Developing E-dictionary based on MIT App Inventor for Preschool Students
DOI:
https://doi.org/10.30762/ijomer.v2i2.3607Keywords:
E-dictionary, preschool, research and development, vocabularyAbstract
Living in a technologically driven world, students are affected by the latest technological products since they have not been a student yet. Thus, as a teacher we are demanded to be wise and aware in selecting media to deliver our materials in teaching. We should understand that our students now are millennials and they use digital technology in their daily lives. This current study intended to develop E-Dictionary based on MIT App Invertor in teaching English vocabulary for preschool students. In developing the product this study adapted the R& D model from Borg and Gall. They are seven steps prosecuted in this present study: (1) Need analysis, (2) Media Development, (3) Expert Validation, (4) Revision, (5) try Out, (6) Second Revision, and the last (7) is Final Product. The final product was E-dictionary with supporting facilities such as the pictures, sounds, quizzes, reminders, etc. This project appears to help teachers convey English instructions in ease during the teaching learning process. The result suggest that E-dictionary developed impact positively to the teacher as well as the students.
Downloads
References
Akour, M., Alsghaier, H., & Aldiabat, S. (2020). Game-based learning approach to improve self-learning motivated students. International Journal of Technology Enhanced Learning, 12(2), 146–160.
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.
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.
Chambers, F., & Sandford, R. (2018). Learning to be human in a digital world: a model of values fluency education for physical education. Sport, Education and Society.
Cowan, K., & Flewitt, R. (2021). Moving from paper-based to digital documentation in Early Childhood Education: democratic potentials and challenges. International Journal of Early Years Education, 1–19.
Dashtestani, R. (2013). EFL teachers’ and students’ perspectives on the use of digital dictionaries for learning English. CALLEJ, 14(2), 51–65.
Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200–212.
Isikoglu Erdogan, N., Johnson, J. E., Dong, P. I., & Qiu, Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47(2), 131–142.
Johnson-Barlow, E.M.; Lehnen, C. (2021). A scoping review of the application of systematic instructional design and instructional design
models by academic librarians. J. Acad. Librariansh, 47, 102382.
Lawrence, S. M. (2018). Preschool children and iPads: Observations of social interactions during digital play. Early Education and Development, 29(2), 207–228.
Lindberg, R. S. N., Laine, T. H., & Haaranen, L. (2019). Gamifying programming education in K‐12: A review of programming curricula in seven countries and programming games. British Journal of Educational Technology, 50(4), 1979–1995.
Li, X., & Chu, S. K. W. (2021). Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52(1), 160–178.
Magnusson, L. O. (2021). Digital technology and the subjects of literacy and mathematics in the preschool atelier. Contemporary Issues in Early Childhood, 1463949120983485.
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 44–65.
Ratminingsih, N. M., Agustini, K., Budasi, I. G., Adnyani, L.P.S., & Ana, I.K.T.A. (2022). Digital Versus Printed Multilingual Dictionary:
Developing Young Learners' English Literacy. Theory and Practice in Language Studies, Vol. 12, No. 12, pp. 2508-2518. DOI: https://doi.org/10.17507/tpls.1212.05
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.
Rulyansah, A., Hidayat, M.T., Rihlah, J., Shari, D., & Mariati, P. (2023). Digital Play for Enhancing Language Learning in Early Grades. Pegem Journal of Education and Instruction, Vol. 13, No. 2, 182-190. DOI: 10.47750/pegegog.13.02.22 https://files.eric.ed.gov/fulltext/EJ1386834.pdf
Schall-Leckrone, L. (2018). Coursework to classroom: Learning to scaffold instruction for bilingual learners. Teacher Education Quarterly, 45(1), 31–56.
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
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
Trust, T., & Pektas, E. (2018). Using the ADDIE model and universal design for learning principles to develop an open online course for
teacher professional development. J. Digit. Learn. Teach. Educ., 34, 219–233.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Fakultas Tarbiyah, Institut Agama Islam Negeri Kediri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
