.png)
EFL STUDENTS’ VOCABULARY MASTERY THROUGH VOCABULARY NOTEBOOK DURING ONLINE LEARNING
Abstract
Online learning is a teaching and learning activity using the internet network. This is the impact of the Covid 19 pandemic, which requires educators and students to carry out the teaching and learning process remotely with the aim of reducing the risk of spreading the virus from interactions in the classroom. In line with this situation, Vocabulary Notebook is a strategy that can be used by teachers in carrying out online teaching and learning activities, especially in mastering English vocabulary for EFL students. In order to see the effect of using Vocabulary Notebook on EFL students' English vocabulary, the researchers conducted this study with the aim to know the impact of Vocabulary Notebook on EFLs tudents' vocabulary mastery during online learning. In this study, researchers have applied an experimental research method with a posttest only control group design. The population in this study was 84 EFL students where the researcher divided the 84 students into two groups as the sample, group A was 27 students as the experimental group, and group B was 27 students as the control group. Thus, the number of samples in this study was 54 students. Based on the findings, the average score of the experimental group was higher than the control group, where the average score of the experimental group was 65,926 while the average score of the control group was 56,741. Furthermore, based on data analysis, it is found that the t-test score was 2.607 which is higher than the t-table (1.675). It can be concluded that Vocabulary Notebook has positive results on EFL students' vocabulary mastery during online learning.
Keywords
Full Text:
PDFReferences
Allen, V. (1983). Technique in Teaching Vocabulary. Oxford: Oxford University Press.
Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708-731.
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7), 639-664.
Dubiner, D. (2017). Using vocabulary notebooks for vocabulary acquisition and teaching. ELT Journal. 71. 456-466. 10.1093/elt/ccx008.
Fowle, C. (2002). Vocabulary notebooks: Implementation and outcomes. ELT Journal, 56(4), 380–388.
Gorrel, R., & Charton, L. (1964). Modern English Handbook. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. Longman: London and New York.
Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
Harnani, S., (2020). EFEKTIVITAS PEMBELAJARAN DARING DI MASA PANDEMI COVID19. https://bdkjakarta.kemenag.go.id/berita/efektivitas-pembelajaran-daring-di-masa-pandemi-covid-19.
Hiebert, E., & Kamil, M. (2005). Teaching and Learning Vocabulary. Mahwah, New Jersey. US.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 3. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning. (Accessed 10 April 2022).
Jeong, K. O. (2017). Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509.
Kingsbury, I. (2021). Online learning: How do brick and mortar schools stack up to virtual schools?. Education and Information Technologies, 26(6), 6567-6588.
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production . Applied Linguistics, 16, 307-322.
Li, S. W., Wang, Y., Yang, Y. Y., Lei, X. M., & Yang, Y. F. (2020). Analysis of influencing factors of anxiety and emotional disorders in children and adolescents during home isolation during the epidemic of novel coronavirus pneumonia. Chinese Journal of Child Health, 28(3), 1-9.
Ledbury, R. (2006). Vocabulary notebooks: ways to make them work. Retrieved from https://www.developingteachers.com/articles_tchtraining/vbooks1_robert.html
Lewis, M. (2000). Teaching collocation. London: Thomson Heinle.
L
Linse, T,. (2005). Practical English language teaching: young learners. New York: McGraw-Hill companies, Inc.
Mather, M., & Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.
Mehall, S. (2020). Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured?. Online Learning, 24(1), 182-204.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.
Naiman, N. et.al. (1978). The Good Language Learner. Toronto, Ontario: Ontario Institute for Studies in Education.
Naji, K. K., Du, X., Tarlochan, F., Ebead, U., Hasan, M. A., & Al-Ali, A. K. (2020). Engineering Students' Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. EURASIA Journal of Mathematics, Science and Technology Education, 16(10).
Nation, I. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook and research in second language teaching and learning, New Jersey: Lawrence Erlbaum.
O’Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
Renandya, W., & Richards, J. (2002). Methodology in Language Teaching. New York : Cambridge University Press.
Schmitt, N. (1997). Vocabulary learning strategies. In N Schmitt and M McCarthy (Eds). Vocabulary, description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49(2), 133–143.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Afabeta.
Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006.
Taghizadeh, M., & Amirkhani, S. (2022). Pre-service EFL teachers’ conceptions and strategy use in managing online classes. System, 104, 102671.
Thor, L. M., & Moreau, J. (2016). Leveraging Technology to Create a Studentâ€Focused Environment. New Directions for Community Colleges, 2016(176), 73-78.
Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson.
Thorne, K. (2003). Blended learning: how to integrate online & traditional learning. Kogan Page Publishers.
Travers, S. (2016). SUPPORTING ONLINE STUDENT RETENTION IN COMMUNITY COLLEGES. Quarterly Review of Distance Education, 17(4).
Ur, P. (1996). A Course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press.
Velaa, V., & Rushidia, J. (2016). The Effect of Keeping Vocabulary Notebooks on Vocabulary Acquisition and Learner Autonomy. International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, 14-17 April 2016, Antalya, Turkey.
Wallace, M. (1982). Teaching vocabulary. London: Heinemann.
Wang, C., Horby, P. W., Hayden, F. G., & Gao, G. F. (2020). A novel coronavirus outbreak of global health concern. The lancet, 395(10223), 470-473.
Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
DOI: http://dx.doi.org/10.33603/perspective.v10i1.6862
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.