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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 9, No 1 (2024):" : 5 Documents clear
The Effect of Picture Series Model, Gender, and Learning Mode on Students' Writing Achievement Haderaerani Haderaerani; Alberth Alberth; La Ode Nggawu
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.21508

Abstract

This study examines the effect of picture series, a visual media consisting of sequential images, on the writing achievement of VIII graders at SMPN 2 Sampara, considering gender and learning mode (WhatsApp vs. Conventional). The research aims to determine if there is a difference in writing outcomes between students using picture series through WhatsApp and those using conventional methods, and to explore the interaction between picture series models and gender. The population consisted of 57 students, divided into a WhatsApp class (28 students) and a conventional class (29 students). Using a quasi-experimental design, the WhatsApp class (VIII2) served as the experimental group, while the conventional class (VIII3) was the control group. Data were collected through pre-test and post-test scores. Findings indicate a significant difference in writing outcomes, with the WhatsApp class outperforming the conventional class. A two-way ANOVA revealed an interaction between picture series models and gender, with a significance value of 0.000 < 0.05, indicating a notable interaction. The Estimated Marginal Means graph showed intersecting lines, further supporting this interaction. Additionally, no significant difference was found in writing outcomes for male students between the two methods. However, female students using the WhatsApp method achieved higher scores than their male counterparts.
The Role of Komunitas Guru Bahasa Inggris Konawe Utara in English Teacher’s Professional Development Masniani Masniani; Asrun Lio; Aderlaepe Aderlaepe
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.19785

Abstract

This study delves into the pivotal role played by Komunitas Guru Bahasa Inggris Konawe Utara in advancing the professional growth of English teachers, particularly among its members, while also shedding light on the hurdles they encounter. Utilizing qualitative research methods, the study engaged with 21 community members. Results underscore the substantial impact of the community in facilitating the development of teaching materials such as lesson plans and syllabi, enhancing teachers' performance in assessments like UKG, facilitating access to various professional development avenues, and fostering collaborations with other esteemed professional bodies like PGRI, IGI, and SGI. However, amidst these positive contributions, the study unearths a spectrum of challenges faced by English teachers when endeavoring to partake in professional development activities. These obstacles encompass the absence of requisite qualifications, experience, or seniority; financial constraints impeding participation due to the exorbitant costs associated with professional development initiatives; insufficient support from employers; conflicts arising between professional development opportunities and work commitments; time constraints stemming from familial responsibilities; and a dearth of tailored and suitable professional development options. In light of these findings, it is imperative to integrate an understanding of these challenges into the planning and execution of future professional development initiatives tailored to English teachers.
An Analysis of Translation Errors (A case Study of Students at SMAN 2 Wawonii Tenggara) Yeni Yeni; Tambunan Tambunan; La Ino
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.29840

Abstract

This study examined the errors made by students in translating Indonesian into English using the surface category taxonomy. The research was conducted at SMAN 2 Wawonii Tenggara, focusing on first-grade students. Specifically, the research included all 20 students from class X.IPA. To gather data, the researcher employed a test consisting of 20 Indonesian sentences. The analysis was carried out using a qualitative descriptive method. The results indicated that the students made a total of 222 errors (55.5%) in translating Indonesian into simple English sentences. These errors were categorized into four types: omission errors (112 or 50.45% of the total), malformation errors (75 or 33.79%), addition errors (32 or 14.41%), and misordering errors (3 or 1.35%). Omission errors were the most frequent. Given that the students made 222 errors (55.5% of possible errors), the correct responses numbered 178 (44.5%). According to Rod Ellis, this number classifies the students' ability as poor.
Adapting English Instruction Amidst the Endemic Transition of COVID-19: A Case Study at SMP Negeri 1 Motui Tri Akbar Hasmun; Kamaluddin Kamaluddin; Muhammad Yazid Abd. Rahim Gege
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.30079

Abstract

This study investigates the dynamics of English learning activities at the junior high school level within SMP Negeri 1 Motui, situated in the Motui District, Konawe Utara Regency, during the transition period to the endemic phase of COVID-19. It aims to explore both the activities conducted by English teachers in the classroom and students' perceptions of teaching methodologies. The theoretical framework draws upon Richard and Rodgers' (2014) principles of English language teaching to analyze classroom practices. Employing a qualitative descriptive approach, the study involved 24 students and English teachers from SMPN 1 Motui. Data collection included observation sheets and interview transcripts. Findings reveal that the English learning process in the classroom aligns with 14 out of 15 criteria outlined by the theoretical framework, encompassing physical engagement, instructional coherence, task assignments, scaffolding techniques, thematic integration, and more.
An Analysis of Distance Learning at the English Department of UMK: Students’ Social Presence and Sense of Classroom Community Rabiatul Adawia; Aderlaepe Aderlaepe; Deddy Amrand
Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024):
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v9i1.15888

Abstract

The objective of this study is to assess the extent of students’ social presence and their perception of classroom community in the context of distance learning, along with the factors influencing these outcomes. This investigation adopted a quantitative approach. The study comprised 111 students who actively participated in the academic activities during the 2021/2022 academic year, particularly those who experienced distance learning. The data underwent analysis employing descriptive statistics techniques, including the Likert scale, Likert item analysis, and examination of participants' responses to open-ended questions. The findings indicated, firstly, a notable level of student social presence in distance learning, particularly in terms of the perceived contribution of group activities to the learning process. Secondly, students exhibited a high sense of classroom community in distance learning settings, particularly in items related to connectedness. The underlying rationale for the elevated level of social presence during distance learning included each student's perception of engagement within the classroom. Similarly, the heightened sense of classroom community during distance learning stemmed from the perceived involvement of each student within the classroom environment.

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