Sufficient Vocabulary Research Articles

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.

Iran’s High School English Textbooks (Vision Series) and Organizational Knowledge as a Component of CLT Model

Selecting an appropriate textbook is one of the key factors in teaching English. This content analysis study scrutinized whether organizational knowledge represented in Iranian high school English textbooks (Vision Series). Thus, the stance of organizational components as one of the Communicative Language Teaching (CLT) principles was investigated in such textbooks. George (1963) verb form frequency count, Halliday and Hassan’s (1976) model, McCrimman's (1984) model, Vocabulary List Cambridge English (2012) were used to examine the extent to which organizational knowledge was shown in high school EFL textbooks. The analysis of the results revealed that grammatical knowledge was not presented comprehensively. Therefore, high school students would not be able to exhibit a wide variety range of vocabulary. Because the vision series roughly represented the sufficient vocabulary size. The Vision series highlighted intonation rather than pronunciation. The role of rhetorical organizations was disregarded in the Vision series. Therefore, he Vision series should be revised to include the organizational components. Generally, the Vision series did not follow CLT principles to promote language learners' ability to communicate.

Enhancing Students' Vocabulary through Interactive Word Wall Learning at SMP Yanbu'ul Hikmah

Possessing a sufficient vocabulary in English might motivate someone to write and converse in the language. Therefore, it is thought that vocabulary mastering is crucial for both the process of learning a language and the growth of a person's ability to learn a language. The number and quality of a person's vocabulary determine the level of their language abilities. Action research is the desired and appropriate research design for this study. The findings indicate that the efforts made by the researchers and their partners to use word wall learning materials to help third-grade SMP YANBUUL HIKMAH better understand English vocabulary has increased. Third-grade students agreed that using word wall media to study English will help them become more proficient in the vocabulary learning process is considered successful when there is a positive change in the student's overall self, or at least in part, 75% of the time. This is demonstrated by the learning outcomes. Therefore, it can be said that class III pupils'' mastery of the English vocabulary can be enhanced by using word wall media.

Examining Difficulties of Students with Hearing Impairments in Reading Comprehension According to Teacher Opinions

The aim of this study is to examine the problems faced by hearing impaired students in their reading comprehension skills based on teachers’ opinions. In this study, which was carried out with the qualitative research method, the data were obtained from semi-structured interviews. The participants were 10 classroom teachers working at Ankara Kemal Yurtbilir Hearing Impaired Primary School, and the data were analyzed using the inductive method. A total of 7 themes were determined from the findings. According to the research findings, reading comprehension skill is considered as an extremely important skill by all participants in the participation of students in educational process, academic success and participation in social life. Teachers stated that hearing impaired students do not have sufficient vocabulary, and they are insufficient in their suffix knowledge and usage. In addition, the participants stated that hearing impaired students experienced problems especially in the comprehension dimension of reading. All the teachers interviewed stated that the training program used was not prepared for students with hearing impairment, and that they needed a separate curriculum fort the hearing impaired. Training well-equipped personnel and providing educational materials are among the other notable expectations and suggestions.

On the Translation of the Names of the French Courts into Russian

Being part of the culture of a particular state, law is also always national in its content. Consequently, the peculiarity of the language of law is due to its connection with the legal system of the state, the reflection of which it is. Thus, a certain conceptual and terminological apparatus is formed, taking into account the legal features inherent in a single state.In this article, the author is limited to considering the use of translation techniques on the example of translating the names of the French judicial authorities and determining occasional correspondences in the absence of an equivalent or variant correspondence to the French term in Russian.A short analysis allows the author to argue that the complexity of translating legal terms is primarily due to differences in the legal systems of countries, difficulties in finding the necessary terms, which implies the presence of not only a sufficient vocabulary in this area, knowledge of grammar, but also an understanding of the specifics of the system. The translation should not be reduced to a free interpretation of the legal term of the original language and not literal transmission, but transcoding into the translation language with the fullest possible preservation of its meaning by means of the translation language. In this case, it is necessary to take into account the nature of the recipient in order to clearly bring the semantic content to his consciousness.

An Analysis of Students’ Vocabulary Mastery at SMP Gajah Mada Medan

An Analysis of Students’ Vocabulary Mastery at SMP Gajah Mada Medan

An Account of Systematic Review of English for Medical Purposes (EMP) Vocabulary Memorization

A high volume of global medical information exchanges has escalated due to the recent pandemic that has hit the world. In addressing international demands of sorts, it is imperative that students improve their English language proficiency, especially for medical purposes. Sufficient vocabulary knowledge is vital for language skills to be employed effectively. However, in China, limited attention has been given to vocabulary learning over the years, especially English for Medical Purposes (EMP) vocabulary since it is very large, complex and filled with jargon. Research shows that students perceive the difficulty of EMP to lie in the learning of vocabulary itself. Faced with problems and challenges in the process of EMP vocabulary learning through memorization technique, theoretical research is urgently required to comprehensively reveal the research status of EMP vocabulary memorization. Therefore, this study adopts the systematic literature review method to evaluate related research on EMP vocabulary memorization in China and abroad from 2011 to 2021. The main characteristics of EMP vocabulary memorization research, the factors that affect EMP vocabulary memorization, and the most popular memory strategies are elaborated in detail in order to integrate the existing fragmented knowledge and demonstrate the development of EMP vocabulary memorization technique(s).

Contrastive Form-Focused Instruction in Improving Vocabulary

The present study investigated the effectiveness of contrastive form-focused instruction (CFFI) in improving the vocabulary skills of grade 11 public school senior high school students from the general academic strand. The study also demonstrated the potential of CFFI coupled with subtitled videos to enhance vocabulary learning and should be considered in future educational practices. A quasi-experimental pretest-post-test design was utilized to evaluate the dependent variables before and after the intervention and overall results indicate that CFFI significantly improved learners’ understanding of the target words, leading to better vocabulary skills. Results further suggest that CFFI has the potential to provide a valuable learning platform for learners to develop a more nuanced understanding of L2 vocabulary words and their semantic differences from learners’ L1. Moreover, the study’s findings have implications for teaching methodologies, especially in teaching other subject areas. Since CFFI can serve as a valuable tool to help learners expand their vocabulary using their existing lexical schema as a springboard to build a sufficient vocabulary repertoire necessary to learn more new words and develop other skills, it may positively impact the overall academic performance of students, particularly the struggling learners who may have learning gaps and experienced learning loss.

What affects second language vocabulary learning? Evidence from multivariate analysis

IntroductionVocabulary acquisition is crucial in second language (L2) learning and can be affected by multi-variables. The fact that all these variables have typically been investigated separately (or, at best, in pairs) potentially obscures important interactions between them. This study comprehensively examines the intricate factors affecting vocabulary knowledge among Chinese learners studying English as a foreign language (EFL).MethodsWe conducted an investigation involving 200 Chinese EFL learners to identify the relationships between L2 proficiency, vocabulary learning strategies, age of acquisition (AoA), classroom exposure, and their relationships and predictive power on L2 vocabulary breadth and vocabulary depth.ResultsL2 proficiency emerged as the most robust predictor of vocabulary knowledge, closely trailed by vocabulary learning strategies, AoA, and classroom exposure. Notably, the use of metacognitive learning strategies such as self-regulated and self-aware learning, was found to be significant. Earlier L2 exposure resulted in a more sufficient vocabulary knowledge. However, the conventional belief that longer classroom sessions lead to enhanced vocabulary knowledge was challenged.DiscussionOur findings suggest the interconnectedness between L2 proficiency and L2 vocabulary knowledge. The investigation highlights the need for increased cognitive involvement and self-discipline in L2 vocabulary learning. This study also emphasizes the necessity to maximize the efficacy of classroom sessions, together with the benefits for an earlier age of L2 acquisition. Guidance for L2 researchers and instructors in second language vocabulary acquisition is offered.

44 Develop A Social Perception Test: The Psychometric Properties of Child's version Reading the Mind in the Eyes Test in Taiwan

Objective:Expertise in social perception, defined as the ability to decode another person's mental states based on basic behavioral signals (Allison et al., 2000; Beauchamp et al., 2008). The Reading the Mind in the Eyes Test (RMET) is a social-perception task of theory of mind (ToM, Meinhardt-Injac et al., 2020) and used to test different clinical disorders, like autism spectrum disorders (ASD, Peñuelas-Calvo et al., 2019). RMET has been used to demonstrate gender, cultural, genetic, and personality trait influences on ToM and elucidate its neurobiological mechanisms (Adams et al., 2010). In Taiwan, there has few sensitive tools to evaluate children's social perception, thus the purpose of this study is to examine psychometric properties of child's version of RMET in Taiwan (RMET-C-TW) and cross-cultural comparisons.Participants and Methods:RMET-C (Baron-Cohen et al., 2001) was used to assess mental state/emotion recognition (Vellante et al., 2013). It consists of photographs of the eye regions of 28 faces. Participants were asked to make a choice between four words presented, choose the one that best described for feel or think. One point was given to each correctly response. RMET-C-TW was double-translation of words to ensure cultural applicability in Taiwan. This study included both a normative sample and criteria sample. The normative sample consisted of 769 (385 male, 384 female) 3 to 9 grades students from northern Taiwan. The normative sample completed both the RMET-C-TW and Chinese Vocabulary Test (CVT) in groups at their own schools, the CVT was to ensure that participants had sufficient vocabulary skills to understand the options provided in REMT-C-TW. The criteria sample were collected from 46 matched, school-aged children with ASD (age mean = 10.52, SD = 1.62; IQ = 108.39, SD = 11.75), and normally developing controls (age mean = 10.66, SD=1.68; IQ = 109.70, SD = 12.12). These two groups were administered the (1) WISC-III (2) CVT (3) RMET-C-TW and (4) ToM Test.Results:The results showed that RMET-C-TW had acceptable test-retest reliability and internal consistency (test-retest reliability = .71, Cronbach α= .40). There were significant gender and age difference in the performance of RMET-C-TW, example female, older participants performed better. Item analysis showed 93% of items in the RMET-C-TW had cross- cultural consistency in the distribution of respondents' choices. In criteria sample, the control group's RMET-C-TW scores significantly better than ASD group. Physician diagnosis (r = .49, p < .01) and high-order ToM's scores (r = .33, p < .01) were significantly associated with RMET-C-TW scores.Conclusions:RMET-C-TW has acceptable reliability and good developmental validity (age-related growth) in three to nine grades, and future can be extended to different age and clinicians to understand the development of social perception. Therefore, RMET-C-TW can be used as an initial screening and cross-cultural tool for ASD. In addition, EF is divided into cold and hot, and hot EF makes a unique contribution to ToM in ASD (Kouklari et al., 2017), thus this tool may also be used in the future to understand the association of hot EF with social perception.

Using TikTok as a Tool for English Vocabulary Learning in the EFL Context

One of the most crucial components of studying a language is learning its vocabulary. Without sufficient vocabulary, communication becomes problematic. However, research shows that Saudi Arabian university students have a small English vocabulary size. Many technological tools exist in the literature for increasing students’ vocabulary size, including TikTok videos. TikTok has become one of the most popular social media platforms for producing and sharing videos. Because students’ perception of tools used in the classroom determine the tools’ success, investigating their perception of using TikTok videos for English vocabulary learning is essential. In this study, a quantitative research design was used to investigate students’ perception toward using TikTok as an English vocabulary learning tool in the EFL context. A descriptive quantitative methodology was adopted to analyze data from 115 female students at King Abdulaziz University. According to the findings, most students have a positive perception toward the use of TikTok videos as a vocabulary learning tool. These findings suggest that TikTok videos can be used to increase students’ English vocabulary size. The current study proposes an alternative pedagogical means for teaching English vocabulary to language teachers who want to help their students expand and develop their vocabulary.

Status of Memory Strategies Use among Medical English Students

High exchange of medical information worldwide requires students to improve their medical English language skills to compete globally. However, it is known that language skills cannot be used effectively without sufficient vocabulary knowledge. In medical English vocabulary learning, students often feel overwhelmed and lack motivation in learning this type of lexis. Research shows that the difficulty of medical English lies in vocabulary learning although the use of strategies can significantly improve the level of vocabulary memorization. In view of this, this study aimed to investigate medical English students’ use of memory strategies in vocabulary learning, using a questionnaire survey. A total of 500 medical undergraduates from Ningxia Medical University in China were selected as participants. The findings show that Chinese medical students apply memory strategies at an average level. The most frequently used memory strategy by Chinese medical English students is the repetition strategy, while the least frequently used is keyword strategy. Significant differences were found between male and female students’ use of spelling, chunking, repetition and use of word lists and association strategies. There are also significant differences in comprehensive use of strategies among students of different language proficiency levels. Thus, it is suggested that teachers invest more time in teaching memory strategies and students practice medical English vocabulary more frequently in a natural environment to improve their vocabulary levels and English proficiency.

ENHANCING STUDENTS' LISTENING SKILL: LEVERAGING EXTENSIVE LISTENING ACTIVITY IN AN EFL CLASSROOM

This research aims to explore the best implementation of Extensive Listening in improving students' listening skill at grade eleven of SMK PGRI 3 Badung. The subject of this research is XI MM 2 class that consisted of 31 students. This Classroom Action Research (CAR) cyclic procedure consist of four stages, namely: planning, action, observation, and reflection. Observation and interview was done focusing on how the students respond to the implementation of the extensive listening method, while the test was administered in the end of class to check whether the applied method is effective. The result showed that the best implementation of Extensive Listening was found in the second cycle where drilling vocabulary was applied during pre-listening, practice and adaptation of speech rate were applied in whilst-listening, and exercises were emphasized in post-listening. This syntax was proven to successfully help the students to achieve the learning goal where 96,77% passed the minimum mastery criteria or KKM (75) with the class mean score of 89,67. Besides, students stated that they liked the teaching method and were more motivated in learning listening. Students confirmed that vocabulary and pronunciation drilling was considered effective and influential for their ability in doing the listening test. So, It could be concluded that: 1. drilling vocabulary should be implemented prior to the Extensive Listening main activities to ensure that the students have sufficient vocabulary, 2. teacher should justify the speech rate of the listening material during the Extensive Listening main activities to suit the students' ability.

The Effectiveness of U-Dictionary as Learning Media to Improve Students’ Vocabulary Achievement at Senior High School

Vocabulary is very important in learning English. Students learning grammar without vocabulary will have a hard time understanding what they are trying to say. Meanwhile when studying English as a second language, people must have a sufficient vocabulary to express themselves and learn a wide variety of words to avoid being detected when they read, write, listen, or speak in English. This study aims to analyze the effectiveness U-Dictionary as media to students’ vocabulary achievement at senior high school at tenth grade. In this study, the design used quantitative pre-experimental. Population In this study that was students at tenth grade in senior high school, divided among all fifteen classes using the technique of random sampling. Instrument in this study used test in objective form. The result could be concluded was proved that the alternative hypothesis (Ha) accepted, meanwhile the null hypothesis rejected (H0) rejected. After using the t-test formula after the test, where the t-test value (3053) was greater than the table value t (1.994) at the 0.05 or 5% significance level in the two-tailed test with df 70. The conclusion showed the U-Dictionary can effective to student’s vocabulary achievement at senior high school.

Dirāsah Tahlīliyah Fi Asālīb Ta‘Līmī Mahāratil Kalāmi Bi Kitāb Al Mumtāz Fil Hiwārāt Al-Yaumiyyah Lighairinātiqīna Bil Arabiyyah

This study aims to determine the method of teaching speaking skills in the Al-Mumtaz book in daily dialogue for non-Arabic speakers. The reason for choosing this topic is to provide an overview and information about the al-mumtāz textbook and some of its advantages. This book is structured only on one language skill, namely speaking. This research is a descriptive qualitative analytical research, and the method of data collection is the method of observation and documentation on the topic, and the method of data analysis through content analysis contained in Al-Mumtaz's book in the Daily Dialogue for Non- Arabic speakers. The advantages of this book and its analysis are the first: listening to the dialogue. Listening is the beginning of speaking skills. Second: understanding the contents of the dialogue to find out how far they understand the dialogue text Third: simulation and repetition which is an audio-lingual method Fourth: Language skills training such as word form training, communicative language training and meaning training Fifth: The vocabulary and phrases used are words and expressions that are widely used in everyday life so that students have sufficient vocabulary in different situations in their lives. Sixth: teaching vocabulary with pictures, and this method makes it easier for beginners to learn language, because they understand the meaning of pictures, not from translation or from mother language.

Application of Visual Media Pop-Up Book in English Learning in Elementary School

It is good if English has been introduced since childhood to Indonesian children so that it will not become a frightening specter for them later. In the 2013 curriculum, elementary schools do not have English as a subject, because English has always been a local content subject. However, the obstacle in teaching English is that there are still many elementary school students who are not interested in this subject. The reason is that English is a new language for them and they don't have sufficient vocabulary mastery. Because of that, during English lessons, the teacher teaches only a few students who pay attention, there are many students who play, they feel bored and unenthusiastic when learning English. This was faced by students of the SD GP in Raanan Baru Village, Motoling District, causing them to be unenthusiastic and less creative when it came to English lessons. Therefore, teachers must pay attention to learning models that are appropriate to their goals, not boring but can motivate students and attract their attention, namely choosing learning media can help improve vocabulary mastery. Therefore, in this study, the writer used Visual media pop-up book to improve English vocabulary mastery of the students of SD GP Raanan Baru. The results of this study showed a significant difference, namely the results of the post-test were better than the pre-test as evidenced by the average post-test (T2) score of 71.2 with a standard deviation of 13.5, while the average value of the pre- test (T1) is 30 and the standard deviation is 11.1

The impact of vocabulary instruction on vocabulary achievement

Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.

Ways of semantizing professional vocabulary in the process of teaching english to future veterinarians

The article explores the peculiarities of working with professional veterinary vocabulary in the context of teaching English for professional purposes. The aim of the research is to summarize the experience presented in scientific and methodological literature on working with professional vocabulary, including terminology, and to identify techniques and methods that contribute to the semanticization of terms in a foreign language. Generalizing the experience presented in scientific and methodological literature, the author concludes about the most effective means and techniques for the semanticization and initial consolidation of professional vocabulary today. Special emphasis in this research is placed on working with veterinary terms, the complexity of which is due to the fact that first-year students lack sufficient vocabulary in the professional field. Semanticization, in this case, becomes the full introduction of a new concept into the professional lexicon of future veterinary professionals. The necessity of a detailed study of the word formation of veterinary terminology for its acquisition and translation is demonstrated. Examples of semanticization through morphological analysis are provided, which includes examining the structure and formation of words, their roots, prefixes, suffixes, and other morphological elements for a better understanding of word meanings. A system of exercises is proposed for teaching the semanticization of lexical units (terms).

The Effect of Picture Teaching Media to the Ability of Grade 7th Students in English Vocabulary Mastery of SMP Yayasan Perguruan Keluarga (YPK) Pematangsiantar

English is an international language that use by many people in this world. Human used English to make communication in daily life. It can help human to make connection with other people, nation country in this world to get information. As we know in learning English there are four skills, they are: speaking, listening, writing, and reading. Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people cannot communicate and express their feeling both in form of spoken and written effectively. Nowadays, the students must improve their vocabulary because in their school, they are not only learning vocabulary in English lesson, but also in other books, there are also some English vocabularies that must be known by students. In improving student vocabulary, the students need some method or technique. The used picture of media will be needed to help the students in teaching-learning vocabulary. Picture is one of visual material in teaching that well established. This researcher experience at learning practice program in SMP YPK Pematangsiantar, many of students were lack of vocabularies.The students had many problems in mastering English words and this situation made them to be lazy to study English. One of the strategies can be used to solve the problems in teaching English is using media. As what have been mentioned previously, the purpose of this research was to find out the effect by uding Picture media on students’ ability in english vocabulary at grade seventh SMP YPK. Researcher chose two classes as the sample that divided into two groups are VII-6 as Experimental Group and VII-4 as Control Group. From all the analyzed data, it is found that there was a significant using Picture media on students’ ability in English Vocabulary at grade seventh SMP YPK Pematangsiantar. It shows that the result of t-test was higher than t-table (5.02>1.67), therefore the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) was accepted.Based on the result of the research, it was concluded that by using Picture media on students’ ability in English Vocabulary is most effective.

THE PFAR-BASED FLIPPED CLASSROOM AT ELEMENTARY SCHOOL: STUDENTS’ VOCABULARY MASTERY

Vocabulary mastery is essential to help students learn English. However, many elementary students struggle with having sufficient vocabulary. This classroom action research aims to improve elementary students' vocabulary mastery through the PFAR-based flipped classroom. PFAR, which stands for Plan, Flip, Assess, and Reflect, is a recent development of flipped classroom for teaching English to young learners. The participants of this study included 15 grade VI students from an Islamic elementary school. The data were collected using tests, observations, and interviews. The findings revealed that the PFAR-based flipped classroom enhanced the students' vocabulary mastery. This improvement was made possible by active learning during vocabulary lessons. The students learned vocabulary through videos, pictures, and academic games, both online and in face-to-face classes. The results of the tests showed that the students were able to achieve the learning objectives, namely (1) understanding the meaning of certain vocabulary; (2) writing certain vocabulary with correct spelling; and (3) applying certain vocabulary in simple sentences. All the students yielded a mean score of more than 70 on five vocabulary tests. In addition, they became more active during the lessons and confirmed that the entire learning process was more attractive. All of this evidence suggests that this research was successful in improving students' vocabulary mastery.