The Positive Impact of Internet-Based Resources to Encourage Students’ Vocabulary Aspect
DOI:
https://doi.org/10.32332/tapis.v6i2.5813Keywords:
Internet-Based Resources, English Vocabulary, English Language LearningAbstract
Internet-Based Resources is one of the solutions for increasing an aspect of English proficiency. This study aimed at knowing the Internet-Based Resources in their learning and to encourage English students’ vocabulary. The method used in this research is experimental research. Sample of this study consisted of English students including 26 students as the experimental group and 26 students as the control group. Each class had five sessions that must be completed, those were treatments for three times, one post-test, and one pre-test. The result found that IBR is effective for students’ vocabulary in writing an interesting, exciting to use and in combining their ideas with new words or vocabulary easier. The mean of the post-test in the control group was 73.53, on the other hand, 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 the t-test has a higher score. Thus, it can be concluded that there is a positive impact of this method to encourage students’ vocabulary in English Language Program. The vocabulary mostly achieved for pre-test and post- test in the control group was 412 to 370. However, in the experimental group, the pre-test and post-test ranged around 355 to 470. The increasing ratio of the experimental groups in acquiring vocabularies over Internet-Based Resources was 13.90%.
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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
Deniz, M. H., & Geyik, S. K. (2015). An Empirical Research on General Internet Usage Patterns of Undergraduate Students. Procedia - Social and Behavioral Sciences, 195, 895–904. https://doi.org/10.1016/j.sbspro.2015.06.369
Destiny Apuke, O., & Onosahwo Iyendo, T. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4, 1052. https://doi.org/10.1016/j.heliyon.2018
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.
Jones, J. , Gaffney-Rhys, R. , & Jones, E. (2011). Social network sites and student–lecturer communi-cation: an academic voice. Journal of Further and Higher Education, 35((2)), 201–219.
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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2022-12-29
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