Articles
<![CDATA[CRITICAL SUCCESS FACTORS IN ONLINE LANGUAGE LEARNING ]]>
<![CDATA[Alberth Alberth]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: With the proliferation of online courses nowadays, it is necesÂsary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and lanÂguage skills characteristics. I argue that these factors need to be care-fully considered when designing online language learning simply be-cause they could potentially impinge on students learning and learning experience in these new learning environments.]]>
<![CDATA[TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE ]]>
<![CDATA[Alberth Alberth]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea â it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored. ]]>
<![CDATA[Students’ Background Knowledge, Vocabulary Competence, And Motivation As Predictors Of Reading Comprehension at Grade 11 Of SMA Kartika Kendari ]]>
<![CDATA[Silvia Nasrul, Elsa]]>;
<![CDATA[Alberth, Alberth]]>;
<![CDATA[Ino, La]]>
<![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.v4i1.6672
<![CDATA[Reading is one of the main concerns of EFL teaching. Research shown that there are several factors contributes to reading including; background knowledge, vocabulary and motivation. Regarding the contributing factors to reading comprehension, this research set out to discover which factors partially contribute most to reading; background knowledge, vocabulary, or motivation at grade 11 of SMA Kartika XX-2 Kendari. It also evaluated the simultaneous contribution of the factors to reading comprehension grade 11 of SMA Kartika XX-2 Kendari. The objective of this study is to investigate which of the factors contributes most to reading comprehension and the simultaneous contribution of the factors to reading comprehension. This study applied quantitative study to determine the partial and simultaneous effect of the factors to reading comprehension. Using regression analysis to evaluate the contribution of the factors to reading comprehension revealed that there is a significant effect of background knowledge towards reading comprehension. It also found that there is a significant effect of vocabulary competence towards reading comprehension. While, there is no significant effect of motivation towards reading comprehension. Despite the fact that there is no significant effect of motivation towards the students’ reading comprehension, the result of multiple regression analysis on the simultaneous contribution of background knowledge, vocabulary and motivation revealed there is a simultaneous significant effect of the factors to reading comprehension]]>
<![CDATA[A Study Of EFL Reading Media Preference And Its Correlation To Gender, Learning Style And Achievement ]]>
<![CDATA[Kurniawan, Muhammad]]>;
<![CDATA[Tanduklangi, Amri]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 3, No 1 (2018): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v3i1.6690
<![CDATA[The research was aimed to: 1) examine what students prefer most when reading; printed or digital media; 2) examine whether there is an association between media preference (printed vs. digital) and gender; 3) examine the result modes of reading (printed vs. digital) on reading comprehension; examine the association between media preference and achievement; examine the association of reading media preference and learning styles. The study employed descriptive quantitative approach which used Repeated Measure Design to carry out the study. Total of samples involved in this study were 53 students which is selected through purposive sampling. The study employed three main instruments to obtain the data which is consisted to Reading Comprehension test, Reading Media Preference questionnaire and Learning Style Preference Questionnaire. Result of data analysis has drawn a numerous conclusions. First, most of students more like reading printed media than reading in digital media, but most of students were more often using digital reading media in their daily reading activity. Second, descriptively it was found that most of male more like and more often reading digital reading than female and most of female more like and more often reading digital reading than male. Meanwhile, quantitatively, there was no significant association between media preference and gender (P-Value: 0.334 > α: 0.05). Third, there was no significant different of reading comprehension between students who read through printed based reading and digital based reading (P-value: 0.896 > α: 0.05). Fourth, there was no an association between media preference and achievement. Chi-Square analysis (P-value: 0.239 > α: 0.05) and Ordinal Regression analysis (P-value: 0.808 > α 0.05) also showed that statistically there was not significant association between reading media preference and reading achievement. Last, in terms of the association of media preference and learning style, it was found that students with auditory learning style were more like printed reading media for their preference but majority of them were often read digital reading in their reading activity. Respondents with a visual learning style more like printed reading than digital reading and they also were more often read printed reading than digital reading. A kinesthetic learning style respondents were more like printed reading and majority of them also were often read printed than digital reading.]]>
<![CDATA[The Effect Of Edmodo On Students’ Willingness To Communicate, Intrinsic Motivation And Self-Confidence Of SMKN 4 Kendari ]]>
<![CDATA[Rahmawati Kahar, Siti]]>;
<![CDATA[Hanafi, Hilaluddin]]>;
<![CDATA[Alberth, Alberth]]>
<![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.v1i2.6702
<![CDATA[This study puts an emphasis on the use of edmodo as a form of computer-assisted langauge learning activity, investigating its effects on willingness to communicate (WTC), intrinsic motivation and self-confidence in learning English. The total number of participants involved was 27 students of X TKJ B in SMKN 4 Kendari. Quantitave data originated from close ended questionnaire, while open ended questionnaire used as qualitative data. Paired sample t-test was employed to seek the effect of social media on students’WTC, intrinsic motivation and self-confidence. The result shows that there is no significant effect edmodo on students’WTC, intrinsic motivation and self-confidence before and after did treatment. In contast, the result of open ended questionnaire reports that edmodo may give postive impact on their WTC, intrinsic motivation and self-confidence. These different results affected by some factors namely, students’perception of edmodo, technology, language skills characteristic and design of learnig activities.]]>
<![CDATA[The Effect Of Jumble Computer Software On Students’ Mastery Of English Expressions, Learning Motivational Intensity And Perceived Learning At SMPN 23 Poleang Utara ]]>
<![CDATA[Asruni, Asruni]]>;
<![CDATA[Hanafi, Hilaluddin]]>;
<![CDATA[Alberth, Alberth]]>
<![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.v3i2.6667
<![CDATA[The research is aimed to: 1) find out whether there is significant effect of Jumble computer software on students’ mastery of English expression; 2) find out whether there is significant effect of Jumble computer software on students’ learning motivational intensity; 3) find out whether there is significant effect of jumble computer software on students’ perceived learning. The study employed quantitative approach through quasi experimental design. Total of sample in this study were 60 students consisted of two classes and which is selected through total sampling. The instruments used in this study were test and questionnaire. The result of data analysis revealed several conclusions. First, there is significant gain scores different between students taught using Jumble computer software and those who do not (p-value = 0.000 ≤ 0.05). Second, students’ learning motivation after taught using Jumble Computer Software is placed in high category. It is maintained by the result of one sample t-test that students ‘learning motivation is placed in high category (p-value = 0.002 ≤ 0.05). Last, students ‘perceived learning after taught using Jumble Computer Software is placed in high category. It is maintained by the result of one sample t-test that students ‘learning motivation is placed in high category (p-value = 0.001 ≤ 0.05). The pedagogical implications are that this software can be used as a competitive game in the context of teaching English expressions as well as being able to find out students' ability in mastering English expressions using this software.]]>
<![CDATA[Vocabulary Learning Strategies In Learning English As A Foreign Language At SMA Negeri 1 Wonggeduku ]]>
<![CDATA[Suharmin, Suharmin]]>;
<![CDATA[Hanafi, Hilaluddin]]>;
<![CDATA[Alberth, Alberth]]>
<![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.v1i2.6703
<![CDATA[The objectives of this study were: to obtain data about the variations of students’ Vocabulary Learning Strategy (VLS) used in the SMA Negeri 1 Wonggeduku, to know the VLS that frequently used by the students and to obtain data of learning strategy differences based on gender. This study adopted a mix method design which employed both qualitative and quantitative research design. Instruments of the study were questionnaire and interview guideline. The study was conducted at SMA Negeri 1 Wonggeduku, involving students who 126 students participated in this study by filling out a questionnaire. Result of the study showed that All of the students were perform each strategy which is used in this research. However, in each strategy, they have their own preference such us in Determination strategy, they prefer to choose item 1 “; I use a bilingual dictionary to help me translate words into English language†rather than the other item in Determination Strategy. In answering the second research question about the most frequently used strategy, it is revealed that the students in SMA Negeri 1 Wonggeduku prefer to choose Memory Strategy got the highest rank among the other six categories available, followed by Determination, Social (Discovery), Metacognitive, Social (Consolidation) and the last is Cognitive Strategy. In answering the last research question about the differences between Female and Male preference, the only differences happen in the order of their choice. They both agree in the order one to four (Memory, Determination, Social (Discovery) and Metacognitive). However, their differences come in the order five to six (between Social (Consolidation) and Cognitive Strategy).]]>
<![CDATA[Students’ Self-Efficacy And Technology Acceptance Of Nicenet In Efl Classroom ]]>
<![CDATA[Rezki, Anita]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 1, No 1 (2016): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v1i1.6654
<![CDATA[The objective of this study were: to measure students’ Self Efficacy in Nicenet in EFL Classroom, to investigate whether or not there was any difference in terms of technology acceptance and Self-Efficacy between male and female students as well as between students’ having difference experience with Nicenet, to measure students’ technological acceptance of Nicenet in EFL Classroom and to investigate students’ perception about the benefits and the drawbacks of Nicenet. This study adopted a mixed method design which employed both qualitative and quantitative research design. Instruments of the study were questionnaire, interview guideline and relevant documents. The study was conducted at the English Language Education study program, in Halu Oleo Univesity, involving students who had joined and experienced the use of Nicenet in their class. Fifty students participated in this study by filling out a questionnaire and 8 students were interviewed to obtain more information related to their response in questionnaire. Result of the study showed that generally the students could be grouped into two levels of Self-Efficacy; a high level and medium level. Regarding to the second research question, it was discovered that there was no significant differences between male and female as well as between Nicenet experiences. A slightly contradictory result found in the students’ responses to the questionnaire and interview which were set out to seek positive answer to the third research questions. While generally the students expressed their positive acceptance to technology, they gave different information in the interview. As far as the fourth research question was concerned, more benefits and drawbacks of Nicenet had been revealed based on the students’ responses to open-ended questions and interview.]]>
<![CDATA[The Use of Schoology to Enhance Students’ Reading Comprehension at Lakidende University ]]>
<![CDATA[Rama, Asri Nova]]>;
<![CDATA[Rahim, Amiruddin]]>;
<![CDATA[Alberth, Alberth]]>
<![CDATA[ Journal of Language Education and Educational Technology (JLEET) Vol 3, No 1 (2018): Journal of Language Education and Educational Technology ]]>
Publisher : <![CDATA[Halu Oleo University ]]>
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DOI: 10.33772/jleet.v3i1.6684
<![CDATA[This study aimed to find out (1) the extent to which schoology enhance students’ reading comprehension (2) the students’ perception toward learning through shoology (3) the advantages of shoology for teaching reading comprehension (4) the disadvantages of shoology for teaching reading comprehension. This study was a mixed method research design known as explanatory mixed method design (Quan-Qual model). There were two groups involved namely experimental and control group. The study was carried out at Lakidende University of Unaaha with 40 undergraduates as the sample. Data were collected by using reading test and students’ self-diary. Moreover, the data were analyzed quantitatively and interpreted by using the software program of SPSS 16.0. the qualitative analysis was also conducted to analyze students’ self-diary. This study found that schoology give a significant enhancement on students’ reading comprehension from pre-test to post-test revealed the significant difference (0.008< 0.05) before and after the implementation of schoology. Based on students’ self-diary, it showed the students in experimental group gave positive responses toward schoology, the advantages of schoology for teaching reading comprehension were responsible, collaborative, ease of use and accessible while the disadvantages of schoology for teaching reading comprehension were the internet connection, time of the schoology and monotonous. This study concludes that schoology enhance students reading comprehension.]]>
<![CDATA[The Effect Of Flipped Classroom On Students’ Reading Comprehension ]]>
<![CDATA[Herlindayana, Herlindayana]]>;
<![CDATA[Sahlan, Sahlan]]>;
<![CDATA[Alberth, Alberth]]>
<![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.v2i1.6699
<![CDATA[The Flipped classroom is an educational model in which the standard lecture and homework elements of a course are “reversed†or “flipped†in that which is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. This study aimed to investigate the effect of a flipped classroom on students reading comprehension and to examine students’ perception about the flipped classroom. This study employed a pre-experimental mixed method design combining both quantitative and qualitative designs. The study was conducted at SMA Kartika  XX-2  Kendari, involving 32 students. Instruments of the study were reading test and questionnaires with 5 open-ended questions. Data of the present study were acquired from pre-test, post-test and questionnaires. Results of the study found that there was a significant positive effect of flipped classroom on students’ reading comprehension, p (0.000) < 0.05. The effect size was 1.27887. What is more, the majority of the students reported that flipped classroom impacted positively on their learning and learning experience]]>
