International Journal of Digital Learning on Languages and Arts (IJODLLA)

A Theoretical Analysis of ChatGPT Integration in Flipped Classrooms to Enhance Personal Learning Space

Risang Baskara — Sun, 30 Jun 2024 00:00:00 +0000

This paper presents a theoretical analysis of the interconnection between ChatGPT, flipped classrooms, and personal learning spaces in higher education. The context of this research is the need to improve teaching and learning support in higher education through research and practice applicable to all disciplines and contexts. This research addresses the following questions: How can ChatGPT be integrated into flipped classrooms to enhance personal learning space? What can theoretical frameworks be used to support this integration? Previous research has shown that flipped classrooms can enhance students' learning outcomes and personal learning space by allowing them to learn at their own pace. However, there is a need for theoretical frameworks that can guide the integration of ChatGPT into flipped classrooms to enhance personal learning space. The primary rationale for this research is to explore theoretical frameworks that can support the integration of ChatGPT into flipped classrooms to enhance personal learning space. This is important because it can enhance students' learning outcomes and promote personalised learning experiences. The research methods used in this paper involve a systematic review of the literature on ChatGPT, flipped classrooms, and personal learning space, followed by a theoretical analysis of the interconnection between these concepts. The main findings of this paper suggest that the integration of ChatGPT into flipped classrooms can enhance personal learning space by providing personalised support and feedback to students. These findings imply that ChatGPT can promote personalised learning experiences and improve teaching and learning support in higher education.

An Analysis of Undergraduate Students’ Ability and Their Difficulties in Identifying Simple, Compound, Complex, and Compound-Complex Sentences

Surya Maulana, Yuli Markhamah, Ahmad Jailani — Sun, 30 Jun 2024 00:00:00 +0000

This paper discusses the result of analyzing the ability of undergraduate students to the difficulty of identifying simple sentences, compound sentences, complex sentences, and compound-complex sentences. A descriptive quantitative approach and a descriptive qualitative approach were used in this study. Descriptive quantitative was used to see the student score test in analyzing simple sentences, compound sentences, complex sentences, and compound-complex sentences. Descriptive qualitative was used to see the result of students’ interviews on their difficulty identifying simple, compound, complex, and compound-complex sentences. This study shows that students' ability mean score was 11.84 from 20 points, the median was 12 from 20 points, and the range was 6 (as a lower score) and 17 (the highest score) from 20 points. Most of the students still have difficulty identifying the formation of simple sentences, compound sentences, complex sentences, and compound-complex sentences. Mainly because they still don’t understand connectors in the four types of sentences, such as subordinate connectors. Therefore students are required to practice writing in order to make it easier to form a simple sentences, compound sentences, complex sentences, and compound-complex sentences.

Kolok.id: An Aplication for Digital Learning Media Integrated with Game and Kolok Dictionary to Improve Kolok Students’ Learning Performance in Covid-19 Pandemic

Sun, 30 Jun 2024 00:00:00 +0000

SD Negeri 2 Bengkala is an inclusive school that aims to improve the quality of education for kolok students. Kolok means dumb and deaf. Problems faced by Kolok students in learning activities namely 1) as they have physical limitations to be unable to speak and hear something, this situation hardly affects their learning process, 2) teachers have not used creative and innovative learning media, 3) Kolok students find difficulties to understand abstract material, moreover when they have nobody as their assistant (kolok translator) to help them understand their lesson. Knowing this situation, Kolok.id is developed to overcome problems encountered by most of kolok students. Kolok.id is an application developed to help kolok students receive lesson easier and facilitate their communication needs. The main features contained in the kolok.id application includes basic competencies and indicators, teaching materials, crossword puzzle games, quizzes, kolok dictionaries, and guide book. Kolok.id application is also relevant to use during the Covid19 pandemic to support Kolok students learning from home. In addition, this application can also be used anytime and anywhere. The development of Kolok.id application uses the method of Multimedia Development Life Cycle (MDLC) which consists of 6 development stages, namely Concept, Design, Material Collecting, Assembly, Testing, and Distribution. Kolok.id application has gone through the testing stages of beta and alpha with very good results.

Language Learning Approaches: A Study Meta-Analysis of Vocabulary Mastery in EFL Learners

Ferri Hidayad, Despita Despita, Fitri Novia, Muhammad Bambang Purwanto — Sun, 30 Jun 2024 00:00:00 +0000

To determine whether language learning is feasible, numerous researchers from around the world have studied this area; nevertheless, no real solution has yet been put forth in this regard. It is simpler to gain a command of the second language or even speak it fluently with linguistic comprehension and knowledge. This study does a meta-analysis of three study programs to examine the applicability of the various strategies and methodologies suggested in this research project related vocabulary learning or lexical knowledge. The results demonstrated that the learners' lexical knowledge strategies encompassed cognitive, metacognitive, social, willpower, and memory techniques. Additionally, competent people preferred making assumptions based on context and scenario and employing dictionary references. Additionally, this study looked into the relationship between the background, circumstance, approach, context, and therapy using a vocabulary acquisition strategy. The findings indicated that while the instructors used particular teaching methods in accordance with their curricula and preferred distinct methods, the L2 beginners came from diverse backgrounds and situations. The study's findings suggest that in order to effectively encourage the new EFL learners to improve their vocabulary, the instructors must be fully aware of the significance of using an appropriate strategy for English language teaching (ELT) in STKIP Muhammadiyah Pagaralam.

The Effect of Storyjumper on Students’ Vocabulary Comprehension

Putu Cleo Chintya Rossa Devi — Sun, 30 Jun 2024 00:00:00 +0000

This study is a quasi-experimental research which aimed to investigate whether there is significant effect of using story jumper on 2nd grade students’ vocabulary comprehension in SDN 1 Semarapura Kangin. The population if this study involved 30 students from each class that was A class that was being the control class and B class that was be the experimental class. The result shows that there is significant difference of the post-test achievement between experimental group and control group proved with T =3.05, Df = 90, and sig. 0.04 (p<0.05). That means there is significant effect of effect of using story jumper on 2nd grade students’ vocabulary comprehension.

The Effect of Gamification of Four-Grade Students’ Writing Competency

Kadek Gita Suryani, I Gede Yoga Permana — Sun, 30 Jun 2024 00:00:00 +0000

This research aims to determine the effect of gamification on fourth grade students' writing competence. This study was an experimental study conducted at SD N 4 Banyuasri, Buleleng, Bali. Using pretest posttest design, this study involved four grade students as the sample of the study. Data collection in this research used several instruments, namely tests (pre-test and post-test), lesson plans, and rubric for analyzing writing. The results of the study found that the post-test score (M= 82.86, Std= 7.507) was higher than the pre-test (M= 42.32, Std= 14.368). The t test results also confirmed that there was a significant difference in the mean score between the pre-test and post-test (Sig≤0.05). During the learning process, students look active and motivated while participating in the learning process in class. This study also present an important discussions towards using gamification in creating motivating and engaging learing environment.