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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 6 Documents
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Search results for , issue "Vol 2, No 1 (2017): Journal of Language Education and Educational Technology" : 6 Documents clear
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.
Reading Anxiety, Reading Self-Efficacy And Vocabulary As Predictors Of Students’ Reading Comprehension Hasriati, Hasriati; Sidu Marafat, La Ode; Lio, Asrun
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 | Full PDF (361.956 KB) | DOI: 10.33772/jleet.v2i1.6698

Abstract

Many students assumed reading is not difficult process. In fact, reading process is not merely their understanding of each word and the surface structure denoted in a text, but it also includes the process of comprehension. Unfortunately, they also do not realize that during this process, reading anxiety, reading self-efficacy and vocabulary have been stated as some contributing factors. Thus, the current study examined whether reading anxiety, reading self-efficacy and vocabulary contribute towards students’ reading comprehension and which one of these factors that serves as the better predictor of students’ reading comprehension among 82 students of second semester of English department of Halu Oleo University. Questionnaires are employed for measuring students’ reading anxiety and reading self-efficacy, vocabulary test for measuring students’ vocabulary. Whereas, reading comprehension test for measuring students’ reading comprehension. The result revealed reading anxiety contributes towards students’ reading comprehension, reading self-efficacy contributes towards students’ reading comprehension and vocabulary contributes towards students’ reading comprehension. Vocabulary is higher than reading anxiety and reading self-efficacy in predicting students’ reading comprehension when these factors are examined simultaneously. Importantly, this study leads to the conclusion that vocabulary is better and stronger predictor of students’ reading comprehension than students’ reading anxiety and students’ reading self-efficacy. Taking importance of vocabulary into consideration, therefore language teachers should put more emphasize on students’ vocabulary, particularly endeavor to make their vocabulary knowledge wider and deeper.
The Effect Of Flipped Classroom On Students’ Reading Comprehension Herlindayana, Herlindayana; Sahlan, Sahlan; Alberth, Alberth
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 | Full PDF (566.95 KB) | DOI: 10.33772/jleet.v2i1.6699

Abstract

The Flipped classroom is an educational model in which the standard lecture and homework elements of a course  are “reversed” or “flipped” in that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. This study aimed to investigate the effect of a flipped classroom on students reading comprehension and to examine students’ perception about the flipped classroom. This study employed a pre-experimental mixed method design combining both quantitative and qualitative designs. The study was conducted at SMA Kartika  XX-2  Kendari,  involving 32  students. Instruments of the study were reading test and questionnaires with 5 open-ended questions. Data of the present study were acquired from pre-test, post-test and questionnaires. Results of the study found that there was a significant positive effect of flipped classroom on students’ reading comprehension, p (0.000) < 0.05. The effect size was 1.27887. What is more, the majority of the students reported that flipped classroom impacted positively on their learning and learning experience
Effectiveness of Buzz Group Technique in the Teaching of Reading At SMP Negeri 10 Kendari Budikafa, Fandi Ardiansyah; Sidu Marafat, La Ode; Lio, Asrun
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 | Full PDF (391.415 KB) | DOI: 10.33772/jleet.v2i1.6664

Abstract

Since there have been many different models of reading instruction put forth, yet few of these methods take into account the importance of motivation. In fact, attempts at improving reading comprehension using Buzz Group technique seem to focus too heavily on the mechanics of reading without delving into the emotional or psychological aspects especially motivation. The purpose of this research is to identify the difference in students’ reading comprehension despite taught by different method. In addition, the research aims to identify the difference in reading comprehension of highly motivated and lowly motivated students which are taught using different method. The methods used in this research were Buzz Group technique and Contextual Method. 114 students of Grade VIII at SMPN 10 Kendari participated in completing the questionnaire reflecting their level of motivation and then 57 of them were given the reading comprehension test and the method used for analyzing the results was two-way anova technique. The results obtained showed that the reading comprehension of students who were taught using different method was not significantly different but the teaching method is needed for enhancing students’ reading comprehension by the development of students’ critical thinking provided by Buzz Group technique. Moreover, the reading comprehension of highly motivated students was significantly different from lowly motivated students; this was proved on this research that the higher the motivation, the higher the reading comprehension is. The findings can help to clarify the nature of reading comprehension that despite from taught using right method, it is important if teachers develop and integrate a strong emphasis on reading motivation, and value its effective environment.
The Effect Of Contextual Teaching And Learning On Students’ Reading Comprehension Azan, Muhammad; Sahlan, Sahlan; Alberth, Alberth
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 | Full PDF (415.998 KB) | DOI: 10.33772/jleet.v2i1.6700

Abstract

This paper presents a research to examine whether or there is any significant difference of reading comprehension between low and high vocabulary a chievers taught using CTL approach and those taught using traditional approach, and To describe  the students’ perception toward the use of contextual teaching and learning approach. . The participants consisted of 62 students with high and low vocabulary kowleadge  . The participants were divided into an experimental group (n = 33) and a control group (n = 29). The the research employed a mixed method (quantititative and qualitative). Standardized reading test and inferential statistical analysis were employed to measure the difference of reading comprehension between students using CTL approac and traditional approach. Then semi structured inteview and intra case analysis were performed to describe students perception toward the use of CTL approach. Results showed that : (1) there is no sigrnificant difference of reading comprehension between low achievers taught using CTL approach and those taught using traditional approach; (2) there is a significant differnce of reading comprehension between high achievers taughtt using CTL approach and those taught using traditional approach; (3) in general, the use of CTL approach in teaching reading was perceived positively by students. The impacts of using this approach were noticeable on the emergence of students’ fun and motivation to learn reading. However the use of this approach was not affective enough to improve the reading comprehension of students with limited vocabularies.
The Effect Of Using Edmodo As Suplementary Class On Students’ Writing Achievement At SMKN 4 Kendari Ariyanti, Firda; Hanna, Hanna; Amiruddin, Amiruddin
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 | Full PDF (669.507 KB) | DOI: 10.33772/jleet.v2i1.6697

Abstract

This study is aimed to find out whether there is significant effect of using edmodo as suplementary class on students’ writing achievement. This study used the pre-experimental design. The population was the 2016/2017 first year students of SMKN 4 Kendari, totally 413 students. The sample is 28 students from one class of textile design and production program (X KTC). The experimental group was taught by using Edmodo as suplementary class. The test was divided into two groups, pre-test and post- test. The instrument used in this study was a writing test. The data were analyzed by using paired sample t-test. The hyphotesis of this research was there was a significant effect of using Edmodo on students’ writing achievement at SMKN 4 Kendari (H1). The result of paired sample t-test shown that the asymp sig. is 0.000. It meant that the asymp sig. was lower than 0.05 (0.000 < 0.05). So, the H1 is unrejected. It could be concluded that using Edmodo has significant effect on students’ writing achievement at eleventh grade of Textile program (X KTC) in SMKN 4 Kendari.

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