PROCEEDING STUDIUM GENERALE 2021 ISBN : 978-632-7583-84-4
TEACHING AND LEARNING IN THE 21 ST CENTURY :
Challenges and Opportunities For Educator 90 A NARRATIVE STUDY OF SENIOR HIGH SCHOOL STUDENTS’ EXPERIENCE
IN LEARNING VOCABULARY USING ENGLISH TUTORS’ VIDEOS ON INSTAGRAM
Aulia Agustina1 , Supiani 2 , Ratna3
1 Universitas Islam Kalimantan Muhammad Arsyad Al Banjari
2 Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Universitas Islam Kalimantan Muhammad Arsyad Al Banjari
E-mail:[email protected]
ABSTRACT
This acticle aimed to explore and investigate the experiences of senior high school students in learning English vocabulary using English tutors’ video on Instagram. This thesis used a narrative qualitative research design. The researcher utilized the research design to explored the senior high school students’ experiences in learning vocabulary from the English tutors’ videos on Instagram. The participants are five Indonesian senior high school students. In collecting the data the researcher used the semi-structured interview to gain information in depth about the participants’ experiences in learning vocabulary from the English tutors’ videos on Instagram. Based on interview data, the researcher found that students felt helped and enjoyed learn by using English tutors’ Instagram platform and English tutors’ videos affects the vocabulary level of the students. This research emphasizes that learning using social media such as Instagram can have an impact on the vocabulary learning process of students. In the process of collecting data using semi-structured interviews. The researchers concluded that students have a high interest in learning English vocabulary using English tutor videos on Instagram.
Keywords:Students' Experiences, Vocabulary Learning, Instagram, Social Media
ABSTRACT
Aktudik ini bertujuan untuk mengeksplorasi dan menyelidiki pengalaman siswa sekolah menengah atas dalam belajar kosakata bahasa Inggris menggunakan video tutor bahasa Inggris di Instagram. Tesis ini menggunakan desain penelitian kualitatif naratif. Peneliti menggunakan desain penelitian untuk mengeksplorasi pengalaman siswa sekolah menengah atas dalam mempelajari kosakata dari video tutor bahasa Inggris di Instagram. Pesertanya adalah lima siswa SMA Indonesia. Dalam mengumpulkan data, peneliti menggunakan wawancara semi-terstruktur untuk mendapatkan informasi secara mendalam tentang pengalaman peserta dalam belajar kosa kata dari video tutor bahasa Inggris di Instagram. Berdasarkan data wawancara, peneliti menemukan bahwa siswa merasa terbantu dan menikmati belajar dengan menggunakan platform Instagram tutor bahasa Inggris dan video tutor bahasa Inggris mempengaruhi tingkat kosakata siswa. Penelitian ini menekankan bahwa belajar menggunakan media sosial seperti Instagram dapat berdampak pada proses belajar kosakata siswa. Dalam proses pengumpulan data menggunakan wawancara semi-terstruktur. Para peneliti menyimpulkan bahwa siswa memiliki minat yang tinggi dalam belajar kosakata bahasa Inggris menggunakan video tutor bahasa Inggris di Instagram.
Keywords: Pengalaman Siswa, Pembelajaran Kosakata, Instagram, Media Sosial
PROCEEDING STUDIUM GENERALE 2021 ISBN : 978-632-7583-84-4
TEACHING AND LEARNING IN THE 21 ST CENTURY :
Challenges and Opportunities For Educator 91
PRELIMINARY
According to Wagner (2015), Instagram is reportedly the world’s fastest-growing social networking site.
Additionally, it was found that Instagram had a positive impact on students’ language learning based on the achievement scores. Thus, it is concluded that Instagram could be used to help students in learning English supplementary by exposing the students to language while they are using this platform as part of their everyday practices (Erarslan, 2019). In purpose of using the effective strategy is to assist students to add the vocabulary amounts. Instagram could be a great digital educational tool that can make the learning process more interesting. In recent years, many English tutors created English learning Instagram accounts. English tutors’ account Instagram provides the English materials through photos and videos. However, the researcher only focuses on the material videos that are uploaded by English tutors on their Instagram account. Therefore, the researcher was motivated to explore the narrative study of senior high school students’ experience in learning vocabulary from English tutors’ videos on Instagram. The researcher formulated the research question, based on the above argument as follows: (1). How are the senior high school students’ experiences of learning vocabulary through using English tutors’ videos on Instagram? (2). What are the implications of the use of English tutors’ videos on Instagram when senior high school students learn vocabulary?
Additionally, Based on the research questions, this particular research aimed: Firstly, To investigate the senior high school students’ experiences of learning vocabulary through English tutors’ videos on Instagram.
Secondly, To understand the implications of the use of English tutors’ videos on Instagram when the senior high school students learn vocabulary.
METHOD
This present research adopted a qualitative narrative inquiry design to provide an insight into how studentss’ experiences are valuable and impactful in the present and the future for their lives (Connelly &
Clandinin, 2000). In this study, the researcher utilized the design to explored the senior high school students’
experiences in learning vocabulary from the English tutors’ videos on Instagram.
RESULTS AND DISCUSSION
This study resulted in two thematic findings, namely: (1) the experiences of senior high school students in learning vocabulary using English tutors’ videos on Instagram; (2) the implications of using English tutors’
videos on Instagram into senior high school students vocabulary learning.
1.
The Experiences of Senior High School Students in Learning Vocabulary Using English Tutors’Video on Instagram.
Many English tutors used their Instagram accounts to provided short educational videos for anyone who wants to learn English for free. The students learned a lot of vocabulary by watching English tutors’ video on Instagram which are uploaded everyday. The students learned vocabulary through their respective Instagram accounts, and five of them have followed a lot of English tutors’ Instagram accounts that provided English learning videos. They became more intense watching vocabulary learning videos of English tutors after the researcher asked them to be participants in the study.
The participant felt a significant difference in their knowledge of vocabulary that they got after watched many vocabularies learning videos on tutors’ Instagram accounts. The English tutors’ video on Instagram helped senior high school students in learning daily vocabulary. Since Instagram is a free platform and it is available on every smartphone, that is why learning English vocabulary with English tutors’ video on Instagram is more accessible than learning vocabulary from a textbook or dictionary. Before the participants learning through English tutors’ videos on Instagram, they used to spend time on Instagram just looking through people’s lifestyles and looking for information about what was happening today. The participants were experienced learning vocabulary using English tutors’ videos on Instagram. Based on the interviews, the participants’ experience about learning through English tutors’ videos on Instagram is expressed by participants in the following interviews:
I tried to open an English tutor Instagram account and it turns out I can understand the contents easily because the contents of the video are not fully using English, so it is very easy for me to understand the vocabulary materials. Most of them not
PROCEEDING STUDIUM GENERALE 2021 ISBN : 978-632-7583-84-4
TEACHING AND LEARNING IN THE 21 ST CENTURY :
Challenges and Opportunities For Educator 92
using fully English on the video. This is one of the factors that keep me learning English even though I am a little lazy to learn through reading directly from a book or dictionary. (NNA #3, WhatsApp Interview, 30 July 2021).
It happened similarly in another participant MYS, who felt that learning vocabulary using English tutors’ video on Instagram was easy to understand instead of the tutors not spoke with fully English on the vocabulary learning video he also mentioned that the video was entertained him because there was a comedy on it and he expressed what he felt in the following interviews:
I like how the tutors delivered the materials and I decided to learn and take a lot of knowledge from these English tutors’ videos on their Instagram accounts and these videos are also entertained me because they put a comedy, for example, at that time I watched the video about learning vocabulary about Ojek Online it was really funny, I learned vocabulary around Ojek Online and I laughed because the Ojek Online said that “the store is closet.. closet...” that was really funny I like that kind of video. (MYS #4, WhatsApp Interview, July 2021).
2.
The Implications of the Use of English Tutors’ Video on Instagram Into Senior High School Students Vocabulary Learning.The implications of English tutors’ learning videos in the vocabulary learning process of the participants had a lot of impact on the vocabulary learning activities of the students. The students confirmed that this Instagram video of English tutors can be enough to stimulate their enthusiasm in becoming more involved in their own vocabulary study. The reason is that many of them only learn vocabulary through textbooks that have been translated into Indonesian or simply by looking up words in a dictionary. Students are much influenced by the learning offered by the tutor through the English tutor learning video on Instagram since this is a new way for students to learn lexicon and they consider it to be enjoyable. Besides, these English tutors’ video on Instagram explaining a lot about lexicon learning materials, the tutors also often gave tips and tricks how to quickly memorize and use vocabulary in a right way. This is confirmed by the results of the interview as follows:
I used my time to spend watching these videos of English vocabulary learning, I can learn new vocabulary even though just for a little bit but usually I used one to three hours for exploring English tutors’ account. It is better than I spending my time on less useful things. Also instead of the tutors gave us explanation about some topics, they also gave us tips and tricks how to used vocabulary in correct way and how to memorized it quickly. (AAL #6, WhatsApp Interview, July 2021).
CLOSING Conslusion:
1. The participants felt that learning vocabulary using English tutors’ video on Instagram was easy to understand because of the tutors was not spoke with fully English on the vocabulary learning video they also mentioned that the video was entertained him because there was a comedy on it.
2. The participant was have the same interest in English tutors learning videos on Instagram and feel that these English tutors’ videos on Instagram is one of the easy way to learning English vocabulary.
It is free and the students can accessed it everytime they want.
3. The participants found the easy, understandable and enjoyable way to learn vocabulary using these English tutors’ video on Instagram.
4. Easy to access and free are made the English tutors’ videos on Instagram can facilitated the participants to gained the knowledge of vocabulary.
5. The participan felt more confident in using English vocabulary, and felt helped by the English tutors’
videos on Instagram.
PROCEEDING STUDIUM GENERALE 2021 ISBN : 978-632-7583-84-4
TEACHING AND LEARNING IN THE 21 ST CENTURY :
Challenges and Opportunities For Educator 93
Suggestion:
Based on the conclusion above, the researcher would like to give some suggestion for the teacher and tutor, participants, and future researcher:
1. For the teacher and tutor, to create an English learning account on Instagram or other social media the teacher and tutor need to do several steps:
a. Make sure all the follower are active users.
b. Create the interesting content to catch the participants attention.
c. Make a question and answers to still in contact with the participants.
d. Provide the good and easy to understand pronunciation video to help the participants understand easily.
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