Article Per Year (5 Year)
p-Index From 2020 - 2025
0.983
P-Index
This Author published in this journals
All Journal Journal of Language Education and Educational Technology (JLEET)
Aderlaepe Aderlaepe
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
WhatsApp as a Learning Tool: Investigating Gender Perspectives in English Education Juhaepa Juhaepa; Hanna Hanna; Aderlaepe Aderlaepe
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.v8i2.19590

Abstract

This research aims to assess students’ perceptions of WhatsApp as a learning tool in English education, explore gender differences in these perceptions, and analyze the challenges students face in utilizing WhatsApp for English learning. The study population consisted of tenth and twelfth-grade students from SMK Negeri 5 Kendari, totaling 112 students, with a sample size of 87 students. Data were collected through a questionnaire on students’ perceptions of WhatsApp and open-ended questions. The research design employed a mixed methods approach. The findings indicate a generally positive attitude among students at SMK Negeri 5 Kendari towards WhatsApp as a learning tool for English education. Moreover, a significant gender difference was observed, with male students showing a higher mean perception score compared to female students (p < 0.05). Male students tend to perceive WhatsApp more favorably as a learning tool for English. Additionally, the research identified two main challenges faced by students during online learning via WhatsApp: limited access to materials due to poor internet connection and difficulties in understanding teacher explanations delivered through WhatsApp. These findings underscore the potential of WhatsApp to enhance the English learning environment and outcomes. It is hoped that English teachers will take these findings into account to optimize the use of WhatsApp for English education.
TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING Kamba Janna Mufabar; Hilaluddin Hanafi; Aderlaepe Aderlaepe
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.v5i2.12765

Abstract

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.
The Role of Komunitas Guru Bahasa Inggris Konawe Utara in English Teacher’s Professional Development Masniani Masniani; Asrun Lio; Aderlaepe Aderlaepe
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.v9i1.19785

Abstract

This study delves into the pivotal role played by Komunitas Guru Bahasa Inggris Konawe Utara in advancing the professional growth of English teachers, particularly among its members, while also shedding light on the hurdles they encounter. Utilizing qualitative research methods, the study engaged with 21 community members. Results underscore the substantial impact of the community in facilitating the development of teaching materials such as lesson plans and syllabi, enhancing teachers' performance in assessments like UKG, facilitating access to various professional development avenues, and fostering collaborations with other esteemed professional bodies like PGRI, IGI, and SGI. However, amidst these positive contributions, the study unearths a spectrum of challenges faced by English teachers when endeavoring to partake in professional development activities. These obstacles encompass the absence of requisite qualifications, experience, or seniority; financial constraints impeding participation due to the exorbitant costs associated with professional development initiatives; insufficient support from employers; conflicts arising between professional development opportunities and work commitments; time constraints stemming from familial responsibilities; and a dearth of tailored and suitable professional development options. In light of these findings, it is imperative to integrate an understanding of these challenges into the planning and execution of future professional development initiatives tailored to English teachers.
An Analysis of Distance Learning at the English Department of UMK: Students’ Social Presence and Sense of Classroom Community Rabiatul Adawia; Aderlaepe Aderlaepe; Deddy Amrand
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.v9i1.15888

Abstract

The objective of this study is to assess the extent of students’ social presence and their perception of classroom community in the context of distance learning, along with the factors influencing these outcomes. This investigation adopted a quantitative approach. The study comprised 111 students who actively participated in the academic activities during the 2021/2022 academic year, particularly those who experienced distance learning. The data underwent analysis employing descriptive statistics techniques, including the Likert scale, Likert item analysis, and examination of participants' responses to open-ended questions. The findings indicated, firstly, a notable level of student social presence in distance learning, particularly in terms of the perceived contribution of group activities to the learning process. Secondly, students exhibited a high sense of classroom community in distance learning settings, particularly in items related to connectedness. The underlying rationale for the elevated level of social presence during distance learning included each student's perception of engagement within the classroom. Similarly, the heightened sense of classroom community during distance learning stemmed from the perceived involvement of each student within the classroom environment.
Sociocultural Factors Influencing Students’ Reluctance to Participate in Speaking Classes at Halu Oleo University La Ode Malik Nur; Hanna Hanna; Aderlaepe Aderlaepe
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.v8i1.46612

Abstract

This study aimed to describe and analyze the socio-cultural factors influencing students' reluctance to participate in speaking classes in the English Education Department at Halu Oleo University, specifically those enrolled in 2018. A qualitative research design was employed. The respondents were nine fifth-semester students from the English study program who were taking Speaking III. Data was collected through interviews to understand the students' reluctance to speak in class. The interview data was analyzed using the Miles and Huberman analysis technique, which includes data reduction, data presentation, and drawing conclusions (verification). The study found that students' reluctance to participate in speaking classes was influenced by several socio-cultural factors: willingness to volunteer, the presence of juniors and seniors, the lecturer's method of delivering material, campus interactions, and home environment interactions. Consequently, students' willingness to volunteer in speaking classes is shaped by their understanding of the material, fear of judgment, lecturer engagement, casual campus interactions, and limited exposure to English at home.
Co-Authors Asrun Lio Deddy Amrand Hanna Hanna Hilaluddin Hanafi Juhaepa Juhaepa Kamba Janna Mufabar La Ode Malik Nur Masniani Masniani Rabiatul Adawia