歌曲与Wondershare QuizCreator在听力教学中的效果

IF 2.5 3区社会学 Q2 DEVELOPMENT STUDIES European Journal of Development Research Pub Date : 2022-11-30 DOI:10.28926/jdr.v6i2.249

M. Huda, Feri Huda

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引用次数: 0

摘要

本研究的目的是评估歌曲与Wondershare QuizCreator在听力教学中的有效性。英语教学是基于听力的方法，包括学生做练习题的活动。学生学习英语听力的主要问题是词汇掌握水平低。这导致学习过程不是很有效，与期望相差甚远。教师可以使用歌曲与Wondershare QuizCreator在教学听力。根据Wondershare QuizCreator使用歌曲进行治疗的分析结果显示，F = 12.175，概率(P)为0.001，平均值为80.490。与此同时，课堂教学没有使用歌曲与Wondershare QuizCreator显示66.636。类使用歌曲与Wondershare QuizCreator的平均值大于不使用歌曲与Wondershare QuizCreator的类。这意味着使用Wondershare QuizCreator的歌曲在95%的置信度上取得了更好的成绩。可以得出结论，歌曲与Wondershare Quizcreator可以作为额外的替代教学听力。

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The Effectiveness of Song with Wondershare QuizCreator in Teaching Listening

The purpose of this study is to evaluate the effectiveness of songs with Wondershare QuizCreator in teaching listening. English is taught based on listening approach that involves students’ activity in doing a worksheet. The main problem of learning listening for students in SMPN 2 Sutojayan is they have low vocabulary mastery. This causes the learning process is not quite effective far from what is being hoped. A teacher can use song with Wondershare QuizCreator in teaching listening. Based on the result of analysis Treatment using song with Wondershare QuizCreator shows that F = 12.175, the probability (P) is 0.001 and the mean is 80.490. Meanwhile, the Class taught without using Song with Wondershare QuizCreator shows 66.636. The mean of class using Song with Wondershare QuizCreator is greater than a class which is not using Song with Wondershare QuizCreator. This means that using song with Wondershare QuizCreator gives better achievement in the level of confidence 95%. It can be concluded that song with Wondershare Quizcreator can be used as additional alternative to teach listening.

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来源期刊

European Journal of Development Research DEVELOPMENT STUDIES-

CiteScore

5.70

自引率

4.00%

发文量

期刊介绍： The European Journal of Development Research (EJDR) redefines and modernises what international development is, recognising the many schools of thought on what human development constitutes. It encourages debate between competing approaches to understanding global development and international social development. The journal is multidisciplinary and welcomes papers that are rooted in any mixture of fields including (but not limited to): development studies, international studies, social policy, sociology, politics, economics, anthropology, education, sustainability, business and management. EJDR explicitly links with development studies, being hosted by European Association of Development Institutes (EADI) and its various initiatives. As a double-blind peer-reviewed academic journal, we particularly welcome submissions that improve our conceptual understanding of international development processes, or submissions that propose policy and developmental tools by analysing empirical evidence, whether qualitative, quantitative, mixed methods or anecdotal (data use in the journal ranges broadly from narratives and transcripts, through ethnographic and mixed data, to quantitative and survey data). The research methods used in the journal''s articles make explicit the importance of empirical data and the critical interpretation of findings. Authors can use a mixture of theory and data analysis to expand the possibilities for global development. Submissions must be well-grounded in theory and must also indicate how their findings are relevant to development practitioners in the field and/or policy makers. The journal encourages papers which embody the highest quality standards, and which use an innovative approach. We urge authors who contemplate submitting their work to the EJDR to respond to research already published in this journal, as well as complementary journals and books. We take special efforts to include global voices, and notably voices from the global South. Queries about potential submissions to EJDR can be directed to the Editors. EJDR understands development to be an ongoing process that affects all communities, societies, states and regions: We therefore do not have a geographical bias, but wherever possible prospective authors should seek to highlight how their study has relevance to researchers and practitioners studying development in different environments. Although many of the papers we publish examine the challenges for developing countries, we recognize that there are important lessons to be derived from the experiences of regions in the developed world. The EJDR is print-published 6 times a year, in a mix of regular and special theme issues; accepted papers are published on an ongoing basis online. We accept submissions in English and French.