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Journal of Language Education
Published by Asian Publisher
ISSN : -     EISSN : 29632773     DOI : https://doi.org/10.58738/joladu
Core Subject : Education,
Languange, Linguistic, Communication & Media
JOLADU: Journal of Language and Education (E-ISSN 2963-2773) is a high-quality, open-access peer-reviewed international journal published three times a year (April, August, December) by Asian Publisher. JOLADU: Journal of Language and Education provides a platform for academics, practitioners, professionals and researchers to convey and share knowledge in the form of high quality empirical and theoretical research papers and pilot studies in all areas of linguistic theory, linguistic practice, language and education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024" : 5 Documents clear
Classification Of Educational Excellence The Child With Special Needed Muhammad Syarif Syarif; Eka Mayasari; Chairullah
JOLADU: Journal of Language Education Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i3.331

Abstract

Exceptional children are children who require special needs and treatment because of developmental disorders and abnormalities they experience. Children with special needs have differences that occur in several ways, such as the process of growth and development that experiences abnormalities or deviations both physically, mentally, intellectually, socially and emotionally. This research uses qualitative research which is library research. Secondary data sources from this study are journals and literature that can support the analysis or relate to the discussion. The results of the study show that children with special needs are children with specificities and needs that are different from other normal children. These different specialties include physical, mental, intellectual, social or emotional specialties. So that each specialty requires a different handler. The classification of children with special needs includes blind, deaf, disabled, mute, autism, mentally retarded, mentally retarded and gifted children. Children with their respective specialties certainly need assistance to realize their potential into real achievements with special services.
The Influence Of Teachers Confidence On Teaching And Learning Process In School Syafrizal
JOLADU: Journal of Language Education Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i3.369

Abstract

Discussion aims to examine the effect of teacher self-confidence on the teaching and learning process in schools. Teacher self-confidence is a key factor in educational success, because confident teachers tend to be more effective in conveying subject matter and motivating students to learn better. Teachers who have a high level of self-confidence tend to be more courageous in taking initiatives, being creative in presenting material, and more prepared to face challenges in managing the classroom. In addition, teacher self-confidence also has a positive impact on student motivation, where students tend to be more motivated to learn and participate actively in the learning process. Even so, there are several factors that can affect the level of teacher confidence, such as level of education and teaching experience. Teachers with higher formal education and more extensive teaching experience tend to have more confidence in dealing with complex classroom situations. In the context of improving the education system provide valuable information for schools and educational institutions to improve teacher competence and help increase their self-confidence. Professional training and development can be an effective strategy to increase teacher self-confidence, so that it can have a positive impact on the quality of the teaching and learning process in schools. In addition, an interactive approach between teachers and students and a supportive educational environment can also play an important role in increasing teacher confidence and the overall quality of learning .
THE The Development Of Structured Drilling Method (Sdm) & Table Tenses Sederhana (Tts) In English Business Correspondence Classes (A Case Study In Polytechnic Of Lp3i Jakarta): (A Case Study in Polytechnic of LP3I Jakarta) Diand Mardiana; Prihandono Kuntadi; Susi Oktafiani
JOLADU: Journal of Language Education Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i3.561

Abstract

Business correspondence is a main skill of business administration students. In globalization era, when the interaction among business actors is getting intents and wider. Ability at communicating in English is totally needed. As the widest international language in international relationship, mastering English becomes a great significant fundament. The research is focused on the development of structured drilling method (SDM) which is combined to the application of Tabel Tenses Sederhana (TTS). Tabel Tenses Sederhana is a teaching aid which we can use it as a guidance for drilling students. The drilling we mean can be used both for speaking and writing activities. SDM is a drilling method which is structured and gradual based on sentence structure and vocabulary needed. The drilling is given based on lesson, material and purpose of the English training. By using various vocabulary, SDM will be able to be used for every various training purpose, starting from general English to English for specific purpose. In this research, the drilling method will be focused on potential sentences/utterance in writing business English letter. The drilling method used on SDM is a various and systematic drilling method. The application of SDM which is developed on this research will be tested in several classes of Polytechnic LP3I Jakarta.  It is needed to analyzed the effectiveness of the method and to figure out the feedback from the students. The research will be designed as qualitative research. The feedback we mean is students’ perception about the applying of TTS and SDM on English business correspondence training.
Integration of Knowledge Based on Local Wisdom Into the National Curriculum Through Blended Learning in Vocational School R. Madhakomala; Sisca Cletus Lamatokan; Eric Hermawan
JOLADU: Journal of Language Education Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i3.562

Abstract

Regional local wisdom has values and knowledge that can be integrated into the school curriculum. Vocational education, especially Vocational High Schools (SMK), has the responsibility to produce professional workforce according to the demands of stakeholders. The industrial world requires human resources who have life skills as added value. The role of local-based knowledge that is integrated into the school curriculum aims to not only increase the value and economy of the region, but also prepare graduates to have added value. This research uses a qualitative approach. Data collection was carried out through participant observation, interviews, documentation studies and conducting Focus Group Discussion (FGD) activities with schools. Sample and Focus Locations were determined based on the purposive sampling method from pre-eliminary study data sources. From this research, data was obtained that Shipping Vocational Schools in North Jakarta have not optimally utilized local-based knowledge to increase regional and student potential.
A A Survey Of Reading Habits Of Pre-Service English Teachers In The School Of Teacher Training And Education Sari Astuti; sudirman
JOLADU: Journal of Language Education Vol. 2 No. 3 (2024): JOLADU: Journal of Language and Education, April 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i3.565

Abstract

This study explores the reading habits of pre-service English teachers enrolled in a School of Teacher Training and Education. Utilizing a mixed-methods approach, the research aims to identify the frequency, preferences, and motivations behind the reading activities of these future educators. Data was collected through questionnaires distributed to 54 respondents and semi-structured interviews, providing both quantitative and qualitative insights. The findings indicate The questionnaires were distributed to 54 pre-service English teachers. The statistical analysis of the data indicates that even if the majority of students have read English since they were young, they may not necessarily have good reading habits in English, specifically. It appears that just a tiny portion of them have consistent reading habits in English based on their eagerness to regularly spend time reading various types of English texts. The study also shows that most of students prefer reading fiction texts instead of academic texts which reveals the imbalanced approach toward their reading habits. Factors influencing these habits include academic demands, personal interests, and the increasing accessibility of digital content. The study underscores the importance of fostering robust reading habits among pre-service teachers to enhance their professional development and effectiveness in the classroom. The implications of these findings suggest the need for targeted interventions and support mechanisms within teacher training programs to promote a balanced and enriching reading culture.

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