Vocabulary Of Students Research Articles

The Effectiveness Of Canva Application In Fun English Learning To Improve The Students’ English Vocabulary (An Experimental Study For Grade XI Of SMK Balekambang Jepara)

Canva application functions to revive students' enthusiasm for learning English, especially in mastering vocabulary, an application medium that is attractive, flexible, and easy to operate is also needed. This study aims to describe the effectiveness of Canva application in Fun English Learning to improve the student’s English vocabulary. The participants were eleventh graders of SMK Roudhotul Mubtadi'in Balekambang Jepara from two different study groups. Each study group consists of 22 female students. Researchers then divided them into two groups, namely experimental and control. The experimental group received an English vocabulary-assisted by Canva, while the control group used PowerPoint slides as learning media. This experimental research uses a pretest-posttest test for each group. Data analysis techniques include descriptive analysis techniques and ANCOVA. The table also shows that the effect of pretest F(1,43) is 15.69, less than 0.05. The posttest effect F(1,43) was 1.422, less than 0.05, with an ETA squared of 0.03. The Fcount calculation result is 15.69 with df = (1, 41), p-value = 0.000 < 0.05. These results show differences in the average vocabulary of students who received media learning English using Canva compared to the control group.

The Effectiveness Of Using The Mondly Application In Developing Speaking Skills And Improving The Arabic Vocabulary Of Class Vii Students At Mts Al-Abrar Bulukumba

The Effectiveness Of Using The Mondly Application In Developing Speaking Skills And Improving The Arabic Vocabulary Of Class Vii Students At Mts Al-Abrar Bulukumba

The Implementation of the Duolingo App in Increasing Students’ Vocabulary Mastery

Vocabulary is one of the most essential parts of learning English. One of the mobile applications that can assist in learning English vocabulary is the Duolingo application that one of the most popular applications for English learning. The background of the study is because, for EFL students, there are a bunch of difficulties they have to face while learning vocabulary. This study is aimed to analyze the implementation of Duolingo to enhance vocabulary mastery as media learning English Vocabulary of high school students. This study presented the results of an experimental study investigating the impact of a gamification mobile-assisted language learning application called Duolingo in students’ vocabulary learning The researcher use a quasi-experimental research method. To address this issue, this study investigated the effectiveness of Duolingo by comparing pre-test and post-test scores of control and an experimental class. The results of the implementation of Duolingo use in the experimental class indicated that post-test scores were higher for the experimental group than for the control group and the experimental class showed a quite big improvement.

Penerapan Strategi Index Card Match Berbantu Media Power Point untuk Meningkatkan Penguasaan Kosakata Bahasa Arab

The purpose of this study was to determine whether by applying the index card match strategy strategy assisted by power point media can improve the mastery of Arabic vocabulary of students in class IV MI Al Juharotunnaqiyah South Lampung. This research using Classroom Action Research (PTK) with Kemmis and . Mc Teggart model which was carried out in two cycles. Cycles. Data collection techniques were observation, documentation, interviews and learning outcome tests. multiple choice and description. The results showed an increase in student learning outcomes after applying index card match strategy assisted by power point media in the pre-cycle. pre-cycle, namely students who completed 7 (40%) and those who did not complete 14 (60%). 14 (60%). In cycle II there was an increase of 18 (73%) and those who did not complete 5 (21%). In cycle II there was cycle II there was an increase of 20 (87%) students who were complete and 3 (13%) who were not complete. 3(13%). So that there was an increase of 61%. Based on the results of research and data analysis, it can be concluded that the application of the index card match strategy assisted by power point media can improve students' mastery of Arabic vocabulary in Class IV MI Al Juharotunnaqiyah South Lampung.

The Effect of Using Guessing Game on Students Vocabulary Achievement at Grade VIII of MTSN 6 Agam

Vocabulary is a component of words with meaning and one of the most essential aspects of learning English. However, pupils are not taught vocabulary specifically in school. This results in a large number of students who lack fundamental vocabulary knowledge, despite the fact that vocabulary is one of the most essential components that students must comprehend in order to learn effectively in class. The purpose of this study was to determine whether the use of a guessing game has a significant impact on students' vocabulary achievement. This research employed a quantitative method and a quasi-experimental design; the research population was eighth-grade MTsN 6 Agam students. The sample was collected using a technique of purposive sampling. Students from the two classes, experimental class with 30 students and control class with 31 students, were given a pre- and post-test. This research instrument is a vocabulary test with 25 multiple-choice questions. The data were analyzed with SPSS 26. The calculated post-test result for the experimental class revealed a mean score of 89.47. It exceeds the mean score of the control group, which was 62.58. The standard deviation of each class is then calculated. Using Independent sample t-test, the researcher compared post-test experimental class and control class using the t-test formula. The output indicates that the value of Sig. (2-tailed) is 0.00 0.05. It indicates that Ha is acceptable. There is a substantial difference between students who are taught using Guessing game and those who are not. The result is also indicated by the fact that the mean post-test score of the experimental group (89.47) is higher than that of the control group (62.28). It indicates that students who are taught with Guessing game are superior to those who are not. Guessing game has a significant impact on the vocabulary attainment of eighth-grade MTsN 6 Agam students.

The Implementation of Shape Poem Technique in Project-Based Learning in Teaching English Vocabulary at an Elementary School: A Pre-Experimental Research

The purpose of this study is to investigate the effectiveness of the shape poem technique in project-based learning for teaching English vocabulary, specifically among 5th-grade students at SD Negeri 1 Banjar Jawa. In this study, researchers employed a pre-experimental strategy. The researcher adopted a one-group pre-test and post-test design. The statistical analysis of student scores is used to assess student vocabulary competence. The research sample consisted of 38 fifth-grade pupils from SD Negeri 1 Banjar Jawa. The finding of the study was pupils' post-test scores improved significantly as compared to their pre-test levels. The data was assessed using a Paired Sample T-test, resulting in a sig. (2-tailed) of 0.000. This level of significance is lower than the standard alpha level (α=0.05). The results also demonstrate that using the shape poem technique in project-based learning can help students learn in class. As a result, using the shape poem technique in project-based learning is encouraged since it has a major impact on students' vocabulary abilities during the learning process; also, it can generate a joyful and pleasurable learning environment.

The Effect of VR-based Instruction on the Acquisition of Barista-related Skills and Vocabulary in Students with Intellectual Disabilities

The Effect of VR-based Instruction on the Acquisition of Barista-related Skills and Vocabulary in Students with Intellectual Disabilities

The Implementation of HelloTalk Application in Vocabulary Teaching for Senior High School

This research aims to understand the effectiveness of the HelloTalk application in teaching English vocabulary for second grade high school students and its application in teaching English vocabulary. This research uses questionnaires, interviews and descriptive analysis methods to collect information about research and students’ experiences in learning English. The questionnaire covered what they knew about the HelloTalk application before and how they saw the application, whether the HelloTalk application was effective in teaching vocabulary and how to apply the application and the questionnaire was distributed via Google Forms after students had experience with HelloTalk. The research concluded that the Hellotalk application was effective in improving second grade high school students’ English learning, making the learning process more interactive and useful. This also helps improve the integration of applications in the curriculum to improve the quality of language learning and students’ learning experience.

대학생의 사용 어휘에 관한 연구

The purpose of this study is to examine the characteristics of vocabulary used by college students by analyzing their writing using quantitative methods. The subject of analysis is 194 essays written by 101 college students. As a result of the analysis, there were 10,135 individual vocabularies and 80,732 total vocabularies. The top 100 high-frequency words among college students' vocabulary were largely the same as the results of the three surveys compared. As a result of classifying college student vocabulary according to three meaning groups, ‘first person’ vocabulary was used the most when it came to ‘person’-related vocabulary. ‘Indicative words and connecting words’ were used at 2.7% and 0.6%, respectively, and were considered to have contributed to increasing the cohesion of the writing. Vocabulary related to ‘leisure life’ was used at a rate of 2.4% of the total vocabulary, and it was confirmed that vocabulary reflecting the growth background of current generation students appeared with high frequency. The research results of this paper will help instructors understand their students. A limitation of this paper is that its analysis results do not apply to all college students. However, this limitation is seen as an inevitable limitation of vocabulary measurement research.

Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research

The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.

The Frayer Model Effectiveness in The Arabic Vocabulary Development for Students in Madrasah

This study aims to improve the vocabulary mastery of grade XI students of Madrasah Aliyah Negeri (MAN) 11 Jakarta through the Frayer model learning strategy. This type of research is classroom action research, which has four components proposed by Kurt Lewin: planning, action, observation, and reflection. Data collection techniques are done through tests (pretest and posttest), direct observation, interviews, and documentation with data sources from learners, Arabic teachers, and collaborators. In contrast, the data processing method includes data selection and classification, presentation, data processing, and conclusion. Based on learning outcomes, the recapitulation of the average score of students in the first cycle was 70,68 (40% who achieved the Minimum Completeness Criteria). Therefore, researchers continue the second cycle. In cycle II, the average score of students was 77 (86% exceeded the Minimum Completeness Criteria). Based on the results of cycle I and II data, it can be concluded that using Frayer model learning strategies effectively increases students' value in learning vocabulary in madrasah. Thus, using the Frayer model in developing Arabic vocabulary for madrasa students has broad implications, including improving vocabulary understanding, developing critical thinking skills, increasing learning independence, and providing diverse learning approaches.

Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson

The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.

Comparative study of phraseological units in teaching Russian as a foreign language

The effectiveness of enriching the vocabulary of students of a national audience depends on the characteristics of existing sources, the specifics of their use, and the focus of vocabulary work. In the process of working on the text, students' vocabulary is replenished with epithets, comparisons, metaphors, and phraseological units. Phraseological units refer to more complex units. Like words, phraseological units perform various functions in the communication process. Economically and effectively familiarize students with the meaning of phraseological units through the use of synonyms, lexical equivalents and free phrases.

INVESTIGATING THE STUDENTS’ NEED IN LEARNING ENGLISH VOCABULARY: NEED ANALYSIS FOR SPECIAL NEEDS STUDENTS

This research aimed at finding out the learning needs of deaf students in learning English vocabulary using digital book at SLB Negeri 1 Makassar. The participants of the research were chosen by using total sampling The students’ criteria who experience a loss of hearing and speech impairments may face various challenges in their educational journey were the participant this research were thirty students of junior high school and senior high school SLB Negeri 1 Makassar. The data was collected through questionnaire and interview. The results of this research showed that deaf students was Important purpose in learning English for deaf students was to succeed in college, to succeed in career, for information exchange, to get a scholarship, and for personal needs. Deaf students are having barriers to writing, reading, speaking and listening skills. vocabulary important materials for deaf students were vocabulary at school, in the classroom, school equipment, at school, subjects, classroom activities, school uniform, extracurricular, school environment, profession, family, daily activity, month and day vocabulary. Learning models that were important to deaf students in their vocabulary learning preferences in the classroom include learning alone, learning in a pair, learning in small groups, and learning in large groups. Deaf learning activities and media in vocabulary learning in the classroom were using sign language and digital-based learning. An important place to learn vocabulary for deaf students is in the school area. The teacher said that all activities and learning processes students use smartphone as media. Technology strongly supports media in teaching English which will enrich the repertoire of learning and facilitate teachers in the teaching process and the use of smartphones can be one of the media that can attract or motivate students in learning English.

The impact of online learning during the pandemic on language and reading performance in English–French bilingual children

BackgroundThe COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2.MethodsA total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in‐person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate.ResultsStudents in the in‐person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading.ConclusionsThe current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning.

The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students

Does mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (N = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, Mage = 7:11 years:months, SD = 0:5, 46% girls). One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.

IMPROVING THE VOCABULARYN IN THEIR NATIVE LANGUAGE (TURKISH) OF BILINGUAL CHILDREN WITH FOLK TALES: THE CASE OF SWEDEN, NORWAY AND FINLAND

The “We Speak Turkish with Anatolian Tales” activity was carried out with bilingual Turkish children aged 8-13 in Sweden, Norway, and Finland. The students who participated in this activity constitute the sample group. Pre-test and post-test were administered to the students by selecting folk tales and words. The study investigated whether the vocabulary of bilingual students could be increased in their native language by using tales. Analyses and inferences were also made according to age, gender, and country. This sample was analyzed using the Single Group Pre-Test-Post-Test Design method, which is one of the weak experimental designs among experimental research methods. The SPSS method focused on the vocabulary and listening comprehension skills of bilingual Turkish children. Frequency Analysis, Shapiro-Wilk Test, Wilcoxon Sign Ranks Test, Kruskal-Wallis Test, Mann Whitney U Test were used to analyze the data. While it was found that the values were close to each other according to countries and gender and did not show significant variability, it was concluded that there were significant changes in the average academic achievement in terms of increasing Turkish vocabulary. It was also observed that there were differences according to age, with the older age group having a significantly higher average.

How to Improve English vocabulary for Students with Autism?


 
 
 
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 Children with Autism typically have trouble speaking with others, their linguistic abilities can still grow and improve. This study aimed to determine whether teaching students with autism English vocabulary using the TEACCH technique may assist those with Autism in developing an enjoyment and excitement for learning simple English vocabulary, correctly recognizing the words, and incorrectly mentioning the terms with the appropriate pronoun.
 This study employs a combination of qualitative and quantitative methods for its analysis. This school offers educational services to students with Autism, mainly through the TEACCH technique for learning simple English vocabulary. The research will focus on ten children who have autism spectrum disorder as its subjects. The TEACCH approach is used in educational activities conducted with students with Autism who speak English. This method incorporates both the photograph and the actual object. An initial test, a follow-up test, and an observation sheet collected the data. Several exercises are carried out in English learning vocabulary activities, such as pairing the object or things and mentioning the pronoun words in the appropriate context. The findings indicated that autistic students were highly interested in acquiring simple English vocabulary from other autistic students. The fact that the total Score on the post-test was 82% demonstrates that it was higher than the Score on the pre-test, which was 65.5%. They reacted appropriately and communicated effectively despite the challenges they faced. In addition, students start to take a greater interest in concentrating on their instructor.
 
 
 

Developing Vocabulary Handbook for the Eighth Grade Students of Junior High School

This study aimed to develop a vocabulary handbook for eighth-grade students at SMP Negeri 8 Palopo. The researcher used Research and Development by adapting the ADDIE model—the participants of this study were eighth-grade students of SMP Negeri 8 Palopo and three expert validators. Data were collected through observation, interviews, students' questionnaires, and expert validation. The vocabulary handbook was developed by referring to the needs analysis and adapting a task-based language approach. The appropriate vocabulary handbook as a research product consists of: 1. three units of vocabulary handbook material, namely: What are you doing? My uncle is a zookeeper, and Bigger is sometimes better. 2. Variety of activities adapted from task-based 3. Attractive layout and media 4. Other skills like listening, reading, and writing are completed with exciting grammar and vocabulary. The suitability of the student vocabulary guidebook is evidenced by the results of student and teacher perceptions that were categorized into "Very Good" classification, which indicated that the vocabulary handbook is ready to use with little revisions.

Implementation of TikTok as Medium for Learning of English Vocabulary: The Perspective of Department English Education Students

This research aims to examine students' perspectives on implementing the TikTok application as a medium for learning English in the modern era. Especially with the latest technological advances, in the post-pandemic COVID-19 social media can be used as a learning media such as YouTube, Twitter, Instagram, Facebook, and TikTok applications. TikTok can help students improve their English language proficiency, as well as what problems and difficulties arise when using the application as a vocabulary teaching tool and what difficulties students may encounter when using TikTok to learn new vocabulary. This research uses a qualitative design with a survey method where students fill out an online questionnaire using Google Forms and interviews. Questionnaires were given to students, and then students were interviewed. The participants were 30 students who took part in the English language learning program. The research results show that the students had a positive response to the use of TikTok in learning English vocabulary. TikTok ease of use and various functions, the TikTok application can be applied to learning activities to increase English vocabulary. This interactive learning media can provide much educational content about English vocabulary and make the learning process more efficient and effective for students. The implementation of This research makes it possible for educators. Content creator educators can easily create a learning process that attracts students' attention. It has been known that the TikTok application is efficient in increasing English vocabulary for students. Through the TikTok application, students can gain more vocabulary and continue to have fun learning by presenting information through interesting content, audio and visuals. Teachers can also process and develop various sources of interactive, interesting and unique TikTok content. So that it makes students interested in learning English and considers TikTok to be an effective medium for learning.