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Journal : Journal of Language Education and Educational Technology (JLEET)

The Effect of Principal Leadership and Teacher Performance on the Quality of Education at Junior High School Suhartono Tono; Sartiah Yusran; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.14665

Abstract

The quality of education is the ultimate goal of a teaching and learning process. This study aimed to examine the extent to which principal leadership and teacher performance could affect the quality of education at Junior High School level, both individually and concurrently. The research was conducted in Junior High School in Konawe regency, Southeast Sulawesi. The primary data was collected from 88 respondents. This study revealed that: 1) there is a significant effect of principal leadership on the quality of education at Junior High School; 2) there is a significant effect of teacher performance on the quality of education; 3) there is a significant simultaneous effect of principal leadership and teacher performance on the quality of education. The principal leadership variable and teacher performance explained 30,8% of the total variance in quality of education. Thus, in order to improve the quality of education in general, principal and teachers should develop their professional skills.
The Ability of English Teachers in Implementing the 2013 Curriculum at SMK Negeri 1 Kendari Kasmawati Kasmawati; Sartiah Yusran; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.11006

Abstract

This study aimed to find out the extent of ability of English teachers in implementing the 2013 curriculum at SMK Negeri 1 Kendari. This study applied a qualitative research method with descriptive approach. The respondences of this study were four English teachers at SMK Negeri 1 Kendari who have implemented the 2013 curriculum. The data was obtained by conducting observation, interview and documentation. The data was analyzed through four phases. They were data collection, data reduction, data presentation, and taking conclusion. The results of this study showed that in the aspect of planning of learning, English teachers have compiled an independent lesson plan, developed from the 2013 curriculum syllabus. This was indicated by the achievement value based on the APKG sheet results which was 90 and was categorized as very good. In the aspect of implementation of learning, the English teachers have applied a scientific approach. This was indicated by the achievement value based on APKG sheet results which was 87 and was categorized as very good. In the aspect of assessment of learning, teachers have implemented authentic assessments and follow-up learning outcomes. This was indicated by the achievement value based on the APKG sheet results which was 78 and was categorized as good.Keywords:English Teachers Ability; Implementation; 2013 Curriculum
The Effect of Using Quizlet on Students’ Vocabulary Achievement Endriyatin Endriyatin; Sahlan Sahlan; Tambunan Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 6, No 1 (2021): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v6i1.16029

Abstract

The present research is concerned with the effect of Quizlet on students’ vocabulary achievement and perception. A quasi experimental research design was employed, involving a control group and an experimental group. Each group consisted of thirty students. The sample of the study was determined by way of purposive sampling. The only difference between the control group and the experimental one was that the latter was taught using Quizlet, whereas the former was not. Two types of instruments were used: a vocabulary test and a questionnaire. The findings of the research show that the experimental group outperformed the control group and that students had a positive perception on the use of Quizlet for learning vocabulary.Keywords:Quizlet, vocabulary achievement, Perception on Quizlet
Enhancing Speaking Performance and Reducing Speaking Anxiety Using Ted Talks Nurfitriani Arifin; Mursalim Mursalim; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i1.6953

Abstract

This study aims at (1) investigating the effect of TED Talks on students speaking performance; (2) investigating whether or not gender affects speaking performance; (3) investigating the effect of TED Talks on reducing speaking anxiety; and (4) identifying whether or not gender affects anxiety. The study involved 42 students as the sample from 217 tenth graders of SMA Negeri 8 Kendari. The students were grouped into 2 cohorts, experimental and control class. Under quasi-experimental design, the students were assessed on their speaking performance and language anxiety. The data were analyzed using independent sample t-test and paired sample t-test using SPSS 20.0. The result of the study revealed that (1) TED Talks had a significant effect on improving student speaking performance; (2) prior to any treatment, there was no significant difference between male and female students on their speaking performance; (3) TED Talks was proven to have a significant effect on reducing student speaking anxiety; and (4) gender was not proven to have a significant effect on language anxiety. Implications of the study will be critically examined in this paperKeywords: TED Talks; Speaking Performance; and Anxiety
THE EFFECT OF PRINCIPAL LEADERSHIP AND TEACHERS’ PERFORMANCE ON THE QUALITY OF EDUCATION AT JUNIOR HIGH SCHOOL LEVEL Suhartono Suhartono; Sartiah Yusran; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 2 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i2.15477

Abstract

The quality of education is the ultimate goal of a teaching and learning process. This study aimed to finding out a significant influence of principal leadership and teachers’ performance on the quality of education at Junior High School level and to identify dominant factors affecting the quality of education. This research was conducted in Junior High School in Konawe regency. This is a mix method research using a survey for quantitative data and observations as well as interview for qualitative data. The primary data was collected from 88 respondents, while the secondary data was from related documents. This study revealed that 1) there was a significant influence of principal leadership on the quality of education at Junior High School level. Based on significance test, it was obtained that t value counted for 5.486 compared with table t values with probability 0.05 of 1,991 where the value of t count ≥ t table then Ho1 rejected; 2) there was a significant influence of teachers’ performance on the quality of education. Based on its significance test, it was obtained that t value counted for 2.306 ≥ t table value of 1,991 where t count ≥ t table then Ha2 accepted; 3) there was a significant influence simultaneously between principal leadership and teachers’ performance on the quality of education. It was based on Anova Test results that F count was 18,955 with significance level 0,000 < probability value α 0.05 while F table according to the level of significance 0.05 (2;86) of 3.10 so that F counted > F table (18,955 > 3.10), therefore, Ho3 rejected. The contribution of the principal leadership variable and teacher’s performance on the quality of education was 30,8%. In order to achieve a quality of better education, principal and teachers should develop their professional skills.