Articles
<![CDATA[A Correlational Study Between Listening Comprehension And Students’ Listening Preference ]]>
<![CDATA[Purnamasari, Purnamasari]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Sartiah, Sartiah]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v1i1.6661
<![CDATA[This study investigated the correlation between listening comprehension and students’ listening preference at the first year of English Study Program of Halu Oleo University. It aimed of finding out the correlation of listening comprehension and listening preference in between and the correlation between listening preference and students’ gender. Samples were 44 students drawn using a random sampling technique. Instrument of the study were multiple choices tests of IELTS and TOEFL consisting of 20 items each of them, which was used to measure students’ listening comprehension, and a questionnaire featuring 14 items to gauge students’ listening preference towards British and American English. Data were analyzed using descriptive statistic and correlation analysis. Results showed that listening comprehension has a positive correlation toward listening preference and there is no correlation between students’ listening preference and their gender because both male and female have high score in TOEFL test and they prefer American to British English. Since the study did not investigating the most influence factor of listening comprehension, the researcher recommended that future researchers to investigate the factor.]]>
<![CDATA[Students’ Self-Efficacy And Technology Acceptance Of Nicenet In Efl Classroom ]]>
<![CDATA[Rezki, Anita]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v1i1.6654
<![CDATA[The objective of this study were: to measure students’ Self Efficacy in Nicenet in EFL Classroom, to investigate whether or not there was any difference in terms of technology acceptance and Self-Efficacy between male and female students as well as between students’ having difference experience with Nicenet, to measure students’ technological acceptance of Nicenet in EFL Classroom and to investigate students’ perception about the benefits and the drawbacks of Nicenet. This study adopted a mixed method design which employed both qualitative and quantitative research design. Instruments of the study were questionnaire, interview guideline and relevant documents. The study was conducted at the English Language Education study program, in Halu Oleo Univesity, involving students who had joined and experienced the use of Nicenet in their class. Fifty students participated in this study by filling out a questionnaire and 8 students were interviewed to obtain more information related to their response in questionnaire. Result of the study showed that generally the students could be grouped into two levels of Self-Efficacy; a high level and medium level. Regarding to the second research question, it was discovered that there was no significant differences between male and female as well as between Nicenet experiences. A slightly contradictory result found in the students’ responses to the questionnaire and interview which were set out to seek positive answer to the third research questions. While generally the students expressed their positive acceptance to technology, they gave different information in the interview. As far as the fourth research question was concerned, more benefits and drawbacks of Nicenet had been revealed based on the students’ responses to open-ended questions and interview.]]>
<![CDATA[The Effect Of Metacognitive Scaffolding Strategy Embedded In Cooperative Learning Model On Students’ Writing Achievement At Grade XI Of SMAN 4 Kendari ]]>
<![CDATA[Puspita Ayu M., Anugrah]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Tambunan, Tambunan]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 1, No 2 (2016): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v1i2.6663
<![CDATA[This study aimed to investigate the effectiveness of metacognitive scaffolding strategy which is embedded in cooperative learning model in teaching writing to students at grade XI of SMAN 4 Kendari. In this study, quantitative data were used to examine the effectiveness of metacognitive scaffolding strategy on students’ writing, whereas qualitative data were used to describe the process involved in the teaching which applied the metacognitive scaffolding strategy. Three research questions were posed: (1) did the students taught under the metacognitive scaffolding strategy produce better writing than their counterparts who were not instructed in the same strategy?; (2) what were the writing scores gained by the students who learnt via the metacognitive scaffolding strategy?; (3) how was the metacognitive scaffolding strategy implemented in the process of teaching writing? The study was conducted at SMAN 4 Kendari to class XI students who enrolled in the 2015/2016 academic year. Total samples were 60 students which were split into an experimental class and control class. The samples were drawn using the convenient sampling technique. Instruments of the study included a writing test, interviews, and observation sheet. In the experimental class, a pre-test was administered to obtain data about students’ knowledge prior to treatment which applied the metacognitive scaffolding strategy in the teaching of writing, and a post-test was run to determine the students’ writing scores after receiving the treatment. In the control class, the teaching of writing applied a conventional method that was usually been used in the school. The students in this class also took a writing test, the results of which were used as a comparison to the experimental class. Additionally, some students and teachers were interviewed to obtain qualitative data and some observations were conducted during treatment in the experimental class. The results show that there was a significant difference between the pre-test scores and the post-test scores in the experimental class compared to the control class, with the students taught using the metacognitive scaffolding strategy gained higher scores than those who were not. Paired sample t-test was run to compare the pre- and post-test scores gained by both classes before and after treatments, whereas independent sample t-test was used to analyze the difference between gained scores recorded by the two classes. Furthermore, it was revealed that the process of teaching writing using the metacognitive scaffolding strategy has run well according to the lesson plan.]]>
<![CDATA[Code-Switching And Code-Mixing In English Language Teaching And Learning At SMA Negeri 2 Kendari ]]>
<![CDATA[Arlan, Arlan]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Lio, Asrun]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v4i1.6668
<![CDATA[Many people speak and switch or mix their general use of language with their mother tongues, especially in communicating with people. This study is aimed to describe the types of code-switching and code-mixing; why do teachers mix code and switch code; and reasons and impact on students of code-switching and code-mixing by teachers and students in the English as second language (ESL), SMA Negeri 2 Kendari. Accordingly, 65 students at the high school level and three of their instructors in EFL classrooms took part in the study. Data were collected through observations, questionnaires to teachers, and interviews with selected sample students. The result of qualitative and quantitative design analysis showed that code-mixing and code-switching types dominantly used by teachers were intrasentential switching and allowed intersentential switching. And teachers used more dominant of intrasentential mixing types. The reason’s teachers to  switching and mixing implementation were directing or conveying some explanations effectively, it is used cause forget some terms so as achieving a good learning process, to explain or give an understanding to students if they feel have not understood the lessons given so switching to Indonesian is an important communication strategy, more effective and expected to get a better relationship between them. Finally, the results of reason and impact on students by  descriptive questionnaire analysis showed that the students that lack ability in the target language, it's difficult to get the equivalent of the words on target language or find new words or terms in the context, and they did it unconsciously from English utterance to Indonesian and make students more understand when doing of switch code and mix code in English learning process.]]>
<![CDATA[Analysis On The Relationship Of Extrovert-Introvert Personality And Students’ Speaking Performance In English Study Program Of Halu Oleo University ]]>
<![CDATA[Samand, Sri Muniarty]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Lio, Asrun]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v4i1.6677
<![CDATA[Speaking is one of the productive skills in English competence which can help us to interact with other people. However, in a class, not all the students can make equal improvement in speaking skill even though they get the same treatment from the teacher. It happens because there are many factors that influence students’ speaking performance. One of the factors is affective factor that can be from students’ personality. In this category, personality can be classified into two types, they are extrovert and introvert. This present study investigates the correlation between extrovert personality and introvert personality and students’ speaking performance at the students in English Study Program of Halu Oleo University in the fourth semester. Total 35 students were selected as the sample and their personality type was determined by using Mark Parkinson Personality Questionnaire and their speaking score from the speaking test. The objective of the study is to examine, whether there is correlation between extrovert-introvert personality and students’ speaking performance or not and also to know which personalities have better achievement in speaking performance. This study applied descriptive quantitative design. The personality and the students score were correlated by using Pearson Product Moment Correlation. The result of correlation testing reveals that there is no significant correlation between extrovert personality and speaking performance (0,575 > 0,05) and also there is no correlation between introvert personality and speaking performance (0,505 > 0,05). Then, other result shows that introvert students have better achievement in speaking than extrovert students, which means score of introvert is 77,56 while mean score of extrovert is 75,56.]]>
<![CDATA[Cognitive Style, Attitude, and Self Efficacy as Predictors of Student Success in EFL Online Courses at Halu Oleo University ]]>
<![CDATA[Fithrah Jiwa, Ramdhani Nur]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Sailan, Zalili]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i2.6695
<![CDATA[Despite the growing technology, higher education institutions have added online courses to their curriculum and maximize the potential benefits in the classroom. Measuring students’ cognitive style, attitude and self efficacy towards online learning provides a beneficial construct to predict learning outcomes.This study was designed to measure cognitive style, attitude, and self efficacy as predictors of student success in EFL online course at Halu Oleo university. The aim of this study were: (1) examined simultaneous contribution of cognitive style, attitude, and self-efficacy of students’ success in online learning; (2) to examined which variable serves as the better predictor of students’ success in online leaning outcome; and (3) to measure the relationship between students’ cognitive styles, students’ attitude and self-efficacy as predictors of students’ success in online learning outcome. This study adopted a correlation method design. Instruments of the study were questionnaire of Cognitive style inventory; questionnaire of students attitude toward online instruction; and questionnaire of online technology self efficacy scale. The study was conducted at the English Language Education study program, in Halu Oleo University. Subjcet of the study was 120 students who participated in this study by filling out a questionnaire. The result of the study showed that 26.1% of cognitive style’s variance contribution toward online learning outcome. It was about 26.9% of attitude variance contribution toward online learning outcome. It showed about 26.2% of self efficacy’s’ variance contribution toward online learning outcome. Three predictors’ had significantly effect on students’ success in online learning outcome. Further, enter regression analyses revealed a statistically –significant model for cognitive style, attitude and self efficacy as predictors of student’s success in online learning outcome (F =16.524, df=2, R squre = .2999, P < 0.0001) .The findings also showed that attitude was best and strong predictor of students success in students’ online learning outcome. The findings revealed a linear relationship between the three on students’ online learning outcome. There was correlation between three predictors in the strong category.]]>
<![CDATA[English as a Foreign Language (EFL) Students’ Reading Strategy Used in Comprehending Authentic Text: Students’ Preference and Students’ Perception ]]>
<![CDATA[Safriyadin, Safriyadin]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Sailan, Zalili]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i2.6696
<![CDATA[This research explored reading strategy which is used by students in learning English as a foreign language when they read authentic texts in English. This research also investigated the students’ perception towards the using of authentic materials in reading class and examined differences in the use of reading strategies when the students read authentic texts versus when they read non authentic texts. Fifty two students of Halu Oleo University participated in this research. Modified Survey of Reading Strategy (SORS) was used to measure the students’ general reading strategy use. One authentic reading passage and one non authentic reading passage were used for the students’ reading tasks. Questionnaire of students’ perception was used to know their perception after toward the authentic materials in reading class in English as a Foreign Language context . The results indicated that the EFL students reported using reading strategies with high frequency. Most of the students were in high category. Besides, the result shown that Problem Solving Strategy was the most category which was used by the students, followed by Global Strategy and Support strategy. Also, positive responses are shown by most of the participants toward the use of authentic materials. Another finding reported that the EFL students used more volume of reading strategies when reading authentic texts than when reading non authentic narrative texts; they frequently used some specific reading strategies when reading authentic texts, whereas they did not often use these strategies when reading non authentic texts.]]>
<![CDATA[PENGEMBANGAN DAN PEMBERDAYAAN MASYARAKAT DALAM BENTUK PENINGKATAN KAPASISTAS MASYARAKAT DESA/KELURAHAN BERBASIS PRODUK INOVASI DALAM PENANGGULANGAN COVID-19 DI SULAWESI TENGGARA ]]>
<![CDATA[Yunus, Yunus]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Balawa, La Ode]]>;
<![CDATA[Ibrahim, Irianto]]>
<![CDATA[ Anoa : Jurnal Pengabdian Masyarakat Sosial, Politik, Budaya, Hukum, Ekonomi Vol 2, No 1 (2020): Oktober 2020 ]]>
Publisher : <![CDATA[Universitas Halu Oleo ]]>
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DOI: 10.52423/anoa.v2i1.14875
<![CDATA[Tujan pengabdian masyarakat ini adalah memberikan pengalaman/pengetahuan baru bagi masyarakat untuk memahami pentingnya Penangulangan Covid-19 di Sulawesi Tenggara; membantu masyarakat dalam pengembangan kecakapan dalam menghasilkan produk inovasi dalam upaya Penangulangan Covid-19 di Sulawesi Tenggara; memberikan pengalaman/pengetahuan baru bagi masyarakat Desa/Kelurahan tentang pentingnya suasana hidup sehat dan segar, sehingga dapat melaksanakan segala tugas-tugas rutin dengan baik tanpa mengalamami kelelahan yang berarti, khususnya dalam upaya penangulangan Covid-19 di Sulawesi Tenggara; melatih kelompok-kelompok masyarakat sehingga mereka dapat mengembangkan diri mencapai hidup sehat dan segar sejahtera lahir batin melalui aktifitas olahraga dan penciptaan produk inovasi yang bermanfaat. Metode pelaksanaan KKN tematik ini secara tekhnis melalui pengorganisasian jarak jauh dengan menggunakan berbagai fasilitas media dan teknologi informasi. Kegiatan Pengabdian masyarakat ini dilaksanakan selama satu (1) bulan dengan luaran yang: a) Menghasilkan masker kesehatan yang bermanfaat untuk program pencegahan COVID-19 per kelompok desa; b) Membantu penyemprotan disinfektan di desa/kelurahan lokasi KKN; c) Menjadi sukarelawan di POSKO SATGAS COVID-19 selama pelaksanaan KKN Tematik dalam penyaluran bantuan pemerintah kepada masyarakat; d) Membantu distribusi masker bagi masyarakat yang terdampak COVID-19 di desa pelaksanaan KKN Tematik; e) membantu pemerintah dalam mensosialisasikan tangap pencegahan Covid-19; f) membantu masyarakat dalam proses pembutan Jamu dan Teh Kelor; g) Membantu masyarakat dalam penyediaan Pembuatan medi/alat cuci tangan, Pembuatan handsanitiser.]]>
<![CDATA[PEMERTAHANAN BAHASA MUNA DI KABUPATEN MUNA SULAWESI TENGGARA ]]>
<![CDATA[Zalili Sailan]]>
<![CDATA[ LITERA Vol 13, No 1: LITERA APRIL 2014 ]]>
Publisher : <![CDATA[Faculty of Languages and Arts, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v13i1.1915
<![CDATA[This study aims to describe the maintenance of the Muna language in Muna Regency,Southeast Sulawesi. The data were collected using the ethnographic method by meansof observations and unstructured interviews. The analysis was referred to micro andmacrosociolinguistic theories. The findings are as follows. First, the population growthdoes not support the survival of the Muna language because of the increasing number ofmultiethnic newcomers. Second, the young generation’s mobility gives more space to theuse of Bahasa Indonesia. Third, the maintenance of the Muna Language is supported byelder people in villages but it is not supported by educated families, multiethnic families,elite groups, and school environments. Fourth, demographically, people aged 0 - 19 are notactive enough in using the Muna language, those aged 20 - 49 do not care about the useof the Muna language, and those aged 50 or more still use the Muna language actively.]]>
<![CDATA[Pelatihan Penyusunan Bahan Ajar Berbasis Web bagi Guru-Guru SMA di Kabupaten Konawe ]]>
<![CDATA[La Ode Nursalam]]>;
<![CDATA[Zalili Sailan]]>;
<![CDATA[Sakka Hasan]]>;
<![CDATA[L.M. Ruspan Takasi]]>;
<![CDATA[Eko Hariyanto]]>;
<![CDATA[Syarifuddin Syarifuddin]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 2 (2022): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v7i2.798
<![CDATA[Telah dilakukan Pengabdian Pada Masyarakat melalui Pelatihan Penyusunan Bahan Ajar Berbasis Web Bagi Guru-Guru SMA di Kabupaten Konawe. Sasaran dari pelatihan ini adalah Guru-Guru SMA/Sederajat Se Kabupaten Konawe. Tujuan pelaksanaan kegiatan ini adalah melatih guru SMA di Kabupaten Konawe dalam menyusun bahan ajar berbasis web. Metode yang digunakan meliputi pemaparan materi model pembelajaran, materi E-Learning berbasis Web secara ringkas, kemudian diikuti dengan diskusi, tanya jawab, dan pemberian tugas mandiri kepada setiap peserta. Hasil Pengabdian yang dilakukan diperoleh bahwa Bahan ajar Interaktif Model e-Learning Berbasis Web memenuhi kelayakan dengan deskripsi untuk tampilan media web bahan ajar masuk dalam kategori Baik (dengan rata-rata persentase 78,39%), untuk bahan ajar masuk dalam kategori Baik (dengan rata-rata persentase 88,47%), dan untuk persepsi siswa terhadap bahan ajar masuk dalam kategori Cukup Baik (dengan rata-rata persentase 66,84%). Hasil pengabdian ini dapat dijadikan dasar pengambilan kebijakan bagi Dinas Pendidikan dan Kebudayaan Kabupaten Konawe untuk mencoba menerapkan model pembelajaran inovatif dan perangkat pembelajaran model E-learning berbasis Web tersebut pada sekolah lain yang ada di Kabupaten Konawe. Training of Web-Based Teaching Materials for High School Teachers in Konawe District Abstract Community Service has been conducted through Training on the Preparation of Web-Based Teaching Materials for High School Teachers in Konawe Regency. The target of this training is a high school/equivalent teachers throughout Konawe Regency. The purpose of this activity is to train high school teachers in Konawe Regency in compiling web-based teaching materials. The method used includes the presentation of learning model material, Web-based E-Learning material briefly, then followed by discussion, question and answer, and giving independent assignments to each participant. The results of the service carried out showed that the interactive teaching materials of the Web-Based e-Learning Model met the eligibility with a description for displaying web media, teaching materials were in the Good category (with an average percentage of 78.39%), for teaching materials were in the Good category (with an average percentage of 78.39%), the average percentage is 88.47%). Students' perceptions of teaching materials are in the Good Enough category (with an average percentage of 66.84%). The results of this service can be used as the basis for policy-making for the Konawe Regency Education and Culture Office to try to apply innovative learning models and Web-based E-learning models to other schools in Konawe Regency]]>
