Pub Date : 2019-03-11DOI: 10.25134/IJLI.V2I01.1687
Yasmin Shabaneh, Mohammed A A Farrah
Learning English has become a necessity during this century. Consequently, it is utilized in different institutions in Palestine such as schools, universities, hospitals, etc. Therefore, it is taught in schools by using different methods. Thus, in order to comprehend the language efficiently, it has to be taught in creative and interesting methods and using games inside the classroom in one of these methods. The study aims to figure out the efficiency of using games inside classrooms and to answer the research questions. The study was conducted during the first semester of 2018/2019, in which 20 participants were enrolled. The researchers collected data using pretest; posttest and class observation. The study continued for two months. In that, students were introduced to unfamiliar vocabulary through games. The findings of the research revealed the efficiency of utilizing games in the educational process. Accordingly, games help students to retain unfamiliar vocabulary, to associate new information with their surroundings and to develop their language and communicative skills.
{"title":"THE EFFECT OF GAMES ON VOCABULARY RETENTION","authors":"Yasmin Shabaneh, Mohammed A A Farrah","doi":"10.25134/IJLI.V2I01.1687","DOIUrl":"https://doi.org/10.25134/IJLI.V2I01.1687","url":null,"abstract":"Learning English has become a necessity during this century. Consequently, it is utilized in different institutions in Palestine such as schools, universities, hospitals, etc. Therefore, it is taught in schools by using different methods. Thus, in order to comprehend the language efficiently, it has to be taught in creative and interesting methods and using games inside the classroom in one of these methods. The study aims to figure out the efficiency of using games inside classrooms and to answer the research questions. The study was conducted during the first semester of 2018/2019, in which 20 participants were enrolled. The researchers collected data using pretest; posttest and class observation. The study continued for two months. In that, students were introduced to unfamiliar vocabulary through games. The findings of the research revealed the efficiency of utilizing games in the educational process. Accordingly, games help students to retain unfamiliar vocabulary, to associate new information with their surroundings and to develop their language and communicative skills.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45727772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-11DOI: 10.25134/IJLI.V2I01.1684
N. Molla, Muhammad Arif Budiman Sucipto
ARIAS learning model instills confidence, relevance, interest, attention, and evaluation to find out success and pride in the results of achievement. With the help of audiovisual media, it will further enhance students' interest, attention, and activeness. Research Objectives 1) finding out differences in learning outcomes of significant ARIAS learning model with audiovisual media and conventional learning models. 2) Determining effectiveness of using ARIAS Learning Model assisted by audiovisual assisted audiovisual media in improving learning outcomes with conventional learning models. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. The population is all the third-semester students majoring in economics. Sample by means of non probability sampling with a purposive sampling technique, Data analysis techniques use independent test t-test and paired test. Results of independent test t test obtained t count = 3.375 with sig (2tailed) = 0.001 <0.05 which means a significant difference in learning outcomes between ARIAS learning model with conventional learning models. Paired test results obtained a value of t count of -20,378 with the sig. (2-tailed) = 0.00 <0.05 which means an increase in learning outcomes between ARIAS learning models with conventional models. The results obtain of average pre-test is 56.07 and post-test is 79.97. Furthermore, the conclusion is Arias assisted audiovisual learning model effectively improved learning outcomes of English subjects.
{"title":"THE EFFECTIVENESS OF ARIAS LEARNING MODEL ASSISTED AUDIOVISUAL MEDIA IMPROVING LEARNING OUTCOMES","authors":"N. Molla, Muhammad Arif Budiman Sucipto","doi":"10.25134/IJLI.V2I01.1684","DOIUrl":"https://doi.org/10.25134/IJLI.V2I01.1684","url":null,"abstract":"ARIAS learning model instills confidence, relevance, interest, attention, and evaluation to find out success and pride in the results of achievement. With the help of audiovisual media, it will further enhance students' interest, attention, and activeness. Research Objectives 1) finding out differences in learning outcomes of significant ARIAS learning model with audiovisual media and conventional learning models. 2) Determining effectiveness of using ARIAS Learning Model assisted by audiovisual assisted audiovisual media in improving learning outcomes with conventional learning models. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. The population is all the third-semester students majoring in economics. Sample by means of non probability sampling with a purposive sampling technique, Data analysis techniques use independent test t-test and paired test. Results of independent test t test obtained t count = 3.375 with sig (2tailed) = 0.001 <0.05 which means a significant difference in learning outcomes between ARIAS learning model with conventional learning models. Paired test results obtained a value of t count of -20,378 with the sig. (2-tailed) = 0.00 <0.05 which means an increase in learning outcomes between ARIAS learning models with conventional models. The results obtain of average pre-test is 56.07 and post-test is 79.97. Furthermore, the conclusion is Arias assisted audiovisual learning model effectively improved learning outcomes of English subjects.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42291134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-11DOI: 10.25134/IJLI.V2I01.1679
A. Mubarak
This particular study investigates the problems found in the strategies adopted by students in translating certain lexical collocations of the Islamic religious texts. For that purpose, a purposive sample of 41 B.A, English students enrolled in the academic year of 2017-2018 at the Arts College had been selected as participants in this study. Thus, the primary objective of the study is to determine if these Sudanese students faced any problem when translating Islamic religious collocations from Arabic into English. Therefore, the researcher employed the descriptive approach to identify the problems faced by students in using several strategies for translation. As for data collection method, a test, which consisted of specific lexical collocations terms, had been carried out to analyse the obstacles that the students faced when translating Islamic religious collocations terms from Arabic into English. Hence, some main issues that were identified from the findings were reviewed in a wholesome manner and wherever possible, links were made to associate the themes to the literature examined, besides further extending the research scope via comparison with other literature in light of the finding. Finally, some recommendations are given at the end of the research mainly for students to improve their skills in translating Islamic lexical collocations from Arabic into English.
{"title":"STRATEGIES CONSTRAINS IN RENDERING ISLAMIC RELIGIOUS COLLOCATIONS FROM ARABIC INTO ENGLISH","authors":"A. Mubarak","doi":"10.25134/IJLI.V2I01.1679","DOIUrl":"https://doi.org/10.25134/IJLI.V2I01.1679","url":null,"abstract":"This particular study investigates the problems found in the strategies adopted by students in translating certain lexical collocations of the Islamic religious texts. For that purpose, a purposive sample of 41 B.A, English students enrolled in the academic year of 2017-2018 at the Arts College had been selected as participants in this study. Thus, the primary objective of the study is to determine if these Sudanese students faced any problem when translating Islamic religious collocations from Arabic into English. Therefore, the researcher employed the descriptive approach to identify the problems faced by students in using several strategies for translation. As for data collection method, a test, which consisted of specific lexical collocations terms, had been carried out to analyse the obstacles that the students faced when translating Islamic religious collocations terms from Arabic into English. Hence, some main issues that were identified from the findings were reviewed in a wholesome manner and wherever possible, links were made to associate the themes to the literature examined, besides further extending the research scope via comparison with other literature in light of the finding. Finally, some recommendations are given at the end of the research mainly for students to improve their skills in translating Islamic lexical collocations from Arabic into English.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48701586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-11DOI: 10.25134/IJLI.V2I01.1685
Siti Khodaria, A. Maharani, Herri Sulaiman
This study aims to analyze the question items on two supplementary Indonesian mathematics textbooks (revised edition 2016) of 2013 curriculum for XI graders and compare the analysis using 2015 TIMSS assessment framework. This study apply qualitative study with naturalistic approach. The analysis results consist of 104 question items and 85 items of practice test. On a book published by PT. SEWU Bandung shows 3.5% of knowing cognitive domain, 4.71% applying, and 91.76% reasoning. The analysis on 19 items of practice test on a book is published by PT. Bumi Aksara Jakarta. It shows 10.53% applying, 89.47% reasoning, but not showing a percentage on knowing cognitive domain. Results of the question items analysis on knowing and applying cognitive domain for both the books are less percentage than reasoning cognitive domain. Thus, the results of analysis of two textbooks are not yet in accordance with TIMSS. Nevertheless, the comparison of the analysis on knowing cognitive domain in a book published by PT. SEWU Bandung is close to what have expected by TIMSS. Meanwhile, on applying and reasoning cognitive domain the book published by PT. Bumi Aksara Jakarta is close to what have expected by TIMSS.
本研究旨在分析XI年级2013年课程的两本印度尼西亚数学补充教材（2016年修订版）的问题项目，并使用2015年TIMSS评估框架进行比较。本研究采用自然方法进行定性研究。分析结果包括104个问题项目和85个实践测试项目。在PT出版的一本书中，SEWU Bandung显示3.5%的人知道认知领域，4.71%的人应用，91.76%的人推理。对一本书中19个练习测试项目的分析由雅加达PT Bumi Aksara出版。应用率为10.53%，推理率为89.47%，但对认知领域的了解率不高。两本书对认知领域的认知和应用的题项分析结果均低于推理认知领域。因此，对两本教科书的分析结果尚不符合TIMSS。然而，对万隆教授出版的一本书中关于认知领域的分析进行比较，与TIMSS的预期非常接近。同时，在认知领域的应用和推理方面，雅加达PT。Bumi Aksara出版的这本书与TIMSS的预期非常接近。
{"title":"THE ANALYSIS OF ITEM PROBLEMS IN HIGH SCHOOL MATHEMATICS TEXTBOOK IN INDONESIA (2016 REVISION EDITION) REVIEWED FROM THE COGNITIVE ASPECT OF TIMSS","authors":"Siti Khodaria, A. Maharani, Herri Sulaiman","doi":"10.25134/IJLI.V2I01.1685","DOIUrl":"https://doi.org/10.25134/IJLI.V2I01.1685","url":null,"abstract":"This study aims to analyze the question items on two supplementary Indonesian mathematics textbooks (revised edition 2016) of 2013 curriculum for XI graders and compare the analysis using 2015 TIMSS assessment framework. This study apply qualitative study with naturalistic approach. The analysis results consist of 104 question items and 85 items of practice test. On a book published by PT. SEWU Bandung shows 3.5% of knowing cognitive domain, 4.71% applying, and 91.76% reasoning. The analysis on 19 items of practice test on a book is published by PT. Bumi Aksara Jakarta. It shows 10.53% applying, 89.47% reasoning, but not showing a percentage on knowing cognitive domain. Results of the question items analysis on knowing and applying cognitive domain for both the books are less percentage than reasoning cognitive domain. Thus, the results of analysis of two textbooks are not yet in accordance with TIMSS. Nevertheless, the comparison of the analysis on knowing cognitive domain in a book published by PT. SEWU Bandung is close to what have expected by TIMSS. Meanwhile, on applying and reasoning cognitive domain the book published by PT. Bumi Aksara Jakarta is close to what have expected by TIMSS.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is aimed at identifying the types of students� errors made in EFL speaking class and what the kind of teacher�s correction This study used descriptive qualitative method and the informants of this research was the EFL students at second semester at the department of English education, Universitas Kuningan. Techniques of collecting data used in this study were observation, questionnaire, and interview. Ellis�s theory used to classify the teacher�s correction strategy used and Arias�s theory used to classify the students� errors type in EFL speaking class. The findings showed that there are five types of errors that made by the students, they are pronunciation, grammatical, lexical, semantic, and pragmatic. Pronunciation error was the most frequent error made by the students. While, there were strategies used by the teacher in correcting students� errors, they were recast, repetition, explicit correction, elicitation, and clarification request. Recast strategy was used by teacher as a frequent strategy. Keywords: teacher�s correction strategy; students� errors type; EFL speaking class.
{"title":"TEACHER�S CORRECTION STRATEGIES ON STUDENTS� ERRORS IN EFL SPEAKING CLASS","authors":"Leni Nuraeni, F. Fadhly","doi":"10.25134/ijli.v1i2.1489","DOIUrl":"https://doi.org/10.25134/ijli.v1i2.1489","url":null,"abstract":"This study is aimed at identifying the types of students� errors made in EFL speaking class and what the kind of teacher�s correction This study used descriptive qualitative method and the informants of this research was the EFL students at second semester at the department of English education, Universitas Kuningan. Techniques of collecting data used in this study were observation, questionnaire, and interview. Ellis�s theory used to classify the teacher�s correction strategy used and Arias�s theory used to classify the students� errors type in EFL speaking class. The findings showed that there are five types of errors that made by the students, they are pronunciation, grammatical, lexical, semantic, and pragmatic. Pronunciation error was the most frequent error made by the students. While, there were strategies used by the teacher in correcting students� errors, they were recast, repetition, explicit correction, elicitation, and clarification request. Recast strategy was used by teacher as a frequent strategy. Keywords: teacher�s correction strategy; students� errors type; EFL speaking class.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48926587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at determining the effect of the use of picture and picture model on Indonesian writing skills �narration essay in the class IV A and IV B Elemetary School 1 Purwawinangun. The samples in this study are 49 students. The method used in this research is quasi experiment. Data collection techniques used in this study is an essay written test. Data analysis technique in this research is normality test, homogeneity test, t-test, and n-gain test. The result of pretest mean score of experimental and control class are 44.2 and 43.6. The result of posttest mean score of experimental and control class are 82.8 and 72.4. The result of the hypothesis test obtained the value of based on the t-test results obtained 0,000 significance level, where 0.000 <0.05, it means that Ha accepted based on the acceptance criteria hypothesis and Ho rejected, that there is an effect of using Picture and Picture type cooperative model on narration essay writing skill of students. The result of the n-gain test is 0.7 indicating that there is an increase in the experimental group using the picture and picture type cooperative model with high criteria. So it can be concluded that there is influence of using of picture and picture type in cooperative model of students narration essay writing skills.Keywords:�cooperative model; picture; writing skill; narration essay.
本研究旨在确定图片和图片模型的使用对印尼写作技能的影响�Purwawinangun Elemetary School 1 IV A和IV B班的叙事文章。本研究的样本为49名学生。本研究采用准实验的方法。本研究中使用的数据收集技术是一项论文笔试。本研究的数据分析技术为正态性检验、同质性检验、t检验和n增益检验。实验班和对照班的前测平均分分别为44.2分和43.6分。实验班和对照班的测试后平均分分别为82.8分和72.4分。假设检验的结果获得了基于t检验结果的值，获得了0000的显著性水平，其中0.000<0.05，这意味着Ha接受了基于接受标准的假设，而Ho拒绝了，表明使用图片和图片类型的合作模式对学生的叙事文章写作技能有影响。n增益测试的结果为0.7，表明使用高标准的图片和图片类型合作模型的实验组有所增加。由此可见，在学生叙事作文写作技能的合作模式中，画面和画面类型的运用是有影响的。关键词：�合作模式；相片写作能力；叙事散文。
{"title":"THE INFLUENCE OF PICTURE AND PICTURE MODEL ON INDONESIAN WRITING SKILLS","authors":"Linda Mulyani, Dadang Solihat, Ifah Hanifah","doi":"10.25134/IJLI.V1I2.1488","DOIUrl":"https://doi.org/10.25134/IJLI.V1I2.1488","url":null,"abstract":"This study aims at determining the effect of the use of picture and picture model on Indonesian writing skills �narration essay in the class IV A and IV B Elemetary School 1 Purwawinangun. The samples in this study are 49 students. The method used in this research is quasi experiment. Data collection techniques used in this study is an essay written test. Data analysis technique in this research is normality test, homogeneity test, t-test, and n-gain test. The result of pretest mean score of experimental and control class are 44.2 and 43.6. The result of posttest mean score of experimental and control class are 82.8 and 72.4. The result of the hypothesis test obtained the value of based on the t-test results obtained 0,000 significance level, where 0.000 <0.05, it means that Ha accepted based on the acceptance criteria hypothesis and Ho rejected, that there is an effect of using Picture and Picture type cooperative model on narration essay writing skill of students. The result of the n-gain test is 0.7 indicating that there is an increase in the experimental group using the picture and picture type cooperative model with high criteria. So it can be concluded that there is influence of using of picture and picture type in cooperative model of students narration essay writing skills.Keywords:�cooperative model; picture; writing skill; narration essay.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the (possible) relationship between affective variables and metaphorical competence. The main objective is to investigate the difference between the thinking/feeling and the judging/perceiving personality variables and L2 learners� metaphorical competence. Participants are 90 male and female Iranian L2 learners who take the OPT and responded to the Myers Briggs Type Indicator (MBTI) personality questionnaire. They are divided into 2 categories of thinking/feeling and judging/perceiving in line with the results of the MBTI. Then, a teacher-made metaphor test is administered to the groups to check their metaphorical competence. Finally, to observe whether there is any significant difference between the 2 groups in terms of metaphor comprehension, an independent samples t test is carried out. The metaphor test is the dependent variable and the personality type is the independent variable. Results show that the thinking/feeling personality category has no significant effect on the participants� metaphorical competence, whereas the judging/perceiving personality category play some role in their metaphorical competence in that the perceiving participants outperformed the judging ones on the metaphor test.��� ����Keywords: metaphorical competence; personality type; myers briggs type indicator (MBTI); thinking/feeling; judging/perceiving.
{"title":"A STUDY OF L2 LEARNERS� METAPHORICAL COMPETENCE AND PERSONALITY TYPES: A CASE OF THINKING/FEELING VS. JUDGING/PERCEIVING PERSONALITY CATEGORIES","authors":"Mahmood Hashemian","doi":"10.25134/ijli.v1i2.1487","DOIUrl":"https://doi.org/10.25134/ijli.v1i2.1487","url":null,"abstract":"This study explores the (possible) relationship between affective variables and metaphorical competence. The main objective is to investigate the difference between the thinking/feeling and the judging/perceiving personality variables and L2 learners� metaphorical competence. Participants are 90 male and female Iranian L2 learners who take the OPT and responded to the Myers Briggs Type Indicator (MBTI) personality questionnaire. They are divided into 2 categories of thinking/feeling and judging/perceiving in line with the results of the MBTI. Then, a teacher-made metaphor test is administered to the groups to check their metaphorical competence. Finally, to observe whether there is any significant difference between the 2 groups in terms of metaphor comprehension, an independent samples t test is carried out. The metaphor test is the dependent variable and the personality type is the independent variable. Results show that the thinking/feeling personality category has no significant effect on the participants� metaphorical competence, whereas the judging/perceiving personality category play some role in their metaphorical competence in that the perceiving participants outperformed the judging ones on the metaphor test.��� ����Keywords: metaphorical competence; personality type; myers briggs type indicator (MBTI); thinking/feeling; judging/perceiving.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to find out the effect of teacher professional competence and learning facility on students learning motivation. The research method used by the researcher is the survey method. For the measurement uses Likert scale 5 options spreaded to 174 respondents. From the result of validity test, the variable X1 had 18 valid items, the variable X2 had 20 valid items, and variable Y had 18 valid items. The instrument reliability for the three variables are reliable. The data analysis uses double regression. Based on the result of the research, the questionnaire score gained for variable X1, variable X2 and variable Y was categorized high criterion. Based on the result of calculation of double regression analysis, it shows that teacher professional competence and learning facility had positive and significant effect on students learning motivation both partially and simultaneously. Therefore, to increase the students learning motivation, the teacher professional competence and learning facility should be increased, those are: 1) Teacher should master the learning material and improve the attractive learning method or media to increase students learning motivation; 2) The teacher should create pleasant learning atmosphere so the learning process can run effectively; 3) The students are expected to increase their reading so they can utilize their own ability and not depend on other�s opinion. Keywords: teacher competence; learning facility; learning motivation.� � � � �
{"title":"THE EFFECT OF TEACHER PROFESSIONAL COMPETENCE AND LEARNING FACILITY ON STUDENTS� LEARNING MOTIVATION","authors":"Iin Sunarti, Teni Rumyani","doi":"10.25134/ijli.v1i2.1490","DOIUrl":"https://doi.org/10.25134/ijli.v1i2.1490","url":null,"abstract":"This research aims to find out the effect of teacher professional competence and learning facility on students learning motivation. The research method used by the researcher is the survey method. For the measurement uses Likert scale 5 options spreaded to 174 respondents. From the result of validity test, the variable X1 had 18 valid items, the variable X2 had 20 valid items, and variable Y had 18 valid items. The instrument reliability for the three variables are reliable. The data analysis uses double regression. Based on the result of the research, the questionnaire score gained for variable X1, variable X2 and variable Y was categorized high criterion. Based on the result of calculation of double regression analysis, it shows that teacher professional competence and learning facility had positive and significant effect on students learning motivation both partially and simultaneously. Therefore, to increase the students learning motivation, the teacher professional competence and learning facility should be increased, those are: 1) Teacher should master the learning material and improve the attractive learning method or media to increase students learning motivation; 2) The teacher should create pleasant learning atmosphere so the learning process can run effectively; 3) The students are expected to increase their reading so they can utilize their own ability and not depend on other�s opinion. Keywords: teacher competence; learning facility; learning motivation.� � � � �","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43266569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of technology has made it possible for counsellors all over the world to reach their clients in distant locations without compromising the principle of confidentiality. This study examined the availability and utilization of e-counselling platforms in counselling students for quality distance learning in the National Open University of Nigeria (NOUN). Through purposive research design using 56 professional counsellors in the university, five research questions and two hypotheses were formulated to guide the study. Data collection was through a self-structured questionnaire that sought information from the respondents on the availability, utilization, challenges and possible solutions to e-counselling platforms in NOUN. Both descriptive and inferential statistical tools were used to analyse the data using the SPSS platform. The results of the study showed that most of the modern social media platforms for e-counselling are not available for use in the university. In effect, there are challenges that face the utilization of e-counselling platforms, which include inadequate power supply and lack of ICT facilities. The study recommended the provision of alternative power supply, free data for students and counsellors as well as computerized counselling laboratories with internet connections for students and counsellors in all the study centres of the university.Keywords: availability; utilization; e-counselling; distance learning.
{"title":"AVAILABILITY AND UTILIZATION OF E-COUNSELLING PLATFORMS FOR QUALITY DISTANCE LEARNING IN NATIONAL OPEN UNIVERSITY OF NIGERIA","authors":"A. C. Ukwueze","doi":"10.25134/IJLI.V1I2.1486","DOIUrl":"https://doi.org/10.25134/IJLI.V1I2.1486","url":null,"abstract":"The emergence of technology has made it possible for counsellors all over the world to reach their clients in distant locations without compromising the principle of confidentiality. This study examined the availability and utilization of e-counselling platforms in counselling students for quality distance learning in the National Open University of Nigeria (NOUN). Through purposive research design using 56 professional counsellors in the university, five research questions and two hypotheses were formulated to guide the study. Data collection was through a self-structured questionnaire that sought information from the respondents on the availability, utilization, challenges and possible solutions to e-counselling platforms in NOUN. Both descriptive and inferential statistical tools were used to analyse the data using the SPSS platform. The results of the study showed that most of the modern social media platforms for e-counselling are not available for use in the university. In effect, there are challenges that face the utilization of e-counselling platforms, which include inadequate power supply and lack of ICT facilities. The study recommended the provision of alternative power supply, free data for students and counsellors as well as computerized counselling laboratories with internet connections for students and counsellors in all the study centres of the university.Keywords: availability; utilization; e-counselling; distance learning.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning achievement that is currently being assessed, generally focusing only on cognitive domain, this is certainly contradicting to the term of assessment that should be done in accordance with learning achievement stated in curriculum. Authentic assessment needs right instrument to assess learning achievement. One of the instruments needed is assessment rubric. The rubric that currently been used does not have the same standard, which is not accordance with the principals of assessment. Based on that study, the assessment rubric is developed, consisting four components; job description, scale, dimension, and dimension description. The data was descriptively analyzed. Analysis of suitability of developed rubric was empirically tested to 98 students. The result showed validity of rubric using factor analysis is between 0.29 � 0.96, the reliability judgement using Cronbach alfa coefficient is 0.85 for argumentation skill and presentation skill, and 0.86 for problem solving skill and journal analysis.Keywords: authentic; rubric; validity; reliability.
{"title":"THE DEVELOPMENT OF AUTHENTIC ASESSMENT RUBRIC FOR ASSESING UNDERGRADUATE STUDENTS� LEARNING AND PERFORMANCE","authors":"A. Hindriana, I. Setiawati","doi":"10.25134/ijli.v1i1.1279","DOIUrl":"https://doi.org/10.25134/ijli.v1i1.1279","url":null,"abstract":"Learning achievement that is currently being assessed, generally focusing only on cognitive domain, this is certainly contradicting to the term of assessment that should be done in accordance with learning achievement stated in curriculum. Authentic assessment needs right instrument to assess learning achievement. One of the instruments needed is assessment rubric. The rubric that currently been used does not have the same standard, which is not accordance with the principals of assessment. Based on that study, the assessment rubric is developed, consisting four components; job description, scale, dimension, and dimension description. The data was descriptively analyzed. Analysis of suitability of developed rubric was empirically tested to 98 students. The result showed validity of rubric using factor analysis is between 0.29 � 0.96, the reliability judgement using Cronbach alfa coefficient is 0.85 for argumentation skill and presentation skill, and 0.86 for problem solving skill and journal analysis.Keywords: authentic; rubric; validity; reliability.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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