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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 90 Documents
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Students’ Self-Efficacy And Technology Acceptance Of Nicenet In Efl Classroom Rezki, Anita; Sailan, Zalili; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (733.539 KB) | DOI: 10.33772/jleet.v1i1.6654

Abstract

The objective of this study were: to measure students’ Self Efficacy in Nicenet in EFL Classroom, to investigate whether or not there was any difference in terms of technology acceptance and Self-Efficacy between male and female students as well as between students’ having difference experience with Nicenet, to measure students’ technological acceptance of Nicenet in EFL Classroom and to investigate students’ perception about the benefits and the drawbacks of Nicenet. This study adopted a mixed method design which employed both qualitative and quantitative research design. Instruments of the study were questionnaire, interview guideline and relevant documents. The study was conducted at the English Language Education study program, in Halu Oleo Univesity, involving students who had joined and experienced the use of Nicenet in their class. Fifty students participated in this study by filling out a questionnaire and 8 students were interviewed to obtain more information related to their response in questionnaire. Result of the study showed that generally the students could be grouped into two levels of Self-Efficacy; a high level and medium level. Regarding to the second research question, it was discovered that there was no significant differences between male and female as well as between Nicenet experiences. A slightly contradictory result found in the students’ responses to the questionnaire and interview which were set out to seek positive answer to the third research questions. While generally the students expressed their positive acceptance to technology, they gave different information in the interview. As far as the fourth research question was concerned, more benefits and drawbacks of Nicenet had been revealed based on the students’ responses to open-ended questions and interview.
The Use of Schoology to Enhance Students’ Reading Comprehension at Lakidende University Rama, Asri Nova; Rahim, Amiruddin; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 1 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.812 KB) | DOI: 10.33772/jleet.v3i1.6684

Abstract

This study aimed to find out (1) the extent to which schoology enhance students’ reading comprehension (2) the students’ perception toward learning through shoology (3) the advantages of shoology for teaching reading comprehension (4) the disadvantages of shoology for teaching reading comprehension. This study was a mixed method research design known as explanatory mixed method design (Quan-Qual model). There were two groups involved namely experimental and control group. The study was carried out at Lakidende University of Unaaha with 40 undergraduates as the sample. Data were collected by using reading test and students’ self-diary. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 16.0. the qualitative analysis was also conducted to analyze students’ self-diary. This study found that schoology give a significant enhancement on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.008< 0.05) before and after the implementation of schoology. Based on students’ self-diary, it showed the students in experimental group gave positive responses toward schoology, the advantages of schoology for teaching reading comprehension were responsible, collaborative, ease of use and accessible while the disadvantages of schoology for teaching reading comprehension were the internet connection, time of the schoology and monotonous. This study concludes that schoology enhance students reading comprehension.
The Effect Of Flipped Classroom On Students’ Reading Comprehension Herlindayana, Herlindayana; Sahlan, Sahlan; Alberth, Alberth
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (566.95 KB) | DOI: 10.33772/jleet.v2i1.6699

Abstract

The Flipped classroom is an educational model in which the standard lecture and homework elements of a course  are “reversed” or “flipped” in that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. This study aimed to investigate the effect of a flipped classroom on students reading comprehension and to examine students’ perception about the flipped classroom. This study employed a pre-experimental mixed method design combining both quantitative and qualitative designs. The study was conducted at SMA Kartika  XX-2  Kendari,  involving 32  students. Instruments of the study were reading test and questionnaires with 5 open-ended questions. Data of the present study were acquired from pre-test, post-test and questionnaires. Results of the study found that there was a significant positive effect of flipped classroom on students’ reading comprehension, p (0.000) < 0.05. The effect size was 1.27887. What is more, the majority of the students reported that flipped classroom impacted positively on their learning and learning experience
The Influence Of Storytelling On 7th Grader Speaking Ability At SMP Negeri 22 Konawe Selatan Dyah Setyorini, Wahyu; Sahlan, M.Pd, Dr. H.; Rahim, M.hum, Dr. Amiruddin
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 2 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.32 KB) | DOI: 10.33772/jleet.v1i2.6704

Abstract

This research is accomplished to investigate how effective storytelling instructional for teaching English particularly speaking compared to the conventional tuition in EFL young learners. The researcher used quantitative data to investigate the effectiveness of using storytelling instruction take place in cohort B compared to the employment of conventional tuition in cohort A of the regular English course for the students of English Program in junior high school. Two research questions then were settled. The first question asked (1) do the students attending ‘the storytelling’ learning instruction perform better in their speaking proficiency than those attending conventional course? (2) What is the students’ motivation regarding the employment of storytelling instruction in of a speaking class?This study conducted at students’ English class on SMP Negeri 22 of Konawe Selatan who registered in academic year of 2013/2014. The total number of students involved in both of groups was 60 but the valid numbers were just 30 students in control group and 30 in experimental group as in taking sample, the researcher used Stratified Random Sampling. The instruments of data collection were speaking test and a questionnaire. The writing test collected by assigning pre-test to know students prior knowledge, treatment to conduct teaching speaking through storytelling instructional, and post-test to know students speaking achievement after giving treatment. The questionnaire was settled into 25 items of close-ended questionnaire and the data collection was conducted in post-test. The survey was made to investigate students’ motivation after given treatment under storytelling instructional compared to the conventional tuition. Findings through analysis of t-test in which  sig α < 0.05 or H0 is rejected and H1 is accepted both on treatment and control class, however after conducted independent t-test it was shown that there is a significant difference in terms of gain score between control and treatment class. Thus, it can be concluded that storytelling is effective compared to conventional tuition for teaching speaking. In addition, students had a very high motivation on the use of storytelling in learning speaking as the tested hypothesis shows a significant impact of students’ motivation and their improved speaking performance compared to these students who attended the conventional tuition. The finding suggests that integrating storytelling instructional into EFL young learners on speaking instruction is effective for enhancing students’ speaking performance and provides a positive learning experience
The Effectiveness Of Using Jigsaw Technique To Improve Reading Comprehension Of First Graders Of Smk 4 Kendari In 2015/ 2016 Academic Years Surahmawati, Dahlia; Hanafi, Hilaluddin; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.905 KB) | DOI: 10.33772/jleet.v1i1.6657

Abstract

This study aimed to find whether teaching narrative text by using Jigsaw technique effective for students’ reading comprehension of first graders at SMK 4 Kendari and to describe the students perception about Jigsaw technique. The researcher limited this study on literal and interpretative comprehension. This study was pre experimental design. The population of this study was 97 students (taken from 3 classes of TKJ). Through SPSS 21.0, the researcher gotten the students of TKJ A is the sample of this study. The numbers of sample were 32 students. The instrument of this study was reading test and perception questionnaire. The result of this study showed that Jigsaw technique gave a significant effect on the students reading comprehension at first graders of SMK4 Kendari. It can be seen from the result of SPSS 21.0 (T-Test), it showed the probability value Asymp (Sig. 2 Tailed) was 0.000 < 0.05 ( p ≤ 0.05) and t count was 11.33 > t table (2.039). It means that the second hypothesis (H1) was accepted.
Effectiveness of Buzz Group Technique in the Teaching of Reading At SMP Negeri 10 Kendari Budikafa, Fandi Ardiansyah; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.415 KB) | DOI: 10.33772/jleet.v2i1.6664

Abstract

Since there have been many different models of reading instruction put forth, yet few of these methods take into account the importance of motivation. In fact, attempts at improving reading comprehension using Buzz Group technique seem to focus too heavily on the mechanics of reading without delving into the emotional or psychological aspects especially motivation. The purpose of this research is to identify the difference in students’ reading comprehension despite taught by different method. In addition, the research aims to identify the difference in reading comprehension of highly motivated and lowly motivated students which are taught using different method. The methods used in this research were Buzz Group technique and Contextual Method. 114 students of Grade VIII at SMPN 10 Kendari participated in completing the questionnaire reflecting their level of motivation and then 57 of them were given the reading comprehension test and the method used for analyzing the results was two-way anova technique. The results obtained showed that the reading comprehension of students who were taught using different method was not significantly different but the teaching method is needed for enhancing students’ reading comprehension by the development of students’ critical thinking provided by Buzz Group technique. Moreover, the reading comprehension of highly motivated students was significantly different from lowly motivated students; this was proved on this research that the higher the motivation, the higher the reading comprehension is. The findings can help to clarify the nature of reading comprehension that despite from taught using right method, it is important if teachers develop and integrate a strong emphasis on reading motivation, and value its effective environment.
Error Analysis Of The Essays Written By English Department Students Of Halu Oleo University Akbar, Aidil; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (339.733 KB) | DOI: 10.33772/jleet.v4i1.6670

Abstract

Errors have long been the obsession of language instructors and researchers. Before, errors were looked at as a problem that should be eradicated. However, errors are now considered as a device that learners use and from which they can learn, they provide evidence of the learner's level in the target language , they contain valuable information on the learning strategies of learners , and they also supply means by which teachers can assess learning and teaching and determine priorities for future effort. Thus, conducting error analysis is therefore one of the best ways to describe and explain errors committed by the EFL learners. The objective of this study is to identify type of errors on the EFL that is commonly found in students writing performances according to Surface Strategy taxonomy, to identify the possible causes of students’ errors in their writing performances and to identify kind of grammatical errors in students writing performances. This study employed a qualitative method. Sources of data were students’ writing performance in essay form. The result shows all of the four types of errors according to surface strategy taxonomy such as omission, misinformation, addition, and malformation/disordering, the result shows omission and misinformation are the types of errors that commonly found English department students’ essays. However, omission is the type of errors that is founded the most in students writing. The Possible causes of students’ error are: The learner doesn’t know the structural pattern. Hence, they make random response; The correct model has been insufficiently practiced; Distortion may induce by the first language. Kind of grammatical errors that is found in students’ essays are noun and verb inflection, subject-verb agreement, articles, pronouns, spellings, singular/plural form, capitalization, sentence fragments and prepositions. On the basis of these results, some pedagogical implications which might assist ESL/EFL teachers with some helpful suggestions and teaching strategies that will reduce future problems regarding writing for EFL learners.
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
An Analysis of Rural And Urban Areas Senior High School English Teachers’ Ability In Developing Lesson Plan And Sylabus At Kolaka District Ramli, Asyarifullah; Alberth, Alberth; Yazid, Muhammad
Journal of Language Education and Educational Technology (JLEET) Vol 3, No 1 (2018): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.129 KB) | DOI: 10.33772/jleet.v3i1.6687

Abstract

The aim of this study was to find out the ability, different abilities, and constraints encountered by English teachers at rural and urban areas in developing syllabus and lesson plan at Kolaka district. The study used the ex post facto method and a mixed method. Subjects of the study were all senior high school teachers of English in Kolaka district who had become civil servants. The syllabus and lesson plan were developed using KTSP curriculum. The study analyzed data quantitatively and qualitatively. Results of the study showed that the ability of the teachers in developing syllabus was 95%, or within a category of “very good,” whereas their ability in developing lesson plan was 83%., which was categorized as “good.” To look into the difference between rural teachers’ ability and urban teachers’ ability, a quantitative analysis was performed, and the result showed that, as far as the ability to develop syllabus and lesson was concerned, there was no difference between rural and urban teachers. To analyze constraints commonly encountered by these teachers, interviews were conducted, and the results suggested that there were some internal and external factors associated with this particular issue. It could be concluded that both urban and rural teachers were equally able to produce well-developed syllabus and lesson plan.
Cognitive Style, Attitude, and Self Efficacy as Predictors of Student Success in EFL Online Courses at Halu Oleo University Fithrah Jiwa, Ramdhani Nur; Tanduklangi, Amri; Sailan, Zalili
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.763 KB) | DOI: 10.33772/jleet.v2i2.6695

Abstract

Despite the growing technology, higher education institutions have added online courses to their curriculum and maximize the potential benefits in the classroom. Measuring students’ cognitive style, attitude and self efficacy towards online learning provides a beneficial construct to predict learning outcomes.This study was designed to measure cognitive style, attitude, and self efficacy as predictors of student success in EFL online course at Halu Oleo university. The aim of this study were: (1) examined simultaneous contribution of cognitive style, attitude, and self-efficacy of students’ success in online learning; (2) to examined which variable serves as the better predictor of students’ success in online leaning outcome; and (3) to measure the relationship between students’ cognitive styles, students’ attitude and self-efficacy as predictors of students’ success in online learning outcome. This study adopted a correlation method design. Instruments of the study were questionnaire of Cognitive style inventory; questionnaire of students attitude toward online instruction; and questionnaire of online technology self efficacy scale. The study was conducted at the English Language Education study program, in Halu Oleo University. Subjcet of the study was 120 students who participated in this study by filling out a questionnaire. The result of the study showed that 26.1% of cognitive style’s variance contribution toward online learning outcome. It was about 26.9% of attitude variance contribution toward online learning outcome. It showed about 26.2% of self efficacy’s’ variance contribution toward online learning outcome. Three predictors’ had significantly effect on students’ success in online learning outcome. Further, enter regression analyses revealed a statistically –significant model for cognitive style, attitude and self efficacy as predictors of student’s success in online learning outcome (F =16.524, df=2, R squre = .2999, P < 0.0001) .The findings also showed that attitude was best and strong predictor of students success in students’ online learning outcome. The findings revealed a linear relationship between the three on students’ online learning outcome. There was correlation between three predictors in the strong category.

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