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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Academia Open
Khoirul Umam
SMA Muhammadiyah 2 Sidoarjo
Humanities Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health

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The Relationship Between Student’s Habit of Watching English YouTube Content and Vocabulary Mastery Rahmi Maulidiyah; Sheila Agustina; Khoirul Umam
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 13, No 1 (2023)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.13.1.2023.49-66

Abstract

Vocabulary mastery is a crucial skill for English language learners. It will be much simpler for students to communicate verbally and in writing if they have a strong command of the English language's vocabulary. Considering this issue, this research aims to investigate the correlation between how often Senior High School students watch English content on YouTube and how well they know their vocabulary. In this research, the method is quantitative and the design is a correlation. This research population was eleventh graders of a Senior High School in Sidoarjo, while the sample was 45 students majoring in science. The first data collection instrument was a questionnaire used to collect data on student habit of watching English YouTube content. The second instrument was a vocabulary test used to collect data on students’ vocabulary mastery. Both results of data collection were analyzed and calculated using Microsoft Excel 2013 and SPSS version 26. This research found that the r-count was higher than the r-table. The r-count was 0.528 while the r-table was 0.294. It indicated a significant correlation between the two variables. The more often the students watch English YouTube content, the greater their vocabulary mastery. Then, H1 is accepted and H0 is rejected.
Teachers' Views on Technology in Teaching English at Senior High School Level in Sidoarjo Yuli Astutik; Nurul Faiza; Zahra Novianti; Naura Nabzifa; Binar Fajar Ismail; Khoirul Umam; Hartini Diaz Febrian; Pratiwi Samsugiyarni
Academia Open Vol. 9 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.10385

Abstract

The integration of technology in English language teaching has significantly reshaped educational practices at senior high school levels. This study investigates teachers' perspectives on the impact of technology on English learning at SMA Muhammadiyah in Sidoarjo, identifying its benefits and challenges. While technology enhances teaching effectiveness by fostering interactive, engaging, and resource-rich environments, it also poses challenges such as inadequate teacher training and difficulties in managing student focus. This research employs a qualitative methodology, involving semi-structured interviews with three English teachers representing different grade levels. The findings reveal that tools like smartboards and platforms such as Nearpod improve student engagement, lesson flexibility, and administrative efficiency. Teachers also highlighted the role of technology in creative lesson delivery and reducing convensional workloads, enabling a more dynamic and enjoyable learning experience. However, disparities in technology access across classrooms and students' overreliance on gadgets were identified as significant barriers. The study underscores the importance of continuous teacher training and equitable technological infrastructure to maximize its benefits. It also emphasizes the necessity for strategic adaptation in leveraging technology to align with students' needs while addressing classroom management challenges. These insights provide a foundation for advancing the integration of technology into English language teaching, promoting more inclusive and impactful educational practices. Highlights: Interactive Tools: Smartboards and platforms like Nearpod enhance student engagement and lesson flexibility. Teacher Challenges: Inadequate training and managing student focus are key barriers to effective technology use. Equitable Access: Ensuring consistent technological resources across classrooms is vital for inclusivity. Keywords: technology integration; English teaching; teacher perspectives; qualitative research; classroom innovation.
Co-Authors Agustina, Sheila Binar Fajar Ismail Hartini Diaz Febrian Naura Nabzifa Nurul Faiza Pratiwi Samsugiyarni Rahmi Maulidiyah Yuli Astutik Zahra Novianti