CHAPTER II LITERATURE REVIEW
B. Relevant Research
to learn new words and expressions because they feel their electronic dictionary can provide it all. Then, Jiang (2012) also added that it can be misleading because not all the explanations are accurate and the convenience of electronic dictionaries can cause students to be lazy to improve himself in language learning.
In conclusion, electronic dictionaries can have a negative impact on their users. He can make students feel lazy to improve themselves because students will rely on too much in the electronic dictionary.
They will not try to remember and understand new words later. In addition, health problems can occur. It is possible to users have poor eyesight after excessive use of electronic dictionaries. Electronic dictionaries require an internet connection to access them, but not all areas have a good internet connection.
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collecting. There are sixteen students invited in this study. The result of this analysis reveals that electronic dictionary is mostly trending-use by the students in enhancing students’ learning as illustrated in mean score 4.50. Electronic dictionary has become convenient tool toward for the portability in which easy to be carried and the mean score at the level 4.00.
The paper dictionary gets the highest frequency of agree 73 % toward the use of paper dictionary can enhance students’ learning.
The second research was conducted by Akramah et al (2020). The title is “Online Dictionary and Manual Dictionary: Which One Is Used More?”. This study aimed to find out the use of the manual dictionary and electronic dictionary in learning and daily activity by the students in the University of Serambi Mekkah, Banda Aceh. This study used descriptive qualitative method for the data collection and used 30 sample to this research. The researcher used a questionnaire and interview in collecting the data. The result of the study showed that 63% of students often used the manual dictionary, 96% of students often used the electronic dictionary.
The third research was conducted by Dashtestani (2013), and the title is “EFL Teachers’ and Students’ Perspectives on the Use of Electronic Dictionaries for Learning English”. The purpose of this research was to compare both EFL teachers’ and students’ perspectives on the use of electronic dictionaries for learning English. Participants of the study were
126 EFL students and 73 EFL teachers and were invited to respond to questionnaires. Among them, 81 students and 66 teachers participated in follow-up interviews. The results of the study suggest that both EFL teachers and students held moderately positive attitudes toward the use of electronic dictionaries for learning EFL.
Next research was conducted by Wati (2020) with the title
“Students’ Perceptions On The Use Of Electronic Dictionaries In Efl Context: Lesson Learned From Indonesian Vocational High School”. This study aimed to investigate Indonesian students’ vocational high school perceptions in using electronic dictionary. This research is used holistic single case as the method. To get the data, the researcher used a closed- ended questionnaire and interview. The findings indicated that most of vocational students used Google Translate and U-Dictionary to help them learning English. While in term of perception, 63% of students agree that electronic dictionary could make them understand the importance of learning English. 37% students reported that electronic dictionary could enhance the efficiency of study English, motivate and improve their English. 79% of students agreed that the advantages of electronic dictionaries was having sufficient words input, easy to use, fast translating system, and had voice translation, whereas the disadvantages that were reported were internet connection problem and mistranslating.
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The last research was conducted by Amirian & heshmatifar (2013),
“The impact of using electronic dictionary on vocabulary learning and retention of Iranian EFL learners”. The present study aims at investigating the effects of electronic dictionary on learning and long-term retention of vocabulary of Iranian lower-intermediate EFL learners. To ensure the homogeneity of the participants, an Oxford Placement test was administered to 74 female students studying at a public high school in Sabzevar, Iran. 60 participants whose scores were two standard deviations above and below the mean were selected as homogeneous and were assigned to Electronic Dictionary (ED) and Paper Dictionary (PD) groups.
During the five sessions of the treatment, 35 vocabularies were instructed to the two groups. The ED group received the words through a CD-ROM dictionary to find meaning and definition of newly taught words, while PD group followed the ordinary method using PD. Both groups took an immediate posttest administered immediately after the treatment and a delayed posttest administered two weeks later. The results of the t-test revealed that the students in ED group outperformed those in PD group.
Hence, it is suggested that an ED can enhance learning and retention of vocabulary. This study also provides pedagogical implications for utilizing ED as an effective learning tool.
The previous research above is different from this research with the title "Students' Perceptions of Using Electronic Dictionaries in English E-
Learning During a Pandemic at SMAN 1 Tandun". The difference between this research and the previous studies above is the focus and subject of the research. This research aims to describe students' perceptions of the use of E-Dictionary.