PJEIS: Parahikma Journal of Education and Integrated Sciences http://journal.parahikma.ac.id/pjeis <p>Welcome to <strong>P-JEIS: Parahikma Journal of Education and Integrated Sciences</strong>. P-JEIS is an Institut Parahikma Indonesia journal that publishes articles in the forms of analysis and debates, reports, reflections, reviews of studies, meta-analyses, and theoretical papers related to educational practices and integrated sciences at any level of education. The Journal offers two issues each calendar year.<br />P-ISSN: <a href="http://issn.lipi.go.id/issn.cgi?daftar&amp;1609302587&amp;1&amp;&amp;" target="_blank" rel="noopener">2774-4493</a><br />E-ISSN: <a href="http://issn.lipi.go.id/issn.cgi?daftar&amp;1609300697&amp;1&amp;&amp;" target="_blank" rel="noopener">2774-4507</a></p> Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Institut Parahikma Indonesia en-US PJEIS: Parahikma Journal of Education and Integrated Sciences 2774-4493 Online Learning Management System (OLMS) in Indonesian Higher Education: Investigating Benefits and Obstacles http://journal.parahikma.ac.id/pjeis/article/view/42 <p>The issue investigated in this paper is about the advantages and the challenges of Online Learning Management System (OLMS) in Indonesian Higher Educations. The aim of OLMS is to provide better service for students and to improve the quality of teaching and learning activity using internet and digital devices used in Indonesian higher education institutions. However, there are some obstacles encountered by lecturers and students in using OLMS. Therefore, this article examines the advantages of OLMS implementation by elaborating and discussing its drawbacks, particularly to investigate more closely in Indonesian Higher Education context. The method for this study was a comprehensive review, analysis, and synthesis of OLMS, its challenges and arguments to counter the challenges. In order to complete a comprehensive and integrative review of the literature surrounding online learning and learning management system, the writer completed an exhaustive review of referred and non-referred publications as outlined by Torraco (2005). As the findings, there are three main benefits of OLMS that Indonesian higher education students can get; OLMS provides easy and communicative access, enhances collaborative learning, and facilitates the students to express their opinion even though there are still some challenges that students and lectures face during the learning process such as; internet poor connection, the ability of lecturers to use online platforms, and the existences of less confident students. Hence, in order to succeed OLMS implementation, this paper concludes that enhancing the quality of online platform, encouraging the lecturers to be more active in teaching, and facilitating the learners are necessarily needed to be improved.</p> Hidayatullah Yunus Copyright (c) 2021 Parahikma Journal of Education and Integrated Sciences (P-JEIS) 2021-01-06 2021-01-06 1 1 1 8 The effects of applying multimedia in primary English language teaching in China http://journal.parahikma.ac.id/pjeis/article/view/46 <p>The main objective of this research was to investigate the effects of applying multimedia in primary English class in China. The main problems are related to how and why multimedia is able to help Chinese primary education students to learn English. Chinese students from primary education are losing their interests on English learning because the English class is considered to be boring for them due to the National University Entrance Examination (NUEE). Therefore, it is urgent for English teachers in China to find a method that not only help their students deal with the examination but also maintain students’ interests in learning English. Multimedia is a type of technology which includes videos, tapes, and audio materials in the teaching and learning practices. Here in this paper, the multimedia mainly refers to a teaching approach used by teachers which involves graphics, audio, video, or movies in English class. The results of this investigation indicated that multimedia tends to maintain students’ interests, increase vocabulary acquisition, facilitates reading ability of students, and improve students’ listening skills. Multimedia is considered to be good to be implemented for English learning. Therefore, schools or educational institutions are expeted to provide teachers with opportunities of training with the use of multimedia. In this case, teachers are encouraged to use multimedia to enhance teaching and learning practices.</p> Wanlin He Copyright (c) 2021 Parahikma Journal of Education and Integrated Sciences (P-JEIS) 2021-01-06 2021-01-06 1 1 9 15 Dominance in Writing Center Tutorials for ESL Students http://journal.parahikma.ac.id/pjeis/article/view/44 <p>The review aims to explore and investigate the writing center pedagogies and clientele and dominant interaction during tutorial sessions with ESL students. The writing center’s primary goal is to help students to better their writing. Thus, writing conferences between tutors and tutees should be centered upon the writing process and the conference&nbsp;&nbsp; (Bell and Elledge, 2008). However, due to diverse linguistic and other influencing background factors of its frequenters, several writing center pedagogies may not be able to meet the competing needs of its ESL clients and thus, leads to the occurrence of dominance during sessions. Therefore, this article targets to shed lights on this particular writing center dynamic by conducting a comprehensive review, analysis, and synthesis of linguistic interactions utilizing referred and non-referred publications literature surrounding the notion of the writing center, its pedagogies as well as its clientele, and linguistic dominance within tutorial interactions between tutors and their ESL tutees. The findings reveal that while dominance may impede learning, it also benefits the tutees in terms of providing clearness and reinforcing learning. In response to these findings, this review concludes that keeping up-to-date with the ever changing pedagogies in accommodating the needs of ESL students with divergent backgrounds is crucial for the improvement of the writing center philosophy and practices.</p> <p>&nbsp;</p> <p>&nbsp;</p> Fatmawati Akhmad Copyright (c) 2021 Parahikma Journal of Education and Integrated Sciences (P-JEIS) 2021-01-06 2021-01-06 1 1 16 24 The Role of Extensive Reading in Improving General English Proficiency http://journal.parahikma.ac.id/pjeis/article/view/43 <p>This paper investigates the benefits of implementing extensive reading (ER), supporting techniques or approaches of ER as well as the practical aspects of ER in English as a foreign language (EFL) context. The method used in this study was integrative literature review which was proposed by Torraco (2005). The literature related to ER, its supporting techniques or approaches and the practical aspects was reviewed comprehensively. The results of this study indicate that ER can increase students’ general reading proficiency, reading rate, reading strategies, motivation, attitude, vocabulary, speaking and writing skills. In other words, it can improve general English proficiency. On the question of supporting techniques or approaches, Task-Based (TBL) approach and The Lexical Approach (LA) can be used to support ERP. Another important finding was that there are several practical aspects that can be considered when practicing ERP such as using graded readers, classroom library and reading circles. Hence, in order to help improve English language teaching, these findings can contribute in several ways to our understanding of ER and provide basis for implementing ERP in EFL context.</p> Muhamad Rifqi Syamsuddin Copyright (c) 2021 Parahikma Journal of Education and Integrated Sciences (P-JEIS) 2021-01-06 2021-01-06 1 1 25 32 Questioning Strategies Analysis: Teachers' Practice and Students' View http://journal.parahikma.ac.id/pjeis/article/view/47 <p>This study aimed at finding (1) the types of lecturer's questioning strategies, (2) the perception of the students toward questioning strategies applied by the lecturer on student's learning activities in the class, and (3) the purposes of questioning strategies themselves. The research methodology used was descriptive qualitative with a total sample was 4 of lecturers and 17 of students which were taken by using a convenience sampling technique. The data were gathered by using interviews and qualitative questionnaires. The results showed that there were four types of questions as a questioning strategy that lecturers frequently used. The most frequently used strategy was a probing question and high order question. The other types of questioning strategies applied by the lecturers were factual questions and structuring questions. Regarding students' perceptions, the qualitative questionnaires showed that all of the students said that the questioning strategy was very important especially in guiding thinking, independent thinking, monitoring, and evaluation. Furthermore, the purposes of lecturers asking question to students were to gaining attention, checking prior knowledge, checking to understand, enhancing knowledge, experimenting, and encouraging students' thinking. Therefore it is expected that the lecturers will be aware of the importance of the questioning strategy in learning and encourage students to participate and engage more in effective classroom interaction.</p> Parman Nurwahida Asfiah Syam Copyright (c) 2021 Parahikma Journal of Education and Integrated Sciences (P-JEIS) 2021-01-06 2021-01-06 1 1 33 45