Penggunaan Aplikasi Quizizz dalam Mata kuliah Vocabulary Building: Masalah dan Solusi

TheGIST ◽  
2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Adam Darmawan
Keyword(s):  
Vocabulary Building

 Penulisan artikel ini berdasarkan pengalaman penulis sebagai dosen/peneliti dengan tujuan untuk mengetahui hasil penggunaan aplikasi Quizizz dalam mata kuliah Vocabulary Building bagi mahasiswa Sastra inggris universitas Al-Ghifari.  Mahasiswa membuat kuis berdasarkan materi-materi perkuliahan mata kuliah Vocabulary Building. Kuis yang telah dibuat kemudian diunggah ke laman/aplikasi Quizizz. Kemudian, mahasiswa akan mendapatkan tautan untuk mengikuti kuis tersebut. Tautan kuis tersebut dibagikan ke semua mahasiswa di kelas daring Vocabulary Building. Mahasiswa yang hadir di kelas daring mata kuliah Vocabulary Building diwajibkan untuk berpartisipasi dalam kuis tersebut. Setelah mengikuti kuis, dilakukan analisis mengenai kegiatan yang telah dilakukan. Metode penelitian yang digunakan adalah metode penelitian kualitatif deskriptif. Data yang diperoleh untuk penelitian ini adalah melalui observasi partisipan dan wawancara. Berdasarkan hasil observasi dan wawancara, terungkap berbagai respon ketika menggunakan aplikasi Quizziz yang bisa menjadi kendala dan solusi. Kata Kunci: Kuis, aplikasi Quizizz, mata kuliah Vocabulary Building

scholarly journals Exploring the Success of GMT Technique: Games, Mind-Mapping, and Twitter Hashtags in Teaching Vocabulary in EFL Higher Education Environment

2020 ◽  
Vol 9 (3) ◽  
pp. 290
Author(s):  
Banan Hassan Alhajaji ◽  
Jalila Saleh Algmadi ◽  
Amal Abdelsattar Metwally
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Unified Framework ◽  
Mind Mapping ◽  
Grammatical Competence ◽  
Interactive Games ◽  
Assessment Tests ◽  
Vocabulary Building

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

Lesen mit Gewinn: A Vocabulary-Building Reader

1975 ◽  
Vol 48 (1) ◽  
pp. 126
Author(s):  
Donald C. Riechel ◽  
Claude Hill
Keyword(s):  
Vocabulary Building

scholarly journals Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project

2019 ◽  
Vol 19 (1) ◽  
pp. 107
Author(s):  
Tryanti R. Abdulrahman ◽  
Noni Basalama
Keyword(s):  
Narrative Analysis ◽  
Computer Application ◽  
Case Study Methodology ◽  
Production Phase ◽  
Positive Attitudes ◽  
Vocabulary Building ◽  
Efl Students ◽  
Video Project ◽  
Learning English ◽  
Collaborative Video

The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.

scholarly journals A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology

2020 ◽  
Vol 8 (2) ◽  
pp. 112-130
Author(s):  
Nur Sakinah Ahmad Nasaruddin ◽  
Rosemaliza Mohd Kamalludeen
Keyword(s):  
Cognitive Dissonance ◽  
Multimedia Technology ◽  
Kuala Lumpur ◽  
Structured Interviews ◽  
School Students ◽  
Multimedia Tools ◽  
Additional Information ◽  
Vocabulary Building ◽  
Esl Learners

This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.

A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge

2019 ◽  
pp. 2179-2194
Author(s):  
Feng Teng
Keyword(s):  
Teaching Practice ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Low Frequency ◽  
Computer Assisted ◽  
Lexical Knowledge ◽  
New Era ◽  
Efl Learners ◽  
Building Technology ◽  
Vocabulary Building

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).

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