Vocabulary In Grade Research Articles

Emerging Word Games to Improve Young Learners' Vocabulary Skills in Ambonese Islamic School

This study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade VII Mts Hasyim Asyari Ambon academic year 2020/2021. This research was conducted in three cycles. Using word games as a methodology in teaching English vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. Then in the core activity, the teacher applies the word games. The teacher gives instructions about the rules and activities of word games. In the closing activity, the teacher asks students to express their difficulties and problems when doing word games. The subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. During the first cycle, learning was carried out using word game methodologies. The number of students who achieved completeness threshold rose to 16 people or 64%. In the last cycle, all students can complete the post-test with the same methodology. It shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes.

Frayer model: a strategy to improve the science vocabulary of grade 9 students of bagbag national high school

PURPOSE This study aimed to investigate the effectiveness of Frayer Model a strategy to improve the Science vocabulary of Grade 9 students of Bagbag National High School in Rosario Cavite. DESIGN/ METHODOLOGY/ APPROACH This study used Quasi – Experimental method utilizing the two-group, control group and treatment group, pre-test- post-test design. The chosen participants were sixty (60) students of Grade 9 students of Bagbag National High School. The assessment of the result was conducted through a posttest given to the participants only. T-test is used for two sample means, average means and standard deviation were used to compare the results of the pre-test and post-test. FINDINGS There was a significant difference between the post-test results of the two groups. It means that experimental group has higher test result in Science after being exposed to Frayer Model than the control group. Thus the experimental group performed better than the control group. And also there were a significant difference between the gain scores of the control group and experimental group. The gained score of experimental group were greater than the control group which means that experimental group under Frayer Model was effective. Research Limitation and Implication: Frayer Model focused only on enhancing science vocabulary through the use of graphic organizers and its impact on the achievement level of the student on the Science subject. The Researcher of the study recommends some ways in modifying the use of Frayer Model, depending on the topic needed. The whole study focused on the competencies of the second quarter. Originality/ Value: The study focused on how the Science achievement level learning outcome assessment result can be increased through Frayer Model.

THE EFFECT OF USING BALL TOSS STRATEGY IN TEACHING VOCABULARY AT THE FOURTH GRADE OF SDN 023 PANDAU JAYA

The purpose of this research was to find out there was significant effect of the students who were taught by using ball toss strategy better than the students who were not taught on vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya. This research was Quasi Experimental research. The population of this research was the the fourth grade of SDN 023 Pandau Jaya. The number of sample was 56 students; Experimental class was IV.A consisting of 28 students, and Control class was IV.C consisting of 28 students. After calculating U-Mann whitney test, the researcher found that Asymp.Sig 2 tailed < Significant level (0.00 < 0.05), so that Alternative Hypothesis was accepted, it meant that there was significant effect of using Ball Toss Strategy toward students’ vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya and the average post-test score of experimental class was 71.42, increased from pre-test score 54.10. The average post-test on control class was 63.57 was lower than Experimental class. N-Gain of this research was 0.35, it was categorized middle. As the conclusion, there was different vocabulary mastery of the students who received in class instruction of ball toss strategy than students who did not receive instruction of ball toss strategy. REFERENCES Aefsky, Fern. 2000. Making decision about diverse learners. United States. Handbooks, manuals. Allen, Janet. 1999. Word and Word in teaching Vocabulary in Grade 4-12. Portland: Stelhouse Publishers. Alicia. 2010. Teaching Vocabulary by Using Ball Toss Review Strategy at Elementary School 144 Padang. Retrieved on April 2014. http://ejournal-s1.stkip-pgri-sumbar.ac.id/index.php/Inggris/article/view/737/728 Asfiyah. 2011. The Use of Ball Toss Strategy to Improve Students Vocabulary in Concrete Noun (An Experimental Research at the Second Grade of MTS. Mafatihut Thullab An-Nawawy Surodadi Jepara in Academic Year of 2010/2011. Retrieved on April 2014. Unpublished Thesis: http://library. walisongo.ac.id/digilib/files/disk1/115/jtptiain-gdl-asfiyah-5707-1-053411341.pdf Creswell, Jhon W, 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Second Edition. USA: University of Nebraska-Linclon. Eckersley, C.E. 1960. A Comprehensive English Grammar for Foreign Language Students. London: Longman. Hasanah. 2013. Teaching English Vocabulary Using Ball Toss Strategy at the Fourth Grade Students of SDN Cibeber Mandiri 1 Cimahi in Academic Year 2012-2013.Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2 /files/ 2013/11 /0922055567-Hasanah. Hornby, AS.2000. Oxford Advanced Learner’s Dictionary. Oxford university Press. Khaty. 2010. 40 active strategy learningstrategies inclusive Classroom. United States. Lybrary of congres catalog. Leaver,et al.2005. Achieving Success in Second Language Acquisition. Cambridge University Press. Linse, Caroline. 2006. Practical English Language Teaching: Young Learners. NewYork: McGraw Hill. Meltzer,D.E. 2002. The relationship between Mathematics Preparation and Conceptual Learning Gains in Physic: A possible: “hidden variable” in diagnostic pretest score. American Journal. Nunan, David. 1991. Practical English Language. America: Cambridge University Press. Septiani. 2013. Teaching Vocabulary Using Ball Toss Strategy on Students of Elementary (A Case Study at the Sixth Grade SD Pandu Bandung. Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2/files/2013/11/09220536-Septiani. Sugiyono, Prof.Dr. 2010. Statiska Untuk Penelitian. Bandung. CV.Alfabeta Toby. 2002. Strategies for teaching. San Francisco: Market Strevrt. Ur, Penny. 1991. A Course in Language Teaching: Practiceand Theory. Cambridge University Press. Zulkarnain. 2010. Statiska Penelitian. Pekanbaru: Cendekia Insani Pekanbaru.

중국 애니메이션의 교육적 활용 가능성 연구: [나의 붉은 고래] 속 어휘 분석을 중심으로

Learning Chinese through animation can be of great help to balanced language learning as you can access not only language but also culture. This study extracted and analyzed the vocabulary of the July 8th, 2016 Chinese animation [Big Fish & Begonia] as evaluated by HSK grade. Among the total number of vocabularies and expressions observed, the average proportion of the ‘basic HSK’ grade vocabulary is 53.95% and the average proportion of the ‘modified HSK’ grade vocabulary is 96.98%, which is very meaningful in learning. The composition ratio of HSK grade for each section was generally constant and the difficulty was constant. The animation [Big Fish & Begonia] contains various vocabulary for learning Chinese and is an educational content that embodies the cultural colors and characteristics of China well for children and adult learners in the early stages of learning Chinese. A very positive educational effect can be expected for the development of Chinese language skills, and the possibility of its use is also very high.

Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School

This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students.
 The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory.
 There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.

Ludo Word King untuk Meningkatkan Kosakata Bahasa Inggris Siswa Sekolah Dasar

This study aims to produce a product in the form of ludo word king learning media suitable for use in learning English vocabulary in grade IV SDN Gebang Raya 1. The method used is the method of Research and Development. This research is a development research which refers to the model developed by Dick and Carry, namely the ADDIE model which consists of the analysis, design, development, trial and evaluation stages. Data collection techniques in this study using interviews, and questionnaires. The results of this study were the product of Ludo Word King learning media to train the fourth-grade students' English vocabulary skills. The feasibility of the media is measured by validating the practicality and effectiveness of learning material and media. Based on the assessment obtained from the material expert validator, it got an average score of 3.5 and a percentage of 87.5%. The media expert's assessment got an average score of 3.09 and a percentage of 77.4%. Assessment of student responses got an average score of 3.59 and a percentage of 89.7%. Furthermore, from the overall assessment of material experts, media experts, and student responses, they got an average value of 3.39 and a percentage of 84.8%. It can be concluded that the assessment obtained from the overall grade of 'A' or 'Valid' with easy, clear, precise, interesting, consistent information, so that the Ludo Word King learning media does not need revision and the Ludo Word King learning media is suitable to be used to train language vocabulary skills. English as a learning medium for fourth-grade students at SDN Gebang Raya 1.

PENGARUH MEDIA AUDIOVISUAL TERHADAP PENGUASAAN KOSAKATA BAHASA INGGRIS SISWA KELAS III SEKOLAH DASAR

This study examined the influence of the use of audiovisual media on the level of English vocabulary mastery of grade 3 students at SDN 130 Tokesan Tana Toraja Regency. The approach used in this research is quantitative approach with one group pretest posttest design. Data analysis technique used in this study is using t-test formula.Based on the results of the study obtained showed that with the value of significance of t-test results less than 0.05 is 0.000, and the result of t calculate greater than t table is t count with a value of 6704 greater than the table t value of 2,093, it can be concluded that there is an influence of the use of audiovisual media on the level of Mastery of English vocabulary of grade III students sdn 130 Tokesan Tana Toraja

Intervention Effectiveness for Students with Dyslexia and Reading Difficulties: A Case Study of Third Grade Vocabulary and Reading Comprehension

Intervention Effectiveness for Students with Dyslexia and Reading Difficulties: A Case Study of Third Grade Vocabulary and Reading Comprehension

The Overlap of Poor Reading Comprehension in English and French

This study examined overlap and correlates of poor reading comprehension in English and French for children in early French immersion. Poor comprehenders were identified in grade 3 in English and French using a regression method to predict reading comprehension scores from age, non-verbal reasoning, word reading accuracy, and word reading fluency. Three groups of poor comprehenders were identified: 10 poor comprehenders in English and French, 11 poor comprehenders in English, and 10 poor comprehenders in French, and compared to 10 controls with good reading comprehension in both English and French. There was a moderate degree of overlap in comprehension difficulties in English and French among poor comprehenders with equivalent amounts of exposure to French, with a prevalence rate of 41.7% in our sample. Children who were poor comprehenders in both English and French consistently scored the lowest on English vocabulary in grade 1 and grade 3 and in French vocabulary in grade 3 suggesting that poor comprehenders’ vocabulary weaknesses in English as a primary language may contribute to comprehension difficulties in English and French.

Debunking the myth of lack of vocabulary for teaching content knowledge in primary schools: Exploring terminology for science in Ekegusii of Kenya

The language-in-education policy to teach in mother tongues at lower primary level is not adhered to by classroom teachers in Kenya due to, among other reasons, lack of content terminology. The purpose of this study was to demonstrate that mother tongues can be used to teach science up to the end of grade three, considering the nature of topics for this level and other extra-classroom realities. Our research objectives were to examine the nature and content of science topics and sub-topics from grade one to grade three; examine conceptual and technical terms in grade one to grade three science textbooks; describe the Ekegusii equivalents of these terms; and explain the feasibility of teaching science in Ekegusii up to the end of grade three. The findings are: science topics and sub-topics from grade one to grade three deal with basic knowledge that children interact with on a daily basis; both conceptual and technical vocabulary in grade one to grade three textbooks have Ekegusii equivalents. This implies that Ekegusii can be used effectively as a language of instruction for grade one up to grade three. This suggests that the teaching of science in Ekegusii is achievable.

중등교육과정 중국어 기본어휘의 텍스트 점유율에 관한 연구

The basic Chinese vocabulary of secondary curriculum in Korea is 880 items and is smaller than general vocabulary list. This is the result of a number of researchers'' efforts to achieve two goals which are ‘beginner-level learning vocabulary coverage’ and ‘curriculum content adequacy’, and this is rather contradictory. However, it is somewhat questionable whether 880 items will be enough for beginner level learning vocabulary. The purpose of this study was to examine whether the basic vocabulary of the secondary curriculum is appropriate to the elementary level learning vocabulary. Ten graded readers were selected and the lexical coverage in the basic vocabulary of secondary curriculum from each books were examined. For comparison, 1,342 items with high frequency among the first grade vocabulary from the ≪等級劃分≫ were used. Although the high difficulty of the text, it did not reach 95%, which is a reasonable level of understanding, but it was found that it was quite high despite of the small vocabulary amount. However, there are many words in the secondary curriculum that are considered to be included even if they are not listed. The difference in the coverage of these words depending on whether they are included is considerably large at around 7%.

DEVELOPING FLASHCARDS AND ITS MANUAL BOOK FOR TEACHING VOCABULARY IN GRADE SIX

This research aimed at (1) developingflashcards and its manual book for teaching English in grade sixin Buleleng regency, and (2) finding out the quality of developed flashcards and its manual book. The subject of this research werethree English teachers and eighty students in grade six fromthree schools, that is,the students at SDN 4 Banyuasri, SDN 3 Jagaraga and SDN 9 Banjar. This research was R & D (research and development) which followed threesteps based on ADDIE model, namely Analyze, Design and Development. Since only three steps were undergone in this research, the developed media were still in the form of prototype. The data of this research were obtained by syllabus analysis, using observation sheet, students’ questionnaire, teachers’ questionnaire, teachers’ interview guide, and expert judgement rubric. The result of the present research are flashcards and its manual book. The flashcards and its manual book were developed based on four topics mentioned in the syllabus, namely fruits, vegetables, foods and beverages. Each topic developed consisted of 10 flashcards. Moreover, for the manual book developed, there were five activities provided. For the quality of the media, it was found that flashcards and its manual book developed were categorized as excellent media. Thus, it is proper to be used as media for teaching English vocabulary in grade six. Keywords: flashcards, manual book, teaching English for young learners

Instructional quality in school entrance phase and its influence on students’ vocabulary development: empirical findings from the German longitudinal study BiKS

ABSTRACTBased on a theoretical model of instructional quality this study investigates the influence of different dimensions of instructional quality in the school entrance phase on students’ language development taking into account child and family background factors as well as structural characteristics of the classroom and teacher’s educational beliefs. The vocabulary skills of a German sample of 554 children in grade 2 was analysed using multivariate regression models to test the extent to which instructional quality is related to the development of vocabulary in grade 2. Additionally, we examined whether structural characteristics and teachers’ educational beliefs were related to vocabulary development. Results show positive relationships between global dimensions of instructional quality and students’ vocabulary development. Furthermore, teachers’ educational beliefs are also relevant for vocabulary development, whereas structural characteristics are subordinated. Thus, attention should be paid to the role of high-quality teaching practices and teacher beliefs.

A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade

In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research.

Improving Students’ Vocabulary Achievement through Word Game


 This paper is based on a study on students’ vocabulary of grade seven in junior high school using word game. This study is conducted based on the preliminary study which indicated that the students felt difficulties in learning English because of the lack of vocabulary.The subjects are 38 students who consist of 28 male, and 10 female students at seven grade of one of junior high schools in Gresik. The purpose of this study is to improve students’ vocabulary achievement through word game. The data is collected by interview, observation, questionnaires and test. The data is analyzed by using triangulation. The research design of this study is classroom action research which consist of four steps: planning, acting, observing and reflecting. The results of this study shows that word game can help students to memorize the vocabularies easier motivate students and make them more interested in learning vocabulary.

A STUDY OF USING POP SONGS TO PROMOTE NEW VOCABULARY LEARNING FOR SECONDARY SCHOOL STUDENTS

The purpose of this study aimed to1) promote students’ ability in learning new vocabulary through pop songs and 2) to investigate students’ opinions toward using pop songs in learning new vocabulary of grade 10 students at YangchumnoiPittayakom school, in Yangchumnoi district of Sisaket province. The sample who participated in this study were 40 grade 10 students at YangchumnoiPittayakom school derived by purposive sampling technique. The instruments were pretest and posttest, lesson plans and a questionnaire which was used to find the student’s opinions towards using pop songs method. The data collection were analyzed with the mean, standard deviation and t-test. The research finding of the study showed that teaching through pop songs increased students’ vocabulary ability for foreign language learners with significant value at .01 level. The students had the positive opinions toward using pop songs methods. It also revealed that the pop song technique was an effective tool to promote students’ vocabulary ability, made students cheerfully participate in class and increased motivation in learning English.

Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Research in the study of students’ writing concludes that vocabulary use is a key variable in determining the holistic quality of the writing. In the present study, 77 writing samples from a mixed group of Grade 3 children were analyzed for features of linguistic diversity using public domain vocabulary-profiling software. The writing was also evaluated holistically on a trait-based rubric. Data analysis identified the salient features of linguistic diversity correlating to quality standards of writing; the key is “lexical stretch” or use of low-frequency and “off-list known” words. Implications for assessment include the potential to identify children in need of vocabulary enrichment at an early stage in the educational trajectory and to track their evolving vocabulary growth in the shape of their lexical profile over time.

Do experimental measures of word learning predict vocabulary development over time? A study of children from grade 3 to 4

Experimental measures have been used in several studies to simulate real word learning over time. The main purpose of the present study was to investigate whether such measures actually predict vocabulary development over time. Ninety grade 3 children were given experimental measures designed to assess phonological and semantic aspects of learning of novel words together with traditional measures of vocabulary and general cognitive ability. The vocabulary measures were administered nine months later to the same children in grade 4. Experimental measures of phonological aspects of word learning were found to contribute to the prediction of the children's vocabulary in grade 4 over and above their vocabulary and general cognitive ability in grade 3. A measure of semantic aspects of word learning did not contribute further to the prediction of vocabulary growth. The study provides initial evidence of the predictive validity of phonological measures of word learning.

만 5세 유아의 읽기능력, 어휘력과 개인·환경 변인이 초등학교 1학년 읽기이해능력과 어휘력에 미치는 영향

This study sought to examine the impact of reading ability and vocabulary at age 5, as well as analyzing the impact which children`s gender, parental education level and family income level has on reading comprehension ability and vocabulary at the first grade level in primary school. The study also sought to compare the characteristics of the results obtained in Korea and Japan on this particular research topic. For the Korean part of the study, 328 first grade Korean children, who had participated in the initial testing as five-year olds and agreed to participate in the longitudinal study were tested; whereas in Japan, 215 students were tested. The study results indicated that, in the case of Korea, reading comprehension ability in the first grade was affected by vocabulary and reading abilities at age 5, gender, as well as the mother`s education level, in that order. In Japan, it was affected in the order of vocabulary, gender, and father`s education level. In terms of first grade vocabulary, in the case of Korea, it was affected in the order of vocabulary and reading ability at age 5 and father`s education level; whereas in Japan, it was affected in the order of vocabulary, gender, and reading ability. In both Korea and Japan, at age 5, vocabulary was shown to have a more significant impact than reading ability on both of language ability and vocabulary in the subsequent primary school period. As such, it can be seen that more interest should be shown not only in the ability to read at age 5 but also in expanding the vocabulary of children at this age through appropriate interaction and support.

Formal Education, Socioeconomic Status, and the Severity of Aphasia After Stroke

González-Fernández M, Davis C, Molitoris JJ, Newhart M, Leigh R, Hillis AE. Formal education, socioeconomic status, and the severity of aphasia after stroke. Objective To determine the role of education and socioeconomic status on the severity of aphasia after stroke. Design Cross-sectional study. Setting Stroke units of 2 affiliated medical centers. Participants Stroke patients (n=173) within 24 hours of symptom development and hospitalized controls (n=62) matched for age, education, and socioeconomic status (SES) with normative brain magnetic resonance imaging. Interventions Not applicable. Main Outcome Measures Percent error on 9 language tasks (auditory and written comprehension, naming [oral, written, and tactile], oral reading, oral spelling, written spelling, and repetition). Education was recorded in years and dichotomized as less than 12 years or 12 years and above for data analysis. Demographic characteristics (age, sex, race) and stroke volume were recorded for adjustment. SES was obtained from census tract data as 2 variables: mean neighborhood household income and family income. Results The percentage of errors for participants with 12 or more years of education was significantly lower for auditory and written comprehension, written naming, oral reading, oral spelling, and written spelling of fifth grade vocabulary words, even after adjusting for age, sex, stroke volume, and SES. Conclusions These findings suggest that even once learned, access to written word forms may become less vulnerable to disruption by stroke with increasing years of education.