Email this article Using Twitter to Enhance Secondaryschool Student's Vocabularyachievement
Abstract
Abstract: This paper examined the effectiveness of Twitter to enhance the students’ vocabulary achievement, because vocabulary is considered to have an important role in increasing students’ academic achievement and skills. It employed a quasi-experimental design and involved 64 students which divided into control and experimental group. The findings of the research discovered that both of group increased their achievement; however the students in experimental group get higher score than control group. The students in the control group were categorized as students with “good” achievement, while the students in the experimental were students with “very good” achievement.
Abstrak: Artikel ini mengkaji efektivitas Twitter untuk meningkatkan prestasi kosakata siswa, karena kosakata dianggap memiliki peran penting dalam meningkatkan prestasi akademik dan keterampilan siswa. Metode yang digunakan adalah metode eksperimen semu dan melibatkan 64 siswa yang dibagi menjadi kelompok kontrol dan eksperimen. Hasil penelitian menemukan bahwa kedua kelompok mengalami peningkatan prestasi; namun siswa pada kelompok eksperimen mendapatkan skor rata-rata yang lebih tinggi daripada kelompok kontrol. Siswa pada kelompok kontrol dikategorikan sebagai siswa dengan prestasi “baik”, sedangkan siswa pada eksperimen adalah siswa dengan prestasi “sangat baik”.
Keywords
Full Text:
PDFReferences
Abd, M., Ali, E., & Ahmed, S. (2015). The Effect of Twitter on Developing Writing Skill in English as a Foreign Language the Effect of Twitter on Developing Writing Skill in English. Arab World English Journal (AWEJ) Special Issue on CALL, 2, 134–149. www.awej.org
Alhabash, S., & Ma, M. (2017). A Tale of Four Platforms: Motivations and Uses of Facebook, Twitter, Instagram, and Snapchat Among College Students? Social Media and Society, 3(1). https://doi.org/10.1177/2056305117691544
Al-Khresheh, M. H., & Al-Ruwaili, S. F. (2020). An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners. Journal of History Culture and Art Research, 9(2), 288. https://doi.org/10.7596/taksad.v9i2.2616
Alqunayeer, H. S. (2016). The Impact of Teaching through Twitter on Students’ Vocabulary Learning: A Case Study of Qassim University. World Journal of English Language, 6(2). https://doi.org/10.5430/wjel.v6n2p35
Antenos-Conforti, E. (2001). Chapter 4 Microblogging on Twitter: Social Networking in Intermediate Italian Classes. December.
Astatia, S. (2019). “Teachers’ Difficulties in Teaching Vocabulary at SMP Negeri 2 Jatibarang Brebes.”
Bozkurt, A., Aydin, B., & Et.al, T. (2016). Improving Creative Writing Skills of Efl Learners Through Microblogging. The Online Journal of New Horizons in Education, 6(3), 88–98.
Erzad, A. M., & Suciati. (2018). Social Media for Improving Students’ English Quality in Millennial Era. Jurnal Edulingua, 5(1), 7–14.
Johnson, S. B. (2015). Reaping the benefits of using Twitter in advanced language learning. OLBI Working Papers, 7, 97–109. https://doi.org/10.18192/olbiwp.v7i0.1365
Kabilan, M. K. (2019). Malaysian English language teachers’ satisfaction level of their professional development. English Language Teaching and Research Journal (ELTAR-J), 1(1), 49. https://doi.org/10.33474/eltar-j.v1i1.4770
Lathief, M. (2014). Research Methods on Language Learning an Introduction. Universitas Negeri Malang.
Luo, T., Shah, S. J., & Crompton, H. (2019). Using Twitter to support reflective learning in an asynchronous online course. Australasian Journal of Educational Technology, 35(3), 31–44. https://doi.org/10.14742/ajet.4124
Maclean, F., Jones, D., Carin-Levy, G., & Hunter, H. (2013). Understanding twitter. British Journal of Occupational Therapy, 76(6), 295–298. https://doi.org/10.4276/030802213X13706169933021
Malik, A., Heyman-Schrum, C., & Johri, A. (2019). Use of Twitter across educational settings: a review of the literature. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0166-x
Manuel, C. (2007). Mobile communication and society: A Global perspective. Cambridge. The MIT Press. https://doi.org/https://doi.org/10.1080/19331680802042373
Mthethwa, P. (2018). Teaching Vocabulary Using Multimedia: The Case of U.S. International Students. Global Journal of Foreign Language Teaching, 8(2), 68–75. https://doi.org/10.18844/gjflt.v8i2.3190
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9781139524759
Rahimi, M. &Allahyari, A. (2019). Effects of multimedia learning combined with strategy-based instruction on vocabulary learning and strategy use. SAGE, 9(2). https://doi.org/https://doi.org/10.1177/2158244019844081
Rosell-Aguilar, F. (2018). Twitter: A professional development and community of practice tool for teachers. Journal of Interactive Media in Education, 2018(1). https://doi.org/10.5334/jime.452
Tabar, H., & Khodareza, M. (2012). The Effect of Using Multimedia on Vocabulary Learning of Pre-Intermediate and Intermediate Iranian EFL Learners. Journal of Basic and Applied Scientific Research, 2(12), 12879–12891.
Trianasari, T. (2017). The Effectiveness of Social Media Networking on Vocabulary Mastery to The Tenth Grade Students at SMAN 1 Jetis Ponorogo in Academic Year 2016/2017. The Stateinstitute of Islamic Studiesof Ponorogo.
Waring, R. (2002). Basic principles and practice in vocabulary instruction. The Japan Association for Language Teaching.
DOI: http://dx.doi.org/10.17977/jptpp.v7i5.15248
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Uswatun Hasanah, Mirjam Anugerahwati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
