International Journal of Learning and Instruction (IJLI)最新文献

{"title":"The Effect of Transformational Leadership and Work Motivation of Teacher Discipline in State Elementary School in Kayong Utara","authors":"Suhaimi Mandala, Uray Husna Asmara, Fadillah Fadillah","doi":"10.26418/ijli.v1i2.37347","DOIUrl":"https://doi.org/10.26418/ijli.v1i2.37347","url":null,"abstract":"This study aims to determine Transformational Leadership to increase work motivation to teachers so that the creation of work discipline Teachers of Public Elementary Teachers In Sukadana District Kayong Utara District. This research is a quantitative study with data collection using a data collection tool in the form of a questionnaire or questionnaire. The subjects of this study were all 115 elementary school teachers in Sukadana Subdistrict, North Kayong Regency with the characteristics of civil servant status, having a minimum working period of 2 years and maximum age of 55 years. The conclusions of this study are as follows: (1). Principal transformational leadership has a positive effect on teacher work discipline (B = 0.760; sig. 0.006 <0.05). (2). Teacher work motivation has a positive effect on teacher work discipline (B = 0.773; sig. 0,000 <0.05). (3). Transformational leadership (X1) and work motivation (X2) simultaneously affect teacher work discipline (Y). It is known from the value of sig. is 0,000 <0.05, and the results of the Fcount value is 82.232> Fable 3.08. The value of R square is 0.595 or equal to 59.50%. The number implies that the Transformational Leadership (X1) and Work Motivation (X2) variables simultaneously influence the Teacher Work Discipline variable (Y) of 59.50%. While the remaining 40.5% (100% - 59.50%) is influenced by other variables. Suggestions of this research are: (1) the principal must be able to act wisely towards his subordinates, conversely the teacher must also always increase dedication, obedience, loyalty, adherence to the rules set by the principal; (2) the conditions of teachers' working motivation that is already good needs to be maintained and improved in ways such as giving rewards, implementing group structure tasks and empowering teachers; (3) the work discipline of teachers needs to be improved by applying applicable work rules and procedures. The enforcement of discipline should also be from the teacher himself.Keywords: Transformational Leadership, Work Discipline, Work Motivation","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"48 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133135270","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}

{"title":"THE IMPLEMENTATION OF PROBLEM BASED LEARNING WITH MULTIPLE REPRESENTATIONS IN WORK AND ENERGY","authors":"F. Arifiyanti","doi":"10.26418/ijli.v1i2.40164","DOIUrl":"https://doi.org/10.26418/ijli.v1i2.40164","url":null,"abstract":"The purpose of this research was to find out the effectiveness of the implementation of problem based learning model with multiple representations to reduce the percentage of students’ difficulty in XIth Science SMAN 1 Pontianak. The research design was one group pretest-posttest design, and the instrument used was an essay test. Test reliskill (0, 5) was classified as medium, and test validity (3,56) was classified as a medium. The effect size of this research (2,18) was classified high, but the reduction percentage of the student’s difficulty (41,33%) was classified as a medium. The percentage increase in the students’ skill in multiple representations (52,38%) was classified as a medium. The research doesn’t find a significant correlation between the posttest result of students’ difficulty and the posttest result of studentS’ skill in multiple representations (C = 0,935, p = 0.348). The research result was expected to the development of the implementation problem based learning model with multiple representations approach.Keywords: Implementation, Multiple representations, Problem Based Learning","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130696869","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}

{"title":"Improving Students’ Reading Comprehension of Narrative Text Through Cooperative Story Mapping Technique","authors":"Kristina Laora, Y. Y, Regina Regina","doi":"10.26418/ijli.v1i1.33398","DOIUrl":"https://doi.org/10.26418/ijli.v1i1.33398","url":null,"abstract":"Narrative Text has been used in the National Examination of English Language for students in Junior High School in Indonesia. This research attempts to help the students in comprehending the Narrative Text especially the elements of the story, main ideas and spesific informations. This classroom action research study focuses on the use of Cooperative Story Mapping technique to improve students’ reading comprehension. The subjects of the research were 27 students of class B in SMP Tarsisius. The research findings showed that students’ reading comprehension enhanced through the use of Cooperative Story Mapping technique. The students actively engaged in the story mapping process. It made much easier for the students to identify the elements of the story and provided creative way for the teacher in solving the problem for teaching a narrative text. Students enjoyed reading the narrative text by using Cooperative Story Mapping. Future studies should be developed by analyzing the topic in experimental point of view so it creates an ideal learning experience.","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114908931","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}

{"title":"A Content Analysis of Gender Bias in When English Rings A Bell Textbooks","authors":"Lisa Julianti, I. Ikhsanudin, Y. YohanesGatotSutapa","doi":"10.26418/ijli.v1i1.33401","DOIUrl":"https://doi.org/10.26418/ijli.v1i1.33401","url":null,"abstract":"This thesis reports on the gender bias contained in English e-textbook for junior high school students provided by the ministry of education. The study used a framework proposed by Porreca (1984) as guidance. The framework is distinctive because it examines the problem of gender representation contained in textbook. Based on the framework the study focused on gender visibility in text and illustration, gender firstness, occupational role, gender neutral nouns and gender specific nouns, masculine generic construction, and adjectives. The finding reveals that although there is an effort to avoid gender bias, females are still represented traditionally in some categories. When females are portrayed traditionally in the textbook, students develop a stereotype view towards female students.","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122123627","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}

{"title":"Developing A Storybook as Supplementary Material for Junior High Schools Students Based on Kalimantan Legends","authors":"Rinbud Rinardi, I. Ikhsanudin, Regina Regina","doi":"10.26418/ijli.v1i1.33410","DOIUrl":"https://doi.org/10.26418/ijli.v1i1.33410","url":null,"abstract":"The main purpose of this research is to develop a storybook for junior high school students based on Kalimantan Legends. The participant of this research were 60 students of junior high school, and an educational expert from Kabupaten Sambas. This research used the platform of design and development research proposed by Richey and Klein. The procedure used is the framework of  Jolly and Bolitho, that consist of need analysis, material grid, first draft, evaluation, and final draft.  The data of this research has been collected through questionnaires. There were five  questionnaires employed in this research. The first questionnaire was given to the students to investigate the need of the students on reading materials based on Kalimantan Legends. The second questionnaire was employed to know the favorite legends of students. From the need analysis result, it can be concluded that students are interested in reading (68.30 %), they like to read stories (90 %). The students are interested to read their local stories (95 %), and they like the stories with adequate illustrations to help them understand the stories completely (70 %). On the other hand, they thought that the stories they have in their textbooks were not interesting (65%).","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"22 6S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943487","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}

{"title":"Alternative Co-Teaching in Practical Lesson to Teach Speaking at SMK-SMTI Pontianak","authors":"Marwandi Marwandi, Y. Y, U. Salam","doi":"10.26418/ijli.v1i1.33408","DOIUrl":"https://doi.org/10.26418/ijli.v1i1.33408","url":null,"abstract":"This paper was a classroom action research aiming at answering and finding out on how the implementation and how teachers’ collaboration through alternative co-teaching improved the students’ speaking in grammar, pronunciation, fluency, and process explanation at Vocational High School (SMK) SMTI Pontianak. This study involved 28 students from Year – 11 students of academic year 2016/2017. The data were collected through observation, field note, questionnaire and test. The result indicated that the use of microphone and speaker were needed to avoid noise level in the workshop and keep the quality of the students’ speaking tests better and clear. The productive teacher used bilingual during briefing; especially technical words related to parts of the machine, personal protective equipment, and process of making a product. The students were able to describe the machine used including parts and its functions, personal protective equipment, and process of making a product based on the job sheet given by the productive teacher. Alternative co-teaching in practical lesson also helped the students to describe process fluently, accurately, and grammatically. Moreover, the students have more time to practice English orally in practical lesson where the teaching hour is three times longer than the regular English classroom.","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127941174","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}

{"title":"Circle Talk in Natural Approach to Improve Students’ Participation in English Speaking","authors":"Aristo Aristo, S. Sudarsono, Clarry Sada","doi":"10.26418/ijli.v1i1.33273","DOIUrl":"https://doi.org/10.26418/ijli.v1i1.33273","url":null,"abstract":"This study is about improving students’ participation in English speaking by applying Circle Talk in Natural Approach to Year – 8 of SMPN 7 Tayan Hilir. It involved 23 students. Students’ participation stands for students’ change of behavior related to the students’ engagement and the total number of words delivered. The participation was observed by the researcher and the observer by using Oral Proficiency Scoring Categories supported by video recording. The use of Circle Talk in Natural Approach successfully improves the students’ participation in English speaking. The mean score was 73, 21 in the first cycle and 74, 21 in the second cycle. Students’ change of behavior in applying the strategy in the first cycle was 90, 66 and it was 94, 00 in the second cycle. Students’ change of behavior which was notified from the Observation was compared from the Field Note written by the observer. Circle Talk in Natural Approach was found out helpful to improve students’ participation in English speaking for Year – 8 of SMPN 7 Tayan Hilir. ","PeriodicalId":174686,"journal":{"name":"International Journal of Learning and Instruction (IJLI)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121464543","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}