Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills
Abstrak
This study explores young learners’ intelligibility of English vocabulary for young learners in the EFL (English as a Foreign Language) context using Digital Books vs Printed Books which focus on listening and pronunciation skills. The intelligibility was measured from listening tests. The research is an experimental study with a pretest–posttest control group design. Sixty-one out of 156 elementary level from grade 4th were taken randomly thirty students belonged to the control group while another thirty belonged to the experimental group. This study applied the Mann-Whitney Test. The result showed that young learners with digital books outperformed listening and pronunciation for young learners in the EFL context. In short, digital books with listening and pronunciation are very beneficial for young learners in acquiring EFL vocabulary.
Referensi
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Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a Mobile Game Application to Boost Students’ Motivation in Learning English Vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/10.1109/ACCESS.2019.2891504
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Febrianto, D. (2021). Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible? AL-ISHLAH: Jurnal Pendidikan, 13(3), 1526–1538. https://doi.org/10.35445/alishlah.v13i3.814
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Ghanbari, F., & Hashemian, M. (2014). The effects of English songs on young learners’ listening comprehension and pronunciation. International Journal of Language Learning and Applied Linguistics World, 6(3), 367–375.
Ghonivita, Y., Pahamzah, J., & Wijayanti, M. A. (2021). Improving Students’ Listening Skill and Vocabulary Mastery through Contextual Teaching and Learning. Jelts, 4(1), 10–21.
GHOUNANE, N. (2019). The Attitudes of Second Year EFL Students at Dr Moulay Tahar University towards Learning English Pronunciation through Mobile Assisted Language. Arab World English Journal, 5, 110–123. https://doi.org/10.24093/awej/call5.9
Gilakjani, A. P., Sheikhy, R., Montashery, I., & Alizadeh, M. (2019). A mixed method study of teachers’ attitudes towards computer pronunciation software in teaching English pronunciation. International Journal of Instruction, 12(1), 821–840. https://doi.org/10.29333/iji.2019.12153a
Gilakjani, P., Journal, I., Education, E., & Published, O. A. (2020). Abbas Pourhosein Gilakjani 1 *, Ehsan Namaziandost 2 , & Meisam Ziafar 3. May, 103–123.
Hadj Said, M., Goui, D., & Al-Jamal, D. A. (2018). Students’ Perceptions Of Their Native And Non-Native Teachers’ Effect On Their Oral Fluency: EFL Context As An Example. الأثر, July, 117. https://doi.org/10.35156/1174-000-030-044
Kacetl, J., & Klímová, B. (2019). Use of smartphone applications in english language learning—A challenge for foreign language education. Education Sciences, 9(3), 1–9. https://doi.org/10.3390/educsci9030179
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020090
Klimova, B., & Polakova, P. (2020). Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020037
Kohnke, L. (2020). Exploring learner perception, experience and motivation of using a mobile app in L2 vocabulary acquisition. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 15–26. https://doi.org/10.4018/IJCALLT.2020010102
Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning apps as aids to knowledge retention: Business vocabulary acquisition. Journal of Asia TEFL, 16(2), 683–690. https://doi.org/10.18823/asiatefl.2019.16.2.16.683
Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners. Language Assessment Quarterly, 17(1), 43–59. https://doi.org/10.1080/15434303.2019.1664551
Kralova, Z., & Kucerka, M. (2019). The content analysis of english textbooks for primary schools - teaching pronunciation. Elementary Education Online, 18(2), 472–481. https://doi.org/10.17051/ilkonline.2019.561889
Larson, A. L., Cycyk, L. M., Carta, J. J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50, 157–178. https://doi.org/10.1016/j.ecresq.2019.06.001
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2024-04-27
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Budianto, S., Nur Sayidah, Sucipto, Nurul Qomariah, Anjangsari Khaida Asaro, & Wahyu Fajar Setiawan. (2024). Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills. JTP - Jurnal Teknologi Pendidikan, 26(1), 22-31. https://doi.org/10.21009/jtp.v26i1.40202
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