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International Journal of Education
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ISSN : 19781342     EISSN : 24424730
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.
Articles
107
Articles
TRANSFORMATIONAL LEADERSHIP AS A PREDICTOR TOWARDS JOB SATISFACTION AMONG FORM SIX TEACHERS IN SARAWAK

Loo, Siaw-Choon, Leh, Ling Ying

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

This quantitative study was conducted to identify the influence of transformational leadership as a predictor of job satisfaction among Form Six teachers. A total of 148 Form Six teachers from Kuching, Sarawak through a random sampling technique were identified as respondents of the study. Data was collected by distributing questionnaires to the respondents. The questionnaire used was adapted from the previous researchers’ questionnaires. The findings show that the dimensions of individual consideration, charisma, and motivation in transformational leadership have a significant effect on job satisfaction among the teachers. Based on the findings obtained, the two-ways relations between the middle leaders and teachers need to be improved by adopting an open approach and working to understand the work-related problems.

THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN EXTENSIVE READING

Susani, Rosendi Galih

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

The implementation of authentic assessment can help teachers to know the extent to which students are able to apply their knowledge and skills in accordance with the contexts of real situations. This is because authentic assessment focuses on activities or tasks that students do, as the knowledge and skills taught are tailored to the real contexts. The research objective is to describe the implementation of authentic assessment in Extensive Reading course in Indonesian Language Education and Literature Study Program Sanata Dharma University. This research used descriptive qualitative analysis method. The instruments used in this study were tests. The researcher conducted the implementation of authentic assessment in Extensive Reading on identifying the meanings of difficult words, idioms, and expressions. The obtained data show that the students’ average extensive reading ability was 80 with a very high category. The implementation of authentic assessment could provide some benefits such as (a) identifying the direct measurement of expected competence indicators of students’ performances; (b) encouraging students to demonstrate their performance in a real and meaningful situation; (c) providing students with the opportunity to construct their learning outcomes by selecting and compiling answers based on their knowledge and the situational analysis so that the answers are relevant and meaningful; and (d) integrating teaching, learning, and assessment activities. It is then recommended that authentic assessment be applied in the teaching and learning of reading courses.

AN ANALYSIS OF TEACHER PERFORMANCE APPRAISALS AND THEIR INFLUENCE ON TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN KENYA

Kagema, Josphat, Irungu, Cecilia

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

Every organization has an objective towards optimum performance and the employees are the key drivers in achieving that. It is necessary therefore that the employees’ performance reach optimality for the success of the organization which is a primary goal of every organization including learning institutions. The present research investigated the influence of teacher performance appraisals on teacher performance in secondary schools in Kenya. Employing stratified and simple random sampling methods, 46 secondary schools with 460 teachers in two counties in Kenya were taken as samples.  The variables under research included teacher remuneration, government policies, school administration, the school environment, and the school curriculum, which were under investigation in form of comparisons, explanations, and relationships on the aspects of teacher motivation to perform well. The research found that teacher appraisals influenced teacher performance. In general, the teachers perceived that government policies are unfavorable to them in terms of career advancement and introduction of the policies in place. The paper concludes with recommendations on application of the appraisal system to motivate teachers and thereby improve the performance of learners.

PROJECT BASED ACTIVITIES IN A CALL CLASSROOM: EFL STUDENTS’ EXPERIENCES

Gai Mali, Yustinus Calvin, Timotius, Anne Indrayanti

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

BUILDING ECOLOGICAL INTELLIGENCE THROUGH INDONESIAN LANGUAGE LEARNING BASED ON KETHEK OGLENG DANCE

Hendriyanto, Agoes, Mustofa, Arif, Sutopo, Bakti

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

Kethek Ogleng is a unique factor that shapes the aesthetics of language learning. Unfortunately, the relation between Kethek Ogleng and language learning draws only a little attention. To reveal the phenomenon, the present qualitative descriptive study was performed by investigating Indonesian language learning based on Kethek Ogleng dance. The study was conducted in SMPN (State Junior High School) 3 Nawangan, to the second semester ninth grade students of the 2017/2018 academic year. The research findings reveal that the approach can build the level of ecological intelligence of the students. Based on the responses to the questionnaire distributed, the average level of ecological intelligence and environmental skills of the students shows signs of progress. The data indicate that the mean score was 3.2 and the percentage of ecological intelligence was 65%, indicating the attainment of knowledge and skills of school and home environment preservation. The indicators of the success of this approach can be seen in the changes of attitude and behavior of students in environmental management, covering clean and healthy classrooms and toilets, the use of recyclable materials, water and electricity conservation in the classroom, protection of trees and plants around the classrooms, proper treatment of trash, and organic and inorganic waste utilization.

PERCEIVING AND DEALING WITH CULTURE SHOCK: THE STUDY OF CHINESE INDONESIAN-LANGUAGE STUDENTS

Qun, Wang, Syihabuddin, Syihabuddin, Mulyati, Yeti, Damaianti, Vismaia S

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

This study reports culture shock issues such as pragmatic failures, social anxiety or loss of motivation encountered by international students, and specifically focuses on Chinese Indonesian-language students during study abroad in Indonesia. The data were collected through in-depth interviews and participant observations and were analyzed using qualitative approach. A total of eight Chinese students responded to the research that specifically stressed culture shock symptoms and the influence in respect to intercultural communicative competence. The findings put forward that students of this study had all experienced culture shock in view of intercultural communication, which could lead to inconvenience living in Indonesia. The results indicate that before entering a new cultural environment, it is very important to prepare as much beforehand as possible, especially for foreign language learners in host countries. The researcher proposed several recommendations that certain encouragement and support from teachers, media and method development from educational institutions, and a confident attitude from oneself should be provided and built as a solution for students who need to deal with culture shock problems.

REFLECTIVE TEACHING TOWARD EFL TEACHERS’ PROFESSIONAL AUTONOMY: REVISITING ITS DEVELOPMENT IN INDONESIA

Lubis, Arif Husein

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

It has been approximately 25 years that reflective teaching in EFL context, particularly in Asia is being encouraged and reviewed. The notable goal emphasizes the teachers’ role as critical lifelong learners in or outside the classroom to bring about continuous mutual development between them and the surroundings. Although myriad research-based studies have paid attention to the developmental praxis of reflective teaching, scant published articles highlight the progress of its empowerment process and quality in Indonesia. Thus, this paper will address some points related to how this realm is being concerned and developed reflecting from the preceding and contemporary discussion and its milestone in Indonesia within Asia scope. Furthermore, the envision of future direction is prompted from current portrait, existing challenges, and expectations concerning the theoretical foundation, means and models, ICT integration, and character education toward 21st-century English teachers’ professional autonomy.

AN ANALYSIS OF MATHEMATICS RESULTS OF SENIOR HIGH SCHOOL NATIONAL FINAL EXAMINATION IN THE FREE TRADE ZONE OF RIAU ISLANDS PROVINCE, INDONESIA

Rahmatina, Desi, Bettiza, Martaleli

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

This study is intended to provide an analysis of the competency map of senior high school students in the Final National Exam (FNE) for mathematics subject in Free Trade Zone (FTZ) of Riau Islands province. Sample was determined by examining secondary data in the form of 2014 Final National Examination (FNE) results published by the Education Assessment Center of the Ministry of Education and Culture of the Republic of Indonesia in the FTZ of Riau Islands Province, namely Batam, Bintan, and Karimun regencies. Criteria of sample determination were schools with lower Graduate Competency Standards (GCS) than the regency/city GCS, distribution of public or private schools, and distribution of school locations, with a total sample of 37 schools. The research was conducted by using descriptive statistical method to gain a description of the senior high school students’ competency in mathematics subject based on their FNE scores. The findings of this research can be made input and consideration for schools and government to improve the quality of education through analysis of the FNE results. The research results show that low GCS achievements were found in geometry and trigonometry topics, especially in the skills of determining position, distance, and magnitude of angles involving points, lines, and fields in solid geometry. The mean percentage of GCS mastery in the FTZ was 22.86%, with Batam 26.02%, Bintan 18.66%, and Karimun 18.72%. The result of the interview shows that the low GCS is caused by the lack of teaching media in the visual forms or simulators to build students’ understanding and limited time allocated in teaching. The solution recommended to solve this problem is by applying ICT-based learning to improve students’ understanding of geometry and trigonometry materials and also the use of video conferencing during mathematics teacher working group meetings.

INVESTIGATING RURAL STUDENTS’ STRATEGIES IN ENGLISH LEARNING

Gani, Sofyan A., Khairisman, Khairisman, Samad, Iskandar Abdul

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

Students’ strategies in learning English attract many EFL researchers’ attention. The objective of this study was to find out rural students’ strategies in English learning. The study was conducted in three different senior high schools in Teunom Sub-District of Aceh Jaya regency. The research used a quantitative method by employing survey design. The modified Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford was used as an instrument to obtain required data. The population of this survey was all classes in the three schools. Three classes of each school were randomly chosen from the tenth, eleventh, and twelfth grades. Therefore, 136 students of nine classes became the sample of this research. The collected data were analyzed through a quantitative procedure by using a statistical formula to find the percentage of each statement. The results showed that the students employed a variety of strategies in learning English. The most common strategy employed was metacognitive followed by social, affective, memory, cognitive, and compensation.

AN INVESTIGATION INTO THE EXTENT AND CHALLENGES OF ASSESSING STUDENTS’ SPEAKING SKILLS IN SELECTED SECONDARY SCHOOLS: THE CASES OF WOLAYITA ZONE, ETHIOPIA

Bachore, Mebratu Mulatu, Satenaw, Amare

International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

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Abstract

The main objective of this study was to investigate the assessment of students’ speaking skill in some selected preparatory schools. It was a descriptive survey. The data was collected from teachers and students using questionnaire, interview and classroom observations.  Taro Yemane (1996) formula was used to determine the sample size. Accordingly, 254 students were selected as samples using simple random sampling technique. But, six English language teachers who teach grade 11 students were selected using availably technique. The data collected via questionnaire was filled into SPSS and then, different statistical analysis such as frequency and percentage were computed from the data inserted in to SPSS. The result of statistical analysis was presented in the tables and pie chart. Besides, data obtained from interview were transcribed and categorized according to related themes. The study revealed that English teachers assess speaking skills of their students at different times. But, it was noted that the most teachers assess speaking skill during speaking lessons only. Regarding the frequency, many EFL teachers assess their students always, however, it was disclosed that there are teachers who assess their students speaking once in a month and even in a semester. The findings of the study also disclosed that different factors such as lack of adequate time, lack of sufficient material, large number of students per class, and teacher’s inappropriate way of assessing speaking skill affect the assessment of speaking skill.