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A Comparative Study Between Conventional Reading Strategies And KWL Technique On Students’ Reading Comprehension At Grade 8 Of SMP Negeri 9 Kendari Ramadhan, Mukti; Yazid, Muhammad; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): 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.v2i1.6707

Abstract

Understanding reading passage requires the activation of background knowledge, vocabulary competence and the understanding of the rules of the target language to construct the meaning of the text. This research is set out to discover the effective teaching to improve the reading comprehension by activating the students’ background knowledge, connecting it to the current text to read and producing the meaning. Appointing to the connection between the background knowledge to the text, this research investigates the comparison between the traditional group work of reading and use of KWL technique for teaching reading at grade 8 of SMPN 9 Kendari. The objective of this study is to investigate, there is or not a significant difference of reading comprehension between students who learn reading based on conventional teaching and those who learn based on KWL technique. This study applied matching pre-post comparison group design, which involves two cohorts namely control and experimental group. The hypothesis of this study is “there is a significant difference of reading comprehension between the students who learn reading based on traditional group work of reading and those who learn reading based on task based learning. Using independent t-test to evaluate the hypothesis of this study (sig. 2-tailed = 0.00 < 0.05), reveals that there is a significant difference of reading comprehension between students who learn reading based on traditional group work of reading and those learn based on task based learning. This study is also covers the students’ motivation in learning reading based on traditional group working and task based learning. It shows that students who learn reading English text by using KWL technique were positively motivated than those who do not. Therefore, this study suggests to use KWL technique in the teaching of reading especially at Grade 8th of SMPN 9 Kendari. It also suggested that further research to apply KWL technique to improve the students’ reading comprehension can be applied in the form paperless or digital form of KWL to make it more attractive and dynamically accessible without considering the geographical span.
The Use of ARIAS Teaching Model to Improve the Reading Comprehension of First Grade Students of SMAN I Poli Polia in 2015/ 2016 Academic Years Nur Indah, Wa Ode Siti; Sidu Marafat, La Ode; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.065 KB) | DOI: 10.33772/jleet.v1i1.6662

Abstract

This study aims to improve the students reading comprehension, the students activity, and made students have a positive perception about English learning process through ARIAS teaching model to the first grade students of SMAN Poli-Polia I East Kolaka in the academic year of 2015/2016. The design of this study is Classroom Action Research. The steps of this study are planning, conducting action, observation, and reflection. The subjects of the research were 36 students of grade X Mia 3 at SMAN Poli-Polia I East Kolaka. The instruments of this study are the observation sheet, interviews, field notes, reading test and questionnaire. In reference to the actions conducted in two cycles, it is evident that ARIAS teaching model could improve students’ reading comprehension as justified in the following results. First, there is an improvement on students’ activity. Most of students are active in teaching and learning process (70% students actively participate in reading comprehension activities). Second, most students of grade X Mia 3 have positive perception in English learning process Third, there is an improvement on students’ reading comprehension as it is displayed in the increase of the mean score (the result of the cycle II was 75.49 compared to the result of the cycle I was 64.71). In conclusion, ARIAS teaching model could improve the students’ reading comprehension.
The Effect of Hybrid Instruction on Students’ Reading Comprehension in SMA 4 Kendari Salim, Fadlan; Tambunan, Tambunan; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (534.588 KB) | DOI: 10.33772/jleet.v4i1.6673

Abstract

Hybrid instruction is a learning model which combines face-to-face mode and online learning. The use of this method is highly compatible with the teaching of English in Indonesia. This study was set out to investigate the impact of hybrid instruction on students’ reading ability. Results of data analysis showed that there was a significant difference between the gain score of students in the experimental class and that of their cohort in the control class. In addition, in regard to the students’ motivation to learn using the hybrid instruction, it appeared that the students were highly motivated not only extrinsically but also intrinsically, which meant that both main elements of motivational types according to Self-determination Theory had been addressed
The Effect Of Metacognitive Scaffolding Strategy Embedded In Cooperative Learning Model On Students’ Writing Achievement At Grade XI Of SMAN 4 Kendari Puspita Ayu M., Anugrah; Sailan, Zalili; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 2 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (695.747 KB) | DOI: 10.33772/jleet.v1i2.6663

Abstract

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.
Code-Switching In English Language Teaching-Learning Process Muthiasari, Gida; Lio, Asrun; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.502 KB) | DOI: 10.33772/jleet.v2i2.6694

Abstract

It is quite ordinary for bilingual speakers to use two or more languages, in the same conversation, without any apparent effort. This phenomenon, known as code-switching, has become a major focus of attention in linguistics. The objectives of this research are to describe form, type and factors of code-switching occur. The data were taken from English Language Study Program second and fourth-semester students at IAIN Kendari. Data were collected using primary sources, observation, and interview through a questionnaire. The Ethnographic analysis table was applied to define form and type of code-switching. In addition, a questionnaire was used to reveal the factors of code-switching. The findings showed that the form of code-switching used by the students was English-Indonesian. Moreover, the type of code-switching mostly used by the students is intra-sentential code-switching. Factors of code-switching have been sorted out considering theories presented by sociolinguistics expert that all of these factors are important in second language acquisition for students in classroom setting. The findings can help to clarify that code-switching can be seen as a supporting element in the communication of information and in social interaction. Therefore, code-switching improves communication and is used as a tool for conveying meaning.
Co-Authors Aris Badara, Aris Lio, Asrun Muthiasari, Gida Nur Indah, Wa Ode Siti Puspita Ayu M., Anugrah Ramadhan, Mukti Salim, Fadlan Sidu Marafat, La Ode TATI NURHAYATI Zalili Sailan