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
74 Documents
<![CDATA[A Correlational Study Between Listening Comprehension And Students’ Listening Preference ]]>
<![CDATA[Purnamasari, Purnamasari]]>;
<![CDATA[Sailan, Zalili]]>;
<![CDATA[Sartiah, Sartiah]]>
<![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.v1i1.6661
<![CDATA[This study investigated the correlation between listening comprehension and students’ listening preference at the first year of English Study Program of Halu Oleo University. It aimed of finding out the correlation of listening comprehension and listening preference in between and the correlation between listening preference and students’ gender. Samples were 44 students drawn using a random sampling technique. Instrument of the study were multiple choices tests of IELTS and TOEFL consisting of 20 items each of them, which was used to measure students’ listening comprehension, and a questionnaire featuring 14 items to gauge students’ listening preference towards British and American English. Data were analyzed using descriptive statistic and correlation analysis. Results showed that listening comprehension has a positive correlation toward listening preference and there is no correlation between students’ listening preference and their gender because both male and female have high score in TOEFL test and they prefer American to British English. Since the study did not investigating the most influence factor of listening comprehension, the researcher recommended that future researchers to investigate the factor.]]>
<![CDATA[The Effectiveness Of Video Scribe In Teaching English At SMPN 1 Molawe Konawe Utara ]]>
<![CDATA[Sessu, Andi]]>;
<![CDATA[Sahlan, Sahlan]]>;
<![CDATA[Laepe, Ader]]>
<![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.v3i1.6666
<![CDATA[The purpose of study is to examine whether or not there was any significant score difference on students’ English achievement before and after treatment by using video scribe. Also, it examined whether or not there was any significant score difference between students are by using taught video scribe and students are taught by using conventional method on their English achievement at the eighth grade of SMPN 1 Molawe. The population of this research was the entire the eighth grade students of SMPN 1 Molawe who enrolled in academic year 2017. This research involved 23 students in experiment class and 25 students in control class. The data were obtained from students’ pre-test and post-test scores. The pre-test was given before the treatment applied and the post test was given after the treatment finished. The finding revealed that there was any significant score difference on students’ English achievement before and after treatment by using video scribe, p (.000) < 0.05. Besides, the finding also indicated that there was a significant difference in the scores for students were taught by using video scribe and students were taught by using conventional method p (.000) < 0.05. In light of all these, video scribe significantly had an effect to students’ English achievement. Moreover, this study merely focused on the effectiveness of teaching English through video scribe, thus it is necessary for the next scholars to examine students’ motivation toward this audio visual aid.]]>
<![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[A Comparative Study Between Conventional Reading Strategies And KWL Technique On Students’ Reading Comprehension At Grade 8 Of SMP Negeri 9 Kendari ]]>
<![CDATA[Ramadhan, Mukti]]>;
<![CDATA[Yazid, Muhammad]]>;
<![CDATA[Tambunan, Tambunan]]>
<![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.v2i1.6707
<![CDATA[Understanding reading passage requires the activation of background knowledge, vocabulary competence and the understanding of the rules of the target language to construct the meaning of the text. This research is set out to discover the effective teaching to improve the reading comprehension by activating the students’ background knowledge, connecting it to the current text to read and producing the meaning. Appointing to the connection between the background knowledge to the text, this research investigates the comparison between the traditional group work of reading and use of KWL technique for teaching reading at grade 8 of SMPN 9 Kendari. The objective of this study is to investigate, there is or not a significant difference of reading comprehension between students who learn reading based on conventional teaching and those who learn based on KWL technique. This study applied matching pre-post comparison group design, which involves two cohorts namely control and experimental group. The hypothesis of this study is “there is a significant difference of reading comprehension between the students who learn reading based on traditional group work of reading and those who learn reading based on task based learning. Using independent t-test to evaluate the hypothesis of this study (sig. 2-tailed = 0.00 < 0.05), reveals that there is a significant difference of reading comprehension between students who learn reading based on traditional group work of reading and those learn based on task based learning. This study is also covers the students’ motivation in learning reading based on traditional group working and task based learning. It shows that students who learn reading English text by using KWL technique were positively motivated than those who do not. Therefore, this study suggests to use KWL technique in the teaching of reading especially at Grade 8th of SMPN 9 Kendari. It also suggested that further research to apply KWL technique to improve the students’ reading comprehension can be applied in the form paperless or digital form of KWL to make it more attractive and dynamically accessible without considering the geographical span.]]>
<![CDATA[The Use of ARIAS Teaching Model to Improve the Reading Comprehension of First Grade Students of SMAN I Poli Polia in 2015/ 2016 Academic Years ]]>
<![CDATA[Nur Indah, Wa Ode Siti]]>;
<![CDATA[Sidu Marafat, La Ode]]>;
<![CDATA[Tambunan, Tambunan]]>
<![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.v1i1.6662
<![CDATA[This study aims to improve the students reading comprehension, the students activity, and made students have a positive perception about English learning process through ARIAS teaching model to the first grade students of SMAN Poli-Polia I East Kolaka in the academic year of 2015/2016. The design of this study is Classroom Action Research. The steps of this study are planning, conducting action, observation, and reflection. The subjects of the research were 36 students of grade X Mia 3 at SMAN Poli-Polia I East Kolaka. The instruments of this study are the observation sheet, interviews, field notes, reading test and questionnaire. In reference to the actions conducted in two cycles, it is evident that ARIAS teaching model could improve students’ reading comprehension as justified in the following results. First, there is an improvement on students’ activity. Most of students are active in teaching and learning process (70% students actively participate in reading comprehension activities). Second, most students of grade X Mia 3 have positive perception in English learning process Third, there is an improvement on students’ reading comprehension as it is displayed in the increase of the mean score (the result of the cycle II was 75.49 compared to the result of the cycle I was 64.71). In conclusion, ARIAS teaching model could improve the students’ reading comprehension.]]>
<![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[The Effect of Hybrid Instruction on Students’ Reading Comprehension in SMA 4 Kendari ]]>
<![CDATA[Salim, Fadlan]]>;
<![CDATA[Tambunan, Tambunan]]>;
<![CDATA[Badara, Aris]]>
<![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.v4i1.6673
<![CDATA[Hybrid instruction is a learning model which combines face-to-face mode and online learning. The use of this method is highly compatible with the teaching of English in Indonesia. This study was set out to investigate the impact of hybrid instruction on students’ reading ability. Results of data analysis showed that there was a significant difference between the gain score of students in the experimental class and that of their cohort in the control class. In addition, in regard to the students’ motivation to learn using the hybrid instruction, it appeared that the students were highly motivated not only extrinsically but also intrinsically, which meant that both main elements of motivational types according to Self-determination Theory had been addressed]]>
<![CDATA[Reading Anxiety, Reading Self-Efficacy And Vocabulary As Predictors Of Students’ Reading Comprehension ]]>
<![CDATA[Hasriati, Hasriati]]>;
<![CDATA[Sidu Marafat, La Ode]]>;
<![CDATA[Lio, Asrun]]>
<![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.v2i1.6698
<![CDATA[Many students assumed reading is not difficult process. In fact, reading process is not merely their understanding of each word and the surface structure denoted in a text, but it also includes the process of comprehension. Unfortunately, they also do not realize that during this process, reading anxiety, reading self-efficacy and vocabulary have been stated as some contributing factors. Thus, the current study examined whether reading anxiety, reading self-efficacy and vocabulary contribute towards students’ reading comprehension and which one of these factors that serves as the better predictor of students’ reading comprehension among 82 students of second semester of English department of Halu Oleo University. Questionnaires are employed for measuring students’ reading anxiety and reading self-efficacy, vocabulary test for measuring students’ vocabulary. Whereas, reading comprehension test for measuring students’ reading comprehension. The result revealed reading anxiety contributes towards students’ reading comprehension, reading self-efficacy contributes towards students’ reading comprehension and vocabulary contributes towards students’ reading comprehension. Vocabulary is higher than reading anxiety and reading self-efficacy in predicting students’ reading comprehension when these factors are examined simultaneously. Importantly, this study leads to the conclusion that vocabulary is better and stronger predictor of students’ reading comprehension than students’ reading anxiety and students’ reading self-efficacy. Taking importance of vocabulary into consideration, therefore language teachers should put more emphasize on students’ vocabulary, particularly endeavor to make their vocabulary knowledge wider and deeper.]]>
<![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).]]>
