A considerable number of studies on mobile-assisted language learning have been conducted, but less attention has been paid to online informal learning of English as a Foreign Language (EFL) performed using smartphones among undergraduate EFL learners in Indonesia. Thus, this study was specifically aimed at investigating EFL learners’ most frequently-performed EFL learning activities through smartphones, the predominant online language use, and the relationship between EFL learners’ predominant online language use and their perceived EFL proficiency. The study adopted a quantitative approach. The findings reveal that the participants still more frequently access content and information from their smartphones for receptive rather than interactive/productive online activities. Indonesian, which is the participants’ first language, is still predominantly used for their online activities. The mean score of the perceived EFL proficiency of those who frequently perform online activities in English is statistically and significantly higher than those performing online activities in Indonesian. Overall, the mean score of the perceived EFL proficiency of those performing online activities in English is higher than those in Indonesian, although the difference is not statistically significant. Finally, the study’s implications with suggestions for future research are discussed.
This study aimed to find out whether there is a significant difference in students writing narrative text after being taught through using short animated stories and to find out which aspect of writing skill that improves after being taught by using short animated stories and to investigate what is the students response after being taught through using short animated stories. The sample of this research was VIII B at SMP N 3 Natar. The writing test and questionnaire were administered as the instrument of this research. The data were analyzed by using a repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students mean score in the pretest 52.26 while in the posttest mean score was 64.17 in which t-value>t-table (27.814>2.074) or sig p<0.05 (0.000<0.05). Furthermore, organization (3.41) was the aspect of writing that was improved by students. Besides, the result of questionnaires showed that most students (78.3%) gave positive responses toward the implementation of short animated stories in writing narrative text. Thus, it can be concluded that Short Animated Stories is effective to improve students writing narrative text. Keywords: Short Animated Stories, Writing Skill, Narrative text
The aim of this study is to know whether there is any improvement of students' speaking achievement after using WhatsApp group application. This is pre-experimental research that involved 1 class in junior high school which included 26 students. The data collecting was gained through pre-test and post-test. Those data were analyzed quantitatively. The result showed that there was significant improvement of students' speaking achievement after using WhatsApp group application. That finding showed that statistically, the average scores of post-test significantly improved than the average scores in the pre-test. It is suggested to use WhatsApp group application to improve students' speaking achievement effectively.
The aim of this study are to find out whether there is significant improvement in students writing skill and to investigate what language features produced by students after being taught by using diary writing. The sample of this research was X IPS-4 at SMAN 1 Natar. The writing test was administered as the instrument of this research. The data were analyzed by using repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students’ mean score in pretest 60.82 while in the posttest mean score was 74.12 in which t-value>t-table (11.882>2.452) or sig p<0.05 (0.000<0.05). Furthermore, specific time and passive voice are the new language features that produced by students. It can be concluded that diary writing activity is effective to improve students’ writing skill.
The objectives of this research were to find out whether there was a significant difference of the students’ reading comprehension after the implementation of Herringbone technique and to investigate which aspect of reading that improves the most and improves the least after the implementation of the technique. The population of this research was the first grade of SMA Tri Sukses Natar in the academic year 2019/2020. The sample of this research was X science 2 which consisted of 30 students. The data were taken from the tests and they were analyzed by using paired sample t-test. The result showed that there was a significant difference in the students’ reading comprehension of pre-test (61.40) to post-test (72.30) in which t-value>t-table (11.882>2.452) or sig p<0.05 (0.000<0.05). In addition, main idea was the aspect of reading that improved the most after the implementation of the technique and the aspect which improved the least was vocabulary. Based on the result, it can be concluded that Herringbone technique is effective to improve students’ reading comprehension. Keywords: Herringbone technique, Reading comprehension, Narrative text
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.