaching English, comprehensive analysis comparing teaching methods across countries and their impact on academic performance and language development remains limited. This study reviews BE program implementation, evaluates its effects on students’ academic performance and language skills, and offers suggestions for improving BE practices in Asia. Articles published between 2020 and 2024 were reviewed, focusing on methods utilizing English alongside another language. The study found that BE in Asia uses dual language programs, English as a Medium of Instruction (EMI), and translanguaging techniques to support language and cultural growth. BE in Asia has great potential to improve student’s language skills and cultural understanding. However, its success relies on addressing quality teacher training, support for native languages, and the use of real-world learning experiences. Future research should expand its focus by exploring different databases, studying underused BE methods, examining cultural views on bilingualism, and addressing gaps in teacher training and teaching resources to create more inclusive and effective educational strategies.
How is English as a Lingua Franca (ELF) Transforming Education in ASEAN Universities? Suoc, Mary Faye; Lastino, Joanna; Lukingan, Judilyne; Baraoil, Mark Rendel; Pelila, John Rey
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1024

Abstract

English as a Lingua Franca (ELF) plays a crucial role in connecting non-native English-speaking countries globally, making it a vital subject in higher education. Despite a significant body of research focusing on Asian countries, studies on ASEAN countries remain limited. This study examines the role of English in academic settings across Southeast Asia and its impact on language proficiency among learners and educators. Through a systematic literature review (SLR) of 29 peer-reviewed journal articles from the Education Resource Information Center (ERIC) databases between 2020 and 2024, the research found that ASEAN countries have implemented policies supporting English as a Lingua Franca, which universities have adopted by using English as a Medium of Instruction (EMI) to enhance students' academic and professional success. While the use of English benefits students academically, professionally, and psychologically, challenges such as grammatical errors, communication difficulties, and mental barriers like anxiety and lack of confidence hinder the learning process. Nonetheless, pedagogical approaches suggested by the article authors aim to address these issues. The study concludes that while policies and teaching strategies improve English proficiency, cultural and individual factors influence its consistent use in daily life. Future studies should include ASEAN countries not covered in this research, such as Brunei Darussalam, Myanmar, Cambodia, Laos, Philippines, and Singapore, to provide a more comprehensive understanding of ELF’s role.
Democratic Leadership and Its Role in Enhancing Community Participation in Village Development: A Case Study of Jatimulya Village, Majalengka Setiawan, Amiruddin; Janah, Fitria Mar’atul
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1026

Abstract

The main problem of this research is that community participation in development is still not optimal, with low enthusiasm in planning deliberations and minimal contribution in implementation, this is thought to be caused by ineffective democratic leadership styles, lack of socialization and lack of acceptance of input from the community regarding this problem. Data collection in this research used field research with descriptive-quantitative analysis methods that describe and explain current social phenomena by examining the relationship and influence between Democratic leadership and Community Participation. This research method uses quantitative analysis techniques through simple linear regression analysis, product moment correlation coefficient and coefficient of determination which is intended to determine the magnitude of the influence of an organization's Democratic Leadership on Community Participation. The results of this research are based on hypothesis testing (t-test) which shows that there is an influence of Democratic Leadership on Community Participation of 79.7% and the remaining 20.3% is influenced by other factors. The conclusion in this research is that Democratic Leadership empirically has a significant influence on Community Participation in Jatimulya Village, Kasokandel District, Majalengka Regency.
Is English the Gateway or Gatekeeper? Exploring the Impact of English-Only Policies in Asia Onoza, Hilda De Guzman; Pelila, John Rey Osben; Ngitew, Judy May Alcos; Santiago, Krisha Mecca Macasling; Castro, Louis Andrew Basilio
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1100

Abstract

As far as studies on the English-only policy (EOP) are concerned, there is a notable concentration of research focusing on Asia. To better represent this region and gain a comprehensive understanding of how EOP is applied in diverse educational contexts, this study aims to examine the roles, benefits, challenges, and recommendations associated with EOP implementation in Asian schools. Through a systematic literature review, inclusion and exclusion criteria were applied, and 38 journal articles from the ERIC database covering 15 Asian countries were screened for review. The findings indicate that the role of EOP in education across Asian countries primarily centers on preparing students for international opportunities and addressing challenges in teacher training. The benefits of EOP implementation include improving language proficiency and enhancing student engagement. However, several challenges were identified, such as the marginalization of local languages and cultural education, excessive demands in enforcing EOP, and increased difficulties for students with limited English exposure. The review also presents several recommendations for strengthening and improving EOP in educational institutions: enhancing classroom practices, language strategies, and assessment; promoting cultural relevance, motivation, and engagement; developing communication strategies for effective language acquisition; supporting teacher training, curriculum development, and community involvement; and expanding EOP-related studies as a direction for future research. While EOP aligns with global standards by fostering English proficiency and cultural awareness and preparing students for globalization, it also presents significant challenges, including over-reliance on the English language, which can hinder learning and potentially alienate students who struggle with it. It is important to note that only 15 out of 49 Asian countries were represented in the review. This suggests a gap in the literature, as studies on EOP in the remaining countries are either limited or absent—highlighting a valuable area for future research.
Teaching and Learning English Grammar: Opportunities and Challenges in ASEAN countries Cando, Merigilda; Pelila, John Rey; Manogan, Keivy Xyrelle; Anagara, Ivy Joy; Pablito , Angel Mae
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1120

Abstract

While substantial research has explored English grammar learning in East and South Asia, its classroom implementation in other Asian regions—particularly within ASEAN countries—remains underexamined. This study investigates the opportunities and challenges in implementing English grammar instruction across ASEAN countries. A systematic literature review was conducted using the ERIC database, focusing on peer-reviewed journal articles published between 2020 and 2024. Applying defined inclusion and exclusion criteria, 24 relevant articles covering five ASEAN countries (i.e., Indonesia, Malaysia, Philippines, Vietnam, and Thailand) were selected for analysis. Findings reveal that English grammar instruction enhances competence in the four macro language skills, improves grammatical accuracy, and increases learner confidence in academic and professional settings. However, challenges persist, including first language (L1) interference, limited student motivation, low confidence, and insufficient opportunities to use English in real-life contexts, often resulting in fear of criticism. To address these issues, the study emphasizes the importance of student-centered strategies, the integration of digital learning tools, and more opportunities for authentic communication. It is concluded that English grammar instruction positively impacts proficiency and confidence, but its full potential is constrained by persistent learner-related and instructional challenges. The study recommends checking for more recent studies from other ASEAN countries beyond the five reviewed, using additional databases, and encouraging classroom practices that foster real-world language use and regular student feedback.
Exploring the Basic Needs of Street Children in Pabna Municipality Islam, Md. Sefatul; Makhon , Md. Lutfur Rahman
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1163

Abstract

The objective of the study explores the impact of residence and education status on the basic needs of street children in Pabna Municipality, Bangladesh. In contrast, the goal of this study is to discuss the level of education attained and residence consciousness of street children residing in the Pabna Municipality. The research was carried out by quantitative method using a convenient sampling technique, in which 88 children living on the streets from various Pabna Municipality areas took part in total. The socioeconomic status of the street children in Pabna Municipality is shown by the study, as is the situation of deprivation concerning their place of residence and level of education. Our findings designate a strong correlation between the lack of stable residence and poor access to education and the heightened vulnerability of these children to meeting their basic needs. The main reasons respondents don't go to school and live in unsanitary areas like slums, stations, and markets are poverty, parental death, and divorce. The research underscores the need for comprehensive policy interventions focusing on improving the living conditions and educational opportunities for street children. Our study contributes to a broader awareness of the socioeconomic challenges faced by street children and offers a framework for policy and practical solutions in Pabna Municipality and similar urban settings.
International Students’ Social Experiences of Studying a Postgraduate Course in Britain: A Case Study of Cardiff University Nghitoolwa, Hilya
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1176

Abstract

The study explores international master's students' social experiences at Cardiff University and the support provided during the 2020 academic year, when COVID-19 was at its peak. This research draws upon rich qualitative data from 20 purposively selected participants. The selection criteria ensured gender balance, international representation, diverse undergraduate backgrounds, and inclusion of both remote and UK-based postgraduate students from various academic programs. Data were collected utilising semi-structured one-to-one Zoom interviews. The study used NVivo 12 Pro to conduct thematic data analysis. The study found that international postgraduate students at Cardiff University generally had positive social experiences, forming friendships and joining student societies. However, COVID-19 restrictions limited in-person interactions. The university provided support services, including English language help, counselling, well-being services, and international student support, such as scholarships. The findings of this research recommended that the university communicate frequently with international students about all the activities and student societies on campus. Likewise, the university should hold online events for students to meet other foreign students virtually. Universities must acknowledge that encouraging international postgraduate students to have a pleasant social experience is essential to advancing diversity, inclusivity, and cross-cultural interaction as well as academic achievement on campus. Similarly, COVID-19 constraints highlight the necessity for colleges to create adaptable and creative strategies for social interaction, such as growing online communities and virtual gatherings.  
Impact of Teachers’ Assessment Practices on Students’ Attitude and Critical Thinking in Basic Science Musa, Joyce Hassana; Achor, Emmanuel; Agogo, Peter Ogbu
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1206

Abstract

This study investigated impact of teachers’ assessment practices on students’ attitude and critical thinking in Basic Science using cross-sectional survey research design. A sample of 393 from a population of 20,885 students using multi-stage sampling procedure participated. Three instruments: Basic Science Critical Thinking Test (BSCTT), Basic Science Students’ Attitude Scale (BSSAS), and Basic Science Teachers’ Assessment Practices Observation Scale (BSTAPOS), with reliability coefficients of .60, .71 and .66 respectively aided data collection. Based on data analysis, it was found that a significant difference exists in the impact of teachers’ low, moderate and high classroom assessment practices on the mean attitude ratings [F(2,392) = 71.483, p = .000 < .05], mean critical thinking scores [F(2,392) = 65.023, p = .000 < .05] of students in Basic Science. Male and female students do not differ significantly on the impact of teachers' low and moderate assessment practices but with high assessment practice on attitude, and also do not differ significantly regarding critical thinking scores in Basic Science. To reduce the incidence of Basic Science teachers’ low and moderate assessment practices, teachers are encouraged to use high classroom assessment practices.

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