Digital Versus Printed Multilingual Dictionary: Developing Young Learners' English Literacy

Authors

  • Ni Made Ratminingsih Ganesha University of Education
  • Ketut Agustini Ganesha University of Education
  • I Gede Budasi Ganesha University of Education
  • Luh Putu Sri Adnyani Ganesha University of Education
  • I Ketut Trika Adi Ana Ganesha University of Education

DOI:

https://doi.org/10.17507/tpls.1212.05

Keywords:

digital dictionary, literacy, multilingual dictionary printed dictionary, young learners

Abstract

This study aimed to compare the effect of digital and printed multilingual dictionaries on young learners' literacy. Besides, it also explored the students’ responses on the implementation of those dictionaries. To achieve the study's objectives, the researchers followed a sequential mixed method that started with the quantitative method and followed with the qualitative method. There were two classes involved in this study. Those two classes were selected using the matching technique. One class was treated as an experimental class, while the other was the control class. To collect the study's data, the researchers used a literacy test for the quantitative method and a questionnaire, and an interview guide for the qualitative method. The quantitative data were analyzed statistically using an independent t-test, while the qualitative data were analyzed using an interactive data analysis model. This study statistically confirmed that the digital multilingual dictionary was better than the printed dictionary. The results of the questionnaire and interview supported the finding that young learners had positive responses toward the use of both dictionary, however they also affirmed that the digital dictionary was more interesting and could help them more to study English vocabulary with the pronunciations.

Author Biographies

Ni Made Ratminingsih, Ganesha University of Education

English Language Education

Ketut Agustini, Ganesha University of Education

Informatics Engineering Education

I Gede Budasi, Ganesha University of Education

English Language Education

Luh Putu Sri Adnyani, Ganesha University of Education

English Language Department

I Ketut Trika Adi Ana, Ganesha University of Education

English Language Education

References

Abrori. (2018). Improving Reading Literacy Strategy through Seven Programs of Reading Interest containing Da ’ wah Message. Attarbiyah: Journal of Islamic Culture and Education, 3(2), 205–225. https://doi.org/10.18326/attarbiyah.v3i2.205-225

Agustini, K., Santyasa, I. W., & Ratminingsih, N. M. (2019). Analysis of competence on “TPACK”: 21st century teacher professional development. Journal of Physics: Conference Series, 1387(1), 012035. https://doi.org/10.1088/1742-6596/1387/1/012035

Akbar, A. (2017). Membudayakan literasi dengan program 6M di sekolah dasar. JPSD, 3(1), 42–52.

Al-Amin, M., Zubayer, A. Al, Deb, B., & Hasan, M. (2021). Status of tertiary level online class in Bangladesh: students’ response on preparedness, participation and classroom activities. Heliyon, 7(1), e05943. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e05943

Alharbi, M. A. (2016). Using different types of dictionaries for improving EFL reading comprehension and vocabulary learning. The JALT CALL Journal, 12(2), 124–149.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal & Education, 3(3), 21–34.

Amirian, S. M. R., & Heshmatifar, Z. (2013). The impact of using digital dictionary on vocabulary learning and retention of Iranian EFL learners. Int. J. Res. Studies in Educ. Tech, 2, 35–44.

AndréBusch, P., & McCarthy, S. (2021). Antecedents and consequences of problematic smartphone use: A systematic literature review of an emerging research area. Computers in Human Behavior, 114, 106414. https://doi.org/https://doi.org/10.1016/j.chb.2020.106414

Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2–2, 100022. https://doi.org/https://doi.org/10.1016/j.ijedro.2020.100022

Cenoz, J. (2013). Defining multilingualism. Ann. Rev. App. Ling, 33, 3–18.

Chan, A. Y. (2012). Advanced Cantonese ESL learners’ use of a monolingual dictionary for language production Lexikos. Lexikos, 22, 109–138.

Chan, P., Kim, S., Garavalia, L., & Wang, J. (2018). Implementing a strategy for promoting long-term meaningful learning in a pharmacokinetics course. Currents in Pharmacy Teaching and Learning, 10(8), 1048–1054. https://doi.org/https://doi.org/10.1016/j.cptl.2018.05.013

Clair-Thompson, H. N., Graham, A., & Marsham, S. (2018). Exploring the reading practices of undergraduate students. Educ. Inq, 9, 284–298.

Condliffe, B., Quint, J., G, V. M., R, B. M., Drohojowska, S., L, S., & Nelson, E. (2017). Project-based learning: A literature review. MDRC. Retrieved September 09, 2021, from https://eric.ed.gov/?id=ED578933

Dashtestani, R. (2013). EFL teachers’ and students’ perspectives on the use of digital dictionaries for learning English. CALL-EJ, 14(2), 51–65.

DiMattio, M. J. K., & Hudacek, S. S. (2020). Educating generation Z: Psychosocial dimensions of the clinical learning environment that predict student satisfaction. Nurse Education in Practice, 49, 102901. https://doi.org/https://doi.org/10.1016/j.nepr.2020.102901

Djonov, E., Torr, J., & Stenglin, M. (2018). Early language and literacy: Review of research with implications for early literacy programs at NSW public libraries. Department of Educational Studies, Macquarie University.

European Commission. (2007). Final report: High level group on multilingualism. Retrieved July 17, 2021, from https://www.voced.edu.au/content/ngv%3A28744

FactMaps. (2017). PISA worldwide ranking-average score of math, science, and reading. Retrieved September 07, 2021, from http://factsmaps.com/pisa-worldwide-ranking-average-score-of-math-science-reading/

Faraj, A. K. A. (2015). Effective strategies for turning receptive vocabulary into productive vocabulary in efl context. Journal of Education and Practice, 6(27), 10–19.

Filer, B. (2017). Paper or Electronic Dictionaries : A Comparison. JALT2016: Transformation in Language Education, 235–242.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. McGraw-Hill.

Ganesis, A. (2019). Manfaat literasi: Pengertian, tujuan, jenis dan contohnya [Benefits of literacy: Definition, purpose, types and examples]. Retrieved August 12, 2021, from https://materibelajar.co.id/manfaat-literasi/

Harususilo, Y. E. (2019). Skor PISA terbaru Indonesia, ini 5 PR besar pendidikan pada era Nadiem Makarim [Indonesia's latest PISA scores, these are 5 big homework assignments in education in the Nadiem Makarim era]. Retrieved August 12, 2021, from https://edukasi.kompas.com/read/2019/12/04/13002801/skor-pisa-terbaru-indonesia-ini-5-pr-besar-pendidikan-pada-era-nadiem-makarim?page=all

Hirai, D. L. C., Borrego, I., Garza, E., Kloock, C. T., Wakelee, D., & Murray, V. (2010). Academic Language/Literacy Strategies for Adolescents: A “how to” manual for educators. Routledge.

Jaciow, M., & Wolny, R. (2021). New Technologies in the Ecological Behavior of Generation Z. Procedia Computer Science, 192, 4780–4789. https://doi.org/https://doi.org/10.1016/j.procs.2021.09.256

Knezevic, L., Resetar, S. H., Miskeljin, I., & Milic, M. (2021). Millennials as dictionary users: A study of dictionary use habits of Serbian EFL students. SAGE Open. https://doi.org/10.1177/21582440211008422

Lew, R. (2016). Dictionaries for learners of English. Language Teaching, 49(2), 291–294. https://doi.org/10.1017/S026144481500049X

Loan, F. A. (2009). Impact of technology on reading habits: A glimpse on the world literature Nat. In Sem. Role of School Libraries in Quality Education (pp. 212–218).

Mahini, F., Forushan, Z. J.-A., & Haghani, F. (2012). The Importance of teacher’s role in technology-based education. Procedia - Social Behavioral Sciences, 46, 1614–1618,.

Medina, S. A. L. (2019). Effects of reading strategy and dictionary instruction in an undergraduate foreign language reading comprehension group. Folio, 50, 127–138.

Miagah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(10), 309–319.

Milić, M., Glušac, T., & Kardoš, A. (2018). The effectiveness of dictionary-aided teaching standardization of English-based sports terms in Serbian. Lexikos, 28, 1–25. https://doi.org/10.5788/28-1-14.65

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/https://doi.org/10.1016/j.ssaho.2020.100101

Nasri, N., Eslami Rasekh, A., Vahid Dastjerdy, H., & Amirian, Z. (2015). A study of Iranian EFL teachers’ perceptions and practices regarding learner autonomy. International Journal of Research Studies in Education, 4(4), 3–12. https://doi.org/10.5861/ijrse.2015.998

Niklas, F., Cohrssen, C., & Tayler, C. (2016). The Sooner, the Better: Early Reading to Children. SAGE Open, 1–11. https://doi.org/10.1177/2158244016672715

Ozkan, M., & Solmaz, B. (2015). Mobile Addiction of Generation Z and its Effects on their Social Lifes: (An Application among University Students in the 18-23 Age Group). Procedia - Social and Behavioral Sciences, 205, 92–98. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.09.027

Parsons, J. J., & Oja, D. (2013). Computer concepts. Course Technology Cengage Learning. Retrieved September 09, 2021, from https://books.google.co.id/books?id=legKAAAAQBAJ&pg=RA1-PA2&source=gbs_

Patesan, M., Balagiu, A., & Zechia, D. (2019). Vocabulary acquisition. International Conference Knowledge-Based Organization, 25(2), 300–304.

Pichler, S., Kohli, C., & Granitz, N. (2021). DITTO for Gen Z: A framework for leveraging the uniqueness of the new generation. Business Horizons, 64(5), 599–610. https://doi.org/https://doi.org/10.1016/j.bushor.2021.02.021

Piper, B., Zuilkowski, S. S., Kwayumba, D., & Strigel, C. (2016). Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya. International Journal of Educational Development, 49, 204–214. https://doi.org/https://doi.org/10.1016/j.ijedudev.2016.03.006

Prasetiyo, W. H., Naidu, N. B. M., Sari, B. I., Mustofa, R. H., Rahmawati, N., Wijaya, G. P. A., & Hidayat, O. T. (2021). Survey data of internet skills, internet attitudes, computer self-efficacy, and digital citizenship among students in Indonesia. Data in Brief, 39, 107569. https://doi.org/https://doi.org/10.1016/j.dib.2021.107569

Putra, S. (2020). Pengertian literasi: Tujuan, manfaat, macam macam literasi & contohnya [Definition of literacy: Purpose, benefits, types of literacy and examples.]. Retrieved August 15, 2021, from https://salamadian.com/pengertian-literasi/

Ratminingsih, N M, & Budasi, I. G. (2019). Printed media versus digital media: Which one is more effective? Advances in Social Science, Education and Humanities Research, 394 49–55.

Ratminingsih, N M, Budasi, I. G., & Kurnia, W. D. A. (2020). Local culture-based storybook and its effect on reading competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a.

Ratminingsih, Ni Made, & Budasi, I. G. (2018). Local culture-based picture storybooks for teaching English for young learners. SHS Web Conf 42 Global Conf. on Teach., Assess. & Learn. in Educ. https://doi.org/10.1051/shsconf/20184200016

Ratminingsih, Ni Made, Budasi, I. G., & Kurnia, W. D. A. (2020). Local culture-based storybook and its effect on reading competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a

Rezaei, M., & Davoudi, M. (2016). The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension. Journal of Education and Learning, 5(3), 139–148. https://doi.org/10.5539/jel.v5n3p139

Rogers, A. (2014). Multilingualism in education: The role of first language. Ind. J. App.Ling, 4, 1–9.

Safrizal, Putra, D. I., Sofyan, S., & Bimo. (2020). General guidelines for facing the Covid-19 pandemic for local governments: Prevention, control, diagnosis and management. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004

Sakdiyakorn, M., Golubovskaya, M., & Solnet, D. (2021). Understanding Generation Z through collective consciousness: Impacts for hospitality work and employment. International Journal of Hospitality Management, 94, 102822. https://doi.org/https://doi.org/10.1016/j.ijhm.2020.102822

Saltanat, M., & Kellen, K. (2019). Faculty’s beliefs about multilingualism and a multilingual pedagogical approach. Section Education and Educational Research, NORDSCI Conference, 57–70.

Sawyer, B. E., Cycyk, L. M., Sandilos, L. E., & Hammer, C. S. (2018). So many books they don’t even all fit on the bookshelf: An examination of low-income mothers’ home literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 338–372. https://doi.org/10.1177/1468798416667542

Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/https://doi.org/10.1016/j.teln.2020.09.002

Setyawan, A. (2015). Pengertian dan jenis-jenis kamus. Retrieved September 24, 2021, from https://belajarbahasa.id/artikel/dokumen/88-pengertian-dan-jenis-jenis-kamus-

Suhery, D., Al-Mamri, M. J., & Khaled, A. S. (2019). Learning harmony model through multilingual and multicultural education in Islamic boarding school (A case study in Darul Arafah Raya, North Sumatra, Indonesia. International Journal of English Language, Literature in Humanities, 7(2), 115–135.

Sunday, O. J., Adesope, O. O., & Maarhuis, P. L. (2021). The effects of smartphone addiction on learning: A meta-analysis. Computers in Human Behavior Reports, 4, 100114. https://doi.org/https://doi.org/10.1016/j.chbr.2021.100114

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/https://doi.org/10.1016/j.compedu.2015.11.008

Takács, Á., Eigner, G., L., K., I., R., & T, H. (2016). Teacher’s Kit: Development, Usability and Communities of Modular Robotic Kits for. Classroom Education IEEE Robotics & Automation Magazine, 23(2), 30–39.

Tan, S. C., & Wong, A. F. L. (2004). Teaching and Learning with Technology: An Asia-Pacific Perspective. Pearson Education Asia Pte Limited.

Trinh, T. L. A., Tran, T. K. N., Vo, T. B. N., & Huynh, T. T. S. (2021). The Difference Effects of Paper Dictionaries vs. Online Dictionaries. AsiaCALL Online Journal, 12(3), 28–38. Retrieved September 12, 2021, from https://asiacall.info/acoj

Tulgar, A. T. (2017). Dictionary use of undergraduate students in foreign language departments in Turkey at present. Universal Journal of Educational Research, 5(12B), 51–57. https://doi.org/10.13189/ujer.2017.051406

Wei, L. (2011). Multilinguality, multimodality, and multicompetence: Code- and modeswitching by minority ethnic children in complementary schools. The Modern Language Journal, 95(3), 370–383. Retrieved September 09, 2021, from http://www.jstor.org/stable/41262373

Wijayanti, S. H. (2020). Indonesian students’ reading literacy. Adv. in Soc. Sci. Educ. & Hum. Res, 390, 61–65.

Wulandari, P. R., Ratminingsih, N. M., & Budasi, I. G. (2021). Multilingual thematic picture dictionary: Assisting young learners’ literacy Int. J. Lang. & Lit, 5, 20–30.

Zin, M. Z. M., Sakat, A. A., Ahmad, N. A., & Bhari, A. (2013). Relationship Between the Multimedia Technology and Education in Improving Learning Quality. Procedia - Social and Behavioral Sciences, 90, 351–355. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.07.102

Downloads

Published

2022-12-01

Issue

Section

Articles