bluuebunny/crossref_metadata_2025_split huggingface dataset:
Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence
Authors: PATTIWAEL Athriyana Santye 
Published: November 2018

ABSTRACT 21st Century Skills has attracted the attention of various education experts, practitioners, school management, teachers and educational managers in ASEAN countries, including Indonesia. A number of activities in terms of seminars and workshops have been held by a wide range of institutions to address this framework in terms of how to align it to the curriculum and how to integrate it into classroom activities. Regarding communication skills, Partnership for 21st Century Skills defines 21st Century Communication Skills – among the other five definitions – as communicating effectively in diverse environments (including multilingual and multicultural). Realizing that this framework was developed in the American context for their national education purposes, it is imperative for various parties, including teachers and practitioners of English as a Foreign Language, to contextualize it by considering both local and regional contexts. As a minute contribution to the effort of contextualizing the framework, this paper will address some emerging issues in developing the instructional materials framed by the pedagogy of English as an International Language and Intercultural Communicative Competence. ABSTRAK Keterampilan Abad ke-21 telah menarik perhatian beragam kalangan dari pakar pendidikan, praktisi, pengelola sekolah, guru sampai para manajer institusi pendidikan di negara-negara ASEAN, termasuk Indonesia. Serangkaian kegiatan termasuk seminar dan workshop telah diselenggarakan oleh berbagai institusi untuk membedah kerangka kerja ini dalam hal Tentang keterampilan berkomunikasi, Partnership for 21st Century Skills mendefinisikan keterampilan Komunikasi Abad ke-21 -di antara lima definisi lainnya– sebagai kemampuan berkomunikasi secara efektif di berbagai lingkungan (termasuk multibahasa dan multikultural). Menyadari bahwa kerangka kerja ini dikembangkan dalam konteks Amerika untuk tujuan pendidikan nasional mereka, maka sangatlah penting bagi berbagai pihak, termasuk guru dan praktisi bahasa Inggris sebagai bahasa asing, untuk mengkontekstualisasikannya dengan mempertimbangkan konteks lokal dan regional. Sebagai kontribusi kecil terhadap upaya kontekstualisasi tersebut, tulisan ini akan membahas beberapa isu yang muncul dalam pengembangan bahan ajar yang dibingkai oleh pedagogi Bahasa Inggris sebagai Bahasa Internasional dan Kompetensi Komunikasi Antar-budaya. How to Cite: Pattiwael, A., S. (2016). Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 3(2), 158-170 doi:10.15408/ijee.v3i2.3164. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.3164
The Application of Language Learning Strategies of High School Students In Indonesia
Authors: A. Alfian 
Published: November 2018

ABSTRACT The purpose of this study is to investigate language learning strategies (LLS) use by high school students in Indonesia. By employing a mixed-method design, eighty participants responded to the Strategy Inventory of Language Learning (SILL) questionnaire for the quantitative data. Eight language learners were interviewed for qualitative data. The descriptive statistics using SPSS was used to analyze the questionaire, and thematic analysis was used to analyze the interviews. The results indicated that first; metacognitive, cognitive and social strategies use were reportedly employed the most frequently of all strategies. Second, the strategies employed by males participants are not different with those employed by females Third, successful students used more strategies than those of less successful students. The interview findings demonstrated that successful language learners mostly used practicing strategies ( practice four language skills). This study provides the implication for classroom practice, especially raising teacher’s awareness of their teaching methodology. ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui strategi-strategi pembelajaran bahasa yang digunakan oleh siswa SMA di Indonesia. Penelitian ini menerapkan metode mix-method dimana Delapan Puluh telah mengisi angket strategi belajar bahasa (SILL) untuk data kuantitatif dan Delapan siswa telah diwawancarai untuk data kualitatif. Data dari angket dianalisa dengan SPSS sedangkan metode analisis tematik digunakan untuk menganalisis hasli wawancara. Hasil penelitian ini menunjukkan bahwa pertama; Metakognitif, kognitif dan strategi sosial dilaporkan paling sering digunakan dari semua strategi pembeljaran bahasa. Kedua, strategi yang digunakan oleh siswa laki-laki tidak berbeda dengan yang laporkan oleh siswa perempuan. Ketiga, siswa yang sukses dalam pembelajaran bahasa menggunakan lebih banyak strategi daripada siswa yang kurang sukses. Dari hasil wawancara didapatkan bahwa pelajar bahasa yang berhasil kebanyakan menggunakan strategi berlatih (berlatih empat keterampilan bahasa). Penelitian ini memberikan implikasi untuk proses belajar mengajar dalam kelas, terutama untuk meningkatkan kesadaran guru terhadap pemilihab metodologi pengajaran mereka. How to Cite: Alfian. (2016). The Application of Language Learning Strategies of High School Students In Indonesia. IJEE (Indonesian Journal of English Education), 3(2), 140-157 doi:10.15408/ijee.v3i2.5509. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509
The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension
Authors: Hasan Abdullah , Gushendra Rizky , Yonantha Ferri 
Published: November 2018

ABSTRACTThe research aims to investigate the influence of prior knowledge on students’ listening and reading comprehension at the tenth year of MAN 1 Pekanbaru. This study is a correlational research that involved 75 respondents as a sample from 150 students of the the tenth year of Science classes as the total population. The respondents were selected by using a simple random sampling technique. 20 items of multiple choice of listening test and 20 items of multiple choice of reading test and 15 items of the prior knowledge questionnaire were used to collect the data. Afterwards, the data were further analyzed by using Pearson product moment correlation for the first and the second hypotheses and MANOVA (Multivariate Analysis of Variance) for the third hypothesis by using SPSS 25. The research findings revealed that the mean score of students’ prior knowledge is 73.41 and is categorized as “Good”, their listening comprehension is 68.13 and is categorized as “Good”, and their reading comprehension is 70.67 and it is also categorized as “Good”. It can be seen that the value of Sig. (2-tailed) is 0.000<0.05. Lastly, for the third hypothesis, the value of significance is 0.000<0.05. It means Ha is accepted. Then, it is generated that there is a significant influence of prior knowledge on both students’ listening comprehension and reading comprehension.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh pengetahuan yang ada pada siswa terhadap pemahaman listening dan speaking siswa kelas X MAN 1 Pekanbaru. Kajian ini merupakan penelitian korelasi yang terdiri dari 75 responden sebagai sampel dari populasi 150 orang siswa kelas X jurusan IPA dengan menggunakan tehnik sampel acak. tes Listening dan Reading menggunakan pilihan ganda yang masing-masingnya terdiri dari 20 soal. Kuesioner digunakan untuk mengumpulkan data. Kuesioner ini terdiri dari 15 pernyataan. Selanjutnya data dianalisa dengan menggunakan korelasi Pearson Product Moment untuk hipotesis yang pertama dan kedua, sedangkan untuk menganalisa hipotesis yang ketiga menggunakan MANOVA (Multivariate Analysis of Variance) SPSS versi 25. Hasil penelitian mengungkapkan nilai rata-rata pengetahuan yang sudah ada adalah 73.41 dan dikategorikan “Baik”. Nilai rata-rata listening comprehension 68.13 dan dikategorikan “Baik” serta nilai rata-rata reading comprehension 70.67 dan juga dikategorikan “Baik” Dapat diketahui bahwa nilai signifikan (2;tailed) adalah 0.000<0.05. Akhirnya, untuk hipotesa yang ketiga nilai signifikannya 0.000<0.05. Hasil ini menunjukkan bahwa Ha diterima. Kemudian, disimpulkan bahwa terdapat pengaruh yang signifikan prior knowledge siswa terhadap listening dan reading comprehension. How to Cite: Hasan, A. Gushendra, R. Yonantha, F. (2017). The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension. IJEE (Indonesian Journal of English Education), 4(1), 1-15 doi:10.15408/ijee.v4i1.4744.DOI: http://dx.doi.org/10.15408/ijee.v4i1.4744
READING STRATEGIES AS DEVELOPMENT MODEL ENGLISH COGNITION OF SENIOR HIGH SCHOOL STUDENTS
Authors: Supeno S , Suseno Imam , Alhamidi Lubban Anwari 
Published: November 2018

ABSTRACT This study aims to develop a model of reading strategies of English language learning which is expected to further enhance students’ cognitive abilities in English. The model reading strategies serve as a strategy to read the English subtitles via bottom-up, top-down and mixed strategies that are capable of triggering the students' critical thinking and have been integrated with development ideas from experts and linguists. The study employed a cluster random sampling of 30 schools and 900 students for the standardization of the model reading strategies as a new model that best enhance the cognitive power of English language learning. The method used was Research and Development, through seven steps in the research cycles. The subjects were high school students in the class tenth in Special Capital Region of Jakarta. The steps to reading development strategy that are able to improve the cognitive of students are 6 steps consisting of: overall understanding, understanding on contextual meaning, assumption of contextual meaning, look for meaning in contextual output, searching for further meaning, and returning to the main idea of ​​our thinking. ABSTRAK Penelitian ini bertujuan mengembangkan model pembelajaran bahasa Inggris yakni reading strategies, yang diharapkan dapat meningkatkan daya kognitif bahasa Inggris siswa. Permodelan reading strategies sebagai strategi untuk membaca teks bahasa Inggris melalui strategi bottom-up, top-down dan mixed yang mampu memicu pemikiran kritis siswa dan telah diintegrasikan dengan gagasan pengembangan dari para ahli dan ahli bahasa. Dengan cluster random sampling terpilih sebanyak 30 sekolah dan 900 siswa untuk standarisasi model reading strategies sebagai model baru yang dapat meningkatkan daya kognitif bahasa Inggris siswa. Metode yang digunakan adalah Research and Development, melalui tujuh langkah dalam siklus penelitian. Subjek penelitian adalah siswa SMA di kelas sepuluh di DKI Jakarta. Hasil penelitian menunjukkan bahwa reading strategies yang dapat meningkatkan kemampuan kognitif siswa yaitu melalui adalah 6 langkah strategi membaca yaitu: pemahaman teks secara utuh, memahami makna dalam konteks, berpikir dan menduga tentang makna, mencari makna dalam konteks, mencari makna lebih jauh, dan kembali pada pemikiran makna kata. How to Cite: Supeno. Suseno,I. Alhamidi, L. A. (2017). Reading Strategies as Development Model English Cognition of Senior High School Students. IJEE (Indonesian Journal of English Education), 4(1), 84-96, doi:10.15408/ijee.v4i1.4822DOI: http://dx.doi.org/10.15408/ijee.v4i1.4822
Students’ ability to correctly apply differentiation rules to structurally different functions
Authors: Maharaj Aneshkumar , Ntuli Mthobisi 
Published: November 2018

The derivative concept is studied in first-year university mathematics. In this study, we focused on students’ ability to correctly apply the rules for derivatives of functions with the different structures that they encounter in their university studies. This was done by investigating the online responses of first-year students at the University of KwaZulu-Natal to online quizzes that contributed to their assessment. Based on this investigation, we then interviewed eight students to gain an insight into the thinking behind their responses. We report on the analysis of students’ responses to five items on the online quizzes based on the derivative concept. The categories in which those items were based are: condition for existence of derivative at a point; rules for derivatives of standard functions; application of chain rule to different function structures; the application of multiple rules; and application of derivatives to optimise a function. Our findings indicate that students had difficulty in detecting that multiple rules for derivatives were required to differentiate certain types of functions represented in symbolic form. Furthermore, students had difficulty in finding the derivative of a function when more than one application of the chain rule was required. However, there were students who had the ability to apply the rules for derivatives of functions without difficulty. In particular, most of the students were able to correctly recall the differentiation rules for functions with standard structures f(x)=xn, h(x)=ekx and y=[g(x)]n, n ≠ 0 and k is a non-zero constant. Students were also able to correctly apply the chain rule to an exponential function with base e, raised to 4x. The majority of students were able to correctly apply the chain rule together with differentiation rules for logarithmic and exponential (with bases a >1) function structures, and function structures that required the application of the product rule together with the chain rule. Most of the students were able to apply derivatives to optimise a function.Significance:

A significant percentage of students who took online quizzes experienced difficulties with applying multiple differentiation rules in the context of a single function. The difficulties stemmed from their inability to detect from the structure of the function which rules should be applied and also the order in which those relevant rules should be applied.
Hominin cranial fragments from Milner Hall, Sterkfontein, South Africa
Authors: Beaudet Amélie , Heaton Jason L. , L’Abbé Ericka N. , Pickering Travis R. , Stratford Dominic 
Published: November 2018

The Sterkfontein Caves site is one of the richest early hominin localities in Africa. In addition to significant fossil assemblages from Members 2 and 4 of the Sterkfontein Formation, recent excavations have revealed hominin-bearing sedimentary deposits in the lesser-known Milner Hall. We describe two hominin cranial fragments excavated from the Milner Hall in 2015 and present the results of a high-resolution microtomographic-based approach to diagnosing the anatomical and taxonomical origin of these specimens. Based on external morphology, StW 671 and StW 672 are tentatively identified as frontal and occipital fragments, respectively. Our non-invasive bi-dimensional quantitative investigation of the two cranial fragments reveals a mean cranial thickness of 8.8 mm and 5.6 mm for StW 671 and StW 672 respectively and a contribution of the diploic layer to the cumulative cranial thickness that is less than 50%. While the mean cranial thickness of StW 671 falls within the range of Homo, the relative proportion of the diploë in both StW 671 and StW 672 is lower than in Australopithecus (>60%) and extant humans (>50%). Accordingly, in terms of both cranial thickness and inner structural organization, the Milner Hall hominins combine derived and unique traits, consistent with the condition of other postcranial and dental material already described from the deposit. Moreover, our study opens interesting perspectives in terms of analysis of isolated cranial fragments, which are abundant in the hominin fossil record.
Significance:

The Sterkfontein Caves have widely contributed to our understanding of human evolution.
Besides the well-known Members 4 and 2, where the iconic ‘Mrs Ples’ and ‘Little Foot’ have been found, in this study we suggest that the Milner Hall locality represents an additional, stratigraphically associated source of not only fossil hominins, but also Oldowan stone tools.
In particular, we describe for the first time two cranial fragments, StW 671 and StW 672, identified as frontal and occipital bones, respectively.
Our microtomographic-based analysis of these materials reveals some affinities with Homo combined with unique characters.
In this context, our study suggests an intriguing mosaicism consistent with the description of the two fossil hominins found in the Milner Hall.
Universidad e investigación para el bien común: la función social de la Universidad
Authors: Díez Gutiérrez Enrique Javier 
Published: November 2018

RESUMENEn un Estado Social y Democrático la universidad ha de orientarse a la prestación de un servicio público de generación de conocimiento en el que se contemplen los intereses generales de la ciudadanía, el bien común, funcionando como un agente de cambio y mejora social. Pero nuestras instituciones de ducación superior, siguiendo lógicas globales neoliberales, promovidas por organizaciones económicas internacionales, se están transformando progresivamente en “universidades corporativas o emprendedoras” dominadas por una cultura empresarial interesada sobre todo en lograr posiciones sobresalientes en rankings internacionales. Es hora de defender un modelo de universidad pública al servicio de las necesidades sociales reales y prioritarias y no solo las demandas del mercado. Pero también es necesario profundizar y priorizar la función social de la universidad, consiguiendo un contrato con la sociedad en su conjunto, que entienda la universidad no solo como institución académica de prestigio, sino como un bien público y un agente dinamizador para la transformación social. Este modelo social de Universidad debería basarse en el refuerzo del compromiso y la responsabilidad social de las universidades públicas, la vinculación con los sectores sociales más desfavorecidos y el compromiso mutuo en pos de la justicia social.Palabras Clave: Educación Superior, Capitalismo académico, Función social de la Universidad, Bien Común, Servicio Público.ABSTRACTIn a social and democratic state, universities must strive to provide a public service, generating knowledge of general interest to citizens for the common good and working as agents of social change and improvement. However, in line with the global neoliberal logic promoted by international economic organisations, universities are increasingly metamorphosing into “corporate or entrepreneurial institutions” dominated by a business culture primarily nterested in achieving a high international ranking. It is time to defend the model of a public university in the service of real, pressing social needs rather than market demands. It is also necessary to prioritise and expand the social function of universities, establishing a contract with society as a whole that considers the university not only as a prestigious academic institution but also as a common good and a dynamic agent for social change. This social model of the university should be based on strengthening public universities’ social responsibility and commitment, ties with the most disadvantaged sectors of society and a mutual commitment to social justice.Keywords: Higher education, Academic capitalism, Social function of universities, Common good, Public service.
Jóvenes universitarios y pre-universitarios y actitudes cívico-políticas hacia una Europa social
Authors: Viejo Almanzor Carmen , Gómez-López Mercedes , Ortega-Ruiz Rosario 
Published: November 2018

RESUMENLa Universidad se ocupa de dotar a las nuevas generaciones de la capacidad para comprender ideas y procesos complejos, pero también de formar la personalidad de los y las jóvenes para ser capaces de identificar los retos para avanzar hacia un futuro mejor. Con el objetivo de describir el análisis crítico que la juventud española hace de la Europa actual y futura, y determinar el valor que otorga a la educación, se analizaron las prioridades y preocupaciones con respecto al futuro, las visiones sobre el futuro de Europa, los valores y las actitudes de 268 jóvenes de entre 16 y 25 años (64.6% chicas, 35.1% chicos, 0.4% otro), con una edad media de 20.72 años. Los resultados señalaron el desempleo como una de las principales inquietudes, sólo superada por el terrorismo. Sin embargo, su visión sobre la Europa del futuro está marcada por la atribución de valor a la Educación, junto a valores democráticos, de atención y derechos a la diversidad, equidad y la justicia. Se discuten estos resultados con relación al valor que la Educación Superior tiene para la formación de un pensamiento crítico y la construcción de la Europa social que algunos de ellos deberán liderar.Palabras Clave: Juventud, Universidad, Educación, Europa.ABSTRACTThe University is the institution responsible for providing new generations with the skills to understand and analyze complex ideas and processes. But it must also shape the personality of young people to be able to identify the potentialities of different realities and visualize the possible challenges to move towards a better future. This study aims to describe the critical analysis that Spanish youth make of current and future Europe, and to determine the value that they give to Higher Education as a tool for improvement and advancement of society. This study analyses the priorities, visions and worries about future, and the values and attitudes of 268 young people; they were aged between 16 and 25 years old (64.6% females, 35.1% males, 0.4% other denomination). The results indicated unemployment as one of the main concerns, only overpassed by terrorism. However, the expectations and motivations profile of Spanish youth regarding their future Europe is positive. Their vision is marked by the attribution of value to Education, together with democratic values, attention and rights to diversity, equity and justice. These results are discussed in relation to the value that Higher Education has for the formation of critical thinking and the construction of the social Europe that some of those youngers should lead.Keywords: Youth, University, Higher Education, Europe.
A prospective analysis of the risk factors and the perinatal outcome of preterm labour
Authors: Mathew Sunitha Mary , Kumar Ajay 
Published: November 2018

Background: Preterm labour is a challenging complication encountered by obstetricians. The dictum prevention is better than cure well applies for preterm labour also, hence the importance of knowing the risk factors. Infection is one treatable, thus preventable risk factor.Methods: Prospective cohort study involving 75 antenatals at gestational age from 28 to 36+6 weeks. After getting clearance from institutional ethical committee detailed history including history of UTI, excessive vaginal discharge, previous abortions and previous preterm labour and medical complications were collected. Two doses of injection Betamethasone 12 mg 24 hours apart were given for all patients. High vaginal swab was taken from all subjects and results analysed. Neonates are then followed up till discharge.Results: The incidences were higher in primigravidas compared to multiparas. Late preterms (34-36+6 weeks) were the majority in the group. PPROM was the major cause for late preterm births, this was followed by UTI and vaginal infections. Among the high vaginal swab 30.7% were culture positive. E Coli was the most common organism isolated followed by Staphylococcus Aureus, Klebsiella, and MRSA. Hyperbilirubinemia was the most common neonatal complication. Out of 7 neonatal deaths 6 were due to RDS and one was extremely preterm newborn. Women who delivered at least 24 hours after initiation of steroid were considered steroid covered group. Steroid covered group had lesser incidence of RDS with P value of 0.001which was statistically significant.Conclusions: UTI and vaginal infections were major risk factors for preterm labour and should be tackled antenatally. High vaginal swab should be taken for threatened preterm labour especially early preterm. Betamethasone administration causes a definite reduction in the incidence of RDS. Induce PPROM after 36 weeks to reduce late preterm complications provided there is no chorioamnionitis.