Assessing the Effectiveness of a Combination of Online Applications in Teaching Indonesian Language to University Students in Madagascar

R. Hariyani Susanti(1*)

(1) Universitas Islam Negeri Sultan Syarif Kasim Riau
(*) Corresponding Author

Abstract


The purpose of the study was to investigate the efficiency of teaching Indonesian to foreign students via an online platform. 10 university students from Madagascar University participated in the 1-month Indonesian language course that took place from September 12th to October 8th, 2022. Despite the limitations of the online learning setting, the students were eager to learn and took part in the program. The researchers utilized a combination of Zoom, a puzzle game, and a quizzing tool to support the learning process. A mixed method approach was employed to analyze the data collected. The aim of the study was to gauge the students' perceptions and attitudes towards the online Indonesian language learning process. The results indicate that the online Indonesian language learning approach that involved Zoom, the puzzle game, and the quizzing tool was effective in promoting satisfaction, comfort, and improvement in language skills among the majority of the students.

Article metrics

Abstract views : 75 | views : 10

Full Text:

PDF

References


Babbel. (n.d.). Advantages of Online Language Learning. Retrieved February 6, 2023, from https://www.babbel.com/en/advantages

Brinton, D. M., Snow, M. A., & Wesche, M. (1989). Content-based second language instruction. New York: Newbury House Publishers.

Chen, W. Y., Liang, Y. C., & Liang, K. Y. (2018). The effects of gamification on motivation and learning performance in an online English reading course. Computers & Education, 117, 68-78. https://doi.org/10.1016/j.compedu.2017.11.005

Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Sage publications.

Duolingo. (n.d.). The world's best way to learn a language. Retrieved February 6, 2023, from https://www.duolingo.com/

Hsu, Y. J., & Chiu, C. M. (2016). An investigation of online language learning motivation and self-regulated learning. Educational Technology Research and Development, 64(2), 305-323. https://doi.org/10.1007/s11423-015-9409-7

Rosetta Stone. (n.d.). Online Language Learning with Rosetta Stone. Retrieved February 6, 2023, from https://www.rosettastone.com/online-language-learning/

Li, Y., & Chen, W. Y. (2017). The effects of online learning motivation and learning performance: A meta-analysis of empirical studies. Journal of Educational Technology Development and Exchange, 8(1), 1-17. https://doi.org/10.4018/jetde.2017010101

Lin, Y. S., Liang, Y. C., & Liang, K. Y. (2018). The effects of online discussion on language learning and motivation. British Journal of Educational Technology, 49(2), 259-268. https://doi.org/10.1111/bjet.12456

Liu, T. C., Liu, Y. C., & Chen, W. Y. (2019). The effects of blended learning on students' learning motivation and achievement: A meta-analysis. Educational Technology Research and Development, 67(4), 849-868. https://doi.org/10.1007/s11423-018-9618-x

Levy, M., & Stockwell, P. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Oxford: Oxford University Press.

Sarantakos, S. (2005). Social research (3rd ed.). Palgrave Macmillan.

The British Council. (2021). The Future of English Language Teaching. https://www.britishcouncil.org/research/future-english-language-teaching.




DOI: https://doi.org/10.35314/inovish.v8i1.3133

Refbacks

  • There are currently no refbacks.


View My Stats