STUDENTS’ EXPERIENCES IN DEVELOPING VOCABULARY THROUGH WATTPAD APPLICATION: A NARRATIVE INQUIRY STUDY
Keywords:
Vocabulary Development, Extensive Reading, Wattpad, Narrative InquiryAbstract
Developing vocabulary is crucial for mastering a foreign language, impacting pronunciation, writing, spelling, and the accurate application of grammatical patterns. There are many alternatives to developing vocabulary, including reading stories extensively through the Wattpad application. Therefore, this research aims to find students' experiences in developing vocabulary mastery through the Wattpad application. This research used a qualitative method with a narrative inquiry design to describe the data. The data were collected through interviews. The research involved three students from the English Education Department at UIN Sunan Gunung Djati Bandung who had completed their Extensive Reading course in the fourth semester. The findings indicated that Wattpad application is a comfortable and enjoyable platform for students to develop their vocabulary mastery. In addition, the researcher found that the students employed various strategies to comprehend new vocabulary, especially guessing the meaning of unfamiliar words, noting unfamiliar words, and using translation resources like Google Translate. The study revealed that the students had positive experiences developing vocabulary through Wattpad application, which also helped them reduce stress and overcome boredom.
References
Adiningtyas, C. N. (2020). The effectiveness of using Wattpad to improve students’ writing skills in a vocational high school. Retain, 8(4), 170-177.
Ahmadi, M. R. (2018). The use of technology in English language learning. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.47689/xxia-ttipr-vol1-iss1-pp432-433
Al-Dersi, Z. E. M. (2013). The use of short-stories for developing vocabulary of EFL learners. International Journal of English Language & Translation Studies, 1(1), 72–86.
Anggitasari, M., Tarwana, W., Febriani, R. B., & Syafryadin, S. (2020). Using wattpad to promote the students’ responses to literary works: efl college students’ perspectives and experiences of enjoying short stories. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(2), 182-192.
Bal, M. (2018). Reading and writing experiences of middle school students in the digital age: Wattpad sample. International Journal of Education and Literacy Studies, 6(2), 89-100.
Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge University Press.
Buccini, M., & Padovani, S. (2007, August). Typology of the experiences. In Proceedings of the 2007 conference on Designing pleasurable products and interfaces (pp. 495-504). https://doi.org/10.1145/1314161.1314211
Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research studies in music education, 27(1), 44-54. https://doi.org/10.1177/1321103X060270010301
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Endarto, I. T., & Subekti, A. S. (2020). Developing a web-based vocabulary size test for Indonesian EFL learners. Teknosastik, 18(2), 72. https://doi.org/10.33365/ts.v18i2.492
Frisby, A. W. (1970). Teaching English: Notes and comment on teaching English overseas. Longman.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Permatasari, I., Wijayanto, A., & Kristina, D. (2020). Extensive reading on Wattpad and its benefits to students’ English skills: Students’ perceptions. ELS Journal on Interdisciplinary Studies on Humanities, 3(4), 518–531.
Rahman, I. A., & Iwan, I. (2019). Blending Wattpad platform and English prose course in Industrial Revolution era 4.0. English Language in Focus (ELIF), 2(1), 25–32. https://doi.org/10.24853/elif.2.1.25-32
Rebora, S., & Pianzola, F. (2018). A New Research Programme for Reading Research: Analysing Comments in the Margins on Wattpad. DigitCult - Scientific Journal On Digital Cultures, 3(2), 19-36. doi:10.4399/97888255181532
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching. Cambridge University Press.
Salam, U., & Nurnisa, N. (2021). Students’ difficulties in learning vocabularies. English Community Journal, 5(1), 46–53.
Sari, A. P., & Nurjati, N. (2023). The use of Wattpad as an English reading medium to enrich students’ vocabulary: A case study. In International Conference on Language and Language Teaching (InCoLLT) (pp. 51–57).
Schmitt, N. (2000). Vocabulary in language teaching (J. C. Richards, Ed.). Cambridge University Press.
Shen, M. (2008). EFL learners’ responses to extensive reading: Survey and pedagogical application. The Reading Matrix, 8(2), 111–123.
Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. Cambridge University Press.
Wahyudin, A. Y., & Rido, A. (2020). Perceptual learning styles preferences of international master’s students in Malaysia. Bahtera: Jurnal Pendidikan Bahasa dan Sastra, 19(1), 169–183. https://doi.org/10.21009/bahtera.191.10
Wright, J. C., Huston, A. C., Murphy, K. C., St. Peters, M., Piñon, M., Scantlin, R., & Kotler, J. (2001). The relations of early television viewing to school readiness and vocabulary of children from low-income families: The Early Window Project. Child Development, 72(5), 1347-1366.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Journal of Breakthrough English Language Teaching in Islamic Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
LETTER OF COPYRIGHT ASSIGNMENT
As an author of BELTIC Journal of English Education Department UIN Sunan Gunung Djati Bandung. I, who sign below:
Declare:
1. My paper is authentic; my own writing and it has not been published/proposed on any other journals and publication.
2. My paper is not plagiarism but my original idea/research.
3. My paper is not written by other help, except with Board of Editors and Reviewers recommendation who have been chosen by this journal.
4. In my paper, there are no other writings or opinions except referred in the bibliography and relevant to the rule of writing in this journal.
5. I give all my copyright of this paper to this journal include the right for managing and publication.
6. I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.
