Vocabulary Of Students Research Articles

تحليل مشكلات الطالبات في تعلم مفردات اللغة العربية : دراسة وصفية في الصف الأول المتوسط بالمدرسة الإسلامية أولو النهى ميدان جوهور

The research questions are: What are the problems of female students in learning the Arabic language vocabulary in the first grade at the Islamic School Ulu Al-Nuha, Johor Square, and what are the solutions from the school to the students’ problems in learning the Arabic language vocabulary in the first grade at the Islamic School, Ulu Al-Noha, Johor Square. The method used is qualitative descriptive research of the type of field research, using the observation and interview method in collecting data. The results of this research are summarized as follows: (1) The problems of female students in learning the vocabulary of the Arabic language are that they rarely use the Arabic language and are not accustomed to using the Arabic language because they do not have the courage, less ability to allocate time between memorizing vocabulary and memorizing the Qur’an, difficulty in memorizing the vocabulary that They were not used to hearing it. (2) The school’s solutions to the students’ problems in learning Arabic vocabulary are to consider the students’ learning methods in choosing learning methods. The students try to get used to using the daily Arabic language with vocabulary. The school gives daily assignments to the students to memorize the vocabulary on the day. The school gives daily assignments that give The school gives the students vocabulary words and then sticks them on the bulletin board or in front of the classroom door to make it easier for the students to remember the vocabulary words.

The Effect of Students’ Vocabulary Mastery through Dictation Games

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.

The Effect of Recycling Vocabulary on Foreign Language Learning

The recycling method is frequently given a tiny proportion, if not neglected, in the practice of foreign language settings, although the multiple exposure strategy to language was given substantial priority in the theory and study of second language acquisition. This experimental study used a pre-and-post-testing design and a post-teaching intervention to examine the impact of vocabulary recycling on the learning of English as a foreign language. To assess the impact of the vocabulary recycling strategy, the researchers compared the experimental group of 33 high school student's vocabulary production on writing assessments before and after the intervention to the control group of 33 students with equal levels of homogeneity. The statistical differences in the post-test between the groups demonstrated that a vocabulary-revisiting strategy is compulsory for enhancing young learners' productive abilities, particularly writing. The derived conclusions suggest significant implications for pedagogical practices and pave the way for future research in this arena.

The Effectiveness of Using Lontara Bugis Makassar Script in English Vocabulary Teaching

Vocabulary teaching, especially in early childhood, must be emphasized, because having sufficient vocabulary will make it easier for children to communicate. The Lontara script is a regional language that is now almost forgotten by the younger generation; therefore, this research tries to integrate the Lontara script in learning English vocabulary. The type of research used in this research is quantitative research with experimental methods. In this study, researchers used the One-Group Pre-Test-Post-Test Design. The data obtained can be interpreted to be in positive ranks, with an average value (mean ranks) equal to 24.50, and a total value (sum of ranks) equal to 1176.00. This means that there is an increase in post-test scores after treatment, which means that the integration of Lontara Bugis script in learning English vocabulary is effective in improving understanding of English vocabulary for fifth-grade students at MI Darul Abrar Balle Village, MIS Arrahman Labuaja, and MIS UKI Siputanre Cakkela, which are in Kahu District, Bone Regency, South Sulawesi Province.

تأثير اللعبة " تخمين الكلمة" على ترقية فهم المفردات العربية لطلاب الفصل التاسع في المدرسة الثانوية الإسلامية الأهلية "الوصايا" كرتورجا غورو جومبانج

Word guessing games make it easier for students to understand Arabic lessons and encourage them to understand Arabic vocabulary. Among these games, students can easily understand Arabic vocabulary. The research questions are as follows: (1) how is the application of word guessing games to ninth grade students at MTs Al-Washoya Kertorejo Ngoro Jombang? (2) how is the understanding of Arabic vocabulary in ninth grade students at MTs Al-Washoya Kertorejo Ngoro Jombang? (3) how does the word guessing game affect improving the understanding of Arabic cosowords in ninth grade students at MTs Al-Washoya Kertorejo Ngoro Jombang? This study uses a quantitative research method with an ex post de facto type, where researchers do not have direct control over independent variables because the phenomenon is difficult to manipulate. The data collection methods used by the researcher include questionnaires, interviews, and documentation. The results of the study show that the application of word guessing games has a positive effect on improving the understanding of Arabic cosowords. The significance value (sig-2 tailed) is 0.001, which means that the value of 0.005 is less than 0.001. It can therefore be concluded that the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. The R Square value (determination coefficient) is 0.444 indicating that the application of the word guessing game (x) to the Arabic cosoword comprehension variable (y) is 0.444, about 44.4% or rounded to 45%.

ANALYZING STUDENTS’ ENGLISH-SPEAKING SKILLS USING SPEECHACE: INSIGHTS FROM AN AI-POWERED ASSESSMENT TOOL

AI technology has increasingly integrated into language learning and assessment, offering efficient and engaging environment. This study evaluated the effectiveness of Speechace, an AI powered language assessment tool, in improving speaking skills among first semester students through a mixed-method approach. The findings revealed an average overall performance score of 5.69 out of 9, with female students consistently outperforming males students in pronunciation, fluency, vocabulary, grammar and overall speaking competence. The question-specific analysis showed that students performed better on personal topics, exhibiting higher fluency and fewer pauses. Speechace provided valuable feedback, particularly in evaluating fluency-including the report of word per minute and bad pauses-as well as pronunciation accuracy via color-coded feedback. These findings highlight the potential use of AI tools in language education and offer insight for educators on integrating technology into English language instruction, more specifically in speaking skills.

Cooperative Learning Based on Word-Matching Game to Enhance Mastery of Arabic Vocabulary for Eighth-Grade MTs Students

Cooperative Learning Based on Word-Matching Game to Enhance Mastery of Arabic Vocabulary for Eighth-Grade MTs Students

Penerapan Permainan Wordwall untuk Meningkatkan Kosa Kata Bahasa Jawa pada Siswa Kelas 4 SD Negeri 3 Bucu Jepara

This research aims to increase the Javanese vocabulary of fourth grade students at SD Negeri 3 Bucu Jepara through the use of Wordwall games. The method used in this research is Classroom Action Research (CAR)using the Kemmis and Mc Taggart model, wich consists of two cycles. Each cycle includes the stages of planning, implementation, observation and reflection. The research subjects consisted of 10 class IV students. Data was obtained through observation and tests. The research results show that using the wordwall game can increase students' interest and ability in learning Javanese vocabulary. In the first cycle, teacher activities got a percentage of 85% and students got a percentage of 91%, which was good but still needed improvement, while in the second cycle, teacher activities got a percentage of 97.5% and students reached 95%, getting a very good category with a significant increase in student test results. The implications of this research show that interactive learning media such as wordwalls are effective in improving student learning outcomes in learning Javanese.

On the Issue of the Formation of a Lexical Minimum in Russian as a Non-native language.

The article describes the problem of creating a lexical minimum when teaching Russian as a non-nativelanguage. In connection with the standardization of language education, the issues of developing and updating the lexical minimum for Russian as a non-nativelanguage are quite acute, since the lexical minimum serves as the main basis for creating textbooks and educational materials. The article defines the lexical minimum in the scientificand methodological literature, describes the principles of its creation,and provides examples of work on the lexical minimum by Russian scientists and researchers in the field of Russian as a foreignlanguage. The work on the development of a lexical minimum for the Russian language as a non-nativelanguage will allow regulating the dynamics of the development of the vocabulary of students and determiningthe lexical component of the content of language teaching. Russian Russian language in the Kyrgyz school is argued for the need to updatethe lexical minimum in the Kyrgyz language, since the developmentof a lexical minimum, taking into account changing realities, will make the process of teaching Russian as a non-nativelanguage more modern and will improve the work on the formation of students' communicative competence.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Influence Of Virtual Reality Learning Media On The Vocabulary And Pronunciation Mastery Of Class Vii Students In The English Subject Of An-Nisa Gumukmas Middle School Students In 2023

VR learning media in the learning process of mastering students' vocabulary and pronunciation in the long term will help them communicate better in English. This research uses a quantitative cause and effect (causalistic) research method in looking at the relationship of variables to the object under study. The population in this research in class VII children/students, An-Nisa Gumukmas Middle School, Jember, a total of 33 students. In this research, data analysis techniques used inferential statistics, Android-based Virtual Reality Learning Media on Vocabulary Mastery and Pronunciation in English Subjects for Class VII, An-Nisa Middle School Gumukmas 2023 will have a real impact on improving Vocabulary Mastery and Pronunciation skills in learning English

Implementasi Aplikasi Duolingo Dalam Meningkatkan Kosakata Bahasa Inggris Pada Siswa SMPN 19 Mataram

The objective of this research is to enhance English language proficiency, with a particular emphasis on vocabulary, through the utilization of the Duolingo application. This application is a gamification application, which means that users can learn English using visual and auditory methods, much like playing a game. This quantitative research method employs a pre-experimental design, which includes a pre-test and post-test for a single group. The objective is to determine the effect of the application of Duolingo applications as a means of enhancing the vocabulary knowledge of students in class VII at SMPN 19 Mataram. The investigation included a total of 150 students in classes VII A to E, with each class consisting of students. The sample was class A, which was composed of 30 students who were randomly selected through randomization. The research data is collected by administering a pre-test and post-test to assess the learning results of vocabulary subjects. Normality tests, descriptive statistics, and T tests are employed in data analysis. The study's findings indicated that the average post-test score (70, 18) was higher than the pre-test average score. (30,78). The standard level of significance of 0.05 is used to determine whether the zero hypothesis can be rejected by contrasting the p-value. The p-value is less than 0.05, with a value of 0.000. This implies that the zero hypothesis is unfeasible, and it is inferred that the Duolingo Application is effective in enhancing student vocabulary knowledge. This is attributed to the presence of supportive elements, such as the analysis of initial skills, the attraction of student attention or motivation, and the improvement of English scores.

Use of Gamification in Teaching Vocabulary of 11th Grade Students at SMAN 4 Mataram

This study delves into the transformative potential of integrating gamification principles into vocabulary learning for 11th-grade students at SMAN 4 Mataram. Vocabulary acquisition is critical for academic progress, especially in preparation for standardized exams and college admissions, yet conventional methods often lack student engagement. Gamification, defined as the incorporation of game elements into non-gaming contexts, emerges as a promising strategy. The research explores how English teachers at SMAN 4 Mataram employ gamification, addressing questions about the types used, advantages gained, and obstacles faced. Using a qualitative descriptive approach, the study identifies two principal gamification classifications: content gamification, involving modifications to educational materials, and structural gamification, integrating game elements without altering content. Teachers utilize diverse gamification methodologies, fostering interactive learning environments. Challenges include accommodating diverse student abilities and aligning with evolving curriculum requirements. Theoretical implications span educational gamification, cognitive processes in vocabulary acquisition, and motivation theories. Practically, the study aims to enhance students' vocabulary skills, academic performance, and engagement, offering valuable insights for educators and policymakers in leveraging gamification for improved language learning outcomes.

An Analysis On Student’s Difficulties In Writing Descriptive Text At Eight Grade In Upt Smpn Manarai No 18 Kepulauan Selayar

The study aimed to find out the students' difficulties in writing descriptive text and to find out the factors that cause students' difficulties in writing descriptive text at eight grade in UPT SMPN Manarai No 18 Kepulauan Selayar. In this study used descriptive qualitative method. The population of this study was eighth grade students. The research sample was VIIIB class students with a sample of 10 students. It was chosen by using purposive sampling technique. The instruments used by the researcher in this study were written texts and interviews with student.The results of this study are related to the students difficulties in writing descriptive text based on the aspect of writing and factors causing the difficulty of students in writing. This study indicated that almost all students have difficulty in aspects writing. In the aspect of content, students get an average score of 2.9 it was can classified as very poor. In the aspect of organization, students get an average score of 2.2 it was can classified as very poor. In the aspect of grammar, students get an average score of 1.3 it was can classified as very poor. In the aspect of vocabulary, students get an average value of 1.7 it was can categorized as very poor. Some of these difficulties are caused by several factors, namely, students did not like English lessons, lack of mastery of students vocabulary, lack of students motivation to learn, unattractive learning media, and lack of attention from parents in terms of student education.

Building a Strong Foundation in English with Phonics Method among the First Graders of Elementary School in Magelang

This study aims to assess the efficacy of the phonics method in improving the English language proficiency of Indonesian first-grade elementary school students. The core group of 32 participants consisted of fifteen female and seventeen male students in the observation and interview techniques used to collect data. The results of this study showed that the phonics method can help increase the vocabulary of early childhood students, as the students can pronounce the letters correctly and remember the sounds of the letters and words. The findings show that the phonics method strengthens their early understanding of English by assisting first-graders in building a solid foundation. The study's findings showed that there are differences in the learning outcomes of beginning reading in students who follow the use of audio-visual media and in students who do not use audio-visual. Phonic method helped students build a solid foundation in reading, which in turn strengthened their foundation for English language proficiency. This study emphasizes the importance of phonics as a powerful teaching tool for developing reading skills in the early stages of formal education.

Pengaruh Penggunaan Lagu Anak-Anak Terhadap Peningkatan Kosakata Bahasa Inggris Siswa Kelas 1 SD

This study aims to evaluate the effectiveness of the use of children's songs in increasing English vocabulary for grade 1 elementary school students. With the classroom action research method (PTK), this study was conducted in three cycles which included the planning, implementation, observation, and reflection phase. The research subjects were 13 students in grade 1 in SD Negeri 067097, Medan Barat District, Medan City. Data is collected through observation and documentation studies. The results showed that the use of children's songs in learning English had a positive impact on increasing student vocabulary. The percentage of learning completeness increased significantly from pre-cycle (33.33%), cycle I (53.84%), to cycle II (69.22%). In addition, this method also increases student motivation and interest in learning, providing a fun learning alternative, and helping teachers in improving the quality of teaching. This study contributed a positive to the practice of teaching English at the basic level by utilizing media close to the world of children, such as songs.

The Perceptions of Using Duolingo Application in Learning English for Student's Vocabulary Mastery

The objective of this study was to investigate the attitudes around the use of the Duolingo program as a tool for enhancing students' vocabulary proficiency in the English language. The present study used a quantitative research methodology. The researcher administered a questionnaire to a group of students on their use of the Duolingo program. The participants in this research consisted of students enrolled in the English department at IAIN Kediri. The study sample consisted of 30 students that were enrolled in the English department. The findings indicate that 70% of respondents selected the option "Agree" for item number 1. This suggests that the usage of the Duolingo program for English language learning positively impacts students' vocabulary proficiency. Furthermore, the overall results of the 10-item questionnaire indicate a general agreement among participants. The Duolingo program may be seen as a valuable tool for acquiring vocabulary. The Duolingo program is a valuable tool for acquiring proficiency in the English language, since it not only facilitates learning but also enhances student engagement by providing an enjoyable and non-monotonous learning experience. The empirical evidence suggests that Duolingo is a proficient instrument for acquiring language skills. The use of the Duolingo program has shown to be a successful method for enhancing pupils' proficiency in vocabulary.

THE EFFECT OF UNDERCOVER GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT

The purpose of this study was to find out if eleventh-grade students at SMA Negeri 10 Pontianak's usage of the Undercover Game app affected their vocabulary success in the 2022–2023 academic year. In this study, a pre-experimental design was used. Thirty-two students studying social science made up the sample. Data from the pre- and post-tests were gathered, and a t-test was used for analysis. Twenty-five multiple-choice questions with four possible answers (a, b, c, and d) comprised the test. The post-test result was 2488, but the pre-test result was 2080. The data shows that the t-test result was 18.21. For thirty-one samples, the t table with 5% degree of freedom (df) is 2.039. The alternative hypothesis (Ha) is accepted based on the data analysis shown above, and the null hypothesis (H0) is rejected because the t-test result is greater than the value indicated in the t-table (18.21>2.039). Furthermore, the effect size is 3.09, falling into the high effect (>0.8) category. In summary, there was a significant impact on students' vocabulary achievement when the Undercover Game programme was implemented. For this reason, Undercover Game comes highly recommended as a useful instrument for improving vocabulary in students.

Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material.

Полихудожественное взаимодействие обучающихся во время построения лингвокультурных сценариев как средство обогащения тематического словарного запаса студентов – будущих переводчиков (на примере английского языка)

The purpose of the study is to determine the influence of poly-artistic methodological support for the study of linguistic and cultural scenarios on the formation of lexical and grammatical foreign language skills among students at the Faculty of Translation. The initial understanding of the cognitive approach to teaching foreign languages in a narrow sense (only as a system-theoretical support for processes) led to its underestimation and oblivion. The article examines the current trends towards borrowing individual components of the cognitive approach for the development of a communicative method of learning foreign languages. The scientific novelty of the research consists in the introduction of a poly-artistic approach in the training of students – future translators through the adaptation of professional highly specialized exercises for the training of future actors, directors and theater critics for their subsequent integration into the process of studying English-language frame models and scenarios, which had not previously become the object of research. The relevance of the study lies in the fact that, despite many years of experience using a communicative approach in teaching foreign languages, many students still face difficulties activating passive thematic vocabulary and grammatical rules and, as a result, a language barrier. As a result of the study, it was found that in conditions of meaningful operation of language and speech skills, students present the educational process not as a set of rules or a set of information, but as a toolkit for independent creative language activity. Using the Kolmogorov-Smirnov λ-criterion and the Fisher φ*-criterion (circular transformation), the beneficial effect of artistic and methodological support for the construction of linguistic and cultural scenarios on the expansion of the thematic vocabulary of students within the framework of the theme “At the Restaurant” has been experimentally confirmed.