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Abstract
In this digital era, many scholars have reported the effectiveness of digital educational platforms in teaching English grammar. However, little research has utilized digital media, such as YouTube videos and the Quizizz platform, to teach TOEFL grammar. To fill this gap, this research aims to investigate the effect of and students’ perceptions of these two platform interventions on students’ grammar mastery for TOEFL. This experimental one-group pre-test-post-test design was applied to students of the Registration Certificate for Nutrition program at the Bengkulu Health Polytechnic of the Ministry of Health, consisting of 42 persons. The data of this research were the grammar tests given in the pre-test and post-test and the students’ perception questionnaire. A non-parametric Wilcoxon test using SPSS package version 16 and descriptive statistics were used to analyze the data. The result indicates that students’ grammar mastery for TOEFL preparation improved after giving interventions using YouTube and Quizizz platforms. Moreover, the results show students overwhelmingly perceive YouTube videos and Quizizz quizzes as highly effective for improving their grammar mastery for TOEFL preparation. They strongly believe their understanding of grammar improves and express high motivation, confidence, engagement, and effectiveness in applying and remembering grammar concepts. In brief, this result emphasizes the efficacy of utilizing multimedia resources and interactive platforms within educational settings, particularly in teaching English grammar. It is suggested instructors are encouraged to incorporate YouTube videos and Quizizz quizzes into TOEFL preparation courses to boost grammar mastery, leveraging multimedia resources for enhanced learning outcomes in the digital era.
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Copyright (c) 2024 Dedi Jasrial, M Zaim, Wisma Yunita
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Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
The Effect of Digital Media on Grammar Mastery for TOEFL Preparation. (2024). Journal of English Education and Teaching, 8(2), 386–399. https://doi.org/10.33369/jeet.8.2.386-399
References
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Aiken, L. R. (1985). Three coefficient for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Alessandri, G., Zuffianò, A., & Perinelli, E. (2017). Evaluating intervention programs with a pretest-posttest design: A structural equation modeling approach. Frontiers in Psychology, 8(MAR), 1–12. https://doi.org/10.3389/fpsyg.2017.00223
Arsyad, S., Waluyo, B., & Maisarah, I. (2024). Enhancing TOEFL performance and student motivation through integrated flipped and gamified learning in online settings. Human Behavior and Emerging Technologies, 2024. https://doi.org/10.1155/2024/1054242
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Wadsworth Cengage Learning.
Asifayanti, Weda, S., & Abduh, A. (2021). Exploring teachers’ perception on gamification in online grammar teaching. Journal of Art, Humanity & Social Studies, 1(4), 1–11.
Badash, M., Harel, E., Carmel, R., & Waldman, T. (2020). Beliefs versus declared practices of english as a foreign language (EFL) teachers regarding teaching grammar. World Journal of English Language, 10(1), 49–61. https://doi.org/10.5430/wjel.v10n1p49
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary. Teaching English with Technology, 18(1), 53–76.
Effendi, M. S., Rokhyati, U., & Rachman, U. A. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42–46. https://doi.org/10.20431/2347-3134.0501005
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4
Fitria, T. N. (2021). Students ’ ability in the structure and written expression section in TOEFL prediction test. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 152–163. https://doi.org/10.22219/celtic.v8i2.16373
Girón-García, C., & Fortanet-Gómez, I. (2023). Science dissemination videos as multimodal supporting resources for ESP teaching in higher education. English for Specific Purposes, 70, 164–176. https://doi.org/10.1016/j.esp.2022.12.005
Habibah, F. A. F. (2019). The effects of teaching media and grammar mastery towards students’ speaking skill at state junior high schools in Tangerang Banten. Pujangga, 4(2), 95. https://doi.org/10.47313/pujangga.v4i2.704
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Hu, J., Peng, Y., Chen, X., & Yu, H. (2021). Differentiating the learning styles of college students in different disciplines in a college English blended learning setting. PLoS ONE, 16(5 May), 1–26. https://doi.org/10.1371/journal.pone.0251545
Jasrial, D., Yunita, W., & Villia, A. S. (2022). Exploring the Indonesian nursing students’ difficulties in answering the TOEFL prediction test. Metathesis: Journal of English Language, Literature, and Teaching, 6(2), 213–224. https://doi.org/10.31002/metathesis.v6i2.97
Lastari, D. S. (2022). Using Quizizz application to enhance students’ grammar competence. Eduscience : Jurnal Ilmu Pendidikan, 7(02). https://doi.org/10.47007/edu.v7i02.5535
Lijo, R., Castro, J. J., & Quevedo, E. (2024). Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis. Heliyon, 10(3). https://doi.org/10.1016/j.heliyon.2024.e24856
Mart, Ç. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in Language Studies, 3(1), 124–129. https://doi.org/10.4304/tpls.3.1.124-129
Montes, J., Jovelo, J., Monares, D., Salapa, L., Tripole, R., & Barza, J. (2020). Challenges and Strategies in Learning English Grammar of Selected Grade 12 General Academic Strand Students in Bestlink College of the Philippine. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1), 421–432. https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/issue/view/54/70
Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297–308. https://doi.org/10.25134/erjee.v10i1.5412
Muslem, A., Sahardin, R., Heriansyah, H., Fata, I. A., Djalaluddin, Y., & Hankinson, E. (2022). YouTube teaching materials with peer support to improve students’ mastery of subject content learning. Studies in English Language and Education, 9(2), 651–666. https://doi.org/10.24815/siele.v9i2.25236
Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and delphi method. Frontiers in Psychology, 12(December), 1–13. https://doi.org/10.3389/fpsyg.2021.749837
Permana, P., Permatawati, I., & Khoerudin, E. (2023). Foreign language learning gamification using quizizz: A systematic review based on students’ perception. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(2), 233. https://doi.org/10.26858/eralingua.v7i2.23969
Pratiwi, D. I., & Waluyo, B. (2022). Integrating task and game-based learning into an online TOEFL preparatory course during the covid-19 outbreak at two Indonesian higher education institutions. Malaysian Journal of Learning and Instruction, 19(2), 37–67.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for Learner-Generated Digital Media assignments. E-Learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973
Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.
Supranto, J. (2000). Statistik teori dan aplikasi. Erlangga.
Tahmina, T. (2023). Students’ Perception of the Use of Youtube in English Language Learning. Journal of Languages and Language Teaching, 11(1), 151. https://doi.org/10.33394/jollt.v11i1.6883
Winda, W., Kaaba, T. S., & Jusuf, H. (2023). Students’ perception on learning grammar through social media during Covid-19 Pandemic. Journal of English Language Teaching, Linguistics, and Literature Studies, 3(1), 29. https://doi.org/10.30984/jeltis.v3i1.2431
References
Aiken, L. R. (1985). Three coefficient for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Alessandri, G., Zuffianò, A., & Perinelli, E. (2017). Evaluating intervention programs with a pretest-posttest design: A structural equation modeling approach. Frontiers in Psychology, 8(MAR), 1–12. https://doi.org/10.3389/fpsyg.2017.00223
Arsyad, S., Waluyo, B., & Maisarah, I. (2024). Enhancing TOEFL performance and student motivation through integrated flipped and gamified learning in online settings. Human Behavior and Emerging Technologies, 2024. https://doi.org/10.1155/2024/1054242
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Wadsworth Cengage Learning.
Asifayanti, Weda, S., & Abduh, A. (2021). Exploring teachers’ perception on gamification in online grammar teaching. Journal of Art, Humanity & Social Studies, 1(4), 1–11.
Badash, M., Harel, E., Carmel, R., & Waldman, T. (2020). Beliefs versus declared practices of english as a foreign language (EFL) teachers regarding teaching grammar. World Journal of English Language, 10(1), 49–61. https://doi.org/10.5430/wjel.v10n1p49
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary. Teaching English with Technology, 18(1), 53–76.
Effendi, M. S., Rokhyati, U., & Rachman, U. A. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42–46. https://doi.org/10.20431/2347-3134.0501005
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4
Fitria, T. N. (2021). Students ’ ability in the structure and written expression section in TOEFL prediction test. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 152–163. https://doi.org/10.22219/celtic.v8i2.16373
Girón-García, C., & Fortanet-Gómez, I. (2023). Science dissemination videos as multimodal supporting resources for ESP teaching in higher education. English for Specific Purposes, 70, 164–176. https://doi.org/10.1016/j.esp.2022.12.005
Habibah, F. A. F. (2019). The effects of teaching media and grammar mastery towards students’ speaking skill at state junior high schools in Tangerang Banten. Pujangga, 4(2), 95. https://doi.org/10.47313/pujangga.v4i2.704
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Hu, J., Peng, Y., Chen, X., & Yu, H. (2021). Differentiating the learning styles of college students in different disciplines in a college English blended learning setting. PLoS ONE, 16(5 May), 1–26. https://doi.org/10.1371/journal.pone.0251545
Jasrial, D., Yunita, W., & Villia, A. S. (2022). Exploring the Indonesian nursing students’ difficulties in answering the TOEFL prediction test. Metathesis: Journal of English Language, Literature, and Teaching, 6(2), 213–224. https://doi.org/10.31002/metathesis.v6i2.97
Lastari, D. S. (2022). Using Quizizz application to enhance students’ grammar competence. Eduscience : Jurnal Ilmu Pendidikan, 7(02). https://doi.org/10.47007/edu.v7i02.5535
Lijo, R., Castro, J. J., & Quevedo, E. (2024). Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis. Heliyon, 10(3). https://doi.org/10.1016/j.heliyon.2024.e24856
Mart, Ç. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in Language Studies, 3(1), 124–129. https://doi.org/10.4304/tpls.3.1.124-129
Montes, J., Jovelo, J., Monares, D., Salapa, L., Tripole, R., & Barza, J. (2020). Challenges and Strategies in Learning English Grammar of Selected Grade 12 General Academic Strand Students in Bestlink College of the Philippine. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1), 421–432. https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/issue/view/54/70
Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297–308. https://doi.org/10.25134/erjee.v10i1.5412
Muslem, A., Sahardin, R., Heriansyah, H., Fata, I. A., Djalaluddin, Y., & Hankinson, E. (2022). YouTube teaching materials with peer support to improve students’ mastery of subject content learning. Studies in English Language and Education, 9(2), 651–666. https://doi.org/10.24815/siele.v9i2.25236
Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and delphi method. Frontiers in Psychology, 12(December), 1–13. https://doi.org/10.3389/fpsyg.2021.749837
Permana, P., Permatawati, I., & Khoerudin, E. (2023). Foreign language learning gamification using quizizz: A systematic review based on students’ perception. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(2), 233. https://doi.org/10.26858/eralingua.v7i2.23969
Pratiwi, D. I., & Waluyo, B. (2022). Integrating task and game-based learning into an online TOEFL preparatory course during the covid-19 outbreak at two Indonesian higher education institutions. Malaysian Journal of Learning and Instruction, 19(2), 37–67.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for Learner-Generated Digital Media assignments. E-Learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973
Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.
Supranto, J. (2000). Statistik teori dan aplikasi. Erlangga.
Tahmina, T. (2023). Students’ Perception of the Use of Youtube in English Language Learning. Journal of Languages and Language Teaching, 11(1), 151. https://doi.org/10.33394/jollt.v11i1.6883
Winda, W., Kaaba, T. S., & Jusuf, H. (2023). Students’ perception on learning grammar through social media during Covid-19 Pandemic. Journal of English Language Teaching, Linguistics, and Literature Studies, 3(1), 29. https://doi.org/10.30984/jeltis.v3i1.2431
Alessandri, G., Zuffianò, A., & Perinelli, E. (2017). Evaluating intervention programs with a pretest-posttest design: A structural equation modeling approach. Frontiers in Psychology, 8(MAR), 1–12. https://doi.org/10.3389/fpsyg.2017.00223
Arsyad, S., Waluyo, B., & Maisarah, I. (2024). Enhancing TOEFL performance and student motivation through integrated flipped and gamified learning in online settings. Human Behavior and Emerging Technologies, 2024. https://doi.org/10.1155/2024/1054242
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Wadsworth Cengage Learning.
Asifayanti, Weda, S., & Abduh, A. (2021). Exploring teachers’ perception on gamification in online grammar teaching. Journal of Art, Humanity & Social Studies, 1(4), 1–11.
Badash, M., Harel, E., Carmel, R., & Waldman, T. (2020). Beliefs versus declared practices of english as a foreign language (EFL) teachers regarding teaching grammar. World Journal of English Language, 10(1), 49–61. https://doi.org/10.5430/wjel.v10n1p49
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary. Teaching English with Technology, 18(1), 53–76.
Effendi, M. S., Rokhyati, U., & Rachman, U. A. (2017). A study on grammar teaching at an English education department in an EFL context. International Journal on Studies in English Language and Literature, 5(1), 42–46. https://doi.org/10.20431/2347-3134.0501005
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4
Fitria, T. N. (2021). Students ’ ability in the structure and written expression section in TOEFL prediction test. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 152–163. https://doi.org/10.22219/celtic.v8i2.16373
Girón-García, C., & Fortanet-Gómez, I. (2023). Science dissemination videos as multimodal supporting resources for ESP teaching in higher education. English for Specific Purposes, 70, 164–176. https://doi.org/10.1016/j.esp.2022.12.005
Habibah, F. A. F. (2019). The effects of teaching media and grammar mastery towards students’ speaking skill at state junior high schools in Tangerang Banten. Pujangga, 4(2), 95. https://doi.org/10.47313/pujangga.v4i2.704
Hikmah, D. (2019). Media for language teaching and learning in digital era. International Journal of English Education and Linguistics (IJoEEL), 1(2), 36–41. https://doi.org/10.33650/ijoeel.v1i2.963
Hu, J., Peng, Y., Chen, X., & Yu, H. (2021). Differentiating the learning styles of college students in different disciplines in a college English blended learning setting. PLoS ONE, 16(5 May), 1–26. https://doi.org/10.1371/journal.pone.0251545
Jasrial, D., Yunita, W., & Villia, A. S. (2022). Exploring the Indonesian nursing students’ difficulties in answering the TOEFL prediction test. Metathesis: Journal of English Language, Literature, and Teaching, 6(2), 213–224. https://doi.org/10.31002/metathesis.v6i2.97
Lastari, D. S. (2022). Using Quizizz application to enhance students’ grammar competence. Eduscience : Jurnal Ilmu Pendidikan, 7(02). https://doi.org/10.47007/edu.v7i02.5535
Lijo, R., Castro, J. J., & Quevedo, E. (2024). Comparing educational and dissemination videos in a STEM YouTube channel: A six-year data analysis. Heliyon, 10(3). https://doi.org/10.1016/j.heliyon.2024.e24856
Mart, Ç. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in Language Studies, 3(1), 124–129. https://doi.org/10.4304/tpls.3.1.124-129
Montes, J., Jovelo, J., Monares, D., Salapa, L., Tripole, R., & Barza, J. (2020). Challenges and Strategies in Learning English Grammar of Selected Grade 12 General Academic Strand Students in Bestlink College of the Philippine. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1), 421–432. https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/issue/view/54/70
Munawir, A., & Hasbi, N. P. (2021). The effect of using Quizizz to EFL students’ engagement and learning outcome. English Review: Journal of English Education, 10(1), 297–308. https://doi.org/10.25134/erjee.v10i1.5412
Muslem, A., Sahardin, R., Heriansyah, H., Fata, I. A., Djalaluddin, Y., & Hankinson, E. (2022). YouTube teaching materials with peer support to improve students’ mastery of subject content learning. Studies in English Language and Education, 9(2), 651–666. https://doi.org/10.24815/siele.v9i2.25236
Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and delphi method. Frontiers in Psychology, 12(December), 1–13. https://doi.org/10.3389/fpsyg.2021.749837
Permana, P., Permatawati, I., & Khoerudin, E. (2023). Foreign language learning gamification using quizizz: A systematic review based on students’ perception. Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 7(2), 233. https://doi.org/10.26858/eralingua.v7i2.23969
Pratiwi, D. I., & Waluyo, B. (2022). Integrating task and game-based learning into an online TOEFL preparatory course during the covid-19 outbreak at two Indonesian higher education institutions. Malaysian Journal of Learning and Instruction, 19(2), 37–67.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for Learner-Generated Digital Media assignments. E-Learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973
Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.
Supranto, J. (2000). Statistik teori dan aplikasi. Erlangga.
Tahmina, T. (2023). Students’ Perception of the Use of Youtube in English Language Learning. Journal of Languages and Language Teaching, 11(1), 151. https://doi.org/10.33394/jollt.v11i1.6883
Winda, W., Kaaba, T. S., & Jusuf, H. (2023). Students’ perception on learning grammar through social media during Covid-19 Pandemic. Journal of English Language Teaching, Linguistics, and Literature Studies, 3(1), 29. https://doi.org/10.30984/jeltis.v3i1.2431