Articles
<![CDATA[THE EFFECT OF INTEGRATING SCRABBLE INTO NUMBERED HEADS TOGETHER ON STUDENTS’ VOCABULARY ACHIEVEMENT AT GRADE SEVEN OF SMP NEGERI 12 KONAWE SELATAN ]]>
<![CDATA[Marliyanti, Marliyanti]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Teaching of English Vol 4, No 3 (2019): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v4i3.13961
<![CDATA[This study aimed at finding out whether there is a significant effect of integrating scrabble into numbered heads together at grade seven of SMP Negeri 12 Konawe Selatan or not. The research was conducted to answer the following question “Is there any significant effect of integrating scrabble into numbered heads together on students’ vocabulary achievement at grade seven of SMP Negeri 12 Konawe Selatan?â€. The hypothesis of this research is “There is a significant effect of integrating scrabble into numbered heads together on students’ vocabulary achievement at grade seven of SMP Negeri 12 Konawe Selatanâ€. This research used quasi experimental design with population was all grade seven students at SMP  Negeri  12  Konawe  Selatan in academic year 2018/2019. The samples of this research were class VIIE as the experimental class and VIIB as control class. The experimental class consist of 28 students and control class consist of 26 students. The research instrument was 40 questions of vocabulary test. Collecting the data, the researcher gave pre-test, taught integrating scrabble into numbered heads together, and giving post-test. The result show that students’ mean score in experimental class are 55.21 at pre-test and 75.13 at post-test, while students’ mean score in control class are 55.61 in pre-test and 64.93 in post-test. Based on the calculation of T-test, it shows that the score of tcount  = 5.636 is higher than ttable = 2.007 and the pvalue= 0.000 is lower than  = 0.05. Therefore, the null hypothesis is rejected and H is accepted. This can be conclude that there is a significant effect of integrating scrabble into numbered heads together on students’ vocabulary achievement at grade seven students of SMP Negeri 12 Konawe Selatan. Keywords: Scrabble, numbered heads together, vocabulary achievement]]>
<![CDATA[The Effect of Oral Peer Corrective Feedback Using Youtube on EFL Students’ Writing Skill at Sman 6 Kendari ]]>
<![CDATA[Ilham, Dewi Suratmi]]>;
<![CDATA[Nurindah, Nurindah]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 1 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i1.19240
<![CDATA[The aim of this research is to determine the effect of oral peer corrective feedback using YouTube on students’ writing skill at the eleventh grade SMAN 6 Kendari. This research conducted quasi-experimental research design. The sample was 29 students of XI MIA1 which was assigned as experimental group and 33 students of XI MIA2 which was assigned as control group. The research used probability sampling design that is cluster random sampling for taking the sample. The data of this research were collected by giving the students pre-test and post-test in the form of writing test. Then, the data were analyzed by using SPSS 17.00 using descriptive analysis and inferential statistic. The results showed that the mean score of the experimental group was higher than the control group. In the experimental group the mean score of pre-test was 45.72 and the mean score of post-test was 80.82. In comparison, in the control group the mean score of pre-test was 46.79 and the mean score of post-test was 74.28. The result of the independent sample t-test indicated that the value of sig. (2 tailed) which was lower than the significance α value (0.000 < 0.05). In other words, H1 was accepted and it means that there was a significant effect of oral peer corrective feedback by using YouTube on students’ writing skill. Furthermore, the result of the finding also showed that the learning process was also able to increase their knowledge and ideas about the topics they write. The development of ideas and knowledge in explaining topics to be structured into an interesting content.]]>
<![CDATA[EMOTIONAL INTELLIGENCE AND STUDENTS’ TRANSLATION ABILITY AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY ]]>
<![CDATA[Badarun, Nurfadillah]]>;
<![CDATA[Rohmana, Rohmana]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Teaching of English Vol 5, No 4 (2020): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v5i4.14056
<![CDATA[Emotional intelligence and translation ability level vary among individual students. The present study seeks to examine (1) the relationship between students’ emotional intelligence and their translation ability. It also aims at (2) determining which dimension of emotional intelligence can best predict students’ translation ability. The study employed a descriptive quantitative design. Participants of this study were the sixth semester students in Translation Class at English Education Department of Halu Oleo University. The population was 101 students and 80 students were taken as the sample using purposive sampling technique. The data were obtained from emotional intelligence questionnaire and students’ translation scores. The analysis used Pearson correlation and Regression analysis by using SPSS 20. The results reveal that (1) there is no significant relationship between emotional intelligence and students’ translation ability, and (2) one of the dimensions of emotional intelligence have statically relationship with students’ translation score that is self-regulation dimension. Keywords: Relationship; Emotional Intelligence; Translation Ability]]>
<![CDATA[The Effect of “Quizizz Application†on Students’ Learning Interest and Reading Comprehension at SMAN 1 Raha ]]>
<![CDATA[Kabil, Muhamat]]>;
<![CDATA[Kamaluddin, Kamaluddin]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Teaching of English Vol 6, No 4 (2021): Journal of Teaching of English ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.36709/jte.v6i4.22866
<![CDATA[This present study aimed to examine the effect of Quizizz application on students’ learning interest and reading comprehension at SMAN 1 Raha. This study was quantitative and the design was quasi-experimental. The technique of sampling was purposive sampling in XI MIA3 as experimental class and XI MIA4 as control class. The class of XI MIA3 consists of 30 students and XI MIA4 consists of 32 students. In collecting the data, the researcher used the questionnaire to obtain data about students’ learning interest, and the test was used to obtain the data of students’ reading comprehension. The result of the questionnaire showed that there is no positive effect of Quizizz application on students' learning interest. Based on the result analyzed of independent sample t-test. The result showed that the value of sig (2- tailed) 0.073 was higher than sig 0.05. It means the that Quizizz application does not have a positive effect on students’ learning interest. While the finding of learning outcomes showed that there was a positive effect of Quizizz application on students’ reading comprehension. It was proved by the result of the independent sample t-test analyzed on SPSS 25, the value of sig (2-tailed) 001was lower than sig 0.05. It could be concluded that the use of the Quizizz application has a positive effect on students’ reading comprehension. From those findings, it could be concluded that the use of Quizizz application on students’ learning interest did not have a positive effect while on students’ reading comprehension had a positive effect.]]>
<![CDATA[STUDENTS’ CRITICAL THINKING UNDER THREE MODELS OF TEACHING ]]>
<![CDATA[Nurnia Nurnia]]>;
<![CDATA[Jafar Ahir]]>;
<![CDATA[La Ode Muharam]]>;
<![CDATA[Alberth Alberth]]>
<![CDATA[ IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 5 No 1 (2018): Indonesian Journal of Educational Review (IJER) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/IJER.05.01.12
<![CDATA[The advancement of digital technology has evoked a new teaching paradigm and the incorporation of such technology into models of teaching has been highly appreciated in order to achieve certain learning goals such as students’ critical thinking. This study investigates and examines the difference in critical thinking skills of students taught through the flipped classroom, pure online and direct instruction models. The method of the study is quasi-experiment implemented to students of English majors of Halu Oleo University. A total of 96 students participated as samples sitting in three different classes. Each class was attended by an equal number of 32 samples. Data were collected by giving samples a critical thinking skills test after the model implementation. The data were analyzed by means of two-way analysis of variance. Results of the study show that there is a significant difference of students’ critical thinking skills after the implementation of the three models of teaching and the students from the flipped classroom is observed to have higher critical thinking skills. Keywords: flipped classroom, direct instruction, critical thinking skills]]>
<![CDATA[Emergency Blended Teaching and Learning Amidst the Covid-19 Pandemic ]]>
<![CDATA[Risma Fitria Uky Yandini]]>;
<![CDATA[Hanna Hanna]]>;
<![CDATA[Alberth Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i1.21917
<![CDATA[This paper is rooted in the self-narration of 23 vocational high school community members in East Kolaka who were directly affected by the implementation of emergency blended teaching and learning due to the outbreak of the Coronavirus. This paper attempted to answer the question: “What do the school community members perceive as the advantages and drawbacks of emergency blended teaching and learning in language learning?” Applying phenomenology approach in qualitative research design, the result shows the advantages are categorized into several aspects: individualization, collaboration, information resources, reduce dependence on online games and social media also and emergency blended teaching and learning also had a potential to be used during praktek kerja industri (industry working practice). However, school community members also faced a few difficulties when implementing emergency blended teaching and learning, particularly in language teaching and learning. The drawbacks are categorized into several catagories: culture, instructional design, learning outcomes, psychology effect, device and internet accessibility concerns. Despite highly regarded as a viable answer to continuing academic activities within the limits of face-to-face contact due to the outbreak of Covid-19 Pandemic, in East Kolaka, emergency blended teaching and learning carries a stigma of being lower quality than face-to-face learning.]]>
<![CDATA[The Use of Kahoot for Teaching Vocabulary ]]>
<![CDATA[Samsuddin Samsuddin]]>;
<![CDATA[Tambunan Tambunan]]>;
<![CDATA[Alberth Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.22708
<![CDATA[This research aimed to investigate whether the use of Kahoot! application has a significant effect on students’ vocabulary and whether the students have positive perceptions towards the use of Kahoot! as a media in learning academic vocabulary. This research was conducted with the fourth semester students of the English department of UM Kendari which involved 31 students. The data were attained from students’ vocabulary test and questionnaire. Paired sample ttest indicated that p<0.000, suggesting a significant effect of Kahoot! on students’ vocabulary achievement. The results of the questionnaire suggested that the students have a positive perception of Kahoot! with 75.38% participants favoring its application. With these results, it can be stated that Kahoot! application is able to improve the students’ vocabulary achievement and that students enjoy learning vocabulary using Kahoot! Implications of these findings will be critically discussed in this paper.]]>
<![CDATA[The Effect of Flipped Classroom on Students’ Learning Style, Intrinsic Motivation and Learning Achievement ]]>
<![CDATA[Ni Kadek Sepriani]]>;
<![CDATA[Alberth Alberth]]>;
<![CDATA[Nurnia Nurnia]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.6971
<![CDATA[The main objective of the study was to examine the effect of flipped classroom on students' learning styles, intrinsic motivation and learning outcomes. The sample consisted of 37 students enrolled in the Teacher Training Faculty, Halu Oleo University during the 2018/2019 academic years, recruited through a purposive sampling technique. The study employed the VAK learning style questionnaire consisting of 30 questions and the intrinsic motivation questionnaire, based on the Self-Determination Theory comprising 17 questions. Learning achievement was measured using a learning achievement test consisting of 35 questions. The instruments were administered twice: a pre-test to determine students' prior learning style, intrinsic motivation, and achievement, and a post-test to assess whether changes occurred. The results showed significant changes in students' learning style, as demonstrated by the two-tailed score of the Pearson correlation test (p < 0.05). The analysis also revealed a significant effect of the flipped classroom on students' intrinsic motivation, with a two-tailed significance score of 0.045. Paired sample t-tests indicated a significant effect of the flipped classroom on students' learning achievement, as evidenced by changes in scores from pre- to post-test. In conclusion, this study demonstrated that the flipped classroom model has a significant effect on students' learning style, intrinsic motivation, and learning achievement.]]>
<![CDATA[Potensi Teknik Pembelajaran Kooperatif Berbantu Whatsapp untuk Mengurangi Kecemasan Siswa dalam Berbicara Bahasa Inggris ]]>
<![CDATA[Alberth Alberth]]>
<![CDATA[ Lingua Susastra Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[Departemen Bahasa dan Sastra Indonesia dan Daerah ]]>
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DOI: 10.24036/ls.v4i1.176
<![CDATA[Anxiety is one of the main inhibiting factors in using a foreign language, especially English. However, there is a relatively minimal amount of literature discussing the sources of this anxiety and techniques to reduce it. Although several previous studies have attempted to offer various solutions to overcome language anxiety issues in English, those solutions have proven to be less effective and unnatural. Therefore, more effective and natural solutions are needed to address this anxiety problem. This article aims to offer a solution to this problem through the utilization of cooperative learning techniques aided by WhatsApp. Examples of using cooperative learning techniques aided by WhatsApp will be discussed in this paper.]]>
<![CDATA[Model Kegiatan Kuliah Kerja Nyata (KKN) Mahasiswa di Era Pandemik Covid ]]>
<![CDATA[Ahmad Zaeni]]>;
<![CDATA[Aris Badara]]>;
<![CDATA[La Aso]]>;
<![CDATA[Alberth Alberth]]>;
<![CDATA[Busnawir Busnawir]]>;
<![CDATA[Al Wahab]]>;
<![CDATA[Prima Endang Susilowati]]>
<![CDATA[ Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Perguruan Tinggi Mengabdi: Berkarya dan Berinovasi Untuk Membangun Masyarakat Semakin Tangguh di Mas ]]>
Publisher : <![CDATA[Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) ]]>
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<![CDATA[Pandemi Covid -19 yang melanda dunia memberikan dampak di berbagai bidang. Salah satunya berdampak pada kegiatan Kuliah Kerja Nyata (KKN) mahasiswa. Anjuran untuk menghindari kerumunan dan jaga jarak menjadi dasar untuk mencari alternatif metode pelaksanaan kegiatan KKN Mahasiswa. Kondisi ini memaksa semua kegiatan beralih ke metoda komunikasi digital, termasuk kegiatan KKN. Penerapan metode penyuluhan KKN secara online memberikan pengalaman yang baru bagi masarakat. Berbagai daerah di Indonesia termasuk di lokasi KKN (Desa Amoito Siama Kabupaten Konawe Selatan Sulawesi Tenggara). Ternyata masih banyak kendala dalam proses sosialisasi secara online. Kondisi ini dikarenakan antara lain masih minimnya fasilitas internet, peralatan, kemampuan masyarakat membeli kuota, serta kemampuan menggunakan peralatan digital. Pada kegiatan ini dilakukan pendampingan oleh mahasiswa KKN untuk mengatasi masalah di atas, termasuk saat melaksanakan webinar. Hasil kegiatan ini sesuai dengan yang diharapkan yaitu pada kegiatan yang dilaksanakan melalui webinar telah dapat memberikan tambahan ilmu bagi masyarakat, tanpa harus mengabaikan protokol kesehatan. Terlihat dari antusiasme masyarakat dan peningkatan pemahaman masyarakat terhadap suatu permasalahan. Perkembangan digital yang pesat dan situasi darurat semacam ini menuntut semua lapisan masyarakat harus menyesuaikan perkembangan.Kata kunci—Digital, KKN Mahasiswa, Pandemik Covid-19, Webinar]]>
