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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 7, No 1 (2022):" : 5 Documents clear
Factors and Barriers Influencing Technology Integration in the Classroom John Rey Osben Pelila; Queenie Ferdiline L. Bag-ongan; Jendel Lou P. Talania; Geraldine S Wakat
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.18704

Abstract

This study aimed to determine the factors and barriers influencing technology integration inside the classroom and how teachers integrate technology. The study employed a systematic review of the literature of previous researches. The researchers utilize online databases from Ebscohost and ERIC databases. Through inclusion-exclusion criteria and a guide using PRISMA Flowchart, 46 articles (qualitative – 19; quantitative – 27) were generated and considered eligible and used in the research. Moreover, screened articles were reviewed using the Research Article Findings Grid. Specifically, articles plotted in the grid were analyzed by identifying similarities and differences, regrouped some positive and negative findings of the different authors, and collated and put under each theme. It was noted that personal factors (i.e., teachers' and students' perspectives and attitudes) and professional factors (i.e., tenure, training, workshops) were the main factors affecting technology integration. Barriers like not enough computers, low internet access, malfunction of printers and computers, computer virus attacks, and others were also noted. Regarding how technology is integrated inside the classroom, suggestions, and recommendations like optimizing digital technology's pedagogies, implementing directives to develop "net" skills, modifying school curriculums, and conducting more training and workshops on ICT development, were also considered.
Investigating Civil Engineering Students' Vocabulary Learning Strategies at Ambon State Polytechnic Grace Hansina Labetubun; Rosina Fransisca Joan Lekawael; Marcy Saartje Ferdinandus
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.24651

Abstract

This research aims to investigate the use of vocabulary learning strategies used by D3 civil engineering students. This study was descriptive quantitative design and employed survey design. Vocabulary Learning Strategies (VLSs) questionnaire adopted from Puangsang (2018) was the main instrument in collecting the quantitative data. The data analysis shows determination strategies (M=3.32) is the most used strategies and followed by metacognitive strategies (M=3.05), memory strategies (M=2.87), social strategies discovery (M=2.78), cognitive strategies (M=2.56), and social strategies consolidation (M=1.82)
Synchronous or Asynchronous Learning: That’s the Question of BACOM Learners! Reynaldo R. Vasquez; Lesly Ann D. Doclis; Joseph Bello Quinto
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.23390

Abstract

Due to the COVID-19 pandemic, the delivery of education through distance learning has become a necessity. Students have to learn from their instructors in an online platform in two methods: synchronous and asynchronous learning. With all these pieces of information in mind, this study was conducted to examine the preferences of 143 Bachelor of Arts in Communication (BACOM) learners in one state university in Cordillera Administrative Region, Philippines regarding synchronous and asynchronous learning through a valid and reliable questionnaire distributed via Google Form. In a nutshell, more BACOM learners preferred synchronous learning because it allows for collective learning and interactions in real-time which can alleviate the sense of isolation that asynchronous learning brings, and they found it easier and more manageable to navigate synchronous learning than asynchronous learning. Notably, second-year BACOM learners recorded the highest average preference on synchronous learning, while the first-year BACOM learners recorded the highest average preference on asynchronous learning. While there is no significant difference in moderate preference according to year levels, it still varies from year level to year level. This poses an area for future work where if Face-to-Face classes are still not attainable, hybrid learning, which is a combination of synchronous and asynchronous learning, can be tested to prioritize the learning progression of every learner.
The Effect of Principal Leadership and Teacher Performance on the Quality of Education at Junior High School Suhartono Tono; Sartiah Yusran; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.14665

Abstract

The quality of education is the ultimate goal of a teaching and learning process. This study aimed to examine the extent to which principal leadership and teacher performance could affect the quality of education at Junior High School level, both individually and concurrently. The research was conducted in Junior High School in Konawe regency, Southeast Sulawesi. The primary data was collected from 88 respondents. This study revealed that: 1) there is a significant effect of principal leadership on the quality of education at Junior High School; 2) there is a significant effect of teacher performance on the quality of education; 3) there is a significant simultaneous effect of principal leadership and teacher performance on the quality of education. The principal leadership variable and teacher performance explained 30,8% of the total variance in quality of education. Thus, in order to improve the quality of education in general, principal and teachers should develop their professional skills.
Emergency Blended Teaching and Learning Amidst the Covid-19 Pandemic Risma Fitria Uky Yandini; Hanna Hanna; Alberth Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 7, No 1 (2022):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v7i1.21917

Abstract

This paper is rooted in the self-narration of 23 vocational high school community members in East Kolaka who were directly affected by the implementation of emergency blended teaching and learning due to the outbreak of the Coronavirus. This paper attempted to answer the question: “What do the school community members perceive as the advantages and drawbacks of emergency blended teaching and learning in language learning?” Applying phenomenology approach in qualitative research design, the result shows the advantages are categorized into several aspects: individualization, collaboration, information resources, reduce dependence on online games and social media also and emergency blended teaching and learning also had a potential to be used during praktek kerja industri (industry working practice). However, school community members also faced a few difficulties when implementing emergency blended teaching and learning, particularly in language teaching and learning. The drawbacks are categorized into several catagories: culture, instructional design, learning outcomes, psychology effect, device and internet accessibility concerns. Despite highly regarded as a viable answer to continuing academic activities within the limits of face-to-face contact due to the outbreak of Covid-19 Pandemic, in East Kolaka, emergency blended teaching and learning carries a stigma of being lower quality than face-to-face learning.

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