Vocabulary Learning Process Research Articles

Holographic Media for Vocabulary Learning based HOTS

The use of the latest technology in the learning process is one of the demands for teachers in the 21st century. Not only that, the critical thinking process known as HOTS (Higher Order Thinking Skills) also began to be developed. This study aims to design vocabulary learning using a holograpic media based-HOTS. The research method used in this study is the research method for developing the ADDIE model. The ADDIE steps are Analysis, Design, Development, Implementation, Evaluation. Sources of data are taken from observations as a concrete form to determine the problems ofvocabulary learning in elementary schools, and are supported by several written sources such as; books, journals, articles relating to discussion. The results of this study indicate that the stages of the vocabulary learning process use hologram media based- HOTS in the following ways; The teacher prepares the hologram media according to the material specified, the teacher gives a project to the students to design a simple dialogue using new vocabulary that has been presented and evaluates the form of student activities with group discussions.

Improving Students’ Vocabulary Using Riddles Game A Classroom Action Research

This research was aimed to find out how can riddles game improve students’ vocabulary. This research was conducted through classroom action research (CAR) design. This research used observation and measurement as the technique of data collection. The tools of data collection were observation checklist, field note, and vocabulary test. Then, the analysis strategy used in this research was qualitative analysis to analyze qualitative data and quantitative analysis to analyze quantitative data. The result of this research displayed that the students’ vocabulary mastery improved. Students were more enthusiastic in the learning process. They were more active in following the vocabulary learning process. Then, the mean score and individual score of students also improved. Based on the research findings, it can be concluded that riddles game can improve students’ vocabulary. The teacher can apply riddles game in teaching vocabulary.

PENGARUH MEDIA GAME KOMPUTER TERHADAP PEMBELAJARAN KOSAKATA BAHASA INGGRIS PADA ANAK REMAJA

The purpose of this reaserch is to find out English vocabulary learning process from youth when they play computer game. The method of this research is descriptive qualitative methodwhich collecting data throgh process observe and semi-structured interview. The result of this research is some English vocabulary learning process occur from elements of multimedia inside game such as picture, sound, and animation. The conclusion of this research is English vocabulary learning process from media computer game occur based from motivation of completing mission in the game so that vocabulary learning process occur in pleasing atmosphere.Keywords: Learning, Vocabulary, English, Media, Game, Komputer

Promotive Effect of Psychological Intervention on English Vocabulary Teaching Based on Hybrid Collaborative Recommender Technology

Psychological changes will often play a huge influence on the teaching effects in the English vocabulary learning and teaching process. To further explore the relationship of psychological regulation with English vocabulary teaching, the hybrid collaborative recommender technology may be underlying to propose a hybrid algorithm for studying how the English vocabulary teaching effect is subjected to the psychological emotion factors as parameters added in the original similarity calculation method in the psychological regulation environment where the emotion is the core of study. In the end, the paper conducts the questionnaire survey among 300 students. Test data show that positive emotion acts as the catalyst of the English vocabulary teaching effect, having basically reached the expected goal of study.

A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors

The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.

The Use of Vocabulary Learning Strategies in Relation to Vocabulary Size of Students in Chinese Universities

The study tends to explore vocabulary learning beliefs and strategies employed by students in Chinese universities. The correlations between beliefs/strategies and students’ vocabulary size are also addressed to show the impact of the different vocabulary learning strategies on students’ vocabulary size in China. A questionnaire and a vocabulary test were administered to 105 students from two universities. The questionnaire is adapted from Gu and Hu [1] and the vocabulary levels test is selected from Nation’s [2] vocabulary levels test (the university word list level) to evaluate students’ vocabulary size. With SPSS, statistical descriptions and pearson correlation are undertaken to process the data collected. The analyses of the data reveal that students in Chinese universities are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. Their vocabulary size has a strong relation with their strategy use at cognitive level, a moderate relation at overall and metacognitive level and no relation with their learning beliefs. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.

A Study on the Way in which Words Are Organized in Iranian EFL Learners’ Mental Lexicon

Vocabulary learning in both L1 and L2 is considered important to master a language. Individuals need to learn the words in order to express ideas and to communicate. As a result, research into word knowledge is important as it provides useful information considering the way in which words are learned and organized in individuals’ mind; however different studies have been conducted in this regard, there is a long way to fully understand individuals’ mental lexicon. So, word association tests are used to examine the word knowledge, to study vocabulary learning process, and how it occurs in the language learners’ mind. Similarly, the aim of this paper is to investigate the way in which words are stored and organized in Iranian EFL learners’ mental lexicon through a word association test. To this end, a word association test was designed including eight prompt words from different word classes and was administered to 50 Iranian EFL learners. They were randomly selected and included 22 males and 28 females from Razi University and an institute in Kermanshah, Iran. After administering the test, to analyze the data, learners’ responses were classified and the frequency of each classification of word association was calculated and chi-square tests were run to compare responses. Results reveal that the participants displayed different patterns in their responses as syntagmatic and paradigmatic classification. Most of them made more syntagmatic responses than paradigmatic ones. As a result, it can be concluded that more participants make mental links with syntagmatic compared to others who make links with paradigmatic and there are significant differences between male and female learners in the use of syntagmatic and paradigmatic responses; on the other hand, it appears that there is no significant differences in learners’ word association regarding age. This study has useful implications for both EFL teachers and learners by helping them understand and improve the lexical acquisition process.

DEVELOPING TEACHING MEDIA OF KANGAROO SMART FRIEZE TO ENRICH ELEMENTARY SCHOOL STUDENTS’ VOCABULARY

The implementation of the newest curriculum (Curriculum 2013) leads some elementary schools to finally exclude English from the schools subjects. However, some elementary schools that keep teaching English as a subject still cannot provide appropriate English teaching media, especially to teach vocabulary. In this study, the researchers aimed to know the problems faced by the English teacher and the fourth grade students of SD N 2 Sekaran in the vocabulary teaching and learning, and also to know how to develop teaching media of Kangaroo Smart Frieze. The Research and Development (R & D) approach was adopted by conducting the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. The subjects of the study were the fourth grade students of SDN 2 Sekaran in the academic year of 2013/2014. The instruments used were questionnaires, interview guideline and test. According to the interview to the English teacher and students, it can be concluded that the vocabulary teaching media of Kangaroo Smart frieze needs to be developed with the focus on the quality of the media and also the variety of games played. The development of Kangaroo Smart Frieze was started by observing and interviewing the English teacher and students. After doing that, the process was continued by planning the data collecting instrument of vocabulary teaching media. The main consideration was based on the English curriculum (syllabus) of the fourth grade students of elementary school and also some related theories. Moreover, the data collecting instrument was arranged into two main parts which included the need analysis of the students and English teacher. The further step was designing the prototype. The development process was then followed by other steps; product validation, try-out (limited testing) and revision of Kangaroo Smart Frieze. The results of the students’ test by using Kangaroo Smart Frieze as the vocabulary teaching media, and also the assessment from the experts were very good. Therefore, it could be concluded that Kangaroo Smart Frieze has a good prospect to be used in the vocabulary teaching and learning process. As suggestion, the teachers should always try to choose appropriate vocabulary teaching media, and the future researchers should conduct better research and development to develop better vocabulary teaching media for elementary school students.

THE EFFECT OF FLASH CARD AND PICTURE STORY IN VOCABULARY TO THE SEVENTH GRADER

Abstract Based on the content standard, junior high school students are hoped to master vocabulary about 1000 words, and in this case, flash card with picture story is two of media that can be used to transfer vocabulary material for the students. The objective of this research is to find the significant differences of using flash card with picture story in vocabulary, and to find which medium is more effective to use as media in vocabulary. This research was true experiment design. Pre test and post test were use to collect the data. Study problems; (1) are there any significant differences between flash card with picture story in vocabulary mastery for the seventh grade students?, (2) which one is more effective media in vocabulary learning process, is it flash card or picture story?. As a source of data, the researcher utilized flash card with picture story to teach vocabulary for the students. The media help students to learn vocabulary easier and more interesting to understand the subject, so their vocabulary would increase. The result of the research, it was found the mean score of picture story in pre test is 53,86, in treatment is 81, and in post test 85,33. Meanwhile the mean score of the flash card media in pre test 59,33, in treatment is 73,5, and in post test is 80,66. It means that the student’s vocabulary has increased, and significant difference of using picture story and flash card in vocabulary, and picture story was more effective to use. Keywords: Flash Card, Picture Story, Vocabulary

A Cognitive Study of College Students’ English Vocabulary Based on Electroencephalogram

In this study, a vocabulary cognition experiment is designed with cross-language startup paradigm from the cognitive perspective to analyze the time course of English vocabulary semantic accessibility of college students, the influence of words and speech information on English semantic accessibility, and the relationship between English learning and Chinese learning and their mutual influence on the cognitive process. The experiment uses event-related potential technology to record the sensory and cognitive processes of the brain online in a continuous and real time manner. The components of the scalp area are separated to determine the cortical areas activated by the mental activity, thus determining the internal nerve source of the explicit behavior. This study discusses English vocabulary learning from the perspective of cognitive linguistics, mainly to understand learners' cognitive characteristics and cognitive process of English vocabulary learning. In view of this phenomenon, it is proposed that learners should establish the cognitive schema of English vocabulary to form the semantic network of English vocabulary, overcome the negative transfer of mother tongue, and achieve vocabulary cognition through a great deal of English input and mastery of context knowledge. This study complements the research on vocabulary cognition of college students, and the results provide theoretical guidance for college students' English learning and language teaching.

Investigating of Vocabulary Learning Strategies Used by Undergraduate Students

The present study aimed to investigate Vocabulary Learning Strategies (VLSs) used by undergraduate students (S1) of 6th semester and how they learned or acquired VLSs. In addition, the study compares the use of VLSs between low and high achievers of undergraduate students that consisted of 30 students. An explanatory sequential mixed research method was implemented in this study. The corroboration was used employing a questionnaire adapted from Schmitt’s taxonomy (Classification of VLSs) as the instruments. As for the qualitative approach, the writer conducted interviews to explore how the students acquired VLSs. The research report showed that the mean score indicated the uses of Determination strategies are most frequently used by both of achiever. Likewise, the least frequently used vocabulary learning strategy was Social strategies (Consolidation). There were no great differences found in using vocabulary learning strategies between the low and high achievers and they learn the most frequently used strategy in several situations such as, course, organization, English club, media, and etcetera. Effective vocabulary learning and teaching strategies need to be incorporated into students’ vocabulary learning process.

Computer Multimedia Assisted English Vocabulary Teaching Courseware

English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

Retrofitting Javanese Traditional Games as Indonesia Culture Identity: Providing English Vocabulary


 A traditional Javanese game was one of the cultures inherited of hereditary society which has great value to society, specifically to educate the children. Unfortunately, the impact a lot of modern games in modern era from other countries has demolished the position of local games. It seem gave negative impact for children today. They tend to focus on new game (download new game continuously) in Googleplay store without understanding educative value of it’s game. Consequently the children abandon traditional Javanese game and leave educative game. The researcher aimed to retrofit traditional Javanese games to provide English vocabulary for children in order to motivate them in Learning English. To solve the problem the researcher adapted Kemp and Yalden model of instructional program design to retrofitting Javanese traditional game. The result showed that Javanese traditional games: Learning alphabet was the result retrofitted from Sobyong game, Learning days was the result retrofitted from Engklek game, Learning Colors was the result retrofitted from “Jamuran” game, and Learning part of body was the result retrofitted from "Oyak- Oyakan". These modification games could be enjoyedinEnglish vocabulary learning process.
 
 Key words: Retrofitting Javanese Traditional Games, Sobyong, Jamuran, Engklek, Oyak – oyakan, English Vocabulary,

THE EFFECT OF USING FLASH CARD AND PICTURE STORY IN VOCABULARY MASTERY TO THE SEVENTH GRADER OF SMP PGRI 1 MARGATIGA

Based on the content standard, junior high school students are hoped to master vocabulary about 1000 words, so they can understand the conversation. But it fact, most of the students in junior high school do not master vocabulary well. So, the teacher should be able to choose a good media to help students to increase their vocabulary. In this case, flash card with picture story is two of media that can be used to transfer vocabulary material for the students. The objective of this research is to find the significant differences of using flash card with picture story in vocabulary, and to find which medium is more effective to use as media in vocabulary. This research was true experiment design. Pre test and post test were use to collect the data. There are two problems of the study, (1) are there any significant differences between flash card with picture story in vocabulary mastery for the seventh grade students in SMP PGRI 2 Margatiga academic years 2013/2014?, (2) which one is more effective media in vocabulary learning process, is it flash card or picture story at seventh grade of SMP PGRI 2 Margatiga, academic years 2013/2014?. As a source of data, the researcher utilized flash card with picture story to teach vocabulary for the students. The media help students to learn vocabulary easier and more interesting to understand the subject, so their vocabulary would increase. The result of the research, it was found that the mean score of picture story in pre test is 53,86, in treatment is 81, and in post test 85,33. Meanwhile the mean score of the flash card media in pre test 59,33, in treatment is 73,5, and in post test is 80,66. It means that the student’s vocabulary has increased, and there is significant difference of using picture story and flash card in vocabulary instruction, and picture story was more effective to use in vocabulary instruction.

Bilingual subtitles for second‐language acquisition and application to engineering education as learning pills

ABSTRACTThis paper introduces the concept of bilingual subtitles, a kind of captioning in which a pair of subtitles (in the mother tongue, L1, and second language, L2) is shown at the same time on the screen. The aim of dual subtitles is to help the final user in different learning processes, due to the fact that several capacities (listening, reading, and matching) are exercised at the same time by the learner while watching dual‐captioned media. The contribution of this paper is threefold. First, it presents DualSub, an open source desktop tool aimed to create bilingual subtitles. Second, a descriptive study was designed and executed to evaluate the extent to which bilingual subtitles are perceived by final users in the incidental vocabulary knowledge of a second language. Third, an experimental case study in which dual subtitles were used in the engineering education arena was carried out. The results of these surveys confirm that bilingual subtitles are perceived as useful in the different dimensions of the incidental vocabulary learning process (form, meaning, use) and are also helpful when applied to the educational domain (deliberate learning). © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:468–479, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21814

Compiling an OPEC Word List: A Corpus-Informed Lexical Analysis

The present study is conducted within the borders of lexicographic research, where corpora have increasingly become all-pervasive. The overall goal of this study is to compile an open-source OPEC[1] Word List (OWL) that is available for lexicographic research and vocabulary learning related to English language learning for the purpose of oil marketing and oil industries. To achieve this goal, an OPEC Monthly Reports Corpus (OMRC) comprising of 1,004,542 words was compiled. The OMRC consists of 40 OPEC monthly reports released between 2003 and 2015. Consideration was given to both range and frequency criteria when compiling the OWL which consists of 255 word types. Along with this basic goal, this study aims to investigate the coverage of the most well-recognised word lists, the General Service List of English Words (GSL) (West ,1953) and the Academic Word List (AWL) (Coxhead, 2000) in the OMRC corpus. The 255 word types included in the OWL are not overlapping with either the AWL or the GSL. Results suggest the necessity of making this discipline-specific word list for ESL students of oil marketing industries. The availability of the OWL has significant pedagogical contributions to curriculum design, learning activities and the overall process of vocabulary learning in the context of teaching English for specific purposes (ESP).Keywords: Vocabulary Profiling- Vocabulary Learning- Word List- OPEC- ESPOPEC stands for Organisation of Petroleum Exporting Countries.

The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners

To help students find language classes, especially vocabulary lessons more interesting in English as a Foreign Language (EFL) context, a study was conducted to investigate the effects of short massages services (SMS) via social networks on EFL learners' vocabulary learning process. To this end, an experimental approach was applied to assess the efficacy of SMS-based teaching on students' vocabulary learning. A PET proficiency test, two time-series vocabulary progress tests, and a post-test were applied to explore the effects of SMS on students' vocabulary learning process. Then the difference in mean scores was compared to answer the research question. The study has revealed that: (1) the use of SMS via social networks as a teaching tool had a positive effect on students' vocabulary learning; (2) the experimental group obtained somewhat higher scores in the post-test than in two time-series progress tests, making the difference between the progress tests and post-test significantly different; (3) the difference between the two progress tests and post-test for control group was not statistically significant; and (4) the experimental students were more differentiated than the control students, as shown by a statistically significant difference between the mean scores of both groups in post-test in favor of the experimental students.

A Comparison of Vocabulary Learning Strategies among Elementary Iranian EFL Learners

A multitude of factors are involved in learning a second language, among which knowing ample vocabulary plays a crucial role. Despite many efforts for vocabulary learning, one of the first problems of foreign language learners, especially Iranian EFL learners, is how to commit lots of foreign words to memory. The present study aimed to compare three vocabulary learning strategies (flashcard strategy, sentence writing method, and vocabulary notebook strategy) with the traditional way of vocabulary learning (repetition) among Iranian elementary EFL learners to find out which one was the most efficient approach to vocabulary learning and best increased long-term retention of meaning. To do this end, four groups (three experimental groups and one control group) were chosen to take part in the experiment. The groups were all homogenized in the wake of administering a vocabulary pretest, and then each of the experimental groups was exposed to its pertinent treatment. After the completion of the experiment, and in the light of a vocabulary posttest, the results showed that there existed differences among the four strategies in terms of vocabulary learning and retention. In terms of vocabulary learning, the difference among the four groups was significant, but the difference on posttest which examined the long-term retention of the new vocabularies was not statistically significant. The study revealed that flash card strategy was the best strategy for vocabulary learning process among elementary level learners.

LEARNING ENGLISH VOCABULARY USING WEB-BASED LEITNER BOX WITH SOCIAL NETWORK

The aim of the research is to explore the impact of the web-based Leitner Box which is enhanced with social network, particularly Facebook on English vocabulary learning. This research used mixed research design and the data were collected both in qualitative and quantitative ways. The instruments include questionnaire, semi-structured interviews, and performance tests. 35 university’s students were chosen randomly as the respondents for the questionnaire and 30 students from English class were chosen purposively to do the pre-test and post-test. From the findings, it is discovered that students agreed they have problems in learning vocabulary (mean = 3.98). The web-based Leitner Box has a significant positive impact on English vocabulary learning (p<0.05). Findings from the questionnaires also revealed that students gave positive opinions toward web-based Leitner box (mean = 4.28). In term of whether the element of social network can be beneficial to students, the findings showed that social network helps students to learn English vocabulary in this collaborative learning environment (mean = 4.28). The students claimed that web-based Leitner Box and social network make the vocabulary learning process much easier and more interesting by sharing information and actively participating in the collaborative learning environment.

Facilitating vocabulary learning through metacognitive strategy training and learning journals

<p>This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima. The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS) through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines. Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.</p>