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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 8, No 1 (2023):" : 5 Documents clear
An Analysis of High School Explainer Videos for English Learning Through the Lens of Cognitive Theory of Multimedia Learning (CTML) La Ode Muhammad Nur Rahim; Deddy Amrand; Mursalim Mursalim
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.47000

Abstract

This research aims to assess the alignment of high school explainer videos for English learning with the Cognitive Theory of Multimedia Learning (CTML) principles and identify contributing factors to the alignment. The research Employed a content analysis design using descriptive analysis techniques. An analytic rubric, adapted and developed based on CTML principles, was utilized for evaluating the alignment of explainer videos. The research focused on four cases of explainer videos targeting high school students to teach English writing skills using a genre-based approach. Results indicate a majority of alignment with CTML principles, predominantly falling within a high to moderate alignment range. The notable contributing factors to positive alignment trends are attributed to the compatibility of the three key facets: explainer video characteristics, the systematic nature of writing skills in a genre-based approach and the CTML’s principles. Conversely, the primary contributing factors to negative alignment trends stem from the perplexity of balancing time constraints while needing to meet the standards of educational multimedia, coupled with the demand to informatively deliver complex content, especially in the context of writing. Furthermore, the main contributing factors to the emergence of variations in both alignment and misalignment are inclined to associated with expertise of explainer video creators in educational multimedia design, subject matter and individual preferences.
Gender Divide: Motivation and Achievement in Online English Learning Wa Ode Restu Astuty; Sartiah Yusran; Kamaluddin Kamaluddin
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.42916

Abstract

This quasi-experimental study examined the impact of online English learning on achievement and motivation for Grade 11 students, comparing it to traditional classroom methods. Seventy-two students from SMA 2 Raha participated, with the experimental group undergoing online learning while the control group followed traditional methods. Pre- and post-tests revealed a significant improvement in the online group's achievement (p < 0.05), with a higher average gain score compared to the control group. Notably, within the online group, females showed a slightly higher average gain score (33.42) than males (27.37), indicating a gender difference. Motivation, assessed via questionnaires, indicated higher reported motivation among females (80.3%) compared to males (72.2%) in the online environment. These findings highlight the effectiveness of online English learning in enhancing overall student achievement, with females potentially experiencing a slight advantage in both achievement and reported motivation in this specific context.
Language Interference Among EFL Students: A Case Study of Thai Students at Muhammadiyah Kendari University Nurshiyam Hanrolan; Tambunan Tambunan; Nurnia Nurnia
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.42914

Abstract

This study analyzed the English writing of Thai EFL students at Muhammadiyah Kendari University, focusing on two main questions: (1) What writing errors do Thai EFL students make in their English paragraphs? (2) How does their first language interfere with their performance in writing English paragraphs? A descriptive qualitative method was used to identify writing errors and describe first language interference. Errors in punctuation, tenses, spelling, agreement, prepositions, finite verbs, and articles were highlighted and coded in the writing samples. The findings revealed significant errors in the students' writing, many of which were due to first language interference. These errors were primarily grammatical and phonological, resulting from differences between Thai and English grammar rules and language forms. This study underscores the challenges Thai EFL students face in writing English paragraphs and emphasizes the need to address first language interference to enhance writing proficiency. The findings can contribute to developing tailored teaching strategies and curriculum designs for Thai EFL learners.
Needs Analysis of English for Specific Purposes Among Mining Engineering Students at Halu Oleo University Wa Ode Fatima Azzahra; Yazid Yazid; La Ode Nggawu
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.46508

Abstract

Teaching English to Mining Engineering students is divided into General English (GE) and English for Specific Purposes (ESP), with GE covering general skills and ESP focusing on scientific English. This research aims to identify the English learning needs of students in the Mining Engineering Department at Halu Oleo University. Using a survey method, data were collected through questionnaires and interviews from 60 respondents, including students, a lecturer, and graduates. The data were analyzed using SPSS. The findings indicate that students' primary needs for learning English are exam preparation, career advancement, completing studies, self-improvement, further education, and international travel. Students need to improve their vocabulary, listening, grammar, speaking, pronunciation, reading, and writing. Important mining topics include dilution, mining engineering, and disposal. Students face challenges such as lack of learning strategies, difficulty understanding texts, writing issues, low motivation, and limited vocabulary. Preferred learning methods include reading, audio materials, films, pair work, visual aids, individual study, and speaking while listening.
Sociocultural Factors Influencing Students’ Reluctance to Participate in Speaking Classes at Halu Oleo University La Ode Malik Nur; Hanna Hanna; Aderlaepe Aderlaepe
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i1.46612

Abstract

This study aimed to describe and analyze the socio-cultural factors influencing students' reluctance to participate in speaking classes in the English Education Department at Halu Oleo University, specifically those enrolled in 2018. A qualitative research design was employed. The respondents were nine fifth-semester students from the English study program who were taking Speaking III. Data was collected through interviews to understand the students' reluctance to speak in class. The interview data was analyzed using the Miles and Huberman analysis technique, which includes data reduction, data presentation, and drawing conclusions (verification). The study found that students' reluctance to participate in speaking classes was influenced by several socio-cultural factors: willingness to volunteer, the presence of juniors and seniors, the lecturer's method of delivering material, campus interactions, and home environment interactions. Consequently, students' willingness to volunteer in speaking classes is shaped by their understanding of the material, fear of judgment, lecturer engagement, casual campus interactions, and limited exposure to English at home.

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