Immersive Video towards Vocabulary Mastery: EFL Students’ Perspective
DOI:
https://doi.org/10.24256/ideas.v10i2.3050Keywords:
Immersive Video, Vocabulary Mastery, EFL StudentsAbstract
EFL students have to master vocabulary in order to understand the material in the classroom. However, based on the observation in one of the private junior high schools in Malang, students have low vocabulary and face difficulties in understanding sentences. It happens because the teacher is too focused on using one kind of traditional technique where the book acts as the main source of learning. This case causes the limitation of vocabulary. Therefore, this study aims to find out the students’ perspective on the use of a teaching media for vocabulary mastery namely immersive video. To solve this problem, the researchers formulated a research question, how are students’ opinions towards the use of immersive video in vocabulary mastery? The method used was a mixed method by applying quantitative and qualitative approaches. The participants were 7th graders that consisted of 60 students in total. The data was collected through questionnaires and interviews. The findings show that students enjoy the learning process when immersive video is used. It helps them to remember vocabulary in the long term. In addition, it makes students become more active in learning vocabulary.
References
Creswell, J.W. (2012). Educational research planning, conducting, and evaluating qualitative research and quantitative Research (4th ed). Boston: Pearson Education.Inc.
Dana, J., Dawes, R., & Peterson, N. (2013). Belief in the unstructured interview: The persistence of an illusion. Judgment and Decision making, 8(5), 512.
Danieau, F., Guillo, A., & Doré, R. (2017). Attention guidance for immersive video content in head-mounted displays. IEEE, 205-206. https://doi.org/10.1109/VR .2017.7892248
Er,. & Mirici, İ. H. (2015). Classroom teachers’ viewpoints about the effects of immersion programs on native language development in a Turkish context. Procedia-Social and Behavioral Sciences, 199, 63-367.
Hartanto, E. (2017). Metodologi Penelitian : Perbedaan skala likert lima skala dengan modifikasi skala likert empat skala. Academia.
Ji, S., Li, K., & Zou, L. (2019, December). The effect of 360-degree video authentic materials on EFL learners' listening comprehension. In 2019 International Joint Conference on Information, Media and Engineering (IJCIME), 288-293.
Kurnia, W. (2013). The use of video to increase students’ vocabulary mastery for first year students of SMPN 2 Kuantan Hilir.
Lam, C. K. C., Hoang C. H., Lau R. W. K., et al. (2018). Experiential learning in doctoral training programmes: Fostering personal epistemology through collaboration. Studies in Continuing Education, 1–18. https://doi.org/10.1080/0158037X.2018.1482863
Lampropoulos, G., Barkoukis, V., Burden, K., & Anastasiadis, T. (2021). 360-degree video in education: An overview and a comparative social media data analysis of the last decade. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00165-8
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. NCEE 2017-4023. National Center for Education Evaluation and Regional Assistance. http://ies.ed.gov/ncee/
Majid, S. N., Ismail, R., & Bakar, A. H. A. (2020). Learners’ perspective of using 360-degree video in reading classroom. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(10), 238-246.
Medrano, S. N., Pfeiffer, M., & Kray, C. (2017, September 4). Enabling remote deictic communication with mobile devices: An elicitation study. Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services, Mobile HCI 2017. https://doi.org/10.1145/3098279.3098544
Muslem, A., Zulfikar, T., Ibrahim, I. H., Syamaun, A., & Usman, B. (2019). The impact of immersive strategy with English video clip on EFL students’ speaking performance: An empirical study at senior high school. Teaching English with Technology, 19(4), 90-103.
Palinkas L. A., Horwitz S.M., Green C.A., et al. (2015) Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research 42(5): 533–544.
Panjaitan, E. E., Sibarani, J., & Saragih, E. (2021). IDEAS Journal of Language Teaching and Learning, Linguistics and Literature Vocabulary Teaching Strategies by EFL Teachers of Junior High School Level. 9(2), 529–537. https://doi.org/10.24256/ideas.v912.2335
Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in clinical research, 4(3). https://doi.org/10.4103/2229-3485.115389
Safitri, H. U., & Tyas, P. A. (2022). Students’ perception using video conferencing platform in learning English. Journal of English Language Learning, 6(2), 119-132.
Sri, R. (2015). Teaching vocabulary trough interactive vocabulary technique. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 3(1).
Shadiev, R., Yu, J., & Sintawati, W. (2021). Exploring the impact of learning activities supported by 360-degree video technology on language learning, intercultural communicative competence development, and knowledge sharing. Frontiers in Psychology, 12. Doi:10.3389/fpsyg.2021.766924
Silverman, R. (2013). Investigating video as a means to promote vocabulary for at-risk children. Contemporary Educational Psychology, 38(3), 170–179. https://doi.org/10.1016/j.cedpsych.2013.03.001
Siyanova-Chanturia, A., & Webb, S. (2016). Teaching Vocabulary in the EFL Context, 227–239. https://doi.org/10.1007/978-3-319-38834-2_16
Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata: Penelitian Tentang Ilmu Bahasa Dan Sastra, 1(2), 182-191.
Tisza, G. (2021). The role of fun in learning. Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play, 391-393. https://doi.org/10.1145/3450337.3483513
Yadav, M. K. (2014). Role of mother tongue in second language learning. International Journal of Research (IJR), 1(11), 572-582
Downloads
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
