Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors

Pattemore, Anastasia; Muñoz, Carmen

doi:10.1016/j.system.2020.102303

Cited by 47 publications

(32 citation statements)

References 32 publications

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“…The findings of previous studies also stated that audio-visual media could increase student motivation, so it impacts student learning outcomes (Michelsanti et al, 2019;Pattemore & Muñoz, 2020;Xu & Wu, 2021). Other research findings also state that the STAD type cooperative learning model creates a pleasant learning atmosphere to improve student learning outcomes (Alfiani & Sopiyani, 2014;Laksono et al, 2016;Widowati, 2011).…”

Section: Discussionmentioning

confidence: 87%

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

Setiarufi¹

2021

IJERR

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The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

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Section: Discussionmentioning

confidence: 87%

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

Setiarufi¹

2021

IJERR

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“…From the perspective of SLA, Long (2020) has argued that bi-modal and tri-modal input may improve enhanced incidental learning, an internal process in the mind of the learner that increases unconscious detection, without necessarily raising learning to the level of conscious awareness at all. Indeed, research on learning from audiovisual input has consistently shown that watching audiovisual material, especially with captions (subtitles in the L2), is beneficial for comprehension (e.g., Gass et al, 2019), vocabulary items and formulaic sequences (e.g., Peters & Webb, 2018;Pujadas & Muñoz, 2019), grammar learning (e.g., Lee & Révész, 2020;Pattemore & Muñoz, 2020), and pronunciation (Wisnieska & Mora, 2020). On the other hand, watching non-captioned video has been shown to especially benefit aural recognition of word forms (Sydorenko, 2010).…”

Section: Language Learning From Out-of-school Exposurementioning

confidence: 99%

How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments

Muñoz

Cadierno²

2021

10.14746/ssllt

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This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds, from Denmark and Spain. Language measures included a listening comprehension test, a metalinguistic knowledge test, and a grammaticality judgment test. Data about out-of-classroom exposure was elicited via a questionnaire. The study showed that (a) the Danish group attained a significantly higher level in all language tests except for the metalinguistic knowledge test; (b) the Danish group engaged longer in out-of-school activities although the preference for some activities over others was similar in the two groups; and (c) the types of associations between out-of-school activities and language measures were different between the two groups. These results suggest that the potential influence of out-of-school activities on different language aspects is related to the particular context in which the L2 is learned and to the language proficiency of the learner.

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“…Penelitian yang menunjukkan bahwa media video pembelajaran layak digunakan untuk meningkatkan hasil belajar siswa (Hidayati et al, 2019;Suryansah & Suwarjo, 2016). Penelitian yang menyatakan bahwa media video dapat membantu siswa dalam memahami kosakata (Pattemore & Muñoz, 2020;Silverman et al, 2019). Penelitian yang dilakukan oleh (Herff et al, 2019;Karlina & Setiyadi, 2019) menyatakan media pembelajaran audio dan visual dapat membantu daya ingat siswa.…”

Section: Pendahuluanunclassified

Media Pembelajaran Audio Visual Berbasis Konservasi Lingkungan pada Topik Siklus Air Kelas V SD

Purnami

Suarni

2021

Mimb. Ilmu

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Metode pemberian tugas yang masih dominan digunakan oleh guru dan sulitnya menanamkan nilai karakter selama kegiatan belajar dari rumah, membuat pelaksanaan proses pembelajaran kurang efektif. Penelitian ini bertujuan untuk menciptakan produk media pembelajaran audio visual berbasis konservasi lingkungan untuk siswa kelas V SD dan mengembangkan media pembelajaran audio visual berbasis konservasi linkungan yang teruji validitasnya. Penelitian ini mengacu pada prosedur model pengembangan 4D. Subjek uji coba penelitian yaitu 4 pakar (2 dosen pembimbing, pakar desain dan media pembelajaran), 2 praktisi, dan 22 siswa kelas V SD (6 orang siswa untuk respon perorangan, dan 16 orang siswa untuk respon kelompok kecil). Metode yang digunakan untuk mengumpulkan data adalah metode kuesioner. Instrumen yang digunakan dalam mengumpulkan data yaitu kuesioner. Teknik yang digunakan untuk menganalisis data yaitu deskriptif kualitatif dan deskriptif kuantitatif. Data hasil validasi pakar dianalisis dengan menggunakan rumus indeks validasi Aiken, serta menghitung rata-rata skor respon praktisi dan siswa. Hasil analisis data validitas pakar dari aspek isi materi berada pada rentang 0,813 – 1, aspek desain pembelajaran berada pada rentang 0,813 – 1, sedangkan aspek media pembelajaran berada pada rentang 0,938 – 1. Hal ini menandakan bahwa validitas isi produk tinggi. Uji respon praktisi memperoleh skor rata-rata 4,97, rata-rata skor respon siswa perseorangan 4,83, dan respon siswa kelompok kecil yaitu 4,89. Hal ini berarti semua aspek uji respon terhadap produk memiliki kualifikasi sangat baik. Berdasarkan hasil analisis tersebut, media pembelajaran audio visual berbasis konservasi lingkungan layak digunakan pada topik siklus air kelas V SD.

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Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors

Cited by 47 publications

References 32 publications

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments

Media Pembelajaran Audio Visual Berbasis Konservasi Lingkungan pada Topik Siklus Air Kelas V SD

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