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International Journal of Education
Published by Universitas Pendidikan Indonesia
ISSN : 19781342     EISSN : 24424730     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences
Welcome to the International Journal of Education (IJE) website. IJE (eISSN: 2442-4730 and pISSN: 1978-1342) is the first open access and double-blind peer-reviewed international journal managed by Universitas Pendidikan Indonesia, which exclusively focuses on education. This first international journal is a part of the University’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education. International Journal of Education aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education.
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Articles 9 Documents
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Search results for , issue "Vol 17, No 1 (2024): February 2024" : 9 Documents clear
EMI OR BILINGUAL INSTRUCTION? AN EXPERIMENTAL STUDY IN THE TEACHING OF ORAL COMMUNICATION AMONG PHILIPPINE SENIOR HIGH SCHOOL STUDENTS Minoza, Joemar; Albiso, Maria Concepcion; Armas, Ayessa Keith; Calisang, Angelica
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.61456

Abstract

Bilingual instruction has gained its popularity and importance as an alternative instructional strategy of English as medium of instruction in a classroom setting. Bilingual instruction is oftentimes associated with the use of code-switching, which is still presumed as an asset during the giving of the lessons which includes teaching and learning interaction between the learners and the teacher. This study examines the use of code-switching and measures the effectiveness of bilingual instruction by looking into the mean gain of the pre-and post-test scores of the control (EMI) and experimental (Bilingual Instruction) groups employing a quasi-experimental method. Senior high school students who are non-native speakers of English were involved in this study. Two classes who were under different teaching modalities with regards to the aligned competency used during the conduct of the study; had undergone observation, and audio recording, which was transcribed to analyze why and how bilingual instruction was used. The analysis of bilingual instruction revealed that both bilingual instruction and EMI are effective tools in improving the language proficiency of the teacher and understanding of the subject Oral Communication as manifested in the mean gain. Therefore, whatever medium is used, they could be effective as long as the teacher knows what he is teaching and applies appropriate strategies in the teaching and learning process. This calls for the school administrators to encourage the use of bilingual instruction since there are students that are still left behind when it comes to communicative competence and have lower cognitive skills when English is used as medium of instruction.
UNIVERSITY EFL TEACHERS’ STANCE AND ENGAGEMENT IN DIGITAL MULTIMODAL COMPOSING AS MULTIMODAL LITERACY PRACTICES Trisanti, Novia; Sukyadi, Didi; Hermawan, Budi
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.56188

Abstract

Recent years have witnessed an increasing attention on multimodal literacy practices, particularly digital multimodal composing (DMC) in EFL classrooms. However, the ability of EFL teachers to design and carry out multimodal literacy practices that accurately reflect the performance of EFL learners and promote active learning becomes a challenging demand. This study aims to look at Indonesian EFL teachers’ stance and engagement in implementing DMC during the completion of the students’ writing project in higher education context. A case study method was applied in an EFL environment in Indonesian context using field notes, and an interview as the teacher’s reflection. The results demonstrate that the EFL teacher was involved in remediation stance for the DMC tasks designed to encompass students produce multimodal texts using Canva, for example, reading response and biography recount text mind mapping. It reveals that the teacher used the DMC task alongside another media as an assessment tool. While using DMC as the learners' projects for the assessment, the teacher's engagement was ambivalent, meaning that the teacher was fond of using DMC as the learning evaluation. More research is therefore required to better understand how DMC helps teachers develop their knowledge regarding the practice of multimodal literacy in the EFL context. 
RESILIENCY PRACTICES IN EDUCATIONAL CRISIS MANAGEMENT AMONG SCHOOL ADMINISTRATORS Pastor, Mark Joseph Deblois; Acosta, Rosabel Lorenzo; Aquino, Marlowe U
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.56986

Abstract

The escalating impact of pandemics on schools, as exemplified by the pandemic crisis, underscores the pressing need for adept crisis management by school administrators. This study explores resiliency practices employed by public school administrators in the province of Ilocos Norte, Philippines, across three schools’ divisions before, during, and after the pandemic. Utilizing a phenomenological and narrative inquiry approach, themes emerged through categorization, analysis, and interpretation of data from documents and interviews. The findings underscore the importance of equipping school administrators with essential management tools such as capability-building initiatives, sustainability and contingency plans, as well as dynamic policies and guidelines. These elements collectively contribute to establishing resilience during pandemics. In response to these needs, the study introduces the Educational Crisis Resiliency Management Framework (ECRMF), a strategic educational management strategy validated for school administrators in Ilocos Norte. This framework serves as a comprehensive response to educational crisis, including pandemics, emphasizing the necessity of preparedness and effective crisis leadership. The ECRMF offers a valuable resource for school administrators navigating crises, emphasizing the importance of proactive measures and strategic procedures. As a conclusion, the study recommends further research to investigate additional practices of school administrators, providing a more in-depth exploration of disaster management in the educational realm. 
TEACHERS' PERSPECTIVES ON THE USE OF VIRTUAL INFORMAL ENVIRONMENTS IN THE PANDEMIC CONTEXT Türkmen, Hakan; Kaplan, Gülçin; Sürgit, Cansu
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.52885

Abstract

Since the pandemic situation, there has been a need for enacting student-centered teaching activities to make distance education more effective. "Informal Learning Environments" activities are suitable opportunities to meet this need and positively affect students in many aspects. The use of "Virtual Informal Environments" (VIE) is important during the pandemic situation in this case. The purpose of this research is to examine the teaching processes of teachers using VIEs during the pandemic situation and to make general judgements in the context of teaching processes using VIEs according to their status of taking or not taking courses on teaching in informal environments. In the study, the descriptive research method was used. The study group of the research consists of 93 teachers and it was determined by using the "Easy Access Sampling" method. Eight open-ended question forms were applied to the participants. The data were evaluated with the Content Analysis Method. The results showed that the informal science education (ISE) course-taken teachers used VIEs more consciously than the non-course-taken participants. By focusing on the achievements in the curriculum, teachers planned to use VIEs and integrate these environments into their lessons by adopting a student-centered approach. In the evaluation studies after the teaching activities using VIEs, it was concluded that they tend to evaluate the achievements, not the learning process.
BASIC PSYCHOLOGICAL NEEDS, MOTIVATION, AND FOREIGN LANGUAGE VOCABULARY LEARNING STRATEGIES AND SKILLS OF INDONESIAN UNIVERSITY STUDENTS Susanto, Alpino; Oktavia, Yunisa; Kumalasari, Tety; Silitonga, Frangky
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.60103

Abstract

Foreign language vocabulary learning can be pursued if the students have motivation and interest in which psychological factors play an important role in enacting learning strategies toward increased skills. This study aims to examine the integrated process model of the BasicPsychological Needs (BPN) variable as a behavioural phenomena in relation to autonomous and controlled motivation individually or collectively toward Vocabulary Learning Strategies (VLSs) and Vocabulary Skills (VSs). A total of 186 students of one university participated in this research. The Basic Psychological Needs of Second Language Scale (BPNSLS) was employed to assess the BPN, meanwhile the Self-Determination Theory of Second Language Scale (SDTSLS) was to assess the autonomous and controlled motivation. There are three questionnaires (BPNSLS, SDTSLS, VLSs) were adopted and adapted of the previous study. The fourth research instrument was Vocabulary Level Test (VLT) version b to assess vocabulary skills. A partial least square was used to contest the research model. The structural model of the relationship between the variables of basic psychological needs, self-determination theory, vocabulary learning strategies, and vocabulary mastery, revealed that vocabulary learning strategies play a crucial role in looking at the influence of motivational orientation on vocabulary skills described in the proposed model. This study suggests that further research can explore more on how motivation relates to learning strategies in general and comparing between autonomous versus controlled motivation.
THE EFFECTS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK ON FRENCH WRITING SKILLS: A COMPARATIVE STUDY Bima, Alifia Jihan Anandani; Sunendar, Dadang; Darmawangsa, Dante
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.59427

Abstract

Written corrective feedback (WCF) in second-language writing studies has been conducted over the last two decades to investigate whether it has a positive or negative impact on students' writing skills. Teachers can use direct WCF or indirect WCF strategies to provide this feedback. However, conflicting views still exist on which WCF strategy is most effective in improving second language writing skills. This study aims to examine the effects of implementing direct and indirect written corrective feedback on the enhancement of French writing skills. The research employed a quantitative approach utilizing a static-group pre-test and post-test design. The participants in this study consisted of fifty-six students enrolled in the French Language Education Study Program at a public university in Bandung, Indonesia. They were divided into two experimental groups, referred to as the direct and indirect written corrective feedback groups. They were assessed through a writing test for French narrative texts. The collected data were analyzed using SPSS, employing normality and homogeneity tests, as well as the N-Gain test and Mann-Whitney U test which aimed to determine the average differences and their significance. The findings indicated that the direct written corrective feedback group exhibited a significantly greater improvement (N-Gain score: 0.3229) compared to the indirect written corrective feedback group (N-Gain score: 0.1174). Nonetheless, the statistical analysis utilizing the Mann-Whitney U test found no significant difference in the N-Gain scores between the two WCF classes (p0.05). The results of this research are expected to contribute to second language writing studies and provide insights for teachers in teaching writing in French as a foreign language.
TO PUBLISH OR NOT: PHILIPPINE GRADUATE STUDENTS’ MOTIVATION, EXPERIENCES, AND NEEDS IN RESEARCH PUBLICATION Arrieta, Gilbert Santos; Chung, Wilfredo C.; Ancho, Inero V.
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.60124

Abstract

Engaging with research publications is crucial for graduate students in their academic pursuits. It allows them to not only reflect on their knowledge and practice, which in turn leads to the development of a research topic for their theses, but also to contribute to the advancement of knowledge within their field of study.This study delves into the motivations, experiences and needs of graduate students who have engaged in research and publication in the Philippines context. A phenomenological approach was applied, involving selected graduate students who have published at least one research in internationally refereed journals and experienced the processes of journal publication. The data were gathered from FGD and analyzed iteratively. The findings revealed that their motivations are professors’ encouragement, course requirements, new learning experience, collaboration, and promotion. In describing their experiences, they found it enriching, collaborative, fulfilling, and challenging. Their needs are mentoring, research capability building, having a research community, financial support and incentives, and providing relevant information. From the findings, it can be concluded that graduate students will be able to do research with the right motivation and support from the faculty. Research and publication are fulfilling and enriching but challenging. The experiences and needs of the selected graduate students can be used as inputs in the development of a research and publication program for graduate students. in general and comparing between autonomous versus controlled motivation.
AMERICAN PERCEPTIONS ON BARRIERS OF LEARNING INDONESIAN AS A FOREIGN LANGUAGE Syahri, Chaidir; Isnendes, Retty; Muniroh, R. Dian Dia-an
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.60667

Abstract

Foreign language acquisition is one of the important issues in the current era of globalization. Indonesian is not an exception because, within the last twenty years, the significance of Indonesian language has increased. This study aims to reveal the problem of the learning of Indonesian language as a foreign language. It focused on adolescent learners from the United States of America in a reputable language institution. More specifically, there are two questions in this study. First, what are the barriers of learning Indonesian that were found by the American learners? Second, what are the types of teaching materials that these learners like? This study is a case study with descriptive methods. It was conducted in a training institution focusing to train Christian preachers. Four learners from the United States of America were the informants in this study. The data were generated from the four American learners in obtained through (1) observation; (2) depth interviews with informants; and (3) relevant documents. This study concluded that (1) in general, the barriers faced by the American learners can be classified into four types: social, mental, phonological, and grammatical; and (2) the learners prefer various teaching materials but their common preference is the authentic learning materials that consider aspects of audiovisual media use, Indonesian cultural diversity, and language formality. Since the study only relied on four informants, the results cannot be generalized to all learners of Indonesian Language. However, they can provide a figure in the learning of Indonesian language involving non-native speakers, especially the Americans.
PEDAFICTION AND REFLECTION: FAMILIARIZING INDONESIAN EFL PRE-SERVICE TEACHERS WITH TEACHER COMPETENCE THROUGH STORIES Maolida, Elis Homsini; Suherdi, Didi; Setyarini, Sri; Suparman, Asep
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.50019

Abstract

Numerous studies have highlighted the need for competent teachers in today’s classrooms. Many suggest that to meet this demand, the preparation should be stipulated at the pre-service level so, when the graduates become in-service teachers, they are already well-prepared to meet the requirements of competent teachers. This study explores the use of pedafiction stories and reflection to familiarize EFL pre-service teachers with teacher competence. The data were obtained from observation, focus group interviews and reflection papers to be analyzed by using thematic analysis (Braun Clarke, 2022). Forty-two pre-service teachers were involved in six TEFL class sessions focusing on the topic of English Teacher Competence in the Indonesian context. They read and reflected on the pedafiction stories, shared their reflections on the stories through a pair-share activity, and wrote individual reflections. The findings reveal that pedafiction stories exploration and reflection have enabled the pre-service teachers to identify the English teacher competencies shown by the character in the story. Besides, the pre-service teachers could relate the topic of teacher competence to a broader social context. Pedafiction and reflection, to a certain extent, have also contributed to the development of the pre-service teachers’ teaching identity. The findings shed light on the potential of stories and reflective practice for English teacher preparation at the pre-service level.

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