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IJoLE: International Journal of Language Education
Published by Universitas Negeri Makassar
ISSN : 25488457     EISSN : 25488465     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
IJoLE: International Journal of Language Education is an international peer reviewed and open access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. All articles should be in English.
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 7, No. 3, 2023" : 12 Documents clear
Blended Learning Model Based on Google Classroom on The Ability to Read Short Stories in Sundanese Subjects Ropiah, Opah; Pebriyanti, Devi; Syahrul, Ninawati; Sunarti, Sastri; Stephen, Jeannet; Masduki, Aam
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.56009

Abstract

The blended learning model based on Google Classroom is a learning model that uses the Google Classroom application to make it easier for teachers and students in the learning process. This study aimed to determine the effect of the blended learning model based on Google Classroom on student learning outcomes in reading short stories in Sundanese subjects. The method used in this research is the experimental method with a pretest-posttest control group design. The population in this study were students of class 1 Kramatmulya Public Junior High School. The sample in this study were students of class VIII.B as the experimental class and class VIII.C as the control class—data collection through observation, tests, and documentation. The analysis technique used the validation test, normality test, homogeneity test, and independent t-test. The results of this study were: 1) the ability of students who had reached the minimum completeness criteria in reading short stories before using the blended learning model, namely 13.33% in the experimental class and 6.67% in the control class; 2) the ability of students who have reached the minimum completeness criteria in reading short stories after using the blended learning model based on Google classroom, namely 66.67% in the experimental class and 20.00% in the control class; and 3) based on the results of the pretest and posttest and the independent t-test, the google classroom-based blended learning model influences student learning outcomes in the ability to read short stories
Exploring Teachers Power’s Verbal Symbolic in a Classroom Interaction; A Pragmahypersemiotics Study Mardiningsih, Mardiningsih; Laksono, Kisyani; Yohanes, Budinuryanta
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.56019

Abstract

This qualitative study investigated the verbal use of teacher symbols in a classroom Indonesian at a private university in Surabaya, Indonesia. Anchored by qualitative analysis and followed by two female teachers and five Indonesian Department students, the data was collected through interviews and in-depth observation. It was designed to find out what types of pragmahypersemiotic verbal symbols teachers use in the classroom, as well as the extent to which pragmahypersemiotic verbal symbols contribute to student feedback in class. Using the analytical lens of verbal symbol power in the classroom, the research findings show that the type of verbal power teacher symbol used in the classroom is the symbol of Directive, Request, and enticement. However, verbal symbols can have a positive impact on student feedback because students can participate actively in class, and can build motivation and confidence when interacting with both teachers and classmates.

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