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Journal of Language Education and Educational Technology (JLEET)
Published by Universitas Halu Oleo
ISSN : -     EISSN : 25023306     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Language Education and Educational Technology (JLEET) is a peer-reviewed academic journal devoted to issues related to foreign and second language teaching/learning and how educational technology can be used to enhance language teaching and learning. Its primary goal is to disseminate scholarly information on issues related to language teaching research. Particular Attention is paid to problems associated with foreign and second language instruction. JLEET publishes articles and book reviews in English. Articles which have a sound theoretical base with a visible practical application which can be generalised will be prioritised. There will be two issues of JLEET a year, appearing in the months of February and August.
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Articles 5 Documents
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Search results for , issue "Vol 1, No 2 (2016): Journal of Language Education and Educational Technology" : 5 Documents clear
Vocabulary Learning Strategies In Learning English As A Foreign Language At SMA Negeri 1 Wonggeduku Suharmin, Suharmin; Hanafi, Hilaluddin; Alberth, Alberth
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 (508.498 KB) | DOI: 10.33772/jleet.v1i2.6703

Abstract

The objectives of this study were: to obtain data about the variations of students’ Vocabulary Learning Strategy (VLS) used in the SMA Negeri 1 Wonggeduku, to know the VLS that frequently used by the students and to obtain data of learning strategy differences based on gender. This study adopted a mix method design which employed both qualitative and quantitative research design. Instruments of the study were questionnaire and interview guideline. The study was conducted at SMA Negeri 1 Wonggeduku, involving students who 126 students participated in this study by filling out a questionnaire. Result of the study showed that All of the students were perform each strategy which is used in this research. However, in each strategy, they have their own preference such us in Determination strategy, they prefer to choose item 1 “; I use a bilingual dictionary to help me translate words into English language” rather than the other item in Determination Strategy. In answering the second research question about the most frequently used strategy, it is revealed that the students in SMA Negeri 1 Wonggeduku prefer to choose Memory Strategy got the highest rank among the other six categories available, followed by Determination, Social (Discovery), Metacognitive, Social (Consolidation) and the last is Cognitive Strategy. In answering the last research question about the differences between Female and Male preference, the only differences happen in the order of their choice. They both agree in the order one to four (Memory, Determination, Social (Discovery) and Metacognitive). However, their differences come in the order five to six (between Social (Consolidation) and Cognitive Strategy).
The Influence Of Storytelling On 7th Grader Speaking Ability At SMP Negeri 22 Konawe Selatan Dyah Setyorini, Wahyu; Sahlan, M.Pd, Dr. H.; Rahim, M.hum, Dr. Amiruddin
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 (363.32 KB) | DOI: 10.33772/jleet.v1i2.6704

Abstract

This research is accomplished to investigate how effective storytelling instructional for teaching English particularly speaking compared to the conventional tuition in EFL young learners. The researcher used quantitative data to investigate the effectiveness of using storytelling instruction take place in cohort B compared to the employment of conventional tuition in cohort A of the regular English course for the students of English Program in junior high school. Two research questions then were settled. The first question asked (1) do the students attending ‘the storytelling’ learning instruction perform better in their speaking proficiency than those attending conventional course? (2) What is the students’ motivation regarding the employment of storytelling instruction in of a speaking class?This study conducted at students’ English class on SMP Negeri 22 of Konawe Selatan who registered in academic year of 2013/2014. The total number of students involved in both of groups was 60 but the valid numbers were just 30 students in control group and 30 in experimental group as in taking sample, the researcher used Stratified Random Sampling. The instruments of data collection were speaking test and a questionnaire. The writing test collected by assigning pre-test to know students prior knowledge, treatment to conduct teaching speaking through storytelling instructional, and post-test to know students speaking achievement after giving treatment. The questionnaire was settled into 25 items of close-ended questionnaire and the data collection was conducted in post-test. The survey was made to investigate students’ motivation after given treatment under storytelling instructional compared to the conventional tuition. Findings through analysis of t-test in which  sig α < 0.05 or H0 is rejected and H1 is accepted both on treatment and control class, however after conducted independent t-test it was shown that there is a significant difference in terms of gain score between control and treatment class. Thus, it can be concluded that storytelling is effective compared to conventional tuition for teaching speaking. In addition, students had a very high motivation on the use of storytelling in learning speaking as the tested hypothesis shows a significant impact of students’ motivation and their improved speaking performance compared to these students who attended the conventional tuition. The finding suggests that integrating storytelling instructional into EFL young learners on speaking instruction is effective for enhancing students’ speaking performance and provides a positive learning experience
The Effect Of Edmodo On Students’ Willingness To Communicate, Intrinsic Motivation And Self-Confidence Of SMKN 4 Kendari Rahmawati Kahar, Siti; Hanafi, Hilaluddin; Alberth, Alberth
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 (840.648 KB) | DOI: 10.33772/jleet.v1i2.6702

Abstract

This study puts an emphasis on the use of edmodo as a form of computer-assisted langauge learning activity, investigating its effects on willingness to communicate (WTC), intrinsic motivation and self-confidence in learning English. The total number of participants involved was 27 students of X TKJ B in SMKN 4 Kendari. Quantitave data originated from close ended questionnaire, while open ended questionnaire used as qualitative data. Paired sample t-test was employed to seek the effect of social media on students’WTC, intrinsic motivation and self-confidence. The result shows that there is no significant effect edmodo on students’WTC, intrinsic motivation and self-confidence before and after did treatment. In contast, the result of open ended questionnaire reports that edmodo may give postive impact on their WTC, intrinsic motivation and self-confidence. These different results affected by some factors namely, students’perception of edmodo, technology, language skills characteristic and design of learnig activities.
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.
Integrating Virtual World Into Project Based Learning Through Teaching And Learning Writing Amri, Carlina; Tanduklangi, Amri; Alberth, Alberth
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 | DOI: 10.33772/jleet.v1i2.6701

Abstract

This research is accomplished to investigate how effective is virtual world instructional mode for teaching and learning writing for EFL learners. The researcher used quantitative data to investigate the effectiveness of using Avakin Life as a substitution class to the regular writing course for the EFL learners. Two research questions then were settled. The first question asked to what extent the virtual classroom instruction helps foreign language English writer increase their proficiency. The second question was intended to measure the degree of participants’ Sense of Community. This participants of this study where the students of English teaching study program of Halu Oleo University who registered in academic year of 2010/2011. The total number of participants involved was 10. In taking sample, the researcher used Convenient Sampling. The instruments of data collection were writing test and a questionnaire. The writing test were administered by assigning pre-test to know students prior knowledge, and post-test to know students writing achievement after giving treatment. The questionnaire was settled into 22 items for Sense of Community. Paired sample t-test was employed to seek the different mean of each group as the comparison before and after receiving the course. The result shows a significant difference between the pre and post of writing proficiency of the treatment class. In addition, the result from the post-instruction questionnaire shows that the participants’ had a high degree on their Sense of Community after being taught writing under the virtual world instructional mode

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