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An analysis of Lecturer Perception on the Use of E-learning for English Instruction in IAIN Kendari Zulfahmi MD, Sarwo; Tanduklangi, Amri; Mursalim, Mursalim
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

The purpose of this study is to assess perceptions of english lecturers in IAIN Kendari and how their perceptions relate to e-learning integration. The design of this study is descriptive-qualitative research. Semi-structured interviews with 7 open-ended questions are used for collecting data. Informants are 6 instructors who have usedÂ e-learning system to teach IAIN Kendari students. Comparing lecturersâ€™ perceptions with the related literature, coded data were grouped into 7 themes for answering research problem and research questions. The findings revealed that: (a) lecturer perceived five e-learning strengths on English instruction. They are; multiple function, lecturers workload, autonomous learning, increasing motivation, and user friendly. (b) Lecturersâ€™ perceptions concerning the weaknesses of e-learning are pubbing, consuming time, attitude problem, and less creative. (c) Lecturersâ€™ perception regarding student reaction on e-learning is more motivation, significant impact, interesting, and unconfident (d) lecturers experienced 7 hindrances on the use of e-learning, they are student devices, instability of internet, high cost, distraction, high energy, willing not to use, and digital literacy. (e) by English lecturers experiences, Institution support e-learning implementation with wi-fi, computer lab, online management, IT expert, and official e-learning training by TIPD. (f) Preferred features used by English lecturers are browsing, chatting, teaching aid, online discussion, and multimedia sharing. (g) English lecturers improved e-learning ability by official training in campus, official events, distance class, peer-assisted, self-taught learner, and reflection. In short, lecturer perceptions have significant impact in implementing e-learning for English insruction. The integration quality of e-learning based on the lecturer understanding of e-learning in which will influence English skill of students. For recomendations, Lecturers should work together to use more high level integration tools to solve problems. With adequate support, encouragement and accessibility, lecterurs will have more succes with technology integration.

A Study Of EFL Reading Media Preference And Its Correlation To Gender, Learning Style And Achievement Kurniawan, Muhammad; Tanduklangi, Amri; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 1 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

The research was aimed to: 1) examine what students prefer most when reading; printed or digital media; 2) examine whether there is an association between media preference (printed vs. digital) and gender; 3) examine the result modes of reading (printed vs. digital) on reading comprehension; examine the association between media preference and achievement; examine the association of reading media preference and learning styles. The study employed descriptive quantitative approach which used Repeated Measure Design to carry out the study. Total of samples involved in this study were 53 students which is selected through purposive sampling. The study employed three main instruments to obtain the data which is consisted to Reading Comprehension test, Reading Media Preference questionnaire and Learning Style Preference Questionnaire. Result of data analysis has drawn a numerous conclusions. First, most of students more like reading printed media than reading in digital media, but most of students were more often using digital reading media in their daily reading activity. Second, descriptively it was found that most of male more like and more often reading digital reading than female and most of female more like and more often reading digital reading than male. Meanwhile, quantitatively, there was no significant association between media preference and gender (P-Value: 0.334 > Î±: 0.05). Third, there was no significant different of reading comprehension between students who read through printed based reading and digital based reading (P-value: 0.896 > Î±: 0.05). Fourth, there was no an association between media preference and achievement. Chi-Square analysis (P-value: 0.239 > Î±: 0.05) and Ordinal Regression analysis (P-value: 0.808 > Î± 0.05) also showed that statistically there was not significant association between reading media preference and reading achievement. Last, in terms of the association of media preference and learning style, it was found that students with auditory learning style were more like printed reading media for their preference but majority of them were often read digital reading in their reading activity. Respondents with a visual learning style more like printed reading than digital reading and they also were more often read printed reading than digital reading. A kinesthetic learning style respondents were more like printed reading and majority of them also were often read printed than digital reading.

The Effect Of Web-Quest On Studentsâ€™ Reading Comprehension And Reading Attitude At SMKN 4 Kendari Bahidin, Aswira; Tanduklangi, Amri; Rahim, Amiruddin
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

As technology along with the impact of the Internet has led to rapid progress nowadays, educators begin to make use of Internet resources to assist students in learning English as Foreign Language (EFL). WebQuest is one of the Web-based learning tools in education which utilizes the Internet resources. This study aims at investigating the effect of WebQuest model on the studentsâ€™ reading comprehension achievement and reading attitude at SMKN 4 Kendari. A true experimental research design is employed in this study. The population comprises 138 eleventh graders of SMKN 4 Kendari of academic year 2017/2018. The samples are 2 classes classified into experimental group and control group, and each group consists of 22 students. A cluster sampling technique is applied in selecting the samples. The data are collected by administering reading comprehension pretest and posttest, as well as pre- attitude scale and post- attitude scale. The analysis is done with descriptive statistic. The hypotheses are tested using independent sample t-test. The findings reveals that there is a statistical difference between scores of experimental and control group on the posttest. The mean score of students who learned under WebQuest model is 70.3 (fairly good). This is higher than the mean score of students in control group which is 62.6 (fair). Additionally, the findings shows that majority of the students in experimental group (54.55%) are categorized to have positive attitude towards reading after learning through WebQuest. The first and second alternative hypotheses (Ha1 and Ha2) generated for this study are accepted. The findings implies that the use of WebQuest model do affect the studentsâ€™ EFL reading comprehension achievement and reading attitude at SMKN 4 Kendari

Cognitive Style, Attitude, and Self Efficacy as Predictors of Student Success in EFL Online Courses at Halu Oleo University Fithrah Jiwa, Ramdhani Nur; Tanduklangi, Amri; Sailan, Zalili
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Despite the growing technology, higher education institutions have added online courses to their curriculum and maximize the potential benefits in the classroom. Measuring studentsâ€™ cognitive style, attitude and self efficacy towards online learning provides a beneficial construct to predict learning outcomes.This study was designed to measure cognitive style, attitude, and self efficacy as predictors of student success in EFL online course at Halu Oleo university. The aim of this study were: (1) examined simultaneous contribution of cognitive style, attitude, and self-efficacy of studentsâ€™ success in online learning; (2) to examined which variable serves as the better predictor of studentsâ€™ success in online leaning outcome; and (3) to measure the relationship between studentsâ€™ cognitive styles, studentsâ€™ attitude and self-efficacy as predictors of studentsâ€™ success in online learning outcome. ThisÂ study adoptedÂ a correlation method design. Instruments of the study were questionnaire of Cognitive style inventory; questionnaire of students attitude toward online instruction; and questionnaire of online technology self efficacy scale. The study was conducted at the English Language Education study program, in Halu Oleo University. Subjcet of the study was 120 students who participated in this study by filling out a questionnaire. The result of the study showed that 26.1% of cognitive styleâ€™s variance contribution toward online learning outcome. It was about 26.9% of attitude variance contribution toward online learning outcome. It showed about 26.2% of self efficacyâ€™sâ€™ variance contribution toward online learning outcome. Three predictorsâ€™ had significantly effect on studentsâ€™ success in online learning outcome. Further, enter regression analyses revealed a statistically â€“significant model for cognitive style, attitude and self efficacy as predictors of studentâ€™s success in online learning outcome (F =16.524, df=2, R squre = .2999, P < 0.0001) .The findings also showed that attitude was best and strong predictor of students success in studentsâ€™ online learning outcome. The findings revealed a linear relationship between the three on studentsâ€™ online learning outcome. There was correlation between three predictors in the strong category.

Teachers Perception Of Instructional Technology Integration Into English Language Learning Hidayat, Faridh; Tanduklangi, Amri; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

This research aims to describe teachersâ€™ perceptions of instructional technology integrating into English language learning. Five aspects are studied: teachersâ€™ perception, competency technology, attitude, experience and barrier of instructional technology integrating into English language learning. This study used descriptive. The population of study was 43 respondents. A sample consisting of 21 teachers were randomly selected from English teachers of SMK Kendari. The result of data analysis showed numerous conclusions. First, most of English teachers were proficient using technology computer. The second, most of English teachers had a positive perception toward instructional technology into English language learning. The third, most of English teachers had a positive attitude toward instructional technology into English language learning, the fourth, the English teachers were sometime and seldom in integrating instructional technology into English language learning, the fifth, there was some barrier in integrating instructional technology into English language learning. It means that even though teachers have a positive perception, a positive attitude of instructional technology integrating into English language learning, unfortunately they sometime and seldom to use technology into English language learning because of same problems namely, they lack of technical support and insufficient internet speed, most parents not in favour to use technology in term of financial, and lack of content technology for teaching

English as a Foreign Language (EFL) Studentsâ€™ Reading Strategy Used in Comprehending Authentic Text: Studentsâ€™ Preference and Studentsâ€™ Perception Safriyadin, Safriyadin; Tanduklangi, Amri; Sailan, Zalili
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

This research explored reading strategy which is used by students in learning English as a foreign language when they read authentic texts in English. This research also investigated the studentsâ€™ perception towards the using of authentic materials in reading class and examined differences in the use of reading strategies when the students read authentic texts versus when they read non authentic texts.Â Fifty two students of Halu Oleo University participated in this research.Â Modified Survey of Reading Strategy (SORS) was used to measure the studentsâ€™ general reading strategy use. One authentic reading passage and one non authentic reading passage were used for the studentsâ€™ reading tasks. Questionnaire of studentsâ€™ perception was used to know their perception after toward the authentic materials in reading class in English as a Foreign Language context . The results indicated that the EFL students reported using reading strategies with high frequency. Most of the students were in high category. Besides, the result shown that Problem Solving Strategy was the most category which was used by the students, followed by Global Strategy and Support strategy. Also, positive responses are shown by most of the participants toward the use of authentic materials. Another finding reported that the EFL students used more volume of reading strategies when reading authentic texts than when reading non authentic narrative texts; they frequently used some specific reading strategies when reading authentic texts, whereas they did not often use these strategies when reading non authentic texts.

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