The Effects of Multimedia Learning and Vocabulary Mastery on Students’ Japanese Reading Skills
DOI:
https://doi.org/10.21512/lc.v10i1.922Keywords:
multimedia learning, vocabulary mastery, reading skills, Japanese studentsAbstract
The objective of this research was to determine the effects of multimedia learning and vocabulary mastery on students’ Japanese Reading skills which used two-way treatment experiment design. This research was conducted at The Japanese Language Program, Faculty of Humanities – UNSOED with 48 students as the sample. The method used in this study was an experimental method with treatment by level 2 x 2 design. The formulation of this research was the effect of Rosetta Stone and Tell Me More Japanese multimedia learning against Japanese reading skill and the effect of vocabulary (high and low) to the Japanese reading skills. The results of this study are students’ Japanese reading skills presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. There are any effects of interaction among multimedia learning and vocabulary mastery on students’ Japanese Reading skills. Besides that, students’ Japanese Reading skills who have high-level vocabulary mastery and presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. Then, students’ Japanese Reading skills who have low-level vocabulary mastery and presented by “Tell Me More Japanese” is better than those presented by “Rosetta Stone”.
Plum Analytics
References
Al Qahtani, M. (2015).The Importance of Vocabulary in language Learning and How to be Taught. International Journal of Teaching and Education 3(3). 21-34. Retrieved February 20th 2016 from http://www.iises.net/international-journal-of-teachingeducation/publication-detail-213.doi:10.20472/
TE.2015.3.3.002.
Carrol, J. M., Crane, C. B., Duff, F. J., Hulme, C., & Snowling, M. J. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. London: John Wiley & Sons Ltd.
Cohen, M. T., and Johnson, H. L. (2011). Improving the Acquisition of Novel Vocabulary through the Use of Imagery Inventions. Early Childhood Education Journal, 38(5),357-366.
Emzir. (2012). Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif. Jakarta: Rajawali Press.
Grabe, W. (2010). Fluency in reading - Thirty-five years late.
Journal of Reading in a Foreign Language, 22(1). Retrieved February 22nd 2016 from nflrc.hawaii.edu/ rfl/April2010/articles/grabe.pdf
Jong, T. d. (2009). Cognitive Load Theory, Educational Research and Instructional Design: some food for thought. Instructional Science 38, 105–134. Retrieved February 22nd 2016 from http://www.csuchico.edu/~nschwartz/de%20jong%20
cognitive%20load%20final%20IS.pdf. doi: 10.1007/
s11251-009-9110-0
Leutner, D., Leopold, C., and Sumfleth, E. (2009). Cognitive Load and Science Text Comprehension: Effects of Drawing and Mentally Imagining Text Content. Computers in Human Behavior 25, 284–289.
Makino, S., Mills, D., Monane, T., and Stevenson, K.(2008).
ACTFL Japanese Proficiency Guideline. Foreign Language Annals, 20(6), 289-603.
Malik S., & Agarwal, A.(2012). Use of Multimedia as a New Educational Technology Tool–A Study. International Journal of Information and Education Technology, 2(5). Retrieved February 21st 2016 from ijiet.org/papers/181-T10039.pdf
Mayer, R. E. (2014). Introduction to Multimedia Learning in Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Morreillon, J. (2007). Collaborative strategies for teaching reading comprehension maximizing your impact. Chicago: American Library Association.
Nation, P., & Chung, T. (2009). Teaching and Testing Vocabulary. In Alan Davies and Chaterine Elder (Eds.), The Handbook of Applied Linguistics. Oxford: Blackwell Publishing.
Okuyama, Y. (2007). Call Vocabulary Learning in Japanese:
Does Romaji Help Beginners Learn More Words?. CALICO Journal, 24 (2). Retrieved March 21st 2015 from http://www.editlib.org/p/74264/
Probst, R. E. (2015). Transactional Theory in the Teaching of Literature, ERIC Digest. Retrieved March 21st 2015 from http://www.ericdigests.org/pre-926/theory.htm
Shihab, I. A. (2011). Reading as Critical Thinking. Asian Social Science, 7 (8). Retrieved March 21st 2015 The Effects of Multimedia Learning and Vocabulary Mastery .... (Haryono) 47
from http://www.ccsenet.org/ass.doi:10.5539/ass.
v7n8p20.(accessed:21/03/2015, 12:13)
Schmitt, N.(2007). Vocabulary in Language Teaching. New
York: Cambridge University Press.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. 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 acknowledgment of its initial publication in this journal.
c. 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.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
