EFL STUDENTS' PERCEPTION ON ENGLISH LEARNING MEDIA: WORD BANK

Authors

  • Deta Loliana Rahmasagita Universitas Brawijaya
  • Putu Dian Danayanti Degeng Universitas Brawijaya

DOI:

https://doi.org/10.35194/jj.v11i1.2910

Abstract

Learning vocabulary is a crucial component of learning the English language. The four essential abilities in English for Second Language Learners will be easier to acquire through vocabulary mastery. Students' lower enthusiasm to learn a second language may have a background related to their lack of L2 vocabulary maintenance. Games are one the interactive media that can be applied in the classroom. This study was carried out to investigate how 13 students felt about the interactive game Word Bank when learning English in class. Senior High School Widyagama Malang grade 12 students served as the study's subjects. These details were gathered from teacher interviews and observations of English classes. With the aid of qualitative research techniques, the data was gathered. Students were given a survey in the form of a Google Form, which was used to collect the data. Data analysis revealed that students responded well to the questionnaire. According to the study's findings, using Word Banks in English learning is highly desirable and effective for use in the classroom. Boredom can be decreased by involving class XII Senior High School Widyagama Malang students. The findings of this study can help educators choose engaging learning tools with plenty of content.

References

AlNatour, A. S., & Hijazi, D. (2018). The Impact of Using Electronic Games on Teaching English Vocabulary for Kindergarten Students. US-China Foreign Language, 16(4). https://doi.org/10.17265/1539-8080/2018.04.001

Ary, D., Jacobs, L. C., & Sorensen, C. (n.d.). Introduction to Research in Education.

Balbay, S., & Kilis, S. (2017). Students’ Perceptions of the Use of a YouTube Channel Specifically Designed for an Academic Presentations Skills Course. Eurasian Journal of Applied Linguistics, 2, 235251.

Bogdan, R., & Biklen, S. K. (1997). Qualitative Research for Education: An Introduction to Theories and Methods. Allyn & Bacon.

Coffey, H. (2009). Digital game-based learning. Learn NC.

Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches: International Student Edition. (FOURTH). SAGE Publications.

Derakhshan, A., & Khatir, E. D. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 3947.

Folse, K. S. (2004). Vocabulary Myths: Applying Second Language Research to Classroom Teaching (A. Ann, Ed.). University of Michigan Press.

Gilakjani, A. P. (n.d.). The Effectiveness of Games in Enhancing Vocabulary Learning among Iranian Third Grade High School Students. https://www.researchgate.net/publication/335842334

Gozcu, E., & Caganaga, C. (2016). The importance of using games in EFL classrooms. In Cypriot Journal of Educational Sciences (Vol. 11, Issue 3). http://sproc.org/ojs/index.php/cjes/

Leavy, P. (2017). Research Design Second Edition Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. The Guilford Press.

Lewis, G., & Bedson, G. (1999). Games for children. Oxford University Press.

Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475482. https://doi.org/10.1177/1077800410364740

McDonough, S. (2007). Motivation in ELT. ELT Journal, 61(4), 369371. https://doi.org/10.1093/elt/ccm056

Nation, P. Ed. (1994). New Ways in Teaching Vocabulary. New Ways in TESOL Series: Innovative Classroom Techniques.

Nolfi, D. (2019). Research Instruments. Gumberg Library.

Omar, M., & Rias, R. M. (2013). Animated Pedagogical Agents to Teach Kindergarteners Selected English Vocabulary. IEEE Business Engineering and Industrial Applications Colloquium (BEIAC), 937. doi:10.1109/beiac.2013.6560156

Pasaribu, S., Dumaris, H., & Silalahi, E. (2019). The Speech Acts Between Teacher and Students in Teaching and Learning Process. In MULTIDISCIPLINARY EUROPEAN ACADEMIC JOURNAL (Vol. 1).

Toma, I., Dascalu, M., & Trausan-Matu, S. (n.d.). Semantic Taboo-A Serious Game for Vocabulary Acquisition. http://rochi.utcluj.ro/rrioc/en/

Wagdi, R., & Bin-Hady, A. (2020). The Role of Games in Enhancing EFL Students Vocabulary Acquisition.
https://www.researchgate.net/publication/344283980

Wulanjani, A. N. (2016). The Use of Vocabulary-Games in Improving Childrens Vocabulary in English Language Learning. Transformatika, 12.

Yudintseva, A. (2015). Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review. Open Journal of Social Sciences, 03(10), 101109. https://doi.org/10.4236/jss.2015.310015

Downloads

Additional Files

Published

2023-03-30

Issue

Vol. 11 No. 1 (2023)

Section

Articles

License

I. Transfer of copyright

By execution of the present Statement Author transfers copyright and assigns exclusively to Publisher all rights, title and interest that Author may have (for the extent transferable) in and to the Article and any revisions or versions, but not limited to the sole right to print, publish and sell the Article worldwide in all languages and media. Transfer of the above rights is referred to as those of the final and published version of the Article but does not restrict Author to self-archive the preprint version of his/her paper.


II. Rights and obligations of Publisher

The Publisher rights to the Article shall especially include, but shall not be limited to:

  1. Ability to publish an electronic version of the Article via the website

  2. Distribution provided by or through joepallt from time to time, selling the Article world-wide (through subscriptions, Pay-per-View, single archive sale, etc.)

  3. Publishing the Article in the printed Journals as listed on the official Website of Publisher

  4. Transferring the copyright and the right of use of the Article.

  5. Taking measures on behalf of the Author against infringement, inappropriate use of the Article, libel or plagiarism.

  6. Publisher agrees to send the text of the Article to the e-mail address of Author indicated in the present Statement for preview before the first publishing either in paper and/or electronic format (Proof). Author shall return the corrected text of the Article within 1 week to the Publisher.

III. Rights and obligations of Author

  1. The Author declares and warrants that he/she is the exclusive author of the Article or has the right to represent all co-authors of the and has not granted any exclusive or non-exclusive right to the Article to any third party prior to the execution of the present Statement and has the right therefore to enter into the present Statement and entitle the Publisher the use of the Article subject to the present Statement.

  2. By executing the present Statement Author confirms that the Article is free of plagiarism, and that Author has exercised reasonable care to ensure that it is accurate and, to the best of Author's knowledge, does not contain anything which is libelous, or obscene, or infringes on anyone copyright, right of privacy, or other rights.

  3. The preprint version is the Authors' manuscript or the galley proof or the Authors' manuscript along with the corrections made in the course of the peer review process. The Authors' right to self-archive is irrespective of the format of the preprint (.doc, .tex., .pdf) version and self-archiving includes the free circulation of this file via e-mail or publication of this preprint on the Authors' webpage or on the Authors' institutional repository with open or restricted access.

For any disputes arising from or in connection with the present Statement Parties agree in the exclusive competence of joepallt's publisher

 

Date and place of signature

http://www.jurnal.unsur.ac.id/joepallt