Lio, Asrun
Journal of Teaching of English

Published : 12 Documents
Articles

Found 12 Documents
Search

THE EFFECT OF SEMANTIC FEATURE ANALYSIS ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE SECOND GRADE STUDENTS OF SMPN 14 KENDARI Mahaluby, Martha Yunita; Lio, Asrun; Sapan, Yulius Tandi
Journal of Teaching of English Vol 1, No 1 (2017): Journal of Teachers of English
Publisher : Journal of Teaching of English

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.042 KB)

Abstract

vocabulary. The research question of this study was “Is there anysignificant effect of semantic feature analysis on students’ vocabularyachievement at the second grade students of SMP Negeri 14 Kendari?” Theobjective of this study was to find out whether semantic feature analysis has aneffect on students’ vocabulary achievement at the second grade students of SMPNegeri 14 Kendari. The population of this study was all students at second gradeof SMP Negeri 14 Kendari who registered on second semester in academic year2017/2018 with the total number of students’ were 205 students. The samples ofthis study were all students at class VIII.2 with total number of students are 30and it taken by using simple random sampling. The instrument of this study wasvocabulary test which consisted of 25 items (5 items matching with the synonym,10 items matching with the meaning, 5 items complete the sentences and 5 itemsfill in the blank test). They were administered into two groups as the pre test andpost test. The researcher used Paired Sample T-test in SPSS 16 to analyze theresult of the research whether there is a significant effect of semantic featureanalysis on students’ vocabulary achievement after analyzed the normality of thedata in experiment class. Based on the analysis result of pre-test and post-testthrough SPSS in form of test, it found that the probability (Sig. 1-tailed) was0.000 (ρ < 0.05) and the calculation of tcount (10.070) was higher than ttable (1.699)in the level of significance 0.05, df = 29. It indicated that null hypothesis (H0) wastotally rejected and the alternative hypothesis (H1) was completely accepted.Therefore, it can be concluded that there is enough evidence to claim that1 | P a g esemantic feature analysis strategy has significant effect on students’ vocabularyachievement at the second grade students of SMP Negeri 14 Kendari.Keyword: Vocabulary, Semantic Feature Analysis
THE USE OF IMPROVISATION TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMAN 1 KUSAMBI Nurwia, Nurwia; Jaya, Amir; Lio, Asrun
Journal of Teaching of English Vol 1, No 1 (2017): Journal of Teachers of English
Publisher : Journal of Teaching of English

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.47 KB)

Abstract

This study was aimed at investigating whether there was asignificant effect of using improvisation technique on students’speaking ability. The research question of this study was “Is thereany significant effect of using Improvisation technique on students’speaking ability at the second grade of SMA Negeri 1 Kusambi?”.The sample of this study was students at XI IPA 3 consisting of 11males and 15 females who were chosen using purposive sampling.The instrument of this study was a speaking test. To analyze theresult of this study, the researcher used paired sample t-testcomputed in SPSS 16.0. It was conducted to compare the scores ofpre-test and post-test in experimental class. After analyzing thedata, it was found that there was a significant difference in thescores for pre-test (M= 1.47, SD= 0.38) and post-test (M= 2.85, SD=0.45). The probability value was .000 (<.05) It means that therewas a significance difference on students’ speaking ability beforeand after the use of improvisation technique.KEYWORDS: Speaking Ability, Teaching Speaking, ImprovisationTechnique.
CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL GRADE SEVEN Lisdayanti, Lisdayanti; Lio, Asrun; Kamaluddin, Kamaluddin
Journal of Teaching of English Vol 1, No 1 (2017): Journal of Teachers of English
Publisher : Journal of Teaching of English

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.029 KB)

Abstract

This research was accomplished to find out whether English textbook “When English Rings A Bell” for Junior High School on seventh grade fulfilled each criterion of textbook evaluation criteria. The researcher used qualitative analysis as the research design. The data source was collected from English textbook “When English Rings A Bell” for Junior High School on seventh grade. The instrument of this study was textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook then analyzing the data shown from the checklist and making some interpretations, and finally describing the results from the assessment table. The result confirmed that English textbook “When English Rings A Bell” for Junior High School on seventh grade was categorized as inappropriate book because there were only four of fourteen sub-criteria which were fulfilled, namely the objectives were given in the beginning of the book and each chapter, the topic or materials were suitable with the objectives, there were visual materials relevant with the topic, and the instructions of the exercises were clear and easy to understand in terms of completed by examples, while the rest ten criteria were not fulfilled. It was recommended to the teacher to cover the weaknesses of the book by their teaching style or to find another reference outside this textbook.Keywords: Textbook, Evaluation Criteria
Effectiveness of Buzz Group Technique in the Teaching of Reading At SMP Negeri 10 Kendari Budikafa, Fandi Ardiansyah; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.415 KB) | DOI: 10.33772/jleet.v2i1.6664

Abstract

Since there have been many different models of reading instruction put forth, yet few of these methods take into account the importance of motivation. In fact, attempts at improving reading comprehension using Buzz Group technique seem to focus too heavily on the mechanics of reading without delving into the emotional or psychological aspects especially motivation. The purpose of this research is to identify the difference in students’ reading comprehension despite taught by different method. In addition, the research aims to identify the difference in reading comprehension of highly motivated and lowly motivated students which are taught using different method. The methods used in this research were Buzz Group technique and Contextual Method. 114 students of Grade VIII at SMPN 10 Kendari participated in completing the questionnaire reflecting their level of motivation and then 57 of them were given the reading comprehension test and the method used for analyzing the results was two-way anova technique. The results obtained showed that the reading comprehension of students who were taught using different method was not significantly different but the teaching method is needed for enhancing students’ reading comprehension by the development of students’ critical thinking provided by Buzz Group technique. Moreover, the reading comprehension of highly motivated students was significantly different from lowly motivated students; this was proved on this research that the higher the motivation, the higher the reading comprehension is. The findings can help to clarify the nature of reading comprehension that despite from taught using right method, it is important if teachers develop and integrate a strong emphasis on reading motivation, and value its effective environment.
Error Analysis Of The Essays Written By English Department Students Of Halu Oleo University Akbar, Aidil; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (339.733 KB) | DOI: 10.33772/jleet.v4i1.6670

Abstract

Errors have long been the obsession of language instructors and researchers. Before, errors were looked at as a problem that should be eradicated. However, errors are now considered as a device that learners use and from which they can learn, they provide evidence of the learner's level in the target language , they contain valuable information on the learning strategies of learners , and they also supply means by which teachers can assess learning and teaching and determine priorities for future effort. Thus, conducting error analysis is therefore one of the best ways to describe and explain errors committed by the EFL learners. The objective of this study is to identify type of errors on the EFL that is commonly found in students writing performances according to Surface Strategy taxonomy, to identify the possible causes of students’ errors in their writing performances and to identify kind of grammatical errors in students writing performances. This study employed a qualitative method. Sources of data were students’ writing performance in essay form. The result shows all of the four types of errors according to surface strategy taxonomy such as omission, misinformation, addition, and malformation/disordering, the result shows omission and misinformation are the types of errors that commonly found English department students’ essays. However, omission is the type of errors that is founded the most in students writing. The Possible causes of students’ error are: The learner doesn’t know the structural pattern. Hence, they make random response; The correct model has been insufficiently practiced; Distortion may induce by the first language. Kind of grammatical errors that is found in students’ essays are noun and verb inflection, subject-verb agreement, articles, pronouns, spellings, singular/plural form, capitalization, sentence fragments and prepositions. On the basis of these results, some pedagogical implications which might assist ESL/EFL teachers with some helpful suggestions and teaching strategies that will reduce future problems regarding writing for EFL learners.
English as a Foreign Language (EFL) Students’ Perception of Language Anxiety as One of the Factors Affecting Students Speaking Performance (A Phenomenological Study of Halu Oleo English Department Students Suhardiman, Awal; Lio, Asrun; Yazid, Muhammad
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.693 KB) | DOI: 10.33772/jleet.v2i2.6665

Abstract

Variety of affective variables have been confirmed to be correlated to the success in second/foreign language learning that leads to the successful language performance, one of the affective variable called language anxiety. The language anxiety is a distinct complex of self-perceptions, beliefs, feelings and behaviors related to foreign language learning due to the uniqueness of the language learning process. Thus, examining students’ perception of language anxiety in relevance with speaking performance is critical because it is only by examining their self-perception so that we can understand their positive and negative point of view that lies within the foreign language anxiety. The objective of this study are: to analyze students’ perception about language anxiety, to identify the effect of language anxiety in students speaking performances based on the students perception; to identify the sources and influential factors of the students anxiety; and to identify the solutions that may reduce students’ anxiety from the learner standpoint. Methodology that is used in this study is qualitative method especially phenomenological study. Source of data came from the students’ diary and the students’ interview result. The result of the analysis in this research, shows both from diary and interview results indicate that the English Department students of Halu Oleo University perceive English language anxiety and face high anxiety-provoking situations in their speaking performances that negatively affects their academic life. The main sources of students’ anxiety are speak in public, afraid of making mistakes, unfriendly lecturer, afraid of negative evaluation, inability to express, fear of failure, incomprehensible input, inability to comprehend, remembering target rules and grammar, poor pronunciation, lack of vocabulary and poor knowledge of English language. In conclusion, regarding the solution both students and teachers need to deal with anxiety-provoking situations carefully and execute the solutions of reducing anxiety
The Use of Audio Podcast for Teaching Listening Comprehension Alfian, Alfian; Lio, Asrun; Sidu Marafat, La Ode
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.811 KB) | DOI: 10.33772/jleet.v4i1.6671

Abstract

Podcast is created by combining of the word “iPod” and “broadcast” and it produces audio and video files episodically that can be downloaded and listened by personal computer, tablet, smart phone, or another audio/video divice and listeners can listen and learn all interesting materials that they need. This research aimed to introduce audio podcast as a portable media for teaching listening. This media could be suggested to change conventional method in teaching listening. This research conducted at SMAN 1 Tanggetada in academic year 2016/2017. The type of this research was mix method and its design was quasi experimental design using pre-posttest. The group was divided into experimental and control groups. Experimental group was taught by audio podcast while control group was taught using conventional tool. The researcher analyzed the result of within and between groups using T-test while students’ motivation was described by using interviews. The findings of the study showed that the use of podcast in listening was an effective media for teaching listening comprehension. The result of the interview indicated that most of the students are interested in audio podcast media. The media can motivate the students in listening as they can listen as many as possible at anytime and anywhere.
Integrating Video Blog in EFL Class For Teaching Speaking at SMAN 4 Kendari Astriani, Ayu; Lio, Asrun; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (704.012 KB) | DOI: 10.33772/jleet.v2i2.6693

Abstract

This research is aimed to investigate the use of video blog in teaching speaking at the first graders. The researcher used quantitative and qualitative data to investigate the utilization of video blog embedding students’ fluency in speaking skill. There are three research questions accomplished in this study: 1. To what extent does Vlog help foreign language English speakers improve their speaking fluency? 2. What are students’ opinion about using Vlog in performing speaking? 3.  What are students’ suggestion and feedback about using Vlog in performing speaking? This study was conducted in SMAN 4 Kendari at grade X students who are registered in academic year of 2016/2017. The total number of students involved were 39 for both experiment and control class. The sample was taken using purposive sampling for experimental and control class. The instrument of data collection were speaking test, speaking activity and interview. The speaking test was collected by administering pre test to know the students prior speaking skill, treatment which integrating video blog in the teaching and learning process, and post test to find out what improvement happenned on students’ speaking skill in term of fluency. The result shows the significant difference of experiment and control class. The researcher used independent sample t-test in comparing improvement in experiment and control class. Students’interview result also shows how integrating video blog affect their speaking skill, as the additional data to support the speaking test result
Reading Anxiety, Reading Self-Efficacy And Vocabulary As Predictors Of Students’ Reading Comprehension Hasriati, Hasriati; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.956 KB) | DOI: 10.33772/jleet.v2i1.6698

Abstract

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.
Code-Switching And Code-Mixing In English Language Teaching And Learning At SMA Negeri 2 Kendari Arlan, Arlan; Sailan, Zalili; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.761 KB) | DOI: 10.33772/jleet.v4i1.6668

Abstract

Many people speak and switch or mix their general use of language with their mother tongues, especially in communicating with people. This study is aimed to describe the types of code-switching and code-mixing; why do teachers mix code and switch code; and reasons and impact on students of code-switching and code-mixing by teachers and students in the English as second language (ESL), SMA Negeri 2 Kendari. Accordingly, 65 students at the high school level and three of their instructors in EFL classrooms took part in the study. Data were collected through observations, questionnaires to teachers, and interviews with selected sample students. The result of qualitative and quantitative design analysis showed that code-mixing and code-switching types dominantly used by teachers were intrasentential switching and allowed intersentential switching. And teachers used more dominant of intrasentential mixing types. The reason’s teachers to  switching and mixing implementation were directing or conveying some explanations effectively, it is used cause forget some terms so as achieving a good learning process, to explain or give an understanding to students if they feel have not understood the lessons given so switching to Indonesian is an important communication strategy, more effective and expected to get a better relationship between them. Finally, the results of reason and impact on students by  descriptive questionnaire analysis showed that the students that lack ability in the target language, it's difficult to get the equivalent of the words on target language or find new words or terms in the context, and they did it unconsciously from English utterance to Indonesian and make students more understand when doing of switch code and mix code in English learning process.