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INDONESIA
Language and Education Journal
Published by Universitas Islam Ogan Komering Ilir Kayuagung
ISSN : 25034936     EISSN : 27468747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language Teaching English, Language Testing and Evaluation, ELT Material Development Translation in English Education, Linguistics Discourse Analysis in English Education, Analysis on English Literatures in English Education Context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
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Search results for , issue "Vol 9 No 1 (2024): Language and Education Journal" : 10 Documents clear
EFL UNDERGRADUATE STUDENTS’ PERSPECTIVE ON USING AI-BASED CHATGPT IN ACADEMIC WRITING Nisa Artiana; Ria Fakhrurriana
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.468

Abstract

This study aims to explore the perspectives of English as a Foreign Language (EFL) Undergraduate Program students on the use of Artificial Intelligence (AI)-based ChatGPT in academic writing. This study uses a qualitative approach to understand students' views and experiences regarding the use of ChatGPT in the context of their academic writing. This study involved participants consisting of undergraduate EFL students who used ChatGPT in their writing assignments. Data was collected through in-depth interviews and analysis of academic writing documents produced by students. It is hoped that the results of this study will provide better insight into how undergraduate EFL students view the use of ChatGPT in academic writing, as well as the advantages and challenges they face in using this tool.
EIGHTH-GRADE STUDENTS’ SPEAKING ANXIETY IN JUNIOR HIGH SCHOOL Meyshen Meyriza; Amalia Hasanah; Deta Desvitasari
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.480

Abstract

This study aimed to find out the description of the students’ speaking anxiety and to find out the factors that influence the students’ speaking anxiety. The researcher used a mixed method to obtain the data. For a quantitative sample, the researcher involved 80 students in the eighth grade of SMP Lematang Lestari. In collecting the data, the researcher used the PSCAS questionnaire instrument from Yaikhong and Usaha (2012) to obtain quantitative data and interviews to obtain qualitative data. From the results of the questionnaire, the anxiety level category was determined to be 3 categories, namely high (7.5%), medium (65%), and low (27.5%) anxiety level. The researcher used a homogeneous sampling approach to take samples. After that, for a qualitative sample, six students who had a high level of speaking anxiety were selected to be interviewed to find out the factors that influence students’ speaking anxiety. To analyze quantitative data, the researcher used descriptive statistics and to analyze qualitative data the researcher used thematic analysis. In conclusion, the results of the study show that the description of students’ speaking anxiety at SMP Lematang Lestari Muara Enim is mostly at a medium level of anxiety, namely 65%. Furthermore, after identifying the results of the interviews, from the things that were felt by the students, the researcher then drew 3 themes that became factors that influenced the eighth-grade students’ speaking anxiety at SMP Lematang Lestari Muara Enim, namely communication apprehension, test anxiety, and fear of negative evaluation.
IMPROVING STUDENTS’ UNDERSTANDING OF ENGLISH PROVERBS THROUGH KAHOOT APPLICATION Ami Pradana; Joko Prayudha.S; Tri Yuni Hestuti
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.497

Abstract

One of the topics that students must learn in English literature class is English proverbs. Proverb is one of the old works of literature that students must master especially in English literature classrooms, as an elective subject in high school. This study aims to find out the improvement of students’ understanding of English proverbs by using the Kahoot application. The present research used Classroom Action Research (CAR) to help students improve their understanding of English proverb materials. The sample in this research is 36 students who have taken English literature at the school. Data was obtained through observation and tests about the implementation of English proverbs. This research uses the Arikunto stage. Each cycle consists of four stages, (1) the action planning stage, (2) the action implementation stage, (3) the observation and inner achievement stage, and (4) the analysis and reflection stage. Research instruments use student learning outcomes. Data analysis uses the percentage technique. The result explained that students’ understanding of English proverbs increased, namely, from cycle I of class X MIPA F, 23 students got a score of 77, with the KKM standard score of 75. In cycle II, 34 students got scores greater than 80, and the others got scores less than 80. Based on the actions taken, it can be concluded that the use of Kahoot applications can improve students’ understanding of English proverbs.
ANALYZING THE PRE-WRITING PROCESSES OF STUDENT-AUTHORED WRITINGS PUBLISHED IN MASS PRINT MEDIA Mayke Melya Sari
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.556

Abstract

This research was motivated by students writing published in mass print media. The researcher wants to find ways the students apply the pre-writing process in student publication in print media such as newspapers. This research is qualitative research with a case study method that aims to analyze and discover how the students apply the pre-writing process before publication. The researcher found two students had applied all the stages and one student had not fully applied all the stages in pre-writing. The stages that have been taken are choosing a topic and gathering ideas. Meanwhile, the steps that have not been applied are organizing ideas, defining a topic sentence, and outlining. The conclusion is the students applied all the stages and the students not fully apply the stages in pre-writing can both publish their writing in print media
FACTORS AFFECTING STUDENTS’ ANXIETY IN READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN PALEMBANG Widya Karamina; Annisa Astrid; Rizqy Dwi Amrina
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.565

Abstract

This research aims to determine the level of students' reading anxiety in English, as well as to identify the causes of reading anxiety. The method of this research is quantitative. The subjects of this study were class XI students at high school in Palembang which amounted to 110 students. The researchers adopted the foreign language reading anxiety scale questionnaire, to examine students' reading anxiety levels. Meanwhile, in investigating students' potential reading anxiety factors, the researchers adopted a ready-made questionnaire. The data were analyzed using descriptive statistics. The results of this study showed that: the level of reading anxiety which was most experienced by 62% of students is a moderate level, and for the major factor that causes students' reading anxiety is an unfamiliar topic 57.95% of students, the second factor is fear of making mistakes with 53.64%, the third factor is worry about the effect of reading with 53.33%, the fourth factor is unknown vocabulary with 52.27%, and students have chosen the last factor is foreign culture with 52%.
A FLASHCARD JOURNEY: Nurul Hidayah; Hanina Syarifah; Paulina Besty Fortinasari; Siti Nur Aisyah; Wigati Sunarsih; Fadhia Bimala Nur Insani; Sinta Ria
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.667

Abstract

Teaching English as a foreign language can be said to transform the best knowledge of acquired language from the teacher to the students. This study investigates the transformative impact of using flashcards in English language learning at SDN Potrobangsan 3, under the guidance of an English teacher in Magelang. This study uses a descriptive qualitative method with data collection by interviewing an English teacher at SDN Potrobangsan 3. The innovative use of flashcards triggers students' enthusiasm for English learning activities. Using clear and engaging visual aids, these flashcards improve various aspects of vocabulary acquisition, listening comprehension, and oral communication skills. Flashcards transform passive listeners into active participants in decoding language. In addition to improving listening skills, flashcards act as a confidence booster in verbal communication. The English teacher becomes a stage where each flashcard fosters engagement, participation, and a passion for learning. The genuine enthusiasm of the students, coupled with the passion of the teacher, weaves a creative and meaningful teaching and learning activity at SDN Potrobangsan 3.
THE IMPLICATION OF PARADIGMATIC AND SYNTAGMATIC RELATIONS IN MORPHOLOGY TO LANGUAGE TEACHING AND LEARNING Aisyah Aisyah; Despita Despita; M. Bambang Purwanto
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.695

Abstract

English Language has many unique properties among which are words; the most tangible elements of a language. Morphology has an impact on Language learners’ ability to both listen and speak efficiently in English. Indeed, the most serious problems of teaching English have to do with the quality of the teachers available for teaching the language as nearly all such teachers are L2 speakers. The paper aims to broaden the scope and knowledge of students and their teachers on word use and word formation through paradigmatic and syntagmatic relations. Accordingly, the possibility of effecting appreciable improvement in the quality of the English spoken in the country as a whole would appear very remote if the study of words and their relationships continue to be neglected in schools. The paper recommends the training of teachers in Contractive Linguistics who are unable to understand and consequently devise effective pedagogical strategies for combating the mostly mother-tongue-induced kinds of learners' errors that recur in students' written and oral performances in the language.
OBSERVING TEACHER’S STRATEGIES IN TEACHING READING NARRATIVE TEXT FOR THE TENTH GRADERS Yeni Fitriana; Happy Kusuma Wardani
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.698

Abstract

Reading is crucial for students’ academic endeavors because it helps students in getting knowledge. With the increasing demand for reading proficiency, students often encounter difficulties in comprehending English texts. This study aims to investigate the teaching strategies employed by an English teacher in reading narrative text for the tenth graders of MA Ma’arif NU Assa’adah Bungah Gresik and the student's responses to the strategies. An English teacher who taught in the tenth grade along with 24 tenth graders of MA Ma’arif NU Assa’adah Bungah became the subjects of this research. By employing a mixed-method research design, the observation sheet was utilized as a qualitative instrument to note down the results of observation in the teaching-learning process, whereas the questionnaire was utilized as a quantitative instrument to find out the students’ responses to the teacher’s strategies in teaching reading Narrative Text. Descriptive qualitative and descriptive statistics in the form of percentages were used to analyze the data. Through three sessions of observation, it revealed that the teacher employed various strategies in teaching reading of narrative text including Scanning, Skimming, Guessing, Silent Reading, Question and Answer Relationship (QAR), Think Aloud, and Jigsaw strategy. Meanwhile, the results of the questionnaire depicted positive responses from students. It indicated that the students perceived benefits from the teacher’s strategies in facilitating comprehension and engagement.
USING YOUTUBE FOR PROMOTING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT Fitri Novia; Rachmanita; Citra Rosmita Sari
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.726

Abstract

The paper sought to explore whether there was a substantial alteration in writing procedure text achievement among seventh-grade students at SMPN 1 Sungai Pinang when utilizing YouTube. All the seventh-grade students from SMPN 1 Sungai Pinang in the academic year 2022/2023 were a population. It took fifty-eight students to become the sample. Two groups were formulated, namely experimental and control. A quasi-experimental design was carried out. Written test in the form of an essay, was reported twice as a pre-test and post-test. Formerly, the students were provided with five topics and crafted a procedure text. The scores were then examined using the t-test. SPSS version 26 was spent to calculate it. The independent sample t-test revealed that t-obtain was greater than t-table. The probability value was less than the alpha value. It caused the null hypothesis to be excluded while the alternative hypothesis was established. Hence, there was a substantial variance in writing performance between students who used YouTube and those who did not.
THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.727

Abstract

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiple-choice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process.

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