The Positive Impact of Internet-Based Resources to Encourage Students’ Vocabulary Aspect
DOI:
https://doi.org/10.32332/tapis.v6i2.6646Abstract
IBR is one solution for increasing one aspect of english proficiency. English students frequently struggle to actually create ideas and track down sources. This study aimed at knowing, the Internet-Based Resources in their learning and to encourage English students’ vocabulary aspect. The method used in this research is experimental research. The samples are from english student that included 26 students representing Class B as the experiment group and 26 students from Class C as the control group. Each class had five sessions completed. Three encounters were for treatments, post-test, and pre-test. The result found that IBR is effective for students’ vocabulary in writing an interest, excited to used and can combine their idea with new word or vocabulary easier. The mean of the post-test in the control group was 73.53 but that in the experimental group was 83.12; the degrees of freedom totaled 25, the sig. (2-tailed) was 0.000, and the standard deviation was 8.500. The computation shows that t-test seems a higher score. Thus, it can be concluded that there is positive impact of this method to encourage students’ vocabulary aspect in English Language Program, the aspects of words or vocabulary mostly achieves in for pre-test and post- test in control group was 412 low to 370. In the experimental group, the pre-test and post-test ranged around 355 to 470. The increase in ratio percentage that the students being able to acquire over the use of Internet-Based Resources was 13.90%.
References
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Ahmad, D. (2014). Understanding the 2013 curriculum of English teaching through the teachers' and policymakers' perspectives. International Journal of Enhanced Research in Educational Development (IJERED), 2(4), 6-15.
Alshahrani, S., Ahmed, E., & Ward, R. (2017). The influence of online resources on student–lecturer relationship in higher education: a comparison study. Journal of Computers in Education, 4(2), 87–106. https://doi.org/10.1007/s40692-017-0083-8
Bahrani, T., & Sim, T. S. (2012). Audiovisual News, Cartoons, And Films as Sources of Authentic Language Input and Language Proficiency Enhancement. In TOJET: The Turkish Online Journal of Educational Technology (Vol. 11, Issue 4).
Carraro, K., & T. R. (2021). Technology in formal and informal learning environments: Student perspectives. Global Journal of Foreign Language Teaching, 11(1), 39-50.
Cetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111.
Cui, G., & Hu, J. (2018). Experimental Study to Develop Writing skills through Blended Learning in the Times of Internet. MATEC Web of Conferences, 246. https://doi.org/10.1051/matecconf/201824603031
Erwin, E., & Sofyan, N. (2017). The effectiveness of using Edmodo in enhancing students’ outcomes in advance writing course of the fifth semester at FIP-UMMU. Journal of English Education, 2(1), 1-11.
Fakhruddin, A. (2017). Reading journal as a way to improve students’ reading comprehension. ETERNAL (English Teaching Journal), 8(2).
Govindasamy, P., Yunus, M. M., & Hashim, H. (2019). Mobile assisted vocabulary learning: Examining the effects on students’ vocabulary enhancement. Universal Journal of Educational Research, 7(12 A), 85–92. https://doi.org/10.13189/ujer.2019.071911
Hariguna, T., & Akmal, A. (2019). Assessing students’ continuance intention in using multimedia online learning. TELKOMNIKA (Telecommunication Computing Electronics and Control), 17(1), 187-193.
Kennedy, M. J., Rodgers, W. J., Romig, J. E., Lloyd, J. W., & Brownell, M. T. (2017). Effects of a multimedia professional development package on inclusive science teachers’ vocabulary instruction. Journal of Teacher Education, 68(2), 213-230.
Klimova, B. F. (2014). Approaches to the Teaching of Writing Skills. Procedia - Social and Behavioral Sciences, 112(February2014), 147–151. https://doi.org/10.1016/j.sbspro.2014.01.1149
Kumar, K. S., & M. M. (2021). Open educational practices of SWAYAM programme among research scholars. Education and Information Technologies, 26(4), 4621-4645.
Li, J., Tang, T., Zhao, W. X., & Wen, J. R. (2021). Pretrained language models for text generation: A survey. arXiv preprint arXiv:2105.10311.
Mubarak, M., Al, P., Al, T., Zamzam, K., & Marayi, E. (2016). International Journal of English and Education Teaching English as a Foreign Language in Libyan Schools: Issues and Challenges. www.ijee.org
Natalia, D. N. (2010). The Internet as an Aid in Developing Writing Skills. Available at Jurnal Educationist, 4(1), 216.
Nerantzi, C. (2020). flipped classroom peer instruction. International Journal of Management and Applied Research, 7(2), 184–195.
Deane, P., Odendahl, N., Quinlan, T., Fowles, M., Welsh, C., & Bivens‐Tatum, J. (2008). Cognitive models of writing: Writing proficiency as a complex integrated skill. ETS Research Report Series, 2008(2), i-36.
Paulsen, J. S., Cella, D., McCormack, M. K., Nance, M. A., & Carlozzi, N. E. (2017). Reliability and Validity of the HD-PRO-Triad TM, a Health-Related Quality of Life Measure Designed to Assess the Symptom Triad of Huntington’s Disease. Journal of Huntington's disease, 6(3), 201-215.
Purwanti, R. (2021). Application of Picture & Picture Model in Introducing English Vocabulary (Number) At Early Childhood (Case Study in term of Motivation Aspect). In FKIP Universitas Lambung Mangkurat Banjarmasin (Vol. 4).
Sahin, Y. G., Balta, S., & Ercan, T. (2010). The use of internet resources by university students during their course projects elicitation: A Case Study. TOJET: The Turkish Online Journal of Educational Technology, 9 (2).
Selvaraj, A., R. V., & Nithin, K. A., B. N., & M. A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85(102444).
Sharma, H. L., & Pooja, L. (2016). Enhancing students’ interest in English language via multimedia presentation. International Journal of Applied Research, 2(1), 275-281.
Sugiyono. (2014). Educational Research Methods: Quantitative, Qualitative, and R & D Approaches. CV. Alfabeta.
Thienthong, A., & Suppasetseree, S. (2016). A WordPress-Based Instructional Model for Developing Semantically-Driven Academic Writing Lessons for Thai EFL University Students. LEARN Journal: Language Education and Acquisition Research Network, 9(2), 22-43.
Thi, N., & Nguyen, T. (2021). A review of the effects of media on foreign language vocabulary acquisition. International Journal of TESOL & Education, 1(1), 30-37.
Turetzky, P. (2013). Outline of Hans-Georg Gadamer “Truth and Method.”
Uzun, L. (2012). The Internet and Computer-Mediated Artefacts for Foreign Language Learning and Practice, and Intercultural Communication: MOODLE, Second Life, and Others. Procedia - Social and Behavioral Sciences, 46, 3296–3300. https://doi.org/10.1016/j.sbspro.2012.06.054
Vlasenko, K., Chumak, O., Lovianova, I., Kovalenko, D., & Volkova, N. (2020). Methodical requirements for training materials of on-line courses on the platform “Higher school mathematics teacher”. In E3S Web of Conferences (Vol. 166), p. 10011). EDP Sciences.
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2022-12-31
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