Increasing motivation is necessary for students in learning English vocabulary. The higher motivation the students gain, the bigger success they achieve in mastering vocabulary. However, most students in senior high schools have less motivation in learning vocabulary, especially in memorizing them. Thus, the teachers need to discover appropriate media for increasing their motivation. Some applications can be used through the smartphone as the need for vocabulary learning. The purpose of this study is to investigate the effectiveness of using Quizlet Application as the media for increasing the students’ motivation in learning vocabulary. Nonequivalent control group design was used in this research. The participants were 65 students who were divided into the experimental and the control groups. The students’ motivation was observed during the process of vocabulary learning by using the observation checklist. In processing the data, the Wilcoxon test was used. The results show the use of Quizlet Application is effective to increase the students’ motivation in learning vocabulary. Students felt more enthusiastic, did not get bored easily, and thus showed high interest when learning vocabulary via the app. They also did the tasks provided in that application independently.
The aim of this research is to investigate the implementation of reading instruction in EFL classroom. The method used was a survey research. The data for this research was gathered by distributing a questionnaire. The questionnaire was formulated based on the theories of experts about the ideal reading instruction. The data were analyzed descriptively by looking at the percentage of choice derived from the subjects of the research. This research discussed six best characteristics of reading instruction. It also presented six less implemented characteristics of reading instruction in EFL classroom.
The aim of this article is to describe the use of movies as reading materials for the eighth grade of junior high school. Movies can be developed as materials to enhance students’ critical thinking and improve their comprehension through multimodal texts provided as their visual media in learning reading. By reading the subtitles of the movies, students could improve their reading skill supporting by visualization of images. The literature review of this article recommended why movies should be developed as reading materials in language learning with their advantages and benefits. Many previous studies suggested that movies could be the appropriate media for English language teaching to motivate students and improve their language skills. English teachers could modify and develop reading materials based on the movies' content to encourage students in language learning. This research applied research and development by adopting the Borg & Gall design. The data techniques of this research included a questionnaire, interview, observation, and documentation. The result of this research indicated that the total mean scores of material aspects, language aspects, and graphic aspects ranged from 3.00 to 3.50. Therefore, the scores were categorized as good and very good. Thus, it can be concluded that the developed product of this research was valid, effective, and appropriate.
In the era of 21 st century, education has been growing to more practical world to meet the demands of humans' needs. One of the skills in the 21 st century is the use of media and technology to support classroom activities at which those activities should resemble current trend in the world. In order to help students prepare the job required in the future when information is connected by technology, teachers should have known about how to bring real interaction to classroom situations. Besides, English will inevitably be the most widely spoken language throughout the world. This paper describes the use of social media in English classroom and proposes a practical way to make the best use of it. Social media can be used in three teaching stages (pre, whilst and post teaching to its best. Youtube and mind mapping can be used to teach warming up activities, LINE and Whatsapp can be used to foster practical life skills in whilst teaching and post teaching.
This article reports a study of results of Self-Regulated Strategy Development (SRSD) model on the teaching of English writing, particularly on students' personal recount writing and their motivation to write. The study was aimed at investigating whether: 1) SRSD was effective toward students' personal recount writing and 2) SRSD was effective toward students' writing motivation. A quasi-experimental research in the form of pre-test posttest control group design was applied in the study. To date, second year students in a junior high school in Kebumen, Central Java, Indonesia were used as the participants of the study. There were 60 students participated in the study whereby 30 of them were assigned into the experimental group received the SRSD model; and another 30 students were administered into the control group with the conventional teaching model. Results on MANCOVA show that students' writing performance in the experimental group was significantly higher than that of the control group with p=0.017 while students' writing motivation in the experimental group was insignificantly higher compared with the control group with p=0.104. This indicates that although SRSD was effective toward students' personal recount writing, its effectiveness couldn't be followed by students' writing motivation.
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