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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 2 (2023):" : 5 Documents clear
Predicting Reading Comprehension: The Role of Schemata and Reading Motivation La Kooko; Kamaluddin Kamaluddin; Alberth Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.47062

Abstract

This study has three primary objectives: (a) to examine the individual contributions of predictors to reading comprehension; (b) to explore the combined influence of multiple factors on reading comprehension (c) to identify which predictors have a significant impact on reading comprehension. Conducted at SMA Negeri 1 Gu, Central Buton Regency, this research employed a quantitative approach to assess both the individual and collective effects of various factors on reading comprehension among 151 twelfth-grade students. Regression analysis was utilized to gauge the extent of these factors' impact. The findings indicate that schema variables significantly affect reading comprehension, as evidenced by a significance value (sig) of 0.000, surpassing the threshold of 0.005, along with a t-test value of -14.339, exceeding the critical t-table value of 1.9763. Similarly, there is a notable relationship between reading motivation variables and reading comprehension, with a sig value of 0.000 and a t-test value of 5.965, both exceeding the respective thresholds. These outcomes offer valuable insights for educators, suggesting avenues for enhancing students' reading comprehension through tailored instructional strategies aligned with their individual abilities.
WhatsApp as a Learning Tool: Investigating Gender Perspectives in English Education Juhaepa Juhaepa; Hanna Hanna; Aderlaepe Aderlaepe
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.19590

Abstract

This research aims to assess students’ perceptions of WhatsApp as a learning tool in English education, explore gender differences in these perceptions, and analyze the challenges students face in utilizing WhatsApp for English learning. The study population consisted of tenth and twelfth-grade students from SMK Negeri 5 Kendari, totaling 112 students, with a sample size of 87 students. Data were collected through a questionnaire on students’ perceptions of WhatsApp and open-ended questions. The research design employed a mixed methods approach. The findings indicate a generally positive attitude among students at SMK Negeri 5 Kendari towards WhatsApp as a learning tool for English education. Moreover, a significant gender difference was observed, with male students showing a higher mean perception score compared to female students (p < 0.05). Male students tend to perceive WhatsApp more favorably as a learning tool for English. Additionally, the research identified two main challenges faced by students during online learning via WhatsApp: limited access to materials due to poor internet connection and difficulties in understanding teacher explanations delivered through WhatsApp. These findings underscore the potential of WhatsApp to enhance the English learning environment and outcomes. It is hoped that English teachers will take these findings into account to optimize the use of WhatsApp for English education.
Psycholinguistic Examination of Language Ethics in Everyday Communication: Insights from Five-Year-Olds Ulin Nafiah; Hanna Hanna; La Ino
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.19771

Abstract

This qualitative study delves into the intricacies of language ethics exhibited by a five-year-old child named Dzakwan, drawing upon transcribed audio recordings spanning March to May 2020. Situated within the multifaceted framework of human development encompassing biological, cognitive, and socio-emotional processes, the research seeks to elucidate the factors shaping language ethics acquisition in early childhood. Through descriptive analysis, the study unveils Dzakwan's adeptness in adhering to linguistic norms, attributable to a confluence of influences including health, cognitive prowess, learning experiences, and environmental stimuli. These findings underscore the nuanced interplay between individual characteristics and external factors in the cultivation of language ethics. Furthermore, practical implications emerge, suggesting strategies to nurture language proficiency and ethical communication in young children, such as fostering meaningful dialogue and cultivating responsive interactions within their social milieu. By shedding light on the developmental trajectory of language ethics, this research contributes to a deeper understanding of language acquisition processes and offers actionable insights for promoting linguistic competence in early childhood education and parental guidance.
The Effect of Reading Comics via Webtoons on Senior High School Students’ Reading Comprehension: A Case Study Nur Evi Hamiru; Alberth Alberth; La Ode Nggawu
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.21324

Abstract

This study aimed to investigate the impact of group (Comic Webtoon class and Conventional class) and gender (male and female) on reading comprehension among Class X IPA students at SMAN 2 Baubau. The sample comprised 72 students from Class X IPA 1 and Class X IPA 2, selected via purposive sampling. Data on reading comprehension were gathered using a 40-item multiple-choice test. Analysis employed descriptive statistics and two-way ANOVA. Results showed no significant main effect of groups on reading comprehension (p = 0.367 > 0.05), while a significant main effect of gender was observed (p = 0.00 < 0.05). Furthermore, an interaction effect of gender and groups on reading comprehension was found (p = 0.02 < 0.05). These findings underscore the need for educators to tailor reading materials and instructional methods based on gender differences and emphasize the importance of selecting appropriate reading media to enhance students' comprehension of diverse texts.
The Impact of Story Completion Technique on Enhancing Speaking Proficiency among Extroverted and Introverted Students Yun Angraeni Saputri; Nurnia Nurnia; Kamaluddin Kamaluddin
Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v8i2.19138

Abstract

The utilization of story completion as a novel technique for teaching speaking skills in narrative text has shown promising results in enhancing students' oral proficiency. This study aimed to investigate the effectiveness of story completion on the speaking ability of both extroverted and introverted students at the Eighth-Grade level of SMPN 2 Kodeoha. Employing a quasi-experimental research design, the study selected students from two classes: Class VIII A, designated as the story completion group, and Class VIII B, serving as the control group receiving conventional instruction. Both groups covered the same topic during the study period. Data collection and analysis were conducted using Microsoft Excel. The findings revealed notable differences in speaking scores between the two groups. Specifically, the mean speaking score of introverted students in the story completion group surpassed that of their counterparts in the conventional group. Moreover, upon closer examination, both extroverted and introverted students in the story completion group demonstrated higher speaking scores compared to those in the conventional group. Furthermore, the results indicated that extroverted students outperformed introverted students in both groups in terms of speaking proficiency. These findings underscore the efficacy of employing story completion as a pedagogical tool for enhancing speaking skills, particularly among introverted students. Overall, the study sheds light on the differential impact of instructional methods on students' speaking abilities, highlighting the potential benefits of tailored approaches for diverse learner profiles.

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