16 November 2019, Bandar Lampung, Indonesia 93 Elected You think Teddy Roosevelt got elected as the president
because he was a member of the Phoenix Club?
Chosen by voting.
Based on the list, it can be assumed that the participants are able to understand some meanings of vocabulary items when they are used in particular context. The statements and questions of the actor, which are set in natural interactions, help the learners to acquire meanings. However, the researcher believes that watching only once will not be effective.Thus, at the end of the fourth session, the participants were asked to re-watch the movie once more at home to be prepared for the evaluation.
16 November 2019, Bandar Lampung, Indonesia 94 the movie, The Social Network. As it is shown in the average score and the most achieved score –the mean and the mode columns, most of the participants are able to achieve more than 65%
of the total score. These results indicate that the participants are able to retain the targeted vocabulary items after they are exposed to the contextual use of each item in the movie.
To have clearer comparison between the results of pre-test and the post-test, and to examine the significance of the intervention in helping learners to retain vocabulary meaning, the two central tendencies and the standard deviations of both tests are presented in the following table.
Tests Mean Mode SD
Pre-test 14.076923 13 3.77277
7
Post-test 27.423077 27 3.06167
4
The table shows that the mean score of vocabulary post-test is higher than the mean score of pre-test. Moreover, the value of standard deviation of the post-test is also smaller than the one of pre-test (M=27.4; SD=3.0).
Based on the table above, it can be concluded that the participants’ scores have significantly increased after the four sessions of intervention which include the use of English movie to facilitate vocabulary meaning recognition. Both the mean and the mode of the pre- test doubled the ones of the pre-test. Moreover, the standard deviation of the post-test indicates that the scores of the participants are more homogenous compared to their scores in the pre-test. Hence, it could be initially claimed that the use of audio-visual aids to facilitate meaning recognition is significant in helping learners understanding the meaning of English vocabulary items.
Findings
The study revealed the following findings:
Use of English movies is one of the most effective ways to deliver meanings of vocabulary items.
Vocabulary items should be delivered in authentic contexts to help learners acquire and retain them better.
Watching English movies can help language learners to retain vocabulary and increase their motivation to learn the language.
EFL teaching and learning in Indonesia should use more authentic materials that provide learners with the actual use of English.
16 November 2019, Bandar Lampung, Indonesia 95 CONCLUSION AND IMPLICATION OF THE STUDY
The current study reveals that English movies can be gainfully used in the EFL classroom to facilitate vocabulary learning. Using movies to deliver vocabulary items ensures learners attention which is a significant step towards vocabulary recognition. The authentic language use and the interesting story line of English movies offer not only abundant instances of how the language is used but also provides motivation for the learners to learn the language further.
More importantly, using movies as teaching aids allows learners to understand not only the content of the movie and the vocabulary items but also some other aspects of language such as pronunciation, idiomatic expressions and cultural knowledge. This study found that vocabulary learning in Indonesia often lacks contextual and authentic inputs; the process of teaching and learning vocabulary depends mostly on the English text-books where in most of the content and the language use are artificial and unappealing to learners.
In spite of all advantages and benefits that yield from the use of English movies in vocabulary learning, they are still sparingly used. EFL teachers in Indonesia have to be aware of the effectiveness of English movies, understand the limitations of using movies and finally start using them to experience the advantages of using English movies in teaching vocabulary.
Teachers should be aware that despite the advantages that English movies have, there are some limitations that need to be considered. First of all, it is necessary to choose the right movie which contains the targeted vocabulary items. Then, the learners should not just watch; some activities should be designed to accompany the movie. It is only when teachers are aware of both the advantages and the limitations of using movies, will the learners experience contextual and authentic vocabulary learning.
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16 November 2019, Bandar Lampung, Indonesia 97 PADLET AS AN ALTERNATIVE LEARNING JOURNAL IN LISTENING CLASS
Nunun Indrasari
UIN Raden Intan, Lampung, Indonesia [email protected]
ABSTRACT
Electronic learning (e-learning) has become a new custom and has been broadly used in language learning. The intervention of technology in teaching and learning process benefits both teachers and students. Padlet as one of the digital tools is a website that can be utilized in a classroom. This paper attempts to investigate the use of padlet in listening class and also to reveal the students’
attitude toward the use of padlet as a learning journal. This study is descriptive qualitative research which involves 52 participants of English learners in listening class. The writer did the observation on the teaching and learning process by using padlet and also administered the close-ended questionnaire to all the participants to know the students’ attitude towards using it in listening class. The results showed that there’s positive attitude towards the use of padlet as learning journal in listening class. Padlet is an effective tool for gathering materials in one virtual board. The finding also showed that most of the students experienced interesting activity through padlet which is useful for enhancing their learning especially in practicing listening.
Key words: padlet, learning journal, listening skill
INTRODUCTION
The integration of ICT in EFL learning has been broadly used nowadays by the teachers. It is essential for the teacher to integrate their teaching with the technology in order to optimize the objectives of the lessons and enhance students’ learning. Web 2.0 technologies are the current trends in education recently. As what is stated by Sigala in Cole, the advent of Web 2.0 technologies, collectively known as social software, present HE (higher education) with the opportunity to go beyond traditional delivery formats and develop student-centred personalized learning environments (Sigala 2007 in Cole, 2009). In other words, technologies can activate students learning and give chance to the students to explore the materials further.
There are so many web 2.0 technologies in education that can be used in teaching and learning process. Online platform is familiar technology that has been used by teachers in EFL class. It facilitates the users to interact with other user asynchronously. Archambault et. al. (2016) in Cakrawati (2017) stated that the use of social networking tools accommodates feedback between instructors and students and it makes them communicate more efficiently and effectively.
One of the beneficial online platforms for classroom setting is padlet. Padlet is a web 2.0 technology that can be used to create a virtual wall and is beneficial to accommodate the simple tasks such as starters and plenaries or could be used to run an entire lesson (Weller, 2013). Padlet is a piece of ‘social software’ in which the users become publishers rather than merely consumers
16 November 2019, Bandar Lampung, Indonesia 98 comments, live text, audio or video discussions instead of just receiving information (reading a text or viewing an image). Padlet enables the users to post multimedia files and documents in a virtual wall.
In this research, padlet is used to teach in listening class for the first semester students of English Education Department. It is used when teaching and learning process happened in the classroom and as weekly learning tasks that the students should do after class. By integrating this platform in listening class, the teacher will be easier in monitoring the students’ activities related to listening practice in and out the class since it enables the students to post any video/audio that they have listened.
Many researches have been conducted by the researcher about using padlet in EFL. Lowe and Humphrey (2018) recommend that padlet is a worthy application to use at the ‘idea-gathering’
stage of a project. It is also useful for sharing ideas and ‘bombarding’ resources into a shared space. Padlet also offers a ‘pin board’ style of platform to review content and ideas with colorful presentation in which it is useful for visual learners. Another research was carried out by Haris (2017) from Universiti Kebangsaan Malaysia. The result showed the positive attitude from the participants towards using Padlet as a means for learning grammar. The findings of the research indicated that the use of Padlet is effective in enhancing students‟ performance in language learning.
However, in Indonesian context of EFL, researchers employed some studies related to the use of padlet in teaching English. Sari (2019) carried out a study to figure out the students’ response in using padlet especially for peer feedback through chatroom in padlet. The finding showed that chatroom in Padlet becomes preferable media in giving peer feedback because it is fun, can be used via mobile phone, time efficient (can collect huge number of feedback in a quick time), and accessible for students and teachers. Thus, regarding to that background, this research investigated two research questions, as follows:
1. How is the use of padlet as a learning journal in listening class?
2. What are the students’ attittude in using padlet in listening class?
METHOD
This research is descriptive qualitative study. This study was conducted on August-October 2019.
It involved 52 students of English Education Department which has been using padlet online platform in listening class. In this research, the writer administered close-ended questionnaire which is electronic-based questionnaire to the participants to gain the information about the students’ attitude towards the use of padlet in listening class. The question items were divided into three section, those are: students’ familiarity towards padlet, students’ attitude towards the usage of padlet, and students’ attitude towards padlet as learning journal in listening class. The questionnaire consists of 17 questions using a four-Likert scale. Furthermore, direct observation was also conducted to record the data about the teaching and learning process by using padlet.
16 November 2019, Bandar Lampung, Indonesia 99 The Use of Padlet as Learning Journal in Listening Class
Padlet enables the students to post anything such as link, audio, video, document, images and text on virtual wall which has interesting display. It is also possible for the students to post something in teacher’s wall without having an account of padlet. In listening class, padlet can be used in various ways in order to enhance students’ learning. In this study, the teacher uses padlet in and out of class hour.
In the classroom, the teacher integrated padlet as a tool for discussing of a given topic. It is in line with Stannard in Haris (2017) who states that ‘in classroom setting, Padlet works well with activities such as brainstorming, discussion and project work’. The teacher provided short video about a topic in a padlet wall then asked the student to discuss about what they have listened.
They were given 15 minutes to discuss in group then they have to write the result of their discussion on to the padlet wall. In this activity, the students didn’t need to make an account of padlet. This can be done by giving the students the URL then the students can simply add a comment to the wall. The group can directly see the comment from other group in a wall. This may be beneficial for the students to compare their discussion result with other groups’ result.
Meanwhile, out of class hour, the teacher also utilized this online tool as a learning journal for the students. She asked the students to search a video/audio file from the internet every week. The topic of video/audio was determined based on the materials have been discussed in every meeting.
After the students got the video/audio, they have to post it on their own padlet wall and add the summary of what they have listened from their audio/video. At the end of the semester, each student will at least have 16 posting of video with the summary in each video.
Figure 1. Screen Capture of Student’s Padlet wall as learning Journal
Students’ Attitude in Using Padlet
In this part, the finding was divided into three parts, such as: students’ familiarity towards padlet, students’ attitude towards the usage of padlet, students’ attitude towards the benefits of padlet in
16 November 2019, Bandar Lampung, Indonesia 100 students who have never used padlet before. Meanwhile, 48.1% students have been familiar with padlet. The result of students’ familiarity towards padlet can be seen in the following chart.
Figure 2. Students’ familiarity towards padlet
Besides students’ familiarity towards padlet, the study reveals about whether or not the students found difficulties in using and operating padlet. The initial thing is that most of the students agree and strongly agree with the statements about the usage of padlet. It encompasses creating and publishing padlet, posting video/audio through padlet, and using symbols /icons in padlet. The result showed that the students who agree and strongly agree that padlet is easy to operate are 63.4%. Meanwhile, 71.7% from 52 participants agree and strongly agree that the use of padlet as mobile learning application is easy.
However, from the result of the questionnaire, the major difficulty faced by the students is the low signal of their own gadget. From all the participants, 53.8% students disagree and strongly disagree with the statement that they have no difficulty in using padlet because of low signal in their gadget. The following table showed the students attitude towards the usage of padlet.
Table 1. The Result of Questionnaire about the Usage of Padlet No. Statement Strongly
Disagree
Disagree Agree Strongly agree 2. It is easy for me to
operate padlet.
5.8% 30.8% 34.6% 28.8%
3. The use of padlet as mobile learning application is easy for me.
3.8% 25% 34.6% 36.5%
4. It is quite easy to create and publish my own padlet.
5.8% 28.8% 34.6% 30.8%
5. It is easy for posting video/audio in padlet.
7.7% 25% 30.8% 36.5%
51,90%
48,10%