THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND LOCAL LANGUAGES OF PAPUA IN ENGLISH LANGUAGE TEACHING (ELT) TO IMPROVE STUDENTS’ VOCABULARY

Upi Laila Hanum

Abstract


This research was conducted to examine the effectiveness of the use of Information and Communication Technology (ICT) especially PicLits and Kahoot! and local languages of Papua in English Language Teaching (ELT) to improve students’ vocabulary. Method of the research was action research which consisted of two cycles. The data of the research was collected from 72 students of Informatics Engineering, University of Science and Technology, Jayapura (USTJ). The results of the research showed that the use of ICT in ELT was effective in improving students’ vocabulary, while the use of local languages of Papua was not effective. The main score of pre-test was 32. There were only 7 (10%) students who achieved passing grade in the test. The mean score of students improved to 67 in post-test and there were 57 (79%) students who passed the passing grade in the test. The data also implied that the use of ICT in the English Language Teaching (ELT) made students interested in learning, motivated, active and participative in the class. 


Full Text:

PDF

References


Arikunto, S. (2011). Dasar – Dasar Evaluasi Pendidikan. Ed. Revisi, cet. 12. Jakarta: Bumi Aksara

Aqib, et al. (2009). Penelitian Tindakan Kelas. Bandung: CV Yrama Widya.

Burns, Anne. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge

Dewi, luh Putu Ayu Novita. (2017). Improving Speaking Competency of the Students at SMK N 4 Bangli Using Project-Based Learning. Journal of Education Action Research, 1(1), 40-48. http://dx.doi.org/10.23887/jear.v1i1.10122

Denison and Hogg. (2006). A History of the English Language. Cambridge: Cambridge University Press.

Huddleston, Rodney and Geoffrey K. Pullum et al. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.

Hidayati, Tuti. (2016). Integrating ICT in English Language Teaching and Learning in Indonesia. Journal of English Education and Linguistics Studies (JEELS), 3(1), 38-62. https://doi.org/10.30762/jeels.v3i1.173

Mailizar and Lianghuo Fan. (2019). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. EURASIA J Math Sci Tech Ed, 2020 - 16(1), 1-13. https://doi.org/10.29333/ejmste/110352

Pelgrum, W. J., & Law, N. (2003). ICT in Education around the World: Trends, Problems and Prospects. Paris: UNESCO.

Patil, Shreya Vinay. (2012). The Role of ICT in Educational Sector. Lokavishkar International E-Journal, I(IV), 91-98. http://www.liirj.org/liirj/oct-nov-dec2012/09.pdf

Pine, Gerald J. (2009). Teacher Action Research: Building Knowledge Democracies. United States of America: Sage Publications, Inc.

Quirk, et al. (1992). A Grammar of Contemporary English. England: Longman

Stringer, Ernest T. (2014). Action Research. Fourth Edition. United States of America: Sage Publication.

Sah, Siti & Subramaniam, Mohanavadivu & Yunus, Melor & Shah, Parilah. (2018). “Pick and Write”: Learning through PicLits. International Journal of Scientific and Research Publications (IJSRP), 8(12), 759-763. http://dx.doi.org/10.29322/IJSRP.8.12.2018.p8494

Wang, Alf Inge & Tahir, Rabail. (2020). The Effect of using kahoot! For learning – a Literature review. Computers & Education, 149 (2020), 1-22. https://doi.org/10.1016/j.compedu.2020.103818.




DOI: https://doi.org/10.31932/jees.v4i2.945

Article Metrics

Abstract view : 115 times
PDF - 62 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.