THE CORRELATION BETWEEN STUDENTS’ READING INTEREST AND THEIR VOCABULARY MASTERY IN ANALYTICAL EXPOSITION TEXT AT STATE SENIOR HIGH SCHOOL 9 PEKANBARU

ABSTRAK Ahmad Muzammil (2019): Hubungan antara minat baca siswa dan penguasaan kosakata mereka pada teks analisis exposisi di sekolah menengah atas negeri 9 Pekanbaru Minat baca siswa - salah satu faktor internal yang mempengaruhi pembelajaran siswa dalam membaca. Oleh karena itu, setiap individu dapat bereaksi positif terhadap pembelajaran akademis mereka. Di kelas, guru harus merangsang minat baca siswa. Sementara itu, tujuan minat baca adalah untuk menambah pengetahuan mereka ketika mereka belajar. Tujuan dari penelitian ini adalah untuk mendeskripsikan gambaran minat baca siswa terhadap penguasaan kosakata pada teks analitycal exposition di SMAN 9 Pekanbaru. Desain penelitian ini adalah deskriptif kuantitatif. Terdapat 30 siswa sebagai sample penelitian dengan metode total sampling technique. Untuk mengumpulkan data, peneliti memberikan kuesioner kepada responden untuk mengetahui minat baca siswa, yang terdiri dari 20 pernyataan yang tersusun sesuai indikator dari minat baca siswa dan untuk mengetahui keberhasilan siswa dalam penguasaan kosakata pada teks analisis exposisi peneliti memberikan tes pilihan ganda yang berjumlah 24 butir soal. Peneliti menggunakan deskriptif statistik untuk menganalisa data. Hasil dari penelitian ini menunjukkan bahwa skor minat baca siswa SMAN 9 Pekanbaru adalah 0.743, dikategorikan sebagai kuat. Kata kunci: minat baca, penguasaan kosakata dan teks analisis exposis

THE INFLUENCE OF MALL ON ENHANCING STUDENTS’ LITERACY SKILLS

This study investigates the influence of MALL (Mobile Assisted Language Learning) on enhancing students' literacy skills in the international program of accounting. The mobile-phone platforms worked as media of interaction with the students in the learning-teaching and outside the classroom. The mobile phone is used as a medium for practising both reading and writing. This research was a quantitative study using an experimental design. The population of the study was the students of the International Program of Accounting department. The result showed that Sig. (2-tailed) .197 > 0.05 which means there was no significant effect in the use of MALL to enhance the students' literacy skills in general. Instead, the use of MALL has a significant effect in improving the spelling which was Sig. (2-tailed) 0.043 < 0.05, and grammar for the plural and singular parts for Sig. (2-tailed) 0.025<0.05.

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge

Mobiles for Literacy in Developing Countries: An Effectiveness Framework

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy

Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills:A Comparative Study for Asian Universities

In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL in higher education language learning. Eight papers were selected according to the specific criteria to categorize the results based on language skills interpretation and technological concepts. Therefore, after thoroughly understanding proposed methodologies and comparing them properly, underlying assumptions about this phenomenon are elaborated, and holistic and sustainable solutions are provided to address this idea. The results of this analysis indicated that Mobile devices are being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology and yielding satisfactory results. According to the findings of this comparative study, LINE and WhatsApp would be of interest among university students to improve receptively (listening and reading) and productivity (writing and speaking), respectively. Moreover, the technology acceptance model (TAM) would be a prominent option for teachers to adapt their current and future educational programs instead of only in-person teaching to improve students’ learning quality

The Implementation of Educational Texting as an Instructional Facilitator in the Iranian EFL Context

En aquest estudi, mitjançant un mostreig de conveniència, després de l'administració d'una prova de col·locació d'Oxford (OPT), es van seleccionar 74 participants per a aquest estudi. Es van assignar aleatòriament a un grup experimental i a un grup de control per igual. Per mesurar la capacitat de lectura dels estudiants, la part de lectura de la prova d'anglès preliminar (PET) es va utilitzar com a prova prèvia i més tard com a prova posterior. Per calcular la quantitat d'autonomia entre els alumnes després d'implementar els ítems de vocabulari mitjançant missatges de text, es va distribuir un qüestionari. Es va dur a terme una sessió d'entrevistes semiestructurades entre els participants del grup experimental per comprendre millor les seves percepcions sobre MALL en el context d'aprenentatge de l'anglès. Finalment, per calcular la mida del vocabulari dels alumnes i els seus coneixements de vocabulari, es va realitzar una prova d'associació de paraules (WAT) i una prova de nivell de vocabulari (VLT). El grup experimental va rebre 108 paraules via SMS durant 18 sessions, incloses 6 paraules en context cobertes en 6 frases. El grup control, va rebre la instrucció tradicional, en un entorn presencial, amb els materials preparats de la classe i del professor. Després de realitzar el posttest, els resultats de l'estudi van revelar que el rendiment d'ambdós grups en funció de la seva prova de lectura és similar i el tractament no va tenir un efecte estadísticament significatiu en el grup experimental. El segon estudi va revelar que el tractament va tenir un paper molt important en la millora del nivell de motivació dels alumnes del grup experimental. Les percepcions dels participants del grup experimental van mostrar que els estudiants tenen una actitud positiva cap a l'aprenentatge d'idiomes assistit per mòbil en el context d'aprenentatge de l'EFL. El gènere va demostrar no ser un factor diferencial per al rendiment dels aprenents a la prova d'autonomia. L'aprenentatge de vocabulari mitjançant SMS podria augmentar significativament la mida del vocabulari dels aprenents, les puntuacions dels aprenents en la profunditat del vocabulari no van mostrar diferències estadísticament significatives.En este estudio, a través de un muestreo por conveniencia, después de la administración de un Oxford Placement Test (OPT), se seleccionaron 74 participantes para el propósito de este estudio. Fueron asignados aleatoriamente a un grupo experimental y otro de control por igual. Para medir la capacidad de lectura de los alumnos, se utilizó la parte de lectura del Examen Preliminar de Inglés (PET) como prueba previa y luego como prueba posterior. Para calcular la cantidad de autonomía entre los alumnos después de implementar los elementos de vocabulario a través de mensajes de texto, se distribuyó un cuestionario. Se realizó una sesión de entrevistas semiestructuradas entre los participantes del grupo experimental para comprender mejor sus percepciones sobre MALL en el contexto de aprendizaje de inglés. Finalmente, para calcular el tamaño del vocabulario de los estudiantes y su conocimiento del vocabulario, se realizaron una prueba de asociación de palabras (WAT) y una prueba de nivel de vocabulario (VLT). El grupo experimental recibió 108 palabras a través de SMS durante 18 sesiones, incluidas 6 palabras en contexto cubiertas en 6 oraciones. El grupo control, recibió la instrucción tradicional, en un ambiente presencial, con los materiales preparados por la clase y el docente. Después de realizar la prueba posterior, los hallazgos del estudio revelaron que el desempeño de ambos grupos en base a su prueba de lectura es similar, y el tratamiento no tuvo un efecto estadísticamente significativo en el grupo experimental. El segundo estudio reveló que el tratamiento desempeñó un papel muy importante en la mejora del nivel de motivación de los alumnos en el grupo experimental. Las percepciones de los participantes en el grupo experimental mostraron que los estudiantes tienen una actitud positiva hacia el aprendizaje de idiomas asistido por dispositivos móviles en el contexto de aprendizaje de EFL. El género no mostró ser un factor diferenciable para el desempeño de los aprendices en la prueba de autonomía. El aprendizaje de vocabulario a través de SMS podría aumentar significativamente el tamaño del vocabulario de los alumnos, las puntuaciones de los alumnos en la profundidad del vocabulario no mostraron diferencias estadísticamente significativas.In this study, through convenience sampling, after the administration of an Oxford Placement Test (OPT), 74 participants were selected for the purpose of this study. They were randomly assigned to an experimental and a control group equally. To measure learners reading ability, the reading part of the Preliminary English Test (PET) was used as a pretest and later as a posttest. To calculate the amount of autonomy among learners after implementing the vocabulary items through texting, a questionnaire was distributed. A semi-structured interview session was conducted among the participants of the experimental group to further grasp their perceptions towards MALL in the English learning context. Finally, to compute the vocabulary size of the students and their vocabulary knowledge, a Word Association Test (WAT) and a Vocabulary Level test (VLT) were conducted. The experimental group received 108 words via SMS during 18 sessions, including 6 words in context covered in 6 sentences. The control group, received the traditional instruction, in a face-to-face environment, with the ready-made materials of the class and the teacher. After conducting the posttest, the findings of the study revealed that the performance of both groups on the basis of their reading test is similar, and the treatment did not have a statistically significant effect on the experimental group. The second study revealed that the treatment played a very important role in improving learners' motivation level in the experimental group. The perceptions of the participants in the experimental group showed that students have a positive attitude towards mobile-assisted language learning in the EFL learning context. Gender showed not to be a distinguishable factor for the performance of the learners in the autonomy test. Learning vocabulary through SMS could significantly increase the size of the learners' vocabulary, learners' scores on the vocabulary depth did not show statistically significant differences

STUDENTS’ PERCEPTIONS IN USING GOOGLE CLASSROOM AS ONLINE ENGLISH LEARNING PLATFORM

Nowadays, distance learning has become an effective strategy in education to reduce the spread of CoronaVirus. Moreover, Google Classroom as a learning platform has become a preferable educational tool to support teaching and learning process in this pandemic. In addition, this platform is accessible on mobile phones, so it helps students to learn easier. Therefore the aim of this article is to investigate the students’ perceptions in using Google Classroom as an online English learning platform. The study is limited towards the accessibility of using Google Classroom. The study uses a quantitative method which means that the data presented and analysed using statistical analysis of numeric data. The instrument used in this study is questionnaires by using Rating scale named Likert scale. It measures the degree of agreement about the statements. The questionnaires contain the preferences or agreements in terms of five rates. This study uses descriptive statistics to analyse the result of the data. It is focused on frequency, median and mode of the data result. The research subjects are from the eleventh grade of senior high school students. The result of this study shows students’ perceptions of the accessibility in using Google Classroom to learn English online

Understanding the reasons that hinder mobile e-book use of university mathematics students

This study determined the issues related to usage of mathematics mobile e-book and how these issues affected the learning process of the participants. The study used qualitative case study design. Eight postgraduate Mathematics students from Abstract Algebra research group from a local public university in Malaysia were interviewed and observed. The data were analysed in terms of content analysis and descriptive analysis. The findings showed that, utilitarian, affective and cognitive reasons affected the learning activities of the participants negatively. It is concluded that, this study contributed in terms of expanding readers understanding on the reasons that demotivates the usage of mobile e-books and how it's dampen the learning process of the participants