Journal of Language Education and Educational Technology (JLEET)
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.
Articles
90 Documents
<![CDATA[The Effect Of Multimedia On Student’s Listening Comprehension At Eight Grade Of SMPN 12 Kendari ]]>
<![CDATA[Mahadi, Yati]]>;
<![CDATA[Hanna, Hanna]]>;
<![CDATA[Ana, Haerun]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 3, No 2 (2018): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v3i2.6683
<![CDATA[The purposes of this study were 1) to investigate whether there is any significant difference of listening comprehension between students who learn listening teacher’s voice and those who learn listening by using Video at the eighth grade of SMPN 12 Kendari and 2) to investigate the students’ listening comprehension who attended the listening course by using Video at the eighth grade of SMPN 12 Kendari. Population of this study was all students at grade VIII of SMPN 12 Kendari, which consists of 7 classes; the whole classes consist of 271 students and VIII 5 as sample ofthe research. They were selected by purposive sampling. The one-group pretest-posttest design was implemented in this study. The instruments used in this study was listening test for pre-test and post-test in Experiment Class. Regarding the data analysis, mean, percentage and t-test scores for the dependent sample were employed. The result indicated that 1) there is a significant difference between students who learn listening without video and students who learn listening with video at the eighth grade of SMPN 12 Kendari and 2) teach Using Video on Listening Comprehension affect to Students’ listening skill at Grade Eight of SMPN 12 Kendari]]>
<![CDATA[The Effect Of Metacognitive Scaffolding Strategy Embedded In Cooperative Learning Model On Students’ Writing Achievement At Grade XI Of SMAN 4 Kendari ]]>
<![CDATA[Puspita Ayu M., Anugrah]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Tambunan, Tambunan]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 1, No 2 (2016): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v1i2.6663
<![CDATA[This study aimed to investigate the effectiveness of metacognitive scaffolding strategy which is embedded in cooperative learning model in teaching writing to students at grade XI of SMAN 4 Kendari. In this study, quantitative data were used to examine the effectiveness of metacognitive scaffolding strategy on students’ writing, whereas qualitative data were used to describe the process involved in the teaching which applied the metacognitive scaffolding strategy. Three research questions were posed: (1) did the students taught under the metacognitive scaffolding strategy produce better writing than their counterparts who were not instructed in the same strategy?; (2) what were the writing scores gained by the students who learnt via the metacognitive scaffolding strategy?; (3) how was the metacognitive scaffolding strategy implemented in the process of teaching writing? The study was conducted at SMAN 4 Kendari to class XI students who enrolled in the 2015/2016 academic year. Total samples were 60 students which were split into an experimental class and control class. The samples were drawn using the convenient sampling technique. Instruments of the study included a writing test, interviews, and observation sheet. In the experimental class, a pre-test was administered to obtain data about students’ knowledge prior to treatment which applied the metacognitive scaffolding strategy in the teaching of writing, and a post-test was run to determine the students’ writing scores after receiving the treatment. In the control class, the teaching of writing applied a conventional method that was usually been used in the school. The students in this class also took a writing test, the results of which were used as a comparison to the experimental class. Additionally, some students and teachers were interviewed to obtain qualitative data and some observations were conducted during treatment in the experimental class. The results show that there was a significant difference between the pre-test scores and the post-test scores in the experimental class compared to the control class, with the students taught using the metacognitive scaffolding strategy gained higher scores than those who were not. Paired sample t-test was run to compare the pre- and post-test scores gained by both classes before and after treatments, whereas independent sample t-test was used to analyze the difference between gained scores recorded by the two classes. Furthermore, it was revealed that the process of teaching writing using the metacognitive scaffolding strategy has run well according to the lesson plan.]]>
<![CDATA[Analysis On The Relationship Of Extrovert-Introvert Personality And Students’ Speaking Performance In English Study Program Of Halu Oleo University ]]>
<![CDATA[Samand, Sri Muniarty]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Lio, Asrun]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v4i1.6677
<![CDATA[Speaking is one of the productive skills in English competence which can help us to interact with other people. However, in a class, not all the students can make equal improvement in speaking skill even though they get the same treatment from the teacher. It happens because there are many factors that influence students’ speaking performance. One of the factors is affective factor that can be from students’ personality. In this category, personality can be classified into two types, they are extrovert and introvert. This present study investigates the correlation between extrovert personality and introvert personality and students’ speaking performance at the students in English Study Program of Halu Oleo University in the fourth semester. Total 35 students were selected as the sample and their personality type was determined by using Mark Parkinson Personality Questionnaire and their speaking score from the speaking test. The objective of the study is to examine, whether there is correlation between extrovert-introvert personality and students’ speaking performance or not and also to know which personalities have better achievement in speaking performance. This study applied descriptive quantitative design. The personality and the students score were correlated by using Pearson Product Moment Correlation. The result of correlation testing reveals that there is no significant correlation between extrovert personality and speaking performance (0,575 > 0,05) and also there is no correlation between introvert personality and speaking performance (0,505 > 0,05). Then, other result shows that introvert students have better achievement in speaking than extrovert students, which means score of introvert is 77,56 while mean score of extrovert is 75,56.]]>
<![CDATA[The Effect Of Using Edmodo As Suplementary Class On Students’ Writing Achievement At SMKN 4 Kendari ]]>
<![CDATA[Ariyanti, Firda]]>;
<![CDATA[Hanna, Hanna]]>;
<![CDATA[Amiruddin, Amiruddin]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i1.6697
<![CDATA[This study is aimed to find out whether there is significant effect of using edmodo as suplementary class on students’ writing achievement. This study used the pre-experimental design. The population was the 2016/2017 first year students of SMKN 4 Kendari, totally 413 students. The sample is 28 students from one class of textile design and production program (X KTC). The experimental group was taught by using Edmodo as suplementary class. The test was divided into two groups, pre-test and post- test. The instrument used in this study was a writing test. The data were analyzed by using paired sample t-test. The hyphotesis of this research was there was a significant effect of using Edmodo on students’ writing achievement at SMKN 4 Kendari (H1). The result of paired sample t-test shown that the asymp sig. is 0.000. It meant that the asymp sig. was lower than 0.05 (0.000 < 0.05). So, the H1 is unrejected. It could be concluded that using Edmodo has significant effect on students’ writing achievement at eleventh grade of Textile program (X KTC) in SMKN 4 Kendari.]]>
<![CDATA[Integrating Video Blog in EFL Class For Teaching Speaking at SMAN 4 Kendari ]]>
<![CDATA[Astriani, Ayu]]>;
<![CDATA[Lio, Asrun]]>;
<![CDATA[Badara, Aris]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i2.6693
<![CDATA[This research is aimed to investigate the use of video blog in teaching speaking at the first graders. The researcher used quantitative and qualitative data to investigate the utilization of video blog embedding students’ fluency in speaking skill. There are three research questions accomplished in this study: 1. To what extent does Vlog help foreign language English speakers improve their speaking fluency? 2. What are students’ opinion about using Vlog in performing speaking? 3. What are students’ suggestion and feedback about using Vlog in performing speaking? This study was conducted in SMAN 4 Kendari at grade X students who are registered in academic year of 2016/2017. The total number of students involved were 39 for both experiment and control class. The sample was taken using purposive sampling for experimental and control class. The instrument of data collection were speaking test, speaking activity and interview. The speaking test was collected by administering pre test to know the students prior speaking skill, treatment which integrating video blog in the teaching and learning process, and post test to find out what improvement happenned on students’ speaking skill in term of fluency. The result shows the significant difference of experiment and control class. The researcher used independent sample t-test in comparing improvement in experiment and control class. Students’interview result also shows how integrating video blog affect their speaking skill, as the additional data to support the speaking test result]]>
<![CDATA[Code-Switching And Code-Mixing In English Language Teaching And Learning At SMA Negeri 2 Kendari ]]>
<![CDATA[Arlan, Arlan]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Lio, Asrun]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v4i1.6668
<![CDATA[Many people speak and switch or mix their general use of language with their mother tongues, especially in communicating with people. This study is aimed to describe the types of code-switching and code-mixing; why do teachers mix code and switch code; and reasons and impact on students of code-switching and code-mixing by teachers and students in the English as second language (ESL), SMA Negeri 2 Kendari. Accordingly, 65 students at the high school level and three of their instructors in EFL classrooms took part in the study. Data were collected through observations, questionnaires to teachers, and interviews with selected sample students. The result of qualitative and quantitative design analysis showed that code-mixing and code-switching types dominantly used by teachers were intrasentential switching and allowed intersentential switching. And teachers used more dominant of intrasentential mixing types. The reason’s teachers to  switching and mixing implementation were directing or conveying some explanations effectively, it is used cause forget some terms so as achieving a good learning process, to explain or give an understanding to students if they feel have not understood the lessons given so switching to Indonesian is an important communication strategy, more effective and expected to get a better relationship between them. Finally, the results of reason and impact on students by  descriptive questionnaire analysis showed that the students that lack ability in the target language, it's difficult to get the equivalent of the words on target language or find new words or terms in the context, and they did it unconsciously from English utterance to Indonesian and make students more understand when doing of switch code and mix code in English learning process.]]>
<![CDATA[Code-Switching In English Language Teaching-Learning Process ]]>
<![CDATA[Muthiasari, Gida]]>;
<![CDATA[Lio, Asrun]]>;
<![CDATA[Tambunan, Tambunan]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i2.6694
<![CDATA[It is quite ordinary for bilingual speakers to use two or more languages, in the same conversation, without any apparent effort. This phenomenon, known as code-switching, has become a major focus of attention in linguistics. The objectives of this research are to describe form, type and factors of code-switching occur. The data were taken from English Language Study Program second and fourth-semester students at IAIN Kendari. Data were collected using primary sources, observation, and interview through a questionnaire. The Ethnographic analysis table was applied to define form and type of code-switching. In addition, a questionnaire was used to reveal the factors of code-switching. The findings showed that the form of code-switching used by the students was English-Indonesian. Moreover, the type of code-switching mostly used by the students is intra-sentential code-switching. Factors of code-switching have been sorted out considering theories presented by sociolinguistics expert that all of these factors are important in second language acquisition for students in classroom setting. The findings can help to clarify that code-switching can be seen as a supporting element in the communication of information and in social interaction. Therefore, code-switching improves communication and is used as a tool for conveying meaning.]]>
<![CDATA[Implementation Of Flipped Classroom To Foster Students’ Learning, Motivation And Engagement At Second Grade Of SMA Kartika Kendari ]]>
<![CDATA[Indah, Sulfajriyani]]>;
<![CDATA[Sahlan, Sahlan]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v2i2.6706
<![CDATA[Teaching reading by using Flipped learning is rarely-researched in field of education especially in Indonesia. This study was conducted to find out the improvement of second year students’ reading comprehension, motivation and engagement after they were taught using Flipped classroom at SMA Kartika Kendari. The study was designed to employ a mixed method. The total number of the participants was 60, which were grouped into two classes, namely an experimental class and a control class. To draw samples, the researcher used random sampling technique. Instrument used to collect data were a reading comprehension test, a questionnaire of motivation, a questionnaire of students’ engagement and an interview script to acquire qualitative data. The reading test consisted of 13 multiple choice items. The questionnaire of motivation consisted of 17 close-ended items and there were 16 statements used in the questionnaire of students’ engagement. Additionally, descriptive statistic and t analysis were performed to obtain quantitative data. Results of post test showed that there was an improvement in the students’ reading comprehension after they were taught using Flipped classroom. Besides, the students’ motivation also increased and so was their engagement after they were taught using Flipped classroom. In addition, qualitative data indicated data that the students enjoyed and had a high willingness to participate in the learning process especially when they were watching videos and doing assignment.]]>
<![CDATA[The Ability of English Teachers in Implementing the 2013 Curriculum at SMK Negeri 1 Kendari ]]>
<![CDATA[Kasmawati Kasmawati]]>;
<![CDATA[Sartiah Yusran]]>;
<![CDATA[Sahlan Sahlan]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v4i2.11006
<![CDATA[This study aimed to find out the extent of ability of English teachers in implementing the 2013 curriculum at SMK Negeri 1 Kendari. This study applied a qualitative research method with descriptive approach. The respondences of this study were four English teachers at SMK Negeri 1 Kendari who have implemented the 2013 curriculum. The data was obtained by conducting observation, interview and documentation. The data was analyzed through four phases. They were data collection, data reduction, data presentation, and taking conclusion. The results of this study showed that in the aspect of planning of learning, English teachers have compiled an independent lesson plan, developed from the 2013 curriculum syllabus. This was indicated by the achievement value based on the APKG sheet results which was 90 and was categorized as very good. In the aspect of implementation of learning, the English teachers have applied a scientific approach. This was indicated by the achievement value based on APKG sheet results which was 87 and was categorized as very good. In the aspect of assessment of learning, teachers have implemented authentic assessments and follow-up learning outcomes. This was indicated by the achievement value based on the APKG sheet results which was 78 and was categorized as good.Keywords:English Teachers Ability; Implementation; 2013 Curriculum]]>
<![CDATA[Teaching Speaking through Storytelling: a Case Study in the Tenth Grade Students of Islamic High School in Kendari ]]>
<![CDATA[Siti Asniatih]]>;
<![CDATA[Afaq Ahmed]]>;
<![CDATA[Ghazanfar Iqbal]]>;
<![CDATA[Zahid Hussain Dool]]>;
<![CDATA[Sohail Ahmad]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v5i1.9883
<![CDATA[One of the major problems of many English as Foreign Language (EFL) teachers in Indonesia is particularly in their speaking classroom where most students could not take part optimally in speaking activities. This study documented the process of teaching speaking through storytelling in which students involved in their learning activities. The study aimed to describe how speaking is taught through storytelling and types of oral production that the students carried out during the process. In this qualitative case study, data was collected through classroom observation (n=5) as a participant observer and closed and open-ended questionnaire which was administered to the students (n=31) in the context of MAN in Kendari. The study reported that teacher used learning activities before, during and after storytelling. In addition, teaching speaking through storytelling was conducted, integrated with other skills such as listening, reading and writing. The use of storytelling in the teaching of speaking enabled students not only to engage in the learning but also to get a meaningful learning experience. The analysis shows the kinds of oral production that the students carried out, extensive (monologue), transactional (dialogue), responsive, and imitative oral production during the learning. Nevertheless, it was only dominated by extensive (monologue), due to the nature of storytelling activities and the students’ limited English. With reference to the findings, it is recommended to train EFL teachers to use storytelling technique in their teaching practices.]]>
