HighlightsSocial media of Instagram plays an important role in daily life communication and interaction also pledge a myriad potential learning to develop students' English skills.
Articles published in international and national journals have rich potentials for learning sources for a greater understanding and productivity to conduct novel and essential research since their publication has been scholarly processed through the hands of journal editors. Readers can learn the research methods from the models found in journal articles. This paper elaborates the research methods used in studies on Listening skills using social media and other technological tools. The elaboration is formulated from the research methods used by journal article writers worldwide. The articles are taken as the corpus of the study and analyzed using grounded analysis. Among them are case study, ethnography research, phenomenology, grounded theory, narrative, content analysis, document analysis, descriptive qualitative, pre-experimental research, quasi-experimental research, true experimental research, correlational research, ex-post facto, survey research, classroom action research, collaboration action research, and mixed-methods. However, due to the limited space, the paper will only describe five popular methods in teaching listening skills utilizing social media and technological tools for the last ten years include experimental research, classroom action research, survey research, case study, and descriptive qualitative research. The description of each method is supported by examples found in international and national journal articles published worldwide.
Mobile technology plays an equal role with face-to-face interaction in the learning process in this current era. One of the most commonly utilized technologies is the use of social media integrated with the face-to-face teaching and learning as called a blended-learning. This recent study aims: (1) to investigate how the blended learning process is operated, (2) to determine students’ perceptions in learning English through blended learning. This study was an explanatory mixed-method research design using observation, questionnaire, and interview as instruments to collect data from the purposively selected 26 students. The results of this study indicated that the process of learning English through blended learning both offline (face-to-face) and online (WhatsApp application) was well-implemented. Besides, students also showed a lot of positive perceptions when learning English through blended learning utilizing social media of WhatsApp and through the face-to-face form of language learning interaction. Thus, the researchers concluded that blended learning maintains essential behavioral, cognitive, and emotional aspects in English learning.
This research investigated the improvement of students’ participation and vocabulary achievement by using crossword puzzles in the classroom. The research design was Classroom Action Research (CAR) conducted in two cycles. The research subjects were the seventh-grade students and the research area was at a private Islamic Junior High School in Kendari. The data were collected by using observation and vocabulary achievement tests. The collected data were analyzed statistically by using a percentage formula. The students’ activity improved from 78,66% in cycle 1 to 97,66% in cycle 2. Meanwhile, the students’ vocabulary mastery improved from 54% in cycle 1 to 90% in cycle 2. In conclusion, using crossword puzzles improved the students’ vocabulary achievement and students' participation in the teaching and learning English.
It is quite challenging at this moment for undergraduate students to study from home (SFH) during the COVID-19 outbreaks. Social distancing practices applied during the coronavirus outbreaks to most of the public settings, including at academic activities at university. Fortunately, there have been many platforms of social media provided and accessed easily in this digital era. This current study aimed at investigating and understanding higher education students’ perspectives on social media in learning English independently in the COVID-19 outbreak. Researchers used an online survey as the main research instrument to gather data from 147 potential students to be the respondents to fill out the survey from three universities in the Sulawesi region, Indonesia. The result showed that 81% of respondents used WhatsApp as the medium to study autonomously at home during the pandemic. Besides, YouTube (77.6%), Instagram (57.8%), Facebook (29.3%), and Twitter (24.5%) also became the additional choices. They used those friendly-users and cheap accessed social media platforms to watch and to listen to English videos (79.6%) also to have the written chats in English with friends and teachers (67.3%) as well as to have the audio and video calling in English (36.1%). Further, during the pandemic, respondents improve their speaking skills (37.4%), listening skills (29.3%), reading skills (17%), and writing skills (16.3%) through social media. Even though the world is distracted, university students in this region keep their motivation to learn English from home autonomously.
The objective of this study is to find out the teacher’s perception on the implementation of using Whatsapp messanger and Youtube in class B 5th semesters of FLTM classroom at Muhammadiyah University students of Kendari. Since teacher’s perception has not been investigated thoroughly in the earlier research on the implementation of using WhatsApp and Youtube media as a learning tools. This study employs qualitative study design to find out lecturer’s perception in teaching process using Whatsapp and Youtube. The instruments used in this study are documentation and interview and the data are analyzed using data reduction, data display, meaning coding, meaning condensation, meaning interpretation, conclusion drawing and data triangulation. The findings reveal that the teacher considered to implement Whatsapp and Youtube in teaching have several advantages and disadvantages in learning objective and outcomes. This can be viewed in the arrangement of knowledge of subject matter, teacher-students interaction, design of instruction, and course management. Furthermore, teacher’s beliefs in using Whatsapp and Youtube in teaching appeared to be strongly connected to the flexibility of teaching and learning process and learning content availability.
Kesulitan bercakap merupakan salah satu isu yang sering ditemukan pada kelas berbicara (Speaking) dan memiliki efek yang dapat mempengaruhi minat belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui strategi berkomunikasi mahasiswa ketika mengalami kesulitan bercakap dan faktor apa saja yang menyebabkan kesulitan tersebut. Pendekatan deskriptif kualitatif digunakan untuk memahami fenomena tersebut. Angket, dan wawancara digunakan untuk mengumpulkan data. Hasil penelitian ini menunjukkan untuk mengatasi kesulitan-kesulitan seperti dalam hal kesulitan kosa kata, struktur kalimat, pengucapan dan kurangnya kepercayaan diri. Mahasiswa menggunakan beberapa strategi komunikasi dalam kegiatan berbicara. Strategi-strategi tersebut adalah penaksiran, perkiraan, alih kode, terjemahan literal, dan permohonan bantuan, dan menggunakan cara non-linguistik.
Program pembelajaran Bahasa Indonesia bagi Penutur Asing merupakan salah satu program pembelajaran yang diatur oleh pemerintah dan beberapa institusi di Indonesia. Universitas Muhammadiyah Kendari sebagai salah satu universitas yang memiliki mahasiswa Internasional diharapkan dapat menyelenggarakan program BIPA yang bertujuan untuk membekali Mahasiswa asing pengetahuan dan keterampilan berbahasa Indonesia. Penelitian ini bertujuan untuk mengetahui sikap belajar siswa terhadap program Bahasa Indonesia bagi Penutur Asing. Subjek penelitian ini adalah 3 mahasiswa asing asal Thailand yang sedang menempuh kuliah strata-1 di Universitas Muhammadiyah Kendari. Data dikumpulkan melalui wawancara dan observasi. Hasil dari penelitian ini menunjukkan bahwa siswa BIPA memiliki sikap belajar yang positif dalam berpartisipasi pada program BIPA. Mereka sangat antusias mengembangkan kemampuan bahasa Indonesia yang mereka miliki karena peran bahasa Indonesia sangat vital baik itu di dalam ataupun di luar kelas.
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