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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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The Effect of Word Clap Game in Improving Students’ Vocabulary Achievement at the Eighth Grade of SMPN 19 Kendari Nur Iman Sai; Tambunan Tambunan; Amiruddin Rahim
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.11007

Abstract

Word clap game is a game that uses claps and collaboration with other students. The aim of this study was to find out whether there is or not a significant effect of Word Clap Game on the students’ vocabulary achievement at the eighth grade of SMP Negeri 19 Kendari. This study applied a quantitative study research method with SPSS 16 to analysis the data of students’ vocabulary achievement at the eighth grade of SMP Negeri 19 Kendari. Purposive Sampling was used to select the sample of the study. The samples were 16 students at grade VIII. 2 for experimental group and 17 students at grade VIII.1 for control group. The experimental group taught using Word clap game and the control group was taught by using conventional teaching technique. The data were analysed by using T-Test through SPSS program. The result of data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 69, 37 while the mean score of the control group was 56, 47. Based on the findings, it was concluded that there was a significant effect of using word clap game on the students’ vocabulary achievement rather than using conventional teaching.Keywords:Word Clap Game; Vocabulary Achievement
Enhancing Speaking Performance and Reducing Speaking Anxiety Using Ted Talks Nurfitriani Arifin; Mursalim Mursalim; Sahlan Sahlan
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i1.6953

Abstract

This study aims at (1) investigating the effect of TED Talks on students speaking performance; (2) investigating whether or not gender affects speaking performance; (3) investigating the effect of TED Talks on reducing speaking anxiety; and (4) identifying whether or not gender affects anxiety. The study involved 42 students as the sample from 217 tenth graders of SMA Negeri 8 Kendari. The students were grouped into 2 cohorts, experimental and control class. Under quasi-experimental design, the students were assessed on their speaking performance and language anxiety. The data were analyzed using independent sample t-test and paired sample t-test using SPSS 20.0. The result of the study revealed that (1) TED Talks had a significant effect on improving student speaking performance; (2) prior to any treatment, there was no significant difference between male and female students on their speaking performance; (3) TED Talks was proven to have a significant effect on reducing student speaking anxiety; and (4) gender was not proven to have a significant effect on language anxiety. Implications of the study will be critically examined in this paperKeywords: TED Talks; Speaking Performance; and Anxiety
Integrating Virtual World Into Project Based Learning Through Teaching And Learning Writing Amri, Carlina; Tanduklangi, Amri; Alberth, Alberth
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 | DOI: 10.33772/jleet.v1i2.6701

Abstract

This research is accomplished to investigate how effective is virtual world instructional mode for teaching and learning writing for EFL learners. The researcher used quantitative data to investigate the effectiveness of using Avakin Life as a substitution class to the regular writing course for the EFL learners. Two research questions then were settled. The first question asked to what extent the virtual classroom instruction helps foreign language English writer increase their proficiency. The second question was intended to measure the degree of participants’ Sense of Community. This participants of this study where the students of English teaching study program of Halu Oleo University who registered in academic year of 2010/2011. The total number of participants involved was 10. In taking sample, the researcher used Convenient Sampling. The instruments of data collection were writing test and a questionnaire. The writing test were administered by assigning pre-test to know students prior knowledge, and post-test to know students writing achievement after giving treatment. The questionnaire was settled into 22 items for Sense of Community. Paired sample t-test was employed to seek the different mean of each group as the comparison before and after receiving the course. The result shows a significant difference between the pre and post of writing proficiency of the treatment class. In addition, the result from the post-instruction questionnaire shows that the participants’ had a high degree on their Sense of Community after being taught writing under the virtual world instructional mode
Students’ Anxiety in Learning English (A Case Study in SMA Negeri 1 Lawa ) Risna Nur Hasanah; La Ode Sidu Marafad; Kammaluddin Kammaluddin
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.11016

Abstract

The research was aimed to 1) examine what factors are more probable to cause anxiety as perceived by the student in SMA Negeri 1 Lawa. 2) find out the students’ strategy to cope with their anxiety in learning English. The research design was a qualitative method. The researcher used purposive sampling to determine the subjects of this study. The subjects in this study were 12 students in grade XII MIA 1 at SMA N 1 LAWA. The techniques of data collection were interview and observation. The researcher used the technique of data analysis and validity data such as data reduction, data display, and conclusion drawing and verification. The result showed that there were differences factors of anxiety in learning English, those were ridiculed by peers, teacher's personality, English is difficult, limited vocabulary, incomprehensible input, and excessive material. The researcher also found some students’ strategies to cope with their anxiety in Learning English, those were relaxation, positive thinking, preparation resignation, and peer- seeking. For suggestions, it is better if the teachers motivate students to make them more active, confident to practice, and share their anxiety experiences in learning EnglishKeywords:Anxiety;Students’ Anxiety;Factor of Anxiety; Strategy to Reduce Anxiety
Comparing Conventional and Flipped Classroom Delivery Mode for Teaching Writing at Grade 11 of SMAN 4 Kendari Baharudin Baharudin; Hilaluddin Hanafi; Sartiah Yusran
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i1.11942

Abstract

Flipped classroom is considered to be capable of addressing two classical constraints pertaining to the teaching of writing in an EFL context – limited time for classroom interaction and limited exposure to the target language. However, our current understanding of its true effectiveness with respect to students’ learning outcomes and learning motivation relative to conventional teaching is still in its infancy. In fact, reviewing the literature, it becomes immediately clear that many of the claims in favor of flipped classroom are based primarily on anecdotal, rather than empirical evidence. The present study sought to compare students’ learning outcomes and their motivation as a result of attending two different modes of instruction: conventional task-based face-to-face classroom and task-based flipped classroom. Conducted with students at SMAN 4 Kendari, the study employed a matching pre-post comparison group, involving two cohorts: experimental group (44 students) and control group (42 students). These students were recruited using a purposive sampling technique. The statistical analysis of independent samples t-test suggests that students attending flipped classroom significantly outperform those studying conventionally, p 0.00 < 005. Additionally, it was also found that students attending flipped classroom are significantly more motivated than their counterparts studying conventionally. All in all, a flipped strategy has resulted in both improved learning and motivation of the students. Implications of these findings will be critically discussed in this paper.Keywords: Flipped classroom; Conventional learning; Mode of delivery; Writing; Motivation
Students’ Perception on the Use of Peer Learning in Speaking At Madrasah Aliyah Asy-Syafi’iyah Kendari Suriani Suriani; Hilaluddin Hanafi; Nurnia Nurnia
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.11017

Abstract

This study was aimed to investigate the students’ perception on the use of peer learning in speaking at Madrasah Aliyah Asy-Syafi'iyah Kendari. The study was guided by the following objectives: (1) to examine how peer learning applied in speaking, (2) to describe how students perceive the use of peer learning in Speaking, and (3) to investigate how peer learning influences students’ motivation in speaking. Furthermore, the study adopted a descriptive research with 11 participants. The participants of this study were taken in grade eleven from the science class who were registered in the academic year 2018/2019. The data were taken from observation, questionnaire and interview, and they were analyzed qualitatively. The following results were obtained: (1) Dominantly, the students applied peer learning such as pair work, discussion and peer group which students interact, gave correction, solve problems with their peers. (2) The students genuinely perceived that peer learning is good and has positive responses such as to assist them in speaking practice and to assess their speaking performance each other. (3) Peer learning influences students' motivation in confident, feel free and comfortable through group learning and pairs. Additionally, students’ perception on the use of peer learning more influenced by their closest friend in speaking. Thus, peer learning is recommended to be implemented in learning speaking.Keywords:Students’ Perception,Peer Learning, Speaking, Motivation.                             
Students’ Perception of Ideal English Teachers in SMPN 19 Kendari Masniah Masniah; Kamaluddin Kamaluddin; Tambunan Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i1.11945

Abstract

This study aimed to describe the ideal type of English teachers in terms of their competencies from the students’ point of view. Respondents of this study were 18 students of 9th grade students of SMPN 19 Kendari. Data collection techniques included open-ended and close-ended questionnaires and interviews. Data analysis was conducted using content analysis. Content analysis revealed a number of competencies associated with an ideal English teacher. As far as the students are concerned, an ideal English teacher should have pedagogical competencies, personal competencies, professional competencies, and social competencies. Each of these competencies along with its characteristics will be presented and discussed in this paper.Keywords: Ideal Teacher, Good Teacher, Teacher competence, Perception.
The Significance of Teacher-Students Relationship and Students’ Academic Achievement Asrun Laksana; Amri Tanduklangi; Sartiah DP
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.11005

Abstract

Students at risk for school failure often experience a sense of alienation from school in addition to the more task-related problem of poor academic achievement. The hypothesis of this study is that the results will suggest that the social context of the classroom influences students' appraisals of school as a likeable and satisfying environment. The purpose of this study was to determine if the student-teacher relationship impacts students’ academic achievement. This research includes a quantitative methodology with respect to the perceptions of students/alumni of English Education Study Program regarding teacher- student relationship factors that impact academic achievement. Data gathered through a questionnaire, interview and relevant documents. Twenty-nine respondents participated in this study by filling out a questionnaire, and five students were interviewed to obtain more information related to their response to the questionnaire. This study resulted in three major conclusions: Teachers’ attitudes about students must be designed based on the needs of all students; the current structure of public education and professional learning communities must continue to increase student engagement in learning; and teacher education programs must incorporate the development of interpersonal skills and build meaningful student relationships within the classroom.Keywords:Teacher Students’ Relationship; Teacher Expectancy; Students Academic Achievement
Reading Attitude vs. Reading Strategy: Are they complementary? Bernadette Lamsis Soliba; John Rey O Pelila; Denise Mae H Casuga; Justine Kayne M Villanueva; Mishelle G Bueno; Jemimah A Caligtan; Johnene E Catama; Pamela L Dagul; Ariel P Pangilinan
Journal of Language Education and Educational Technology (JLEET) Vol 5, No 1 (2020): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v5i1.9777

Abstract

This study aimed at determining the reading strategies and reading attitudes employed by Senior High School students, at the same time to investigate whether the two variables are complementary and how they affect the reading comprehension of the students. The study employed a quantitative method. Through purposive sampling, 50 Grade-11 students of the University of the Cordilleras- Senior High School who were enrolled in the educational strand of Humanities and Social Sciences (HUMSS) of the Academic Year 2017-2018 were involved. The researchers used three instruments namely: Reading Attitude Survey (RAS), Reading Strategy Survey (RSS), and Reading Comprehension Performance Test (RCPT). The tests were conducted in two sessions: pre-test and post-test. Based on the findings, the students employed various reading strategies before, during and after reading that resulted to the improvement of their reading comprehension. It was also found out that the reading attitudes of the students turned positively through the use of the strategies, leading to a conclusion that reading strategies and reading attitudes are complementary
Maintenance of the Maritime Language Lexicon Through the Learning of the Indonesian Language Aris Badara
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 2 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v4i2.12157

Abstract

The research findings show that the percentage of Bajo language survival in the Abeli Coast reaches 48.75%. This shows that the Bajo language vocabulary on the Abeli Coast has approached extinction. The factors that affect the vocabulary are not preserved are: (a) depreciation and loss of referents related to maritime vocabulary, and (b) domination of Indonesian and Bugis languages against Bajo in the Abeli coast. As one of these anticipations, the results of this study can be implemented in learning Indonesian, especially in class VII, semester 2 of Basic Competence 4.2 Keywords: Maritime ecolexicon; Bajo language; Abeli Coast; Indonesian language learning 

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