The Vocabulary Building Audio-Visual Media: An Innovation in Vocabulary Expertise
DOI:
https://doi.org/10.30605/jsgp.6.1.2023.1994Keywords:
Audio Visual Media, Vocabulary Expertise, Innovation, EnglishAbstract
The success of student learning cannot be separated from the appropriate media and learning strategies. With the support of appropriate resources and new technologies, adult learners may effectively learn languages on their own, anywhere. Lack of knowledge about new technologies lead students to the lack of vocabulary. The existence of new technology must also be supported by the ability of students to master the technology. In connecting with the abilities that students have, the teacher finds obstacles, especially for students with special needs, mentally disabled students. Audio-visual media in the form of Flash card, drawing book and animated learning videos are used in English subjects at SLB Ulaka Penca. This study was conducted to investigate whether or not Audio-visual could be effective media to enhance students’ vocabulary mastery. The findings in this study are in the form of Vocabulary Skills Innovation with the aim of knowing how effective the use of visual auditory strategies, known as the use of audio
Downloads
References
Alizadeh, I. (2016). Vocabulary Teaching Techniques: A Review of Common Practices. In International Journal of Research in English Education, 1 (1). www.ijreeonline.com
Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How to Be Taught. International Journal of Teaching and Education, III (3), 21–34. https://doi.org/10.20472/te.2015.3.3.002 DOI: https://doi.org/10.20472/TE.2015.3.3.002
Antonova, I., Snezhko, Z., & Yuliya, Y. (2019). Sechenov University: The Ways We Teach Medical French Using Authentic Audio Visual Aids. Exchange of Experience. Journal for the Education of Gifted Young Scientists, 7(4), 953-965. DOI: https://doi.org/10.17478/jegys.621922
Aziz, Z. A., & Sulicha, R. (2016). The use of cartoon films as audio-visual aids to teach English vocabulary. English Education Journal, 7(2), 141-154.
Bimo, D. S., & Rensi, M. Y. (2020). Audio visual media versus games media on mastery of English vocabulary for elementary school student. In Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0 (pp. 141-144). Routledge. DOI: https://doi.org/10.1201/9780429289989-39
Caroline U., K., & Sumanjari, S. (2022). Animated Videos For Enlivening Vocabulary Acquisition Among The First Generation Young Learners. The Online Journal of Distance Education and e-Learning, 10(1).
Chacón-Beltrán, R. (2018). Vocabulary learning strategies outside the classroom context: what adults learn in a technology-based learner-centred environment. The Language Learning Journal, 46(5), 583-593. https://doi.org/10.1080/09571736.2018.1503135 DOI: https://doi.org/10.1080/09571736.2018.1503135
Creswell, J. W., & Cresswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Ghalebi, R., Sadighi, F., & Sadegh Bagheri, M. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1824306 DOI: https://doi.org/10.1080/23311908.2020.1824306
Olagbaju, O. O., & Popoola, A. G. (2020). Effects of Audio-Visual Social Media Resources-Supported Instruction on Learning Outcomes in Reading. International Journal of Technology in Education, 3(2), 92-104. DOI: https://doi.org/10.46328/ijte.v3i2.26
Kayi-Aydar H. (2018). Scaffolding Vocabulary Development. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0733 DOI: https://doi.org/10.1002/9781118784235.eelt0733
Kurniawan, F. (2016). The use of audio visual media in teaching speaking. English Education Journal, 7(2), 180-193.
Li, J., Cummins, J., & Deng, Q. (2017). The Effectiveness of Texting To Enhance Academic Vocabulary Learning: English Language Learners’ Perspective. Computer Assisted Language Learning, 30(8), 816-843. https://doi.org/10.1080/09588221.2017.1366923 DOI: https://doi.org/10.1080/09588221.2017.1366923
Muñoz, C., Pujadas, G., & Pattemore, A. (2021). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research, 02676583211015797. DOI: https://doi.org/10.1177/02676583211015797
Nan, C. (2018). Implications of interrelationship among four language skills for high school English teaching. Journal of Language Teaching and Research, 9(2), 418-423. https://doi.org/10.17507/jltr.0902.26 DOI: https://doi.org/10.17507/jltr.0902.26
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at uvniversity level. Procedia-Social and Behavioral Sciences, 28, 78-81. DOI: https://doi.org/10.1016/j.sbspro.2011.11.016
Rinaldi, A. M. (2014). A multimedia ontology model based on linguistic properties and audio-visual features. Information Sciences, 277, 234-246. DOI: https://doi.org/10.1016/j.ins.2014.02.017
Rogers, J. (2018). Teaching/Developing Vocabulary Through Metacognition. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0737 DOI: https://doi.org/10.1002/9781118784235.eelt0737
Sa’d, S. H. T., & Rajabi, F. (2018). Teaching and learning vocabulary: what English language learners perceive to be effective and ineffective strategies. Center for Educational Policy Studies Journal, 8(1), 139-163.
https://doi.org/10.26529/cepsj.492 DOI: https://doi.org/10.26529/cepsj.492
Schuller, B., Valstar, M., Eyben, F., McKeown, G., Cowie, R., & Pantic, M. (2011). Avec 2011–the first international audio/visual emotion challenge. In Affective Computing and Intelligent Interaction: Fourth International Conference, ACII 2011, Memphis, TN, USA, October 9–12, 2011, Proceedings, Part II (pp. 415-424). Springer Berlin Heidelberg. DOI: https://doi.org/10.1007/978-3-642-24571-8_53
Setyaningsih, S. I. S., Fansury, A. H., & Maulina, M. (2022). Verbal-Linguistics Intelligence Towards Student’s Speaking English Skills Using Digital Media (Audio Visual) in the Classroom. Klasikal: Journal of Education, Language Teaching and Science, 4(2), 296-306. DOI: https://doi.org/10.52208/klasikal.v4i2.231
Tsai, S. L. (2010). Language skills and status attainment in Taiwan. Journal of Language, Identity, and Education, 9(4), 229-249. https://doi.org/10.1080/15348458.2010.503914 DOI: https://doi.org/10.1080/15348458.2010.503914
Yu, W., Zeiler, S., & Kolossa, D. (2021, January). Multimodal integration for large-vocabulary audio-visual speech recognition. In 2020 28th European Signal Processing Conference (EUSIPCO) (pp. 341-345). IEEE. DOI: https://doi.org/10.23919/Eusipco47968.2020.9287841
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (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.
