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The Use of Kahoot for Teaching Vocabulary Samsuddin Samsuddin; Tambunan Tambunan; Alberth Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i2.22708

Abstract

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.
THE EFFECT OF PARTIAL DICTATION AS INSTRUCTIONAL DEVICE ON STUDENTS' LISTENING COMPREHENSION AT SECOND SEMESTER STUDENTS OF UNIVERSITAS MUHAMMADIYAH KENDARI Jenny Samosir; Tambunan Tambunan; Ader laepe
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.v5i2.12767

Abstract

This research reports the effect of Partial Dictation as instructional device on students’ listening comprehension at second semester students of Universitas Muhammadiyah Kendari academic year 2019/2020. It was then implemented in Basic - level listening class with 25 participants. Design of the research was quantitative which applied quasy experimental design. The samples were taken through purposive sampling consisted of 50 pArticipants. Two groups participated in this research, i,e one experimental group and control group. A diagnostic test on listening was administered to the both groups. Over 5 meetings, Control Group taught by non partial dictation exercises or conventionally while Experiment Group received Partial Dictation exercises. A post-test was given to the both groups after 5 meetings. In addition to the post-test, Experiment Group worked out with 5-Likert Scale adopted questionnaires to assess their motivation toward Partial Dictation as supporting data. The results of Independent t-test showed the level of significant is .000, p < 0.05. Furthermore, it explained that Ha was accepted, so that it can be concluded that teaching listening comprehension through Partial Dictation as instructional device has significant effect than teaching listening comprehension by non partial dictation. Meanwhile, motivation questionnaires revealed that 62 % of the participants were in moderate category to learn through partial dictation technique in facilitating their listening.Keywords:Listening Comprehension, partial dictation, listening motivation
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
The Effect of Word Clap Game in Improving Students’ Vocabulary Achievement at the Eighth Grade of SMPN 19 Kendari Nur Iman Sai; Tambunan Tambunan; Amiruddin Rahim
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.v4i2.11007

Abstract

Word clap game is a game that uses claps and collaboration with other students. The aim of this study was to find out whether there is or not a significant effect of Word Clap Game on the students’ vocabulary achievement at the eighth grade of SMP Negeri 19 Kendari. This study applied a quantitative study research method with SPSS 16 to analysis the data of students’ vocabulary achievement at the eighth grade of SMP Negeri 19 Kendari. Purposive Sampling was used to select the sample of the study. The samples were 16 students at grade VIII. 2 for experimental group and 17 students at grade VIII.1 for control group. The experimental group taught using Word clap game and the control group was taught by using conventional teaching technique. The data were analysed by using T-Test through SPSS program. The result of data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 69, 37 while the mean score of the control group was 56, 47. Based on the findings, it was concluded that there was a significant effect of using word clap game on the students’ vocabulary achievement rather than using conventional teaching.Keywords:Word Clap Game; Vocabulary Achievement
An Analysis of Translation Errors (A case Study of Students at SMAN 2 Wawonii Tenggara) Yeni Yeni; Tambunan Tambunan; La Ino
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.29840

Abstract

This study examined the errors made by students in translating Indonesian into English using the surface category taxonomy. The research was conducted at SMAN 2 Wawonii Tenggara, focusing on first-grade students. Specifically, the research included all 20 students from class X.IPA. To gather data, the researcher employed a test consisting of 20 Indonesian sentences. The analysis was carried out using a qualitative descriptive method. The results indicated that the students made a total of 222 errors (55.5%) in translating Indonesian into simple English sentences. These errors were categorized into four types: omission errors (112 or 50.45% of the total), malformation errors (75 or 33.79%), addition errors (32 or 14.41%), and misordering errors (3 or 1.35%). Omission errors were the most frequent. Given that the students made 222 errors (55.5% of possible errors), the correct responses numbered 178 (44.5%). According to Rod Ellis, this number classifies the students' ability as poor.
Language Interference Among EFL Students: A Case Study of Thai Students at Muhammadiyah Kendari University Nurshiyam Hanrolan; Tambunan Tambunan; Nurnia Nurnia
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.42914

Abstract

This study analyzed the English writing of Thai EFL students at Muhammadiyah Kendari University, focusing on two main questions: (1) What writing errors do Thai EFL students make in their English paragraphs? (2) How does their first language interfere with their performance in writing English paragraphs? A descriptive qualitative method was used to identify writing errors and describe first language interference. Errors in punctuation, tenses, spelling, agreement, prepositions, finite verbs, and articles were highlighted and coded in the writing samples. The findings revealed significant errors in the students' writing, many of which were due to first language interference. These errors were primarily grammatical and phonological, resulting from differences between Thai and English grammar rules and language forms. This study underscores the challenges Thai EFL students face in writing English paragraphs and emphasizes the need to address first language interference to enhance writing proficiency. The findings can contribute to developing tailored teaching strategies and curriculum designs for Thai EFL learners.
Students’ Perception of Ideal English Teachers in SMPN 19 Kendari Masniah Masniah; Kamaluddin Kamaluddin; Tambunan Tambunan
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.v5i1.11945

Abstract

This study aimed to describe the ideal type of English teachers in terms of their competencies from the students’ point of view. Respondents of this study were 18 students of 9th grade students of SMPN 19 Kendari. Data collection techniques included open-ended and close-ended questionnaires and interviews. Data analysis was conducted using content analysis. Content analysis revealed a number of competencies associated with an ideal English teacher. As far as the students are concerned, an ideal English teacher should have pedagogical competencies, personal competencies, professional competencies, and social competencies. Each of these competencies along with its characteristics will be presented and discussed in this paper.Keywords: Ideal Teacher, Good Teacher, Teacher competence, Perception.
Co-Authors Ader laepe Alberth, Alberth Amiruddin Rahim Endriyatin Endriyatin Jenny Samosir Kamaluddin Kamaluddin La Ino Masniah Masniah Nur Iman Sai Nurnia Nurnia Nurshiyam Hanrolan Sahlan Sahlan Samsuddin Samsuddin Yeni Yeni