Efektivitas Media Pembelajaran Web-Based Audiovisual terhadap Peningkatakan Penguasaan Kosakata Bahasa Inggris Siswa Sekolah Dasar
Main Article Content
Penelitian ini bertujuan untuk mengetahui efektivitas media pembelajaran web-based audiovisual terhadap peningkatan penguasaan kosakata Bahasa Inggris siswa kelas III Sekolah Dasar. Penelitian menggunakan desain quasi-experimental dengan pretest-posttest control group design. Instrumen pengumpulan data terdiri dari tes penguasaan kosakata (40 butir soal pilihan ganda yang mengukur tiga aspek: form/bentuk, meaning/makna, dan use/penggunaan), lembar observasi keterlibatan siswa (behavioral, emotional, dan cognitive engagement), pedoman wawancara terstruktur dengan guru, dan lembar dokumentasi. Subjek penelitian adalah siswa kelas III SD dengan kelompok eksperimen yang mendapatkan pembelajaran menggunakan media web-based audiovisual dan kelompok kontrol menggunakan metode konvensional. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan skor posttest antara kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen menunjukkan peningkatan rata-rata skor dari 51,25 (pretest) menjadi 78,75 (posttest), sedangkan kelompok kontrol meningkat dari 50,00 menjadi 61,25. Analisis observasi menunjukkan keterlibatan behavioral, emotional, dan cognitive siswa dalam kategori baik hingga sangat baik selama penggunaan media. Data wawancara guru mengkonfirmasi bahwa media web-based audiovisual lebih efektif dibandingkan metode konvensional dalam hal pemahaman, antusiasme, dan penguasaan kosakata siswa. Dengan demikian, media pembelajaran web-based audiovisual terbukti efektif secara signifikan dalam meningkatkan penguasaan kosakata Bahasa Inggris siswa Sekolah Dasar.
Keywords:
media web-based audiovisual, penguasaan kosakata, Bahasa Inggris, sekolah dasar, efektivitas pembelajaran
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Bryce, T., & Blown, E. (2023). Ausubel’s meaningful learning re-visited. Current Psychology, 1–20. https://doi.org/10.1007/s12144-023-04440-4
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Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
Çeken, B., & Taskin, N. (2022). Multimedia learning principles in different learning environments: A systematic review. Smart Learning Environments, 9. https://doi.org/10.1186/s40561-022-00200-2
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Reeve, J., Basarkod, G., Jang, H., Gargurevich, R., Jang, H., & Cheon, S. (2025). Specialized purpose of each type of student engagement: A meta-analysis. Educational Psychology Review, 37. https://doi.org/10.1007/s10648-025-09989-z
Regina, D., & Devi, A. (2022). Computer-based vocabulary learning in the English language: A systematic review. Theory and Practice in Language Studies. https://doi.org/10.17507/tpls.1211.17
Sabgini, K. N. W., & Wiraatmaja, T. (2023). The usage of video in teaching vocabulary for young learners. Journal of English Educational Study, 6(1), 93–104. https://doi.org/10.31932/jees.v6i1.2309
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Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi ke-2). Alfabeta.
Teng, F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 105, 102736. https://doi.org/10.1016/j.system.2022.102736
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