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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 2 (2017): Journal of Language Education and Educational Technology" : 6 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.763 KB) | DOI: 10.33772/jleet.v2i2.6695

Abstract

Despite the growing technology, higher education institutions have added online courses to their curriculum and maximize the potential benefits in the classroom. Measuring students’ 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 students’ success in online learning; (2) to examined which variable serves as the better predictor of students’ success in online leaning outcome; and (3) to measure the relationship between students’ cognitive styles, students’ attitude and self-efficacy as predictors of students’ success in online learning outcome. This study adopted 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 style’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 efficacy’s’ variance contribution toward online learning outcome. Three predictors’ had significantly effect on students’ success in online learning outcome. Further, enter regression analyses revealed a statistically –significant model for cognitive style, attitude and self efficacy as predictors of student’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 students’ online learning outcome. The findings revealed a linear relationship between the three on students’ online learning outcome. There was correlation between three predictors in the strong category.
English as a Foreign Language (EFL) Students’ Perception of Language Anxiety as One of the Factors Affecting Students Speaking Performance (A Phenomenological Study of Halu Oleo English Department Students Suhardiman, Awal; Lio, Asrun; Yazid, Muhammad
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.693 KB) | DOI: 10.33772/jleet.v2i2.6665

Abstract

Variety of affective variables have been confirmed to be correlated to the success in second/foreign language learning that leads to the successful language performance, one of the affective variable called language anxiety. The language anxiety is a distinct complex of self-perceptions, beliefs, feelings and behaviors related to foreign language learning due to the uniqueness of the language learning process. Thus, examining students’ perception of language anxiety in relevance with speaking performance is critical because it is only by examining their self-perception so that we can understand their positive and negative point of view that lies within the foreign language anxiety. The objective of this study are: to analyze students’ perception about language anxiety, to identify the effect of language anxiety in students speaking performances based on the students perception; to identify the sources and influential factors of the students anxiety; and to identify the solutions that may reduce students’ anxiety from the learner standpoint. Methodology that is used in this study is qualitative method especially phenomenological study. Source of data came from the students’ diary and the students’ interview result. The result of the analysis in this research, shows both from diary and interview results indicate that the English Department students of Halu Oleo University perceive English language anxiety and face high anxiety-provoking situations in their speaking performances that negatively affects their academic life. The main sources of students’ anxiety are speak in public, afraid of making mistakes, unfriendly lecturer, afraid of negative evaluation, inability to express, fear of failure, incomprehensible input, inability to comprehend, remembering target rules and grammar, poor pronunciation, lack of vocabulary and poor knowledge of English language. In conclusion, regarding the solution both students and teachers need to deal with anxiety-provoking situations carefully and execute the solutions of reducing anxiety
English as a Foreign Language (EFL) Students’ Reading Strategy Used in Comprehending Authentic Text: Students’ Preference and Students’ 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.016 KB) | DOI: 10.33772/jleet.v2i2.6696

Abstract

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 students’ 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.  Fifty two students of Halu Oleo University participated in this research.  Modified Survey of Reading Strategy (SORS) was used to measure the students’ general reading strategy use. One authentic reading passage and one non authentic reading passage were used for the students’ reading tasks. Questionnaire of students’ 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.
Integrating Video Blog in EFL Class For Teaching Speaking at SMAN 4 Kendari Astriani, Ayu; Lio, Asrun; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (704.012 KB) | DOI: 10.33772/jleet.v2i2.6693

Abstract

This research is aimed to investigate the use of video blog in teaching speaking at the first graders. The researcher used quantitative and qualitative data to investigate the utilization of video blog embedding students’ fluency in speaking skill. There are three research questions accomplished in this study: 1. To what extent does Vlog help foreign language English speakers improve their speaking fluency? 2. What are students’ opinion about using Vlog in performing speaking? 3.  What are students’ suggestion and feedback about using Vlog in performing speaking? This study was conducted in SMAN 4 Kendari at grade X students who are registered in academic year of 2016/2017. The total number of students involved were 39 for both experiment and control class. The sample was taken using purposive sampling for experimental and control class. The instrument of data collection were speaking test, speaking activity and interview. The speaking test was collected by administering pre test to know the students prior speaking skill, treatment which integrating video blog in the teaching and learning process, and post test to find out what improvement happenned on students’ speaking skill in term of fluency. The result shows the significant difference of experiment and control class. The researcher used independent sample t-test in comparing improvement in experiment and control class. Students’interview result also shows how integrating video blog affect their speaking skill, as the additional data to support the speaking test result
Code-Switching In English Language Teaching-Learning Process Muthiasari, Gida; Lio, Asrun; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.502 KB) | DOI: 10.33772/jleet.v2i2.6694

Abstract

It is quite ordinary for bilingual speakers to use two or more languages, in the same conversation, without any apparent effort. This phenomenon, known as code-switching, has become a major focus of attention in linguistics. The objectives of this research are to describe form, type and factors of code-switching occur. The data were taken from English Language Study Program second and fourth-semester students at IAIN Kendari. Data were collected using primary sources, observation, and interview through a questionnaire. The Ethnographic analysis table was applied to define form and type of code-switching. In addition, a questionnaire was used to reveal the factors of code-switching. The findings showed that the form of code-switching used by the students was English-Indonesian. Moreover, the type of code-switching mostly used by the students is intra-sentential code-switching. Factors of code-switching have been sorted out considering theories presented by sociolinguistics expert that all of these factors are important in second language acquisition for students in classroom setting. The findings can help to clarify that code-switching can be seen as a supporting element in the communication of information and in social interaction. Therefore, code-switching improves communication and is used as a tool for conveying meaning.
Implementation Of Flipped Classroom To Foster Students’ Learning, Motivation And Engagement At Second Grade Of SMA Kartika Kendari Indah, Sulfajriyani; Sahlan, Sahlan; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.525 KB) | DOI: 10.33772/jleet.v2i2.6706

Abstract

Teaching reading by using Flipped learning is rarely-researched in field of education especially in Indonesia. This study was conducted to find out the improvement of second year students’ reading comprehension, motivation and engagement after they were taught using Flipped classroom at SMA Kartika Kendari. The study was designed to employ a mixed method. The total number of the participants was 60, which were grouped into two classes, namely an experimental class and a control class. To draw samples, the researcher used random sampling technique. Instrument used to collect data were a reading comprehension test, a questionnaire of motivation, a questionnaire of students’ engagement and an interview script to acquire qualitative data. The reading test consisted of 13 multiple choice items. The questionnaire of motivation consisted of 17 close-ended items and there were 16 statements used in the questionnaire of students’ engagement. Additionally, descriptive statistic and t analysis were performed to obtain quantitative data. Results of post test showed that there was an improvement in the students’ reading comprehension after they were taught using Flipped classroom. Besides, the students’ motivation also increased and so was their engagement after they were taught using Flipped classroom. In addition, qualitative data indicated data that the students enjoyed and had a high willingness to participate in the learning process especially when they were watching videos and doing assignment.

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