Journal of Language Education and Development (JLed)
Journal of Language Education Development (JLed) is an open access journal. This journal managed by the English Study Program at STKIP Muhammadiyah Muara Bungo. Its global audience includes linguists, journalists, broadcasters, writers, teachers, students and others who have a professional or personal interest in the fields of education and language in general and English specifically. In addition, this journal also allows participants to raise issues regarding literature and other sub-language studies.
Articles
47 Documents
<![CDATA[PERSEPSI MAHASISWA STIE MUHAMMADIYAH JAMBI TERHADAP KAHOOT SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS ]]>
<![CDATA[Rahmat Fajar]]>;
<![CDATA[Syilvia Wenni]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.180
<![CDATA[This study looks at the extent to which kahoot can be used by STIE Muhammadiyah Jambi students in understanding teaching materials as well as analyzing students' perceptions about the strengths and weaknesses of this media when it is practiced in daily teaching. The target of this research is the first year students of STIE Muhammadiyah Jambi. The research method used is quantitative descriptive. Data was taken from observations, field notes and questionnaires that were analyzed using qualitative data analysis. The results showed that the majority of respondents stated that Kahoot's main advantages were practical and easy to use. The majority of respondents did not experience obstacles to use this application. The biggest benefit felt by respondents is a pleasant learning atmosphere and sufficient results to show their ability to understand the material. In addition, the ability of lecturers is sufficient in the use of learning media. This can be seen from the level of participant satisfaction related to lecturer performance. Meanwhile, the biggest drawback of using Kahoot is network-related technical constraints and there is no opportunity to change answers. keywords: learning tool, students perceptions, effectiveness of kahoot]]>
<![CDATA[DAMPAK PENDIDIKAN TERHADAP POLA PIKIR PEDAGANG ]]>
<![CDATA[Samsuddin Samsussin]]>;
<![CDATA[Santi Hendrayani]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.201
<![CDATA[Latar belakang pendidikan akan mempengaruhi pola pikir serta sikap seseorang dalam menghadapi kegiatan, seperti kesadaran berdagang dan lingkungan pedagang itu sendiri.Candi Muaro Jambi merupakan salah satu objek wisata yang memiliki kekhasan tersendiri dan warisan sejarah yang masih eksis di Provinsi Jambi, walaupun sebelumnya tidak terlepas dari proses pemugaran. Dengan berjalannya waktu semakin banyak pedagang dikawasan wisata Candi Muaro Jambi dimana ada perubahan, memberikan pengaruh yang luas terhadap pola pikir masyarakat desa sebapo.Dampakpendidikandapat merubah pola pikir masyarakat dalam hal, kondisi ekonomi, sosial dan budaya masyarakat sekitar di kawasan wisata tersebut, khususnya penduduk desa Sebapo. Penelitian ini bertujuan: 1) untuk mengetahui pengaruh Pendidikan terhadap pola perilakuPedagangmasyarakat desa Sebapo dengan keberadaan Candi Muaro Jambi. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek yang digunakan dalam penelitian adalah warga masyarakat desa Sebo, karena sebagian besar masyarakatnya menggantungkan penghasilan di Candi Muaro Jambi. Teknik pengumpulan data yang digunakan yaitu observasi langsung, wawancara, dan dokumentasi. teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif model interaktif. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1) Dampakpendidikan terhadap pola pikir masyarakat di candi Muaro Jambi yaitu: a) adanyapola pikir yang megakitbatkan terjalinnya interaksi sosial yang baik antara pedagang dengan pedagang, pedagang dengan pendidikan dapat pengelolapola pikir mereka terhadap wisatawan melalui dua proses kontak sosial dan komunikasi sosial yang efektif b) Adanya Objek WisataCandi dimanfaatkan masyarakat untuk membuka usaha seluas-luasnya untuk menciptakan lapangan pekerjaan yang menyerap banyak tenaga kerja sehingga dapat mengurangi pengangguran, d) keteraturan dan kebersihan yang baik dalam berdagang , e) merubah pola pikir prilaku masyarakat untuk membuka lapangan pekerjaan.]]>
<![CDATA[Improving English Speaking Ability through Vlogging: an Innovative Breakthrough for Suburban Beginner Learners in English Community Muara Bungo ]]>
<![CDATA[ridho kurniawan]]>;
<![CDATA[Susi Susanti]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.202
<![CDATA[Speaking skill has a very important role in this era to help students to communicate and to show their understanding in English. This speaking ability can help students to achieve higher academic goals or improve their soft skills to face the challenges in globalization. English Language Study Program of STKIP Muhammadiyah Muara Bungo tries to help the students to solve their Speaking problem by establishing a community which called the English Community. This study aimed to improve students’ speaking abilityin Muara Bungo through Vlogging. This model was chosen because they liked to play gadgets and were more interested in doing many activities with their gadgets. This research was classroom action research. The population in this study were all students who joined as members of the English community. The sample in this study was taken by using total sampling. This research was conducted in three cycles. The results of the first cycle shown that students started speaking by learning ways and techniques of using Vlogging. In the second cycle, students began to be interested in using Vlogging to learn speaking and began practicing speaking through Vlogging. In the third cycle, students were able to practice speaking in a fun way through Vlogging. Based onthe results of interviews with students, they stated that speaking through vlogging was fun, they could become millennial humans that could speak English. By learning to use Vlogging they get two things, namely the ability to speak English and the ability to use Vlogging. In conclusion, Vlogging could improve students' ability in Speaking.]]>
<![CDATA[UNDERSTANDING NEW LANGUAGE: MUTUAL INTELLIGIBILITY IN ROMANCE LANGUAGE PAIR ]]>
<![CDATA[Diana Oktavia]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.203
<![CDATA[This paper concerns to the strategy applied by speakers of mutual intelligibilitity languages pairs in Europe, especially in Romance language pair, Portuegese and Spanish. Initial studies found a receptive multilingulism as a great strategy to break the gap of communication within these two languages. It is found that the speakers of both Portuegese and Spanish are able to communicate and understand each other even though they do not speak each other language. It happens because those two languages resemble each other and they have a large number of cognate words which makes them recognizable. However, it is also found that Portuegese speakers can understand Spanish easier than Spaniards understand Portuegese, because Portuegese is more complicated than spanish.]]>
<![CDATA[TECHNOLOGY IN TEACHING SPEAKING SKILL: A REVIEW OF CURRENT LITERATURE ]]>
<![CDATA[Yahfenel Yahya]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[Ridho Kurniawan]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.204
<![CDATA[Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. In the classroom, improving the speaking abilities of students has always been a concern. In the fast developing 21st century various innovative technologies are being introduced to teach speaking skill in the classrooms. Technology is the vehicle to get access with this modernized world. More than the process of communication, trade and transactions, today technology is widely used in educational sectors. Technological tools have been regarded as ways of helping students improve language skills such as speaking skill. Internet, podcasts, video conferencing, videos and speech recognition software are considered the best tools for teaching speaking skill. This paper aims to discuss some modern technologies available for teachers of English today to enhance speaking skill of second or foreign language learners.]]>
<![CDATA[KAHIYANG NUR ANDIFA IN HER FIRST LANGUAGE ACQUISITION ]]>
<![CDATA[Diyan Andriani]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 1 (2019): Vol 2 No 1 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i1.205
<![CDATA[This study aims to find out how much vocabulary is produced by children aged 20 months. The participants were the daughters of their own researcher named Kahiyang Nur Andifa on the grounds that researchers would easily obtain data. The methodology of this research is descriptive qualitative. Techniques in data collection, researchers use recording tools and records. The results of this study can be concluded that Kahiyang can produce 187 words, clauses and can producesimple sentences in his conversations with people around.]]>
<![CDATA[An Analysis of Student Difficulties in Writing Descriptive at Eight Grade in SMP N 4 Muara Bungo ]]>
<![CDATA[renda Lestari]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 2 (2020): Vol 2 No 2 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i2.282
<![CDATA[This Research is descriptive quantitative method. The subjects of the research are twenty five students of second grade at SMPN 4 Muara Bungo who are detected as having constraint in writing of descriptive text. This research is aimed to find out Second grade difficulties in writing of descriptive text and the cause. They are second grade especially VII.2. The test and questionnaire were used as the instruments of this research. The test was used to obtain the data about the Second grade difficulties in writing of descriptive text. Furthermore, the questionnaire ware used to obtain the data about the causes of the second grade difficulties in writing of descriptive text. The finding showed that the students find constraint in all point of scoring, the highest percentage is 87% of students have constraint in grammar, the second percentage are 80% of students have constraint in vocabulary and 70% of students have constraint in content, the third percentage is 69% of students have constraint in organizing, and the last percentage is 68% of students have constraint in mechanism. Whereas, the factors causing the Second Grade difficulties in writing mastery of descriptive text are learners’ background (81%), teaching technique (71%), and the learners’ environment (78%). Based on the data finding in this research, some suggestions are given to English teacher that the teacher should emphasize to solve the students’ constraint and also he should learn better to apply the techniques of teaching writing skill. Some suggestions are given to students learn more enterprising about English, especially about writing from descriptive text, pay attention to the teacher well when learning, and if anyone does not understand then ask the teacher.]]>
<![CDATA[English Teacher's Learning Strategy to Increase Students' Interest in Class (Study at SMP N 22 Tebo Jambi) ]]>
<![CDATA[Yulia Wiji Astika]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 2 (2020): Vol 2 No 2 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i2.284
<![CDATA[The problem faced in education was the weak learning process. The problem that was often found when the learning process in class was that students do not have an interest in English subjects. The purpose of this study was to find out how the learning strategies of the English teacher in increasing students' interest in learning and to find out the factors that influence students' interest in learning. The method used in this study was descriptive qualitative method. The population in this study was English teacher in class VII.A SMP N 22 Tebo Jambi and students who were in the class. Data collection techniques used by researchers were observation, interviews, and documentation. The result of this study were English teacher’s learning strategies in increasing students’ interest in learning in the class have not been effective. It was showed by the quality of student learning in class VII.A has difficulty in understanding the explanation of the material by the teacher. The suitability of the learning level has not been created, there was no incentive given to the students, and a short time in doing the work. Then, the factors that influence students’ interest in learning were internal, external, and learning approaches.]]>
<![CDATA[Politeness Strategies of Students in Communication By Whatsapps ]]>
<![CDATA[Winda Trisnawati]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 2 (2020): Vol 2 No 2 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i2.285
<![CDATA[This research was about politeness strategies of students in communication by whatsapp to lecturer. This research aimed to describe positive politeness strategies and negative politeness strategies that students used in communication by whatsapp. It was descriptive research design and qualitative and quantitative approach. The data of this research was whatsapp texts of English Department Students STKIP Muhammadiyah Muara Bungo. This research used purposive technique sampling. The The method of collecting data used observational method. The technique of collecting data used Non Participant Observation Technique (NPO), recording technique, and note taking technique. In analyzing data, the writer used referential method. For data presentation, the writer used informal method The researcher found Politeness strategy that students used in communication to the lecturer by whatsapp used two strategies. These are positive politeness strategy and negative politeness strategy. The biggest percentage of positive politeness strategy that students used was address form. It was 57.2%. The smallest percentage of positive politeness strategy that students used was joke. It was 0.1%. The biggest percentage of negative politeness strategy that students used was give deference. It was 30.2%. The smallest percentage of negative politeness strategy that students used was hedges on illocutionary force. It was 1.2%.]]>
<![CDATA[Using KAHOOT for interactive English Learning: A review of Current Literature ]]>
<![CDATA[ridho kurniawan]]>
<![CDATA[ Journal Of Language Education and Development (JLed) Vol 2 No 2 (2020): Vol 2 No 2 November (2020): Journal of Language Education and Development ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/jled.v2i2.286
<![CDATA[Use of technology has become an important part of the learning process in and out of the classroom. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning process.Technology continues to grow its importance as a tool to help teachers facilitate language learning for theirlearners. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. This can make students passionate about accepting the material delivered by educators so that the effectiveness of learning can be achieved. And can making Classroom fun and not boring when we use technology in study and activities in classroom and Kahoot is present as a learning application to foster motivation and enthusiasm for learners to create conducive classroom conditions for the achievement of the effectiveness of learning.Use of the Kahoot platform used was very suitable to be used in creating interactive and fun learning.]]>
