First-year-students' perceptions of asynchronous media platform (AMP) for learning English
DOI:
https://doi.org/10.12928/eltej.v6i3.6661Keywords:
Reading Skills, Junior High School, Asynchronous Media Platform, MediaAbstract
This study investigates the attitudes of first-year university students toward the use of asynchronous applications in learning reading comprehension. The primary objectives were to determine students' perceptions of using smartphone-based asynchronous media platforms (AMP) for reading comprehension, assess how these applications enhance student engagement, and understand the rationale behind their use. Data were collected via a questionnaire administered to twenty-seven first-year university students. A case study approach was employed, and the data were analyzed using descriptive statistical methods. The findings indicate that students have a positive attitude toward the use of asynchronous applications for reading comprehension, with high average scores on the questionnaire demonstrating favorable assessments of these tools. The positive student attitudes toward asynchronous applications suggest that integrating these tools into the EFL curriculum could significantly enhance reading comprehension and engagement. The use of asynchronous media platforms provides flexibility and accessibility, enabling students to learn at their own pace and on their own schedule. In conclusion, the findings of this study highlight the potential benefits of asynchronous applications in EFL learning environments. By adopting these tools, educators can create more dynamic and interactive learning experiences that cater to the diverse needs of students.
References
Adie, L., Van Der, F., & Cumming, J. (2018). The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. British Educational Research Journal, 44(4), 704–723. https://doi.org/10.1002/berj.3463
Alperi, M. (2015). Peran Bahan Ajar Digital Sigil Dalam Mempersiapkan Kemandirian Belajar Peserta Didik Role of Sigil Digital Learning Materials in Preparing the Students ’ Learning Independence. 99–110. https://doi.org/10.32550/teknodik.v0i1.479
Zakaria, A. Salleh, A. M. Ismail, M. A & Ghavifekr, S. (2015). Promoting Meaningful Learning via Online Project-based Module. International Journal of e-Learning and Higher Education (IJELHE), 6 (6). pp. 71-96.
Asysyfa, A., Handyani, A., & Rizkiani, S. (2019). Students’ Speaking Anxiety in EFL Classroom. PROJECT (Professional Journal of English Education), 2, 581. https://doi.org/10.22460/project.v2i4.p581-587
Bana, A. (2020). Students’ Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi. JET (Journal of English Teaching), 6(1), 60–70. https://doi.org/10.33541/jet.v6i1.46
Burgoyne, K., J.M, Whiteley, H. E., & Spooner, A. (2009). Burgoyne, K., Kelly, J. M., Whiteley, H. E., & Spooner, A. (2009). The comprehension skills of children learning English as an additional language. The British Journal of Educational Psychology, 79(4), 735–747. https://doi.org/10.1348 /000709909X422530
Coxhead, A. (2012). Researching vocabulary in secondary school English texts: ‘The hunger games’ and more. English in Aotearoa, 78, 34–41. https://doi.org/10. 3316/informit.984965735419059
De Bruin, A. B., Thiede, H., Camp, K. W., & Redford, G. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294-310. https://doi.org/10.1016/j.jecp.2011.02.005
Dewaele, J.-M., & Saito, K. (2024). Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes? Studies in Second Language Learning and Teaching, 14(1), 171–191. https://doi.org/10.14746/ssllt.42376
Dörnyei, Z., & Dewaele, J.-M. (2023). Questionnaires in second language research. (3rd ed). Routledge. https://doi.org/10.4324/9781003331926-2
Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first-and second-language learners. Reading Research Quarterly, 38(1), 78–103. https://doi.org/10.1598/rrq.38.1.4
Hatmanto, E., Sari, M., & Pratolo, B. (2023). Facilitating Social Presence in the Synchronous and Asynchronous English Language Class in Yogyakarta, Indonesia. Journal of Foreign Language Teaching and Learning, 8(2), 150-172. doi:https://doi.org/10.18196/ftl.v8i2.18647
Hatmanto, E. D., Pratolo, B. W., Baskoro, C., & Sudarsi, S. (2023). Unveiling the digital classroom: Exploring students’ perspectives on engaging online discussions in English language education at a private university in Yogyakarta. Teaching English As a Foreign Language Journal, 2(1), 10–19. https://doi.org/10.12928/tefl.v2i1.429
Masykuri, E. S., Nugraheni, I. I., & Kumar, J. A. (2022). Performing discourse students' skill by using video. In Islam, Media and Education in the Digital Era (pp. 336-342). Routledge. https://doi.org/10.1201/9781003219149-49
Fitri, A., Netriwati, N., & Andriani, S. (2021). Sigil Software as an E-Module Development for Mathematics Learning. In AlphaMath: Journal of Mathematics Education.
Hawkins, E. (2005). Out of this nettle, drop-out, we pluck this flower, opportunity: Re-thinking the school foreign language apprenticeship. The Language Learning Journal, 32(1), 4–17. https://doi.org/10.1080/09571730585200141
Hill, C. (2011). What can teachers do to improve reading comprehension?: An examination of second language reading research and implications for English language teaching practices. The Arbutus Review, 2(1), 62–74. https://doi.org /10.18357/tar2120119063
Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment and Evaluation in Higher Education, 45(1), 82–97. https://doi.org/doi.org/10.1080/02602938.2019.1608908
Indra Kusuma, Ngafif, A., & Masykuri, E. S. (2021). E-Learning Usage Analysis in English Language in Universitas Muhammadiyah Purworejo. Scripta : English Department Journal, 8(2), 35–44. https://doi.org/10.37729/scripta.v8i2.1136
Kadir, N. I. A., & Tasir, Z. (2020). Students’ Perceptions and Information-Sharing Patterns in Learning Authoring System Course through Blogging. International Journal of Emerging Technologies in Learning, 15(19), 187–199. https://doi.org/10.3991/ijet.v15i19.10950
Kojik-Kabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83(2), 176-192. https://doi.org/10.1111/0026-7902.00014
Lee, J. H., Ahn, J. J., & Lee, H. (2022). The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis. Studies in Second Language Learning and Teaching, 12(3), 435–458. https://doi.org/10.14746/ssllt.2022.12.3.5
Maharani, P., Alqodri, F., & Cahya, R. A. D. (2015). Pemanfaatan Software Sigil Sebagai Media Pembelajaran E-Learning Yang Mudah , Murah Dan User Friendly Dengan Format Epub Sebagai Sumber Materi. Seminar Nasional Teknologi Informasi Dan Multimedia 2015, 25–30.
Mahlberg, J. (2015). Formative self-assessment college classes improves self- regulation and retention in first/second year community college students. Community College Journal of Research and Practice, 39(8), 772–783. https://doi.org/10.1080/10668926.2014.922134
Muna, N. (2019). Students’ Perception And Motivation In Learning English Through Infographic (A Descriptive Qualitative Study of English Education Department of IAIN Salatiga in Academic Year 2018/2019). Αγαη, 8(5), 55.
Murphy, R. (1998). English Grammar in Use. Cambridge University Press.
Murphy, V. A., & Unthiah, A. (2015). A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL) Educational Endowment Foundation. http:// www.naldic.org.uk/Resources/NALDIC/Research%20and%20Information/D ocuments/eal-systematic-review-prof-v-murphy.pdf
Parapi, J. M. O., Maesaroh, L. I., Basuki, B., & Masykuri, E. S. (2020). Virtual education: A brief overview of its role in the current educational system. Scripta: English Department Journal, 7(1), 8–11.
Gardner, R. C. (1985). Social Psychology and Second Language Learning The Role of Attitudes and Motivation. London : Edward Arnold.
Salsabila, R. P. E. G. (2013). Pengembangan Modul Elektronik Fisika Sebagai Media Instruksional Pokok Bahasan Hukum Newton Pada Pembelajaran Fisika Di SMA. Jurnal Pembelajaran Fisika.
Santoso, S. D., Masykuri, E. S., Widiyono, Y., & Sholeh, K. (2018). Does Sony Vegas Platinum Pro 13 Help Students to Understand Pragmatic Well? 322–325.
Sari, A. S. (2016). Pengembangan buku digital melalui aplikasi sigil pada mata kuliah cookies dan candys. Jurnal Science Tech, 1(2), 46–54. https://doi.org/10.30738/jst.v3i1.1226
Sunjayanto Masykuri, E. (2022). Technology effect of EFL Listening Comprehension to Teaching during Pandemic. Journal of English Teaching and Learning Issues, 5(1). https://doi.org/10.21043/jetli.v5i1.13913
Twist, L., Schagen, I., & Hodgson, C. (2007). Readers and reading: The national report for England 2006 (PIRLS: Progress in International Reading Literacy Study). National Foundation for Educational Research. https://eric.ed.gov/?id=ED504613
Vatoy, K. D., & Smith, K. (2019). Students’ perceptions of teachers’ feedback practice in teaching English as a foreign language. Teaching and Teacher Education, 85, 260–268. https://doi.org/10.1016/j.tate.2019.06.024
Wijayanengtias, M., & Claretta, D. (2020). Student Perceptions of Online Learning During the Covid-19 Pandemic. Kanal: Jurnal Ilmu Komunikasi. https://doi.org/10.21070/kanal.v9i1.685
Wirasasmita, R. H., & Uska, M. Z. (2017). Pengembangan Media Pembelajaran Berbasis Buku Digital Elektronic Publication (Epub) Menggunakan Software Sigil pada Mata Kuliah Pemrograman Dasar. EDUMATIC: Jurnal Pendidikan Informatika, 7(1), 11. https://doi.org/10.29408/edumatic.v1i1.732
Yamin, Moh., Setiawan, S., & Anam, S. (2020). EFL Students’ Perspectives on the Use of Blog towards Their Writing Performance. Pedagogy : Journal of English Language Teaching, 8(2), 115. https://doi.org/10.32332/pedagogy.v8i2.1793
Yunita, W., & Maisarah, I. (2020). Students ’ Perception On Learning Language At The Graduate Program Of English Education Amids The Covid 19 Pandemic. Linguists: Journal of Linguistics and Language Teaching, 6(2). https://doi.org/10.29300/ling.v6i2.3718
Zhang, H., Dai, Y., & Y. (2020). Motivation and second foreign language proficiency: The mediating role of Foreign Language Enjoyment. Sustainability. 12(13). https://doi.org/10.3390/su12041302
Zhang, X., & Lu, X. (2015). Zhang, X., & Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. Modern Language Journal, 99(4), 740-753. Https://doi.org/10.1111/modl.12277. Modern Language Journal, 99(4), 740-753. https://doi.org/10.1111/modl.12277
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 edi Sunjayanto Masykuri, Vоrоnushkinа Olesya Vlаdimirоvnа, Mezentsev Ivan Evgenevichc
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. 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 ELTEJ. 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).
