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 Use of Kahoot for Teaching Vocabulary ]]>
<![CDATA[Samsuddin Samsuddin]]>;
<![CDATA[Tambunan Tambunan]]>;
<![CDATA[Alberth Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.22708
<![CDATA[This research aimed to investigate whether the use of Kahoot! application has a significant effect on students’ vocabulary and whether the students have positive perceptions towards the use of Kahoot! as a media in learning academic vocabulary. This research was conducted with the fourth semester students of the English department of UM Kendari which involved 31 students. The data were attained from students’ vocabulary test and questionnaire. Paired sample ttest indicated that p<0.000, suggesting a significant effect of Kahoot! on students’ vocabulary achievement. The results of the questionnaire suggested that the students have a positive perception of Kahoot! with 75.38% participants favoring its application. With these results, it can be stated that Kahoot! application is able to improve the students’ vocabulary achievement and that students enjoy learning vocabulary using Kahoot! Implications of these findings will be critically discussed in this paper.]]>
<![CDATA[The Effect of Flipped Classroom on Students’ Learning Style, Intrinsic Motivation and Learning Achievement ]]>
<![CDATA[Ni Kadek Sepriani]]>;
<![CDATA[Alberth Alberth]]>;
<![CDATA[Nurnia Nurnia]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.6971
<![CDATA[The main objective of the study was to examine the effect of flipped classroom on students' learning styles, intrinsic motivation and learning outcomes. The sample consisted of 37 students enrolled in the Teacher Training Faculty, Halu Oleo University during the 2018/2019 academic years, recruited through a purposive sampling technique. The study employed the VAK learning style questionnaire consisting of 30 questions and the intrinsic motivation questionnaire, based on the Self-Determination Theory comprising 17 questions. Learning achievement was measured using a learning achievement test consisting of 35 questions. The instruments were administered twice: a pre-test to determine students' prior learning style, intrinsic motivation, and achievement, and a post-test to assess whether changes occurred. The results showed significant changes in students' learning style, as demonstrated by the two-tailed score of the Pearson correlation test (p < 0.05). The analysis also revealed a significant effect of the flipped classroom on students' intrinsic motivation, with a two-tailed significance score of 0.045. Paired sample t-tests indicated a significant effect of the flipped classroom on students' learning achievement, as evidenced by changes in scores from pre- to post-test. In conclusion, this study demonstrated that the flipped classroom model has a significant effect on students' learning style, intrinsic motivation, and learning achievement.]]>
<![CDATA[Challenges for Private English Tutors Teaching in Kendari ]]>
<![CDATA[Lisa Indrajaya]]>;
<![CDATA[Mursalim Mursalim]]>;
<![CDATA[Aris Badara]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.15194
<![CDATA[The objectives of this study were to investigate the challenges faced by private English tutors in teaching and the strategies they used to deal with these challenges. This research employed a qualitative approach, using semi-structured interviews to collect data from seven private English tutors enrolled in different course institutions. Based on the participants' interviews, the study identified 15 challenges and 16 ways of dealing with them. Time management and mood consistency appeared to be common issues among the challenges faced by private English tutors, as evidenced by aspects such as student motivation, discipline, teaching procedures, materials, and the mood of both the tutors and students. To overcome these challenges, tutors struggled to become more flexible in responding to their students' needs, given their status as hired service providers who offer personalized attention to help students learn English.]]>
<![CDATA[Faculty Members' Perceptions Towards E-Learning ]]>
<![CDATA[Rona Fajar Wana]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 7, No 2 (2022): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v7i2.16241
<![CDATA[The aim of this study was to investigate faculty members' perceptions towards e-learning and to identify the most critical factor for using e-learning in the English and Indonesian language Departments at Halu Oleo University. A descriptive quantitative approach was used in this research to gain a comprehensive understanding of the topic. For this purpose, 40 lecturers were selected as the main focus of the study. Data was collected using a close-ended questionnaire with 25 items and analyzed using the SPSS 16.0 version. The results showed that faculty members' perceptions towards elearning were positive, with almost all lecturers tending to give positive responses in both aspects of perception towards the use of e-learning in teaching. E-learning was seen to help lecturers in all aspects of their teaching practice, improve student achievement in learning, and was also easy for them to use and apply in their teaching practice. Moreover, the dominant aspect of using e-learning in teaching practice was the Perceived Ease of Use (PEOU) aspect. An important factor to be considered based on participants' responses regarding elearning is the limitations of the internet or quotas for teachers or lecturers themselves. However, the results show that elearning is not limited by time, distance, or place. If faculty members do not have a good internet connection or their internet quota is insufficient, the learning process may not be carried out properly.]]>
<![CDATA[Predicting Reading Comprehension: The Role of Schemata and Reading Motivation ]]>
<![CDATA[La Kooko]]>;
<![CDATA[Kamaluddin Kamaluddin]]>;
<![CDATA[Alberth Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v8i2.47062
<![CDATA[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.]]>
<![CDATA[WhatsApp as a Learning Tool: Investigating Gender Perspectives in English Education ]]>
<![CDATA[Juhaepa Juhaepa]]>;
<![CDATA[Hanna Hanna]]>;
<![CDATA[Aderlaepe Aderlaepe]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 8, No 2 (2023): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v8i2.19590
<![CDATA[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.]]>
<![CDATA[The Effect of Picture Series Model, Gender, and Learning Mode on Students' Writing Achievement ]]>
<![CDATA[Haderaerani Haderaerani]]>;
<![CDATA[Alberth Alberth]]>;
<![CDATA[La Ode Nggawu]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v9i1.21508
<![CDATA[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.]]>
<![CDATA[An Analysis of High School Explainer Videos for English Learning Through the Lens of Cognitive Theory of Multimedia Learning (CTML) ]]>
<![CDATA[La Ode Muhammad Nur Rahim]]>;
<![CDATA[Deddy Amrand]]>;
<![CDATA[Mursalim Mursalim]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 8, No 1 (2023): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v8i1.47000
<![CDATA[This research aims to assess the alignment of high school explainer videos for English learning with the Cognitive Theory of Multimedia Learning (CTML) principles and identify contributing factors to the alignment. The research Employed a content analysis design using descriptive analysis techniques. An analytic rubric, adapted and developed based on CTML principles, was utilized for evaluating the alignment of explainer videos. The research focused on four cases of explainer videos targeting high school students to teach English writing skills using a genre-based approach. Results indicate a majority of alignment with CTML principles, predominantly falling within a high to moderate alignment range. The notable contributing factors to positive alignment trends are attributed to the compatibility of the three key facets: explainer video characteristics, the systematic nature of writing skills in a genre-based approach and the CTML’s principles. Conversely, the primary contributing factors to negative alignment trends stem from the perplexity of balancing time constraints while needing to meet the standards of educational multimedia, coupled with the demand to informatively deliver complex content, especially in the context of writing. Furthermore, the main contributing factors to the emergence of variations in both alignment and misalignment are inclined to associated with expertise of explainer video creators in educational multimedia design, subject matter and individual preferences.]]>
<![CDATA[The Role of Komunitas Guru Bahasa Inggris Konawe Utara in English Teacher’s Professional Development ]]>
<![CDATA[Masniani Masniani]]>;
<![CDATA[Asrun Lio]]>;
<![CDATA[Aderlaepe Aderlaepe]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v9i1.19785
<![CDATA[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.]]>
<![CDATA[An Analysis of Translation Errors (A case Study of Students at SMAN 2 Wawonii Tenggara) ]]>
<![CDATA[Yeni Yeni]]>;
<![CDATA[Tambunan Tambunan]]>;
<![CDATA[La Ino]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 9, No 1 (2024): ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v9i1.29840
<![CDATA[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.]]>
