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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 3, No 2 (2018): Journal of Language Education and Educational Technology" : 5 Documents clear
The Effect Of Jumble Computer Software On Students’ Mastery Of English Expressions, Learning Motivational Intensity And Perceived Learning At SMPN 23 Poleang Utara Asruni, Asruni; Hanafi, Hilaluddin; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.475 KB) | DOI: 10.33772/jleet.v3i2.6667

Abstract

The research is aimed to: 1) find out whether there is significant effect of Jumble computer software on students’ mastery of English expression; 2) find out whether there is significant effect of Jumble computer software on students’ learning motivational intensity; 3) find out whether there is significant effect of jumble computer software on students’ perceived learning. The study employed quantitative approach through quasi experimental design. Total of sample in this study were 60 students consisted of two classes and which is selected through total sampling. The instruments used in this study were test and questionnaire. The result of data analysis revealed several conclusions. First, there is significant gain scores different between students taught using Jumble computer software and those who do not (p-value = 0.000 ≤ 0.05). Second, students’ learning motivation after taught using Jumble Computer Software is placed in high category. It is maintained by the result of one sample t-test that students ‘learning motivation is placed in high category (p-value = 0.002 ≤ 0.05). Last, students ‘perceived learning after taught using Jumble Computer Software is placed in high category. It is maintained by the result of one sample t-test that students ‘learning motivation is placed in high category (p-value = 0.001 ≤ 0.05). The pedagogical implications are that this software can be used as a competitive game in the context of teaching English expressions as well as being able to find out students' ability in mastering English expressions using this software.
The Effect Of Web-Quest On Students’ 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.856 KB) | DOI: 10.33772/jleet.v3i2.6679

Abstract

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 students’ 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 students’ EFL reading comprehension achievement and reading attitude at SMKN 4 Kendari
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (414.49 KB) | DOI: 10.33772/jleet.v3i2.6680

Abstract

This research aims to describe teachers’ perceptions of instructional technology integrating into English language learning. Five aspects are studied: teachers’ 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
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.91 KB) | DOI: 10.33772/jleet.v3i2.6681

Abstract

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 used  e-learning system to teach IAIN Kendari students. Comparing lecturers’ 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) Lecturers’ perceptions concerning the weaknesses of e-learning are pubbing, consuming time, attitude problem, and less creative. (c) Lecturers’ 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.
The Effect Of Multimedia On Student’s Listening Comprehension At Eight Grade Of SMPN 12 Kendari Mahadi, Yati; Hanna, Hanna; Ana, Haerun
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.875 KB) | DOI: 10.33772/jleet.v3i2.6683

Abstract

The purposes of this study were 1) to investigate whether there is any significant difference of listening comprehension between students who learn listening teacher’s voice and those who learn listening by using Video at the eighth grade of SMPN 12 Kendari and 2) to investigate the students’ listening comprehension who attended the listening course by using Video at the eighth grade of SMPN 12 Kendari. Population of this study was all students at grade VIII of SMPN 12 Kendari, which consists of 7 classes; the whole classes consist of 271 students and VIII 5 as sample ofthe research. They were selected by purposive sampling. The one-group pretest-posttest design was implemented in this study. The instruments used in this study was listening test for pre-test and post-test in Experiment Class. Regarding the data analysis, mean, percentage and t-test scores for the dependent sample were employed. The result indicated that 1) there is a significant difference between students who learn listening without video and students who learn listening with video at the eighth grade of SMPN 12 Kendari and 2) teach Using Video on Listening Comprehension affect to Students’ listening skill at Grade Eight of SMPN 12 Kendari

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