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Nurnia Nurnia
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The Effect of Flipped Classroom on Students’ Learning Style, Intrinsic Motivation and Learning Achievement Ni Kadek Sepriani; Alberth Alberth; Nurnia Nurnia
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.v7i2.6971

Abstract

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.
The Effect of Project Based Learning on the Writing Competence of English Majors of Halu Oleo University Vill Janna Ningzi; Nurnia Nurnia; M. Yazid A.R.G.
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.v6i1.15823

Abstract

This study aimed to investigate the effect of project based learning on students’ writing competence and to investigate students’ perception toward the implementation of project based learning. The study employed a quantitative research design. The subjects of the study were 48 English majors at Halu Oleo University. Data were collected by administering a writing test and a questionnaire. The researcher used paired sample t test to examine the effect of project based learning on students’ writing and the questionnaire to explore students’ perception toward the application of project based learning. The findings of the study showed that project based learning had a significant positive effect on students’ writing performance. By the same token, the result of the questionnaire also showed that the students had a positive perception toward project based learning. Overall, project based learning appears to positively impact on students’ writing competence. Not only did the project promote social interaction among the students, but it also made the students active and deeply engaged in their learning. Keywords:Project Based Learning, Writing Competence, Perception
The Expressive Language Skills of a Bilingual Child: A Case Study Risnawati Risnawati; Nurnia Nurnia; Ader Laepe
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.v6i1.16028

Abstract

This study attempted to explore the expressive language skills of a bilingual child from year to year. A qualitative method was used with the support of simple analysis of Mean Length Utterances calculation to answer the research question. The data was taken from the transcribed videos recorded intermittently from 2015 to 2020. Initially, the MLU score of the child was only 5.7 and it did not reach the standard score of6.88 for her age. However, the child’s MLU score for the following years rose even higher than it should be. The whole words of each utterance were counted then divided by the number of utterances. Based on the data, there was no significant improvement in 2019. This might be due to the fact that the data available in 2018 was of monologue type and that the subject was less willing to speak back then. Furthermore, based on the researcher’s observation, the English proficiency of the child, especially expressive language skills mastery, increased from year to year. Besides, the child was also shown to be more motivated. She kept practicing her English with her sister by watching and making English videos and acting as a professional YoutuberKeywords:The expressive language skills, Mean Length of Utterances, Bilingual child
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 on the Use of Peer Learning in Speaking At Madrasah Aliyah Asy-Syafi’iyah Kendari Suriani Suriani; Hilaluddin Hanafi; Nurnia Nurnia
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.v4i2.11017

Abstract

This study was aimed to investigate the students’ perception on the use of peer learning in speaking at Madrasah Aliyah Asy-Syafi'iyah Kendari. The study was guided by the following objectives: (1) to examine how peer learning applied in speaking, (2) to describe how students perceive the use of peer learning in Speaking, and (3) to investigate how peer learning influences students’ motivation in speaking. Furthermore, the study adopted a descriptive research with 11 participants. The participants of this study were taken in grade eleven from the science class who were registered in the academic year 2018/2019. The data were taken from observation, questionnaire and interview, and they were analyzed qualitatively. The following results were obtained: (1) Dominantly, the students applied peer learning such as pair work, discussion and peer group which students interact, gave correction, solve problems with their peers. (2) The students genuinely perceived that peer learning is good and has positive responses such as to assist them in speaking practice and to assess their speaking performance each other. (3) Peer learning influences students' motivation in confident, feel free and comfortable through group learning and pairs. Additionally, students’ perception on the use of peer learning more influenced by their closest friend in speaking. Thus, peer learning is recommended to be implemented in learning speaking.Keywords:Students’ Perception,Peer Learning, Speaking, Motivation.                             
English Department Students’ Stress Levels and Their Responses Towards Online Learning Nurhajatin Nurhajatin; Kamaluddin Kamaluddin; Nurnia Nurnia
Journal of Language Education and Educational Technology (JLEET) Vol 6, No 2 (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.v6i2.20350

Abstract

This study examined whether stress level varied with gender and year of enrolment, whether there is a correlation between students’ stress level and their responses towards online learning, and examined students’ responses towards online learning in general. A total of 92 students were recruited for this study. Statistical analyses indicated that there was a significant difference in the stress level of male and female students, in that females had a significantly higher stress level than males (p=0.009). No significant differences were observed in stress level based on the academic years (year of enrolment). However, a significant negative correlation was observed between students’ stress level and their responses towards online learning
The Impact of Story Completion Technique on Enhancing Speaking Proficiency among Extroverted and Introverted Students Yun Angraeni Saputri; Nurnia Nurnia; Kamaluddin Kamaluddin
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.19138

Abstract

The utilization of story completion as a novel technique for teaching speaking skills in narrative text has shown promising results in enhancing students' oral proficiency. This study aimed to investigate the effectiveness of story completion on the speaking ability of both extroverted and introverted students at the Eighth-Grade level of SMPN 2 Kodeoha. Employing a quasi-experimental research design, the study selected students from two classes: Class VIII A, designated as the story completion group, and Class VIII B, serving as the control group receiving conventional instruction. Both groups covered the same topic during the study period. Data collection and analysis were conducted using Microsoft Excel. The findings revealed notable differences in speaking scores between the two groups. Specifically, the mean speaking score of introverted students in the story completion group surpassed that of their counterparts in the conventional group. Moreover, upon closer examination, both extroverted and introverted students in the story completion group demonstrated higher speaking scores compared to those in the conventional group. Furthermore, the results indicated that extroverted students outperformed introverted students in both groups in terms of speaking proficiency. These findings underscore the efficacy of employing story completion as a pedagogical tool for enhancing speaking skills, particularly among introverted students. Overall, the study sheds light on the differential impact of instructional methods on students' speaking abilities, highlighting the potential benefits of tailored approaches for diverse learner profiles.
Co-Authors Ader laepe Alberth Alberth Hilaluddin Hanafi Kamaluddin Kamaluddin M. Yazid A.R.G. Ni Kadek Sepriani Nurhajatin Nurhajatin Nurshiyam Hanrolan Risnawati Risnawati Suriani Suriani Tambunan Tambunan Vill Janna Ningzi Yun Angraeni Saputri