Teaching Vocabulary Mastery Research Articles

Teaching Vocabulary Mastery through Word Wall Media (An Experimental Study at MTs DDI)

This research aims to determine the effectiveness of using Word Wall media in improving vocabulary mastery of grade eight students of MTs DDI Lonja Sigi, Central Sulawesi. This is a quasi-experimental research design, involving 33 students selected through total population sampling technique. To collect the data, paper-and-pencil method with tests (pretest and posttest) was used. Result indicated that there was a significant difference between students’ vocabulary mastery before and after the intervention. With ρ=0.05 and df=31, it was found that the tcounted value of 9.21 is higher than the tcritical value of 1.696. This means, the research hypothesis is accepted. In other words, using Word Wall media can improve vocabulary mastery of grade eight students of MTs DDI Lonja Sigi.

INTERACTIVE VOCABULARY TECHNIQUE IN VOCABULARY MASTERY TEACHING: A QUASI-EXPERIMENTAL APPROACH

Vocabulary is crucial in language learning. Vocabulary is also an important ability to learn to read, speak, write, and listen properly. This research aimed at figuring out whether or not the interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim. Quasi experimental approach was applied in this research. This research involved 81 students of VII.1, VII.2, and VII 3 classes as the population and 54 of them as the sample regarding as control and experimental classes. Pretest and posttest were used to collect the data in line with 35 items of 17 fill-in-the- blank, 10 unscramble letters, 8 multiple choices. The data were analyzed by using Paired t-test and Independent sample t-test. The results showed that the t-obtained was 6.101 at the significant level 0.05 (5%) and t-table was 2.020 which indicated that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It means that interactive vocabulary technique was effective in teaching vocabulary mastery to the Seventh-Grade Students of MTs Negeri 3 Muara Enim.

OPTIMALIZATION WORD WALL APPLICATION IN TEACHING STUDENT’S VOCABULARY MASTERY

This study presents the Effect of Word Wall Application in Teaching Vocabulary Mastery to Class I Students of SMP Negeri 1 Ladongi. The design of this study was a quasi-experimental using a non-equivalent control group design. The variables of this study consisted of two variables, namely Word Wall as the independent variable and students' vocabulary mastery as the dependent variable. The samples in this study were students of class VII.A and VII.B of SMP Negeri 1 Ladongi. Class VII. consists of 28 students consisting of 17 boys and 12 girls, and class VII.B consists of 30 students consisting of 11 boys and 18 girls. The research instrument is Word Wall and Vocabulary test. Data collection techniques in this study were pre-test, treatment, and post-test. It was found that there was an Influence of the Application of Word Wall in Teaching Vocabulary Mastery to Class I Students of SMP Negeri1 Ladongi. This can be seen from the average valuE of the Post-test (78.93), which is higher than the average value of the pre-test (75.17). The results showed that T-test > T-table (3.737 > 2.051). The alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.

THE APPLICATION OF SEMANTIC MAPPING TECHNIQUE TO ENHANCE STUDENTS’ VOCABULARY MASTERY

This study aims to investigate the potential impact of employing the Semantic Mapping technique on improving students' proficiency in vocabulary. By examining the reactions and feedback from students who have undergone instruction using this technique, valuable insights can be gained into its efficacy in bolstering vocabulary acquisition. The findings hold significance for researchers seeking innovative approaches to enhance language learning. This research is a Classroom Action Research (CAR). The research findings showed that teaching vocabulary mastery using the Semantic Mapping Technique to the eleventh-grade students of SMA Dharma Wanita Medan could improve their vocabulary mastery. It is advisable that English teachers try applying the Semantic Mapping Technique in teaching vocabulary mastery. Quantitative data analysis shows an increase in the average score of 48% in the Pre-test, with 25% of students scoring ≥ 75. In the Formative-test, 65% of students scored ≥ 75, and 79 in the Post-test, with 80% of students achieving a value of ≥ 75. Then the results of this study increased. This research was carried out in SMA Dharma Wanita Medan with the eleventh-grade students during the academic Year 2022/2023. This research was successfully conducted at SMA Dharma Wanita Medan, as evidenced by the improved student achievement from the pre-test to the formative-test to the post-test. The results of this study are expected to provide valuable information on how to enhance students' vocabulary mastery by applying the Semantic Mapping Technique. During the research, the writer discovered that in order to improve students' vocabulary mastery skills, it is essential to create an interesting technique for students, fostering their enthusiasm for learning.

The Effect Of Word Wall Media On Students’ Vocabulary Mastery At The 7th Grade Of SMPN 3 Kec. Pangkalan Koto Baru

One of the most crucial language components that students should master is vocabulary. It is caused vocabulary is always used in everyday activities. Nevertheless, the students have difficulty when learning vocabulary and the lack of ability of students in remembering new vocabulary in English. Based on the problems, as a resulted to conduct teaching vocabulary mastery by the use of media namely word wall to help students improving their vocabulary mastery. This research was conducted to the seventh grade of SMPN 3 Kec. Pangkalan Koto Baru. In this study, researcher used quantitative method with quasi-experimental design by comparing two classes. The subject of this study was seventh grade, namely VII1 and VII2. VII1 was experimental class with 25 students and VII2 was control class with 25 students. The research instrument was vocabulary test. The data was analyzed by using Independent Sample t-test in SPSS 26. This study indicated that there was significant difference in achievement of students’ vocabulary mastery between the students who were taught by using word wall media and without using Word Wall media. It can be seen from p-value which was smaller than the alpha value (0.000<0.05). From the results of the data, teaching vocabulary mastery through word wall media gave more significant effect to increase students’ vocabulary mastery.

THE IMPACT OF USING TEAM GAME TOURNAMENT TO ENHANCE STUDENTS’ VOCABULARY MASTERY

The aim of this study is to reveal the effectiveness of using Team Game Tournament (TGT) to improve the vocabulary mastery of the second-grade students of Islamic Junior High School in Indonesia. Quantitative method design is used in this research. In order to achieve the objective of this research, the researchers designed a quasi-experimental study. The researchers used two classes to take pre-test and post-test, namely experiment and control classes. The teacher teaches vocabulary mastery in two classes. The experiment class used TGT and the control class used existing English textbook in teaching vocabulary mastery. For the data collection method, this study used vocabulary tests with multiple choice questions based on pictures. The final result of this experiment shows the average value of the experimental class was greater than the control class. Based on the findings, it can be concluded that TGT is effective in improving vocabulary mastery.

THE USE OF VISUAL MEDIA IN TEACHING VOCABULARY

The purpose of this study was to determine the efficacy of employing visual media in teaching vocabulary mastery in the seventh grade at UPT SMPN 3 Lunang. Several issues with students' vocabularies were discovered in the field. They were students' lack of motivation in expanding their English vocabulary, restricted vocabulary, and losing previously taught vocabulary. During the learning process, the researcher used visual media such as photos and actual objects to help students with vocabulary mastering. This study used descriptive quantitative research.The participants in this study were all UPT SMPN 3 Lunang students in the seventh grade. To collect the data, researcher used a test vocabulary from students. Based on calculated the data, the result of mean score vocabulary mastery students was 75 included at level effective. Therefore, it can be concluded using visual media effective for students vocabulary at seventh grade of UPT SMPN 3 Lunang.

The Implementation Of Semantic Mapping To Improve Students Vocabulary Mastery

The objective of the research was to find out whether or not semantic mapping can improve the ability of the students of SMP Negeri 2 Kulo in vocabulary. This research employed the method of the research was pre experimental method design. The population was the second year students of SMP Negeri 2 Kuloin 2018-2019 academic years. Total number of population was 20 students and one class was taken as sample (VIII.1) by using clustersampling technique, total munber of sample was 20. The instrument used in this research was to vocabulary test. The result of this research showed that in pre-test the mean score (43.15) is lower than post-test (58.50). It proved that there was significant improvement of students’ vocabualry using semantic mapping. The result of the P-value (0.000) was lower than level of significant (alpha (α)=0.05). This means that H1 was accepted. The researcher concluded that teaching vocabulary mastery by using SEMANTIC MAPPING improved the students’ vocabulary mastery at SMP Negeri 2 Kulo.

STUDY ON THE IMPLEMENTATION OF WORD CHAIN GAME IN TEACHING VOCABULARY MASTERY

This study was conducted through Library Research method which describes the application of Word Chain Game in Teaching Vocabulary Mastery. Word Chain Game is type of game designed to help players improve their vocabulary mastery. The objectives of this research are to describe the steps on the implementation of Word Chain Game in teaching vocabulary mastery and describe the students’ vocabulary mastery after the implementation of Word Chain Game. The data source were taken from Lewis Carroll (1879) as the primary data and scientific writing on the implementation of Word Chain Game from 2010-2021 as the secondary data. The result of the library research method indicate that there are 5 (five) scientific writing. The result of descriptive analysis show that the implementation of Word Chain Game in five different studies used different steps in implementing the procedures produced by the proponents of the game which consist of 4 steps. 1) The words used must be derived from dictionary. Proper names and words are not permitted. 2) The next word must be formed from the previous word by continuing the word with the last letter in it to form a Chain Word. 3) No word may be used as a Link unless it (or, if an inflection, the word from which it comes) is listed in the following Glossary. When adjectives and adverbs are regularly formed, their comparatives and superlatives are regarded as 'inflections' of the positive form and are not given separately: for example, if the word 'new' is given, it is to be understood that 'newer' and 'newest' are also admissible. However, nouns formed from verbs (such as 'reader' from 'read') are not considered to be so, and may not be used as Links unless they are found in the Glossary. 4) When played in a group, the person who cannot provide the word link is eliminated, and the winner is the only one who remains. When there are two players, the one who makes the most word links wins. One of them ask the students to write, spell, and pronounce the word. Two of them just ask the students to write the word, and other researchers only ask the students to pronounce the word. The vocabulary mastery of EFL students improved after the implementation of Word Chain Game in the classroom. According to the findings, it provides an interesting method for vocabulary building skill and strategies, word memorization, word list recall or vocabulary recognition, and group work. It is conclude that using Word Chain Game in teaching vocabulary is effective. In other words, differences in the teaching procedures do not negatively impact the students vocabulary mastery.

ENHANCING STUDENTS’ VOCABULARY MASTERY BY APPLYING DICTOGLOSS TECHNIQUE TO THE ELEVENTH GRADE STUDENTS OF SMA DELI MURNI BANDAR BARU IN THE ACADEMIC YEAR OF 2020/2021

This research was primarily conducted to prove that the application of Dictogloss technique could enhance the vocabulary mastery of the eleventh grade students of SMA Deli Murni Bandar Baru Bonaventura Class in the Academic Year of 2020/2021 and to describe their responses towards the application of Dictogloss technique in the process of learning vocabulary mastery. This research is Classroom Action Research which was perfomed in two cycles. Each cycle consisted of four meetings. The quantitative data analysis showed that the students mean score increased continually from 44,16 in pre-test, 59,17 in formative test, and 70,83 in post-test. And the percentage of the students who passed the mastery minimum criteria from pre-test to post-test is 60,39%. The qualitative data analysis showed that the students responses after being taught by using Dictogloss technique. It can be seen from observation sheets and field notes; they felt more enthusiastic and motivated to learn vocabulary mastery after Dictogloss technique was applied. The questionnaire data also showed that students are agree with the application of using Dictogloss technique and found it effective in teaching vocabulary mastery. It is suggested that English teachers using Dictogloss technique as an alternative media in teaching vocabulary to the students in Senior High School in order to enhance their students’ vocabulary mastery.

STUDY ON THE IMPLEMENTATION OF ENGLISH SONGS IN TEACHING VOCABULARY MASTERY

A song is a type of teaching media that can be used to teach any subject. It can also be used to teach vocabulary because song lyrics contain a variety of vocabularies. The goals of this study are to describe the steps of the implementation of English Song in teaching vocabulary mastery and to describe how successful the implementation of English Song in teaching vocabulary mastery was. The study applied qualitative design that implemented Library Research Method. The data were collected from scientific writing on the implementation of English songs in teaching vocabulary between 2011 and 2021. The scientific writing were found from the library and internet. The data were analyzed using content analysis based on Dale (1992). The results reveal that there are five scientific writings from Widhiastuti (2012), Febria (2015), Gushendra (2017), Bahri (2018), and Sari (2019). The results of the data analyzed show that the implementation of English Song in five different studies by five different experts used different steps in implementing the procedure. One of them was followed the procedure suggested by Dale (1992) which is play the song with no preparation and no hand-outs. Three of them give the materials before the listening selection, and other researcher play the video or singing the song by the teacher. Based on second research question, the vocabulary mastery of students’ improve after the implementation of English Song in the classroom. The researcher conclude that the implementation of English Song in teaching vocabulary mastery has a positive effect because the students’ vocabulary has improved as a result of the research.

STUDENTS’ PERCEPTION ON THE USE OF PUZZLE IN TEACHING VOCABULARY MASTERY

This study aims to determine the students’ vocabulary mastery at second- grade students’ of SMPN 1 MAJENE, and to know students' perception on the use of puzzle in teaching vocabulary mastery. Data collection was carried out in December 2020 from 17 students of class VIII SMPN 1 Majene. This research used qualitative research, and the instruments were vocabulary test and interview. This research showed that the mean score of the vocabulary test was78 (Good) which means the students had sufficiently mastered vocabulary and could understand the vocabulary itself. The result of the interview indicated that most of the students gave positive perception on the use of puzzle, they stated that the puzzle was very good because it could increase vocabulary mastery train memory of the students, they also prefer group study because learning becomes more fun and interesting and they can ask each other what they don't know. The use of Puzzles can also increase students’ word writing, and play an active role in learning. In other words, puzzles are very helpful in learning English and make it easier for students to learn English.

THE USE OF BIG CUBE GAME AS THE STRATEGY TO IMPROVE STUDENTS? VOCABULARY MASTERY

The purpose of this research is to convey Big Cube Game is effective in teaching vocabulary mastery. This research conducted in SMPN 3 Tangerang Selatan. The population of this research is seventh grade students, and the sample is 8.5 consists of 40 students. The method of this research is quantitative method and using pre ? experimental design. To collect the data, the researcher used pre ? test and post ? test that given to the students. The result score of the data indicated that, the total score of students in pre ? test were 2425 with the mean score was 60,62. The lowest score of pre ? test were 45 and the highest score were 90. The total score of students in post ? test were 3150 with the average were 78,75. The lowest score of post ? test were 65 and the highest score were 100. There is significance different from the result of pre ? test and post ? test score. The results of the pre-test and post-test were calculated using the manual statistically. And by using the t-test the results of t0 (4,47) are higher than the t-table at the significance level (p) = 0.05 (1,684). Thus it can be concluded that the Big Cube game has a significant strategy on the vocabulary mastery of students in class 8.5 at SMPN 3 Tangerang Selatan.

THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE TO IMPROVE STUDENTS’ VOCABULARY MASTERY

The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 student. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis. The comparative formula of the data analysis used t-test calculation. The researcher used t-test to analyze the data. In which the pre-test score group A is 53, 275 that was higher than the second group. The post test score of group A is 67, 25 that was higher than the group B as the Control group. While t-test proves that difference is significant because the result of T-test is higher that the figure shown on the t-table. Based on the above result, the researcher concludes that there is significant difference between the student who are taught using “Total Physical Response” and those who were taught using “Direct Method”. It is better for English teacher to use “Total Physical Response” as one of technique in teaching vocabulary mastery for junior high school especially in the Islamic Boarding School.

THE EFFECT OF USING MNEMONIC METHOD ON TEACHING VOCABULARY MASTERY AT THE SEVENTH GRADE STUDENTS’ OF SMP NEGERI 22 BUTON TENGAH

This research was conducted to find out whether there was a significant effect of the Mnemonic method in teaching vocabulary mastery at the Seventh-grade students’ of SMPN 22 Buton Tengah. The design of the research was a pre-experimental design ( one group pre-test post-test design). The population of this research was the seventh-grade (VII) of SMPN 22 Buton Tengah which consists of three classes, while the sample in this research was class VII3 that consisted of 25 students and used a simple random sampling technique. The instrument in this study was multiple choices, matching tests and public buildings, food, people around us to the topic. This study was conducted three sections namely pre-test, treatment, and post-test. The researcher used a paired sample T-test through SPSS 16.0 version to analyze the result of this research. The result showed that the mean score of students’ vocabulary mastery in the post-test was higher than students’ vocabulary in the pre-test ( 53.6 > 45.28 ). The hypothesis testing found that the value of sig ( 2 Tailed ) was 0.00 while the significant alpha value was 0.05. It can be concluded that the value of Sig ( 2 Tailed) was lower than the significance of α value (0.000< 0.05). in other words, (H1) was accepted. It showed that there was a significant effect of using the Mnemonic Method on teaching vocabulary mastery at the seventh-grade students of SMPN 22 Buton Tengah.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH WORD WALLS STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP SWASTA KARYA BHAKTI MEDAN

This study is aimed to improve students’ vocabulary mastery through word walls strategy. This strategy is one of appropriate strategies in improving students’ vocabulary mastery. The subject of this study is the eighth grade students of SMP Swasta Karya Bhakti Medan Class VIII A in the Academic Year of 2016/2017. This study was conducted by applying Classroom Action Research (CAR), which was performed in two cycles (cycle I and Cycle II) and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (vocabulary tests) and qualitative data (observation sheets, daily notes, and photograph evidences). The results of vocabulary tests showed that the mean of the students’ score increased continuously from pre-test (8 %), formative test in cycle I (44 %) to post-test in cycle II (92 %). The observation sheets, daily notes, and photograph evidences showed that the students are interested in the teaching and learning processes through word walls strategy and this study ran well. It was found that word walls strategy could improve students’ vocabulary mastery. It is suggested that teachers of English should apply word walls strategy as one of the strategies in teaching vocabulary mastery.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH CROSSWORD PUZZLE GAME TO THE EIGHTH GRADE STUDENTS OF SMP SWASTA DHARMA BAKTI MEDAN

This research is aimed to improve students’ vocabulary mastery through the application of crossword puzzle game. The subject of this research of the eighth grade students of SMP Swasta Dharma Bakti Medan. This research was conducted by applying Classroom Action Research (CAR) which was performed in two cycles (cycle I and cycle II) and each cycle consisted of three meetings. This instrument of collecting data are quantitative (vocabulary test) data and qualitative data (diary notes, observation sheet and photograph evidences).the result of vocabulary test as the quantitative data show that mean of students’ score increased continuously from pre-test 36,71, post-test in cycle I 64.10, to post-test cycle II 78,48. The diary notes, observation sheet and photograph evidences as qualitative data showed that the teaching and learning process ran well. It was found that crossword puzzle game could improve students’ vocabulary mastery. It is suggested that teachers of English should apply crossword puzzle game as one of the game in teaching vocabulary mastery.

The Effect of Strategy Daily Code Mixing Toward Students in Teaching Vocabulary Mastery

Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.

Collaboration of Clustering Technique and Picture in Teaching Vocabulary

This research was aimed to know the empirical evidence about the improvement of the students’ English vocabulary through Clustering technique and picture as a media at the First Grade Students of Madrasah Mu’alliminn Mu’allimat Bahrul ‘Ulum Tambakberas Jombang. The problem of the study was how to improve student’s English vocabulary through Clustering Technique and Picture as a media. This pre-experimental research is quantitative and the data taken from the pre-test and post-test and test sheet is used as the instrumentation. The result showed that the use of clustering technique and picture as a media in teaching vocabulary mastery increased. It can be seen from the students’ score of pre-test is 46.73, meanwhile the mean score of post-test is 73.67. The effectiveness of using this technique and media is implemented from students’ scores which are increased after learning vocabulary by using collaboration between clustering technique and picture as a media.

How daily code mixing becomes a new strategy for teaching vocabulary mastery

Vocabulary learning is an integral part of foreign language learning. The meaning of new words is very often emphasised, both in books and in verbal communication. Vocabulary is considered a centre of language teaching and is very important for language learners. This study found a daily code-mixing strategy in learning English vocabulary in the second grade of secondary school. The method used is qualitative and quantitative. The research phase includes pre-test and post-test, questionnaire and interview. The findings show that there is an influence on the level of student skills in using the strategy. Furthermore, it also found that students with higher vocabulary levels tended to take lessons in class interactively, this became fun, and students could motivate themselves they usually succeeded in learning by asking, monitoring and evaluating their learning habits. The findings also show that students with low vocabulary levels tend to choose to ignore direction and lack of participation, which means that they do not care about the course of the teacher and still carry unfavourable habits in the classroom. The findings of this study contribute to the further development of existing code-mixing theory and about vocabulary students and strategies. This study refers to giving benefits to classroom practice in the Indonesian context, specifically in increasing EFL teacher awareness so as not to focus solely on existing strategies, but rather look at the phenomena that occur around to create new strategies in teaching English.