Pengaruh Penggunaan Bot Werewolf Telegram pada Penguasaan Kosakata Siswa Sekolah Menengah Atas
Abstract
Abstrak
Masalah dalam mempelajari kosakata melalui messenger instan berakar dari kurangnya adaptasi kontekstualisasi yang menjadi tujuan multimedia. Walaupun penelitian tentang messenger instan menunjukan pengaruh positif pada penguasaan kosakata, keberadaan bot diharapkan bermanfaat dalam mengadaptasi kontekstualisasi pembelajaran kosakata khususnya dalam membaca. Penelitian ini bertujuan untuk meneliti penggunaan Bot Werewolf Telegram dalam pembelajaran bahasa Inggris, terutama dalam penguasaan kosakata, sebagai salah satu implikasi pedagogis yang disimpulkan berdasarkan isu-isu dari kemajuan teknologi saat ini. Penelitian ini menggunakan metode kuasi-eksperimental dan teknik purposive sampling dengan instrumen tes penguasaan kosakata. Eksperimen dalam penelitian ini melibatkan 60 siswa SMA untuk berinteraksi di grup chat dengan serangkaian bot di Telegram. Data dianalisis secara kuantitatif dengan menggunakan kerangka penguasaan kosakata melalui interaksi siswa dalam aplikasi. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan antara penggunaan Bot Werewolf Telegram dan placebo treatment pada penguasaan kosakata siswa SMA. Hal ini mengimplikasikan penggunaan Bot Werewolf Telegram dapat meningkatkan kemampuan kosakata siswa SMA secara positif dan mempermudah identifikasi karakteristik kosakata yang dipelajari siswa agar sesuai dengan tujuan instruksional kurikulum dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing.
Kata Kunci: Bot, Penguasaan Kosakata, SMA, Telegram, TIK.
Abstract
Problems in learning vocabulary through instant messenger seem to take root in the lack of adaptable contextualization which the multimedia aims to facilitate. Although research on the use of instant messengers show positive effects on vocabulary mastery, the existence of bots may be useful in adapting the contextualization of learning vocabulary, especially in reading. This paper aims to investigate the use of Werewolf Telegram Bot in learning English, especially in vocabulary mastery, as one of the pedagogical implications concluded from the burning issues of technological advancement. To collect the data, the study employed quasi-experimental method and purposive sampling technique with a vocabulary mastery test. The study involves 60 senior high school students who interact in a group chat with a set of bots in Telegram. The data were analyzed quantitatively in terms of vocabulary mastery through the students’ interaction within the application. The results of the analysis reveal that there is a significant difference between using Werewolf Telegram Bot and the placebo treatment on senior high school students’ vocabulary mastery. The findings in current research imply that the use of Werewolf Telegram Bot positively improve senior high school students’ vocabulary mastery and allow identification of vocabulary characteristics that the students learn as instructional goal in the curriculum in English as Foreign Language context.
Keywords: Bot, ICT, Senior High School, Telegram, Vocabulary Mastery.
Keywords
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DOI: https://doi.org/10.17509/jpp.v21i2.37421
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