The effect of electronic dictionary and reading interest on students' vocabulary knowledge. A quasi-experimental study in the eighth grade of SMP Al Falah, Mampang Prapatan). The effect of electronic dictionary and reading interest on students' vocabulary knowledge (A quasi-experimental study in the eighth grade of SMP Al Falah, Mampang Prapatan), 2019.
INTRODUCTION
- The Background of Study
- The Identification of Problem
- The Limitation of Problem
- The Formulation of Problem
- The Objective of Study
- The Significance of Study
This study aims to obtain the empirical evidence of the effect of electronic dictionary and reading interest on students' vocabulary knowledge. Was there any interaction effect of electronic dictionary and reading interest on students' vocabulary knowledge.
LITERATURE REVIEW
Vocabulary Knowledge
- The Nature of Vocabulary
- The Definition of Vocabulary Knowledge
- Aspects of Vocabulary
- Kinds of Vocabulary
- Kinds of Words
- Word Parts
- The Techniques in Teaching Vocabulary
- Vocabulary Assessment
- Minimum Vocabulary for Contextual Learning
This can help us determine the meaning of the word as a whole when put together. It may be helpful to think of the structure of English syllables as [Consonant(s)] + Vowel + [consonant(s)].
Electronic Dictionary
- An Electronic Dictionary
- The Importance of Dictionary
- Speed of an Electronic Dictionary
- Study Guide to Use Electronic Dictionary on Mobile Apps
- The Advantages and Disadvantages of Electronic Dictionary
One great feature of Kamus Inggris (Kamusku) is that it gives us the opportunity to learn the meanings of lesser-known words in the Indonesian language as well. Kamus Inggris (Kamusku) not only provides us with the meanings of English words in the Indonesian language.
Printed Dictionary
- The Nature of Printed Dictionary
- The Advantages and Disadvantages of Printed Dictionary
- Electronic Dictionary vs. Printed Dictionary
Reading Interest
- The Understanding of Reading Interest
- The Definition of Reading Interest
- Characteristics of Reading Interest
- The Purpose of Reading Interest
- Efforts to Increase Students‘ Reading Interest
- Factors Affecting Students‘ Reading Interest
- The Kinds of Interest
- Indicators of Reading Interest
- Strategies for Reading Interest
- Interest as an Emotion
- Influence of Reading Interest on Vocabulary Knowledge
Regarding this point, this study aims to obtain empirical evidence of the effect of electronic dictionary and reading interest on students' vocabulary knowledge. Encouragement of the individual is realized by the students' curiosity, which arouses the students' interest in reading.
Previous Studies
In support of this study, Dwi Nita Febriyanti's research (2013) in ―The Effectiveness of Electronic Dictionary and Vocabulary Knowledge‖, the results of the print edition showed the highly positive response of the students regarding the benefit of using electronic dictionary in EFL learning. The relevant study is carried out by Reza and Zahra (2013) in ―The Impact of Using Electronic Dictionary on Vocabulary Learning and Retention of Iranian EFL learners‖. This study aims to investigate the effects of electronic dictionaries on learning and long-term retention of vocabulary of middle-low EFL students in Iran. Next, Abbas Ali Zarei and Aijaz Ahmed Gujjar (2012) in ―The Contribution of Electronic and Paper Dictionaries to Iranian EFL Learner's Vocabulary Learning‖, Their research that this paper describes is to study the contribution of paper dictionaries and electronic dictionaries to vocabulary learning for EFL examine students.
De laatste is Rohmatillah (2013) in ‘The Effectiveness of Using Electronic Dictionary to Teach Vocabulary Viewed from Students’ Self-Efficacy’.
Conceptual Framework
Different from the previous study mentioned above, this study is more focused on mastering vocabulary by using electronic dictionary and wants to know about how students are interested in reading for eighth grade students. When someone has an interest in doing something, no matter how difficult it is, he will do it. Text with appropriate vocabulary level from the text can be found through material selection using the vocabulary test.
Therefore, the writer assumes that electronic dictionary and reading interest have effects on students' vocabulary knowledge.
Theoretical Hypotheses
It can be assumed that a person who has a lot of interest and has good media has a good ability to master his vocabulary. As mentioned earlier, vocabulary in this case is one of the aspects that need to be mastered. Because interest is like a support or something that can push a person to do something that he may or may not have known before.
From the discussion above, the authors argue that the vocabulary level of text or text words makes an important contribution to students' perception of text vocabulary in understanding material.
RESEARCH METHODOLOGY
- Research Method and Design
- Variables of the Research
- Place and Time of the Study
- Population and Sample
- Population
- Sample
- Research Instruments
- Instrument of Vocabulary Knowledge
- Instrument of Reading Interest
- Data Collection Technique
- Data Analysis Technique
- Statistical Hypotheses
The pretest score of vocabulary knowledge of students with high reading interest given by electronic dictionary (A1B1). The pretest score of vocabulary knowledge of students with high reading interest given by printed dictionary (A2B1). The post-test score of vocabulary knowledge of students with high reading interest given by electronic dictionary (A1B1).
Vocabulary knowledge posttest score of students with low interest in reading taught by Electronic Dictionary (A1B2).
RESEARCH FINDING AND DISCUSSION
Research Findings
- The Data Description
- Paired Sample T-test on Pre-test and Post-test Score
- The Testing of Hypotheses
A1 = Students who were taught using electronic dictionary (ED) A2 = Students who were taught using printed dictionary (PD) B1 = Students who had a great interest in reading. The pretest result of students' vocabulary knowledge with low reading interest taught by printed dictionary (A2B2). The post-test result of students' vocabulary knowledge with high reading interest taught by printed dictionary (A2B1).
Posttest score of vocabulary knowledge of students with low interest in reading taught from printed vocabulary (A2B2).
Discussion
This indicates that there was no interaction effect between instructional media and reading interest on students' vocabulary knowledge. Ha : µA1B2 < µA2B2 (There was difference in students' vocabulary knowledge between students who had low reading interest who were taught by electronic dictionary. Electronic dictionary was proven effective in mastering students' vocabulary, especially for the students with high reading interest.
First, there was a difference in students' vocabulary knowledge between students taught using the electronic dictionary (ED) and those taught using the printed dictionary (PD).
CONCLUSION, SUGGESTION AND IMPLICATION
Conclusion
AxB = 0 (There was no interaction between teaching media and reading interest on students' vocabulary knowledge). AxB ≠ 0 (There was an interaction of instructional media and reading interest on students' vocabulary knowledge). Ho: µA1B1 ≤ µA2B1 (There was no difference between students' vocabulary knowledge between students who had high reading interest who were taught by electronic dictionary and those who were taught by printed dictionary).
Ho : µA1B1 ≤ µA2B1 (There was no difference between students' vocabulary knowledge between students who had high reading interest who were taught by electronic dictionary and those who were taught by printed dictionary). It can be concluded that electronic dictionary was effective for students who had high reading interest about vocabulary knowledge. However, students who had a low reading interest are not suitable to use electronic dictionary about vocabulary knowledge.
Suggestion
Implication
The effect of using electronic dictionary on vocabulary learning and retention of Iranian EFL learners. The effects of using different types of print dictionaries on vocabulary acquisition, retention, and reading comprehension. The effect of monolingual and bilingual dictionaries on vocabulary recall and retention of EFL learners.
The effects of dictionary use on the vocabulary learning strategies used by Spanish language learners.
The Vocabulary Knowledge Test before Validation
Now it tastes salty!‖ What is the correct exclamation to fill the gap to express a feeling of anger or frustration. You always make us proud.‖ What is the appropriate exclamation to fill the gap to express a surprised feeling of something good. Circle the choice with the most appropriate word to fill the gap in the sentences below.
Complete the following text with the correct pronoun (He, They, It, She, His, Their or Dem).
The Validation of Vocabulary Knowledge Test
The Validated Items of Vocabulary Knowledge Test
Unfortunately, he failed the English exam.” What is the feeling expressed by the interjection in this sentence. In this exercise, you must enter the correct prepositions: at, on or in.
The Students‘ Reading Interest Questionnaire before Validation
Students look for the noun and pronoun in the recount text and do the task that the teacher asked (students explained how to use the electronic dictionary). Students look for the past verb and preposition in the recount text and do the task the teacher asked (students explained how to use the electronic dictionary). Students look for the adverb and adjective in the recount text and do the task the teacher asked (students explained how to use the electronic dictionary).
The students find the conjunction and the interjection in the narrative text and do the task set by the teacher (the students were explained how to use the electronic dictionary).
The Validation of the Students‘ Reading Interest Questionnaire
The Validated Items of Students‘ Reading Interest Questionnaire
The Data of Experimental Group
The Data of Control Group
Lesson Plan 1 – Experimental Group
Students write one by one the word they want to find the noun and pronoun. Planning follow-up activities in the form of remedial learning, enrichment program, counseling services and/or assigning good assignments individually or in groups, according to the learning outcomes of the participating students. Read the text, underline the noun and pronoun from the text below, rewrite it and find the meaning.
I resisted, but the nurse held me tight and eventually I lay there in the bed.
Lesson Plan 2 – Experimental Group
Students discuss about the text and find the meaning of the text (words for words) using electronic dictionary. One by one, students type in the word they want to find past verb and preposition. Conduct an assessment or reflection on the activities that are consistent and programmed.
Read the text, underline the verbs and prepositions from the following text, rewrite and find the meaning.
Lesson Plan 3 – Experimental Group
One by one, students type the word they want to find adverb and adjective. Read the text, underline the adverbs and adjectives from the following text, rewrite and find the meaning. Choose the correct word (ADVERB) to complete each sentence. dangerous / dangerous) near the edge of the pool. hardly / barely) able to move my arm after the accident.
I've never played ice hockey – it's way too …………. complete / completely) change of scene. interested / interesting / interesting) things to say about the topic.
Lesson Plan 4 – Experimental Group
Next I ran out of the house to try to catch the bus at 9:30, but of course I missed it. The students write one by one the word for which they want to find the conjunction and interjection. Read the text, underline the conjunction from the following text, rewrite and find the meaning.
Last Friday, my friend asked me to accompany him to buy a new shirt at the department store.
Lesson Plan 1 – Control Group
When we got there, I changed into a swimsuit, then I did a little warm-up before getting into the pool. In the middle of the time when I swim, I feel hungry, then I put on my bathing suit and eat my food that I brought from home. After swimming, I put my bathing suit back on and went to the bathroom to rinse off my body.
I wore my clothes and put all the wet clothes in the plastic bag so my bag wouldn't get wet from water.
Lesson Plan 2 – Control Group
Finally we reached the top of the mountain, we got ready to pitch the tent as the girl was preparing dinner. Preparing lesson conditions: the teacher conveys the learning objectives of the day, this is about recounting. Instruct students to compose the text into a good text by using a printed dictionary to translate the text.
Instruct students to present the results of discussions on linguistic elements used in text narration.
Lesson Plan 3 – Control Group
Students discuss a sample of past sentences based on teacher-led picture cards. Students in each group work together to arrange random sentences into correct past tense sentences and use a printed dictionary. Students in each group participate in composing past sentences based on 10 pictures given in 5 minutes (each member makes a maximum of 2 sentences).
One day she overheard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and they didn't have enough money to take Snow White with them.
Lesson Plan 4 – Control Group
Silabus Pembelajaran
Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk narasi dan narasi untuk berinteraksi dengan lingkungan sekitar.
Documentation
Surat Permohonan Penelitian
Surat Keterangan Penelitian
