Vocabulary Achievement Research Articles

APPLYING DECONSTRUCTION ANALYSIS TO DEVELOP VOCABULARY OF THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT COKROAMINOTO UNIVERSITY OF PALOPO

This research aims: (1) To find out whether or not the use of deconstruction analysis effective to develop the students’ vocabulary in word formation, word meaning and word usage and (2) to find out the aspect which is mostly affected by using deconstruction analysis. This research employed quasi experimental design. The population of this research was the second semester students of English department at Cokroaminoto University Palopo, which consisting of seven classes in 2013/2014 academic year. The total number of population was 300 students. This research used purposive sampling . The samples of this research, one class was as an experimental class and the other was as a control class. The samples of each class were 30 students. The research data was collected by using vocabulary test to get the students’ vocabulary achievement in covering word formation, word meaning and word usage, which were analyzed by inferential statistic through SPSS version 17 for windows program. The students’ result of posttest of experimental group is significantly developed than the students’ result of posttest of control group by the mean score 76.22 > 37.55. The difference of both scores is statistically significant based on the t-test value at significant level 0.05 in which the probability value is lower than the significant level (0.00 < 0.05). So, H 1 was accepted and H 0 was rejected. Then, the three aspects (word formation, word meaning, and word usage) have the same average score, the score of F-obs (1.64) was smaller than F-table (2; 87; 0.05) was 3.10 or 1.64 < 3.10. So, in this case H 1 was rejected and H 0 was accepted. It can be concluded that the use of deconstruction analysis effective to develop the students’ vocabulary in word formation, word meaning and word usage and the three aspects have the same average score. So, there is no that mostly affected by using deconstruction analysis

The Impact of L2 Semantic Tasks (L2 Collocation versus L2 Definition) on Iranian Intermediate EFL Learners’ Vocabulary Achievement

The Impact of L2 Semantic Tasks (L2 Collocation versus L2 Definition) on Iranian Intermediate EFL Learners’ Vocabulary Achievement

Effects of Communication-Based Translation Activities on EFL High School Students’ Vocabulary Achievement

Effects of Communication-Based Translation Activities on EFL High School Students’ Vocabulary Achievement Pham Ngoc Truong Linh Abstract In most EFL contexts of Vietnam high schools, vocabulary learning is accompanied with long lists of L1 equivalents in the grammar-translation method (GTM), which is criticized for abusing translation, focusing much on form and structure, lacking space for communicative performance; whereas the communicative language teaching (CLT) is more preferred in modern language teaching trends because it motivates learners’ discovery, participation and communication. How likely is it to integrate translation withCLT in communication-based translation activities (CTAs)? This study suggests some models of CTAs for teaching and learning EFL vocabulary at high school in Vietnam then tests their effects in an experimental project with 73 tenth-graders in two groups (with and without CTAs application), pre-post tests and a survey. After 8 weeks of treatment, the results highlighted CTAs in enhancing students’ vocabulary achievement both in recognition and its assistance in subsequent productive skills while GTM only improved students’ receptive vocabulary knowledge. Additionally, the survey indicated the experimental students’ positive attitudes, which were statistically influenced by their L1 and translation habits except for their gender. The study is supposed to provide practical implications for improving EFL students’ vocabulary and communicative performance at high school in Vietnam and those with similar contexts. Full Text: PDF DOI: 10.15640/ijlc.v5n2a3

INVESTIGATING THE CORRELATION BETWEEN CRITICAL THINKING ABILITY AND GRADE ELEVEN STUDENTS’ VOCABULARY ACHIEVEMENT

This research entitled “Investigat ing The Correlation Between CriticalThinking Ability and Grade Eleven Students’ Vocabulary Achievement at SMKBhakti Persada Bekasi” principally aims to investigate whether or not there iscorrelation between critical thinking ability and vocabulary achievement.Thisresearch was conducted on the grade eleven students at SMK Bhakti Persada,PondokGede, Bekasi, at in the Academic year of 2016/2017. Research methodeused in this research was correlation, quantitative and the design was ex-post factodesign.To collect data the researcher used two instruments in the form ofobjective, multiple choice each numbering 30 for X variable and 32 for Y variableout of 50 question items for X and also 50 items for Y having been tried out inclass XI at SMK Bhakti Persada, Pondokgede, Bekasi. The scores obtained fromthe try-out class were used to analyze the validity, reliability, discriminationpower and difficulty index of each question item in two instruments.Thepopulation of this research was grade eleven students consisting of 212 studentsoccupying 7 classes. The number of samples was 37 students seating inaccounting class taken from the population using cluster random technique. Theresults obtained from samples were used to analyze the data using statisticalformulas of Pearson’s Product Moment, preceded by normality and linearity testas the pre-requisite requirements for data analysis.The analysis using SPSS-basedProduct Moment formula produced significance (Sig.) value of 0.000. Since thesignificance value was smaller than (<) Alpha 0.05, Ho is rejected and Ha isaccepted. Accordingly the research concludes that there is significant correlationbetween critical thinking ability and grade eleven students’ vocabularyachievement at SMK Bhakti Persada Bekasi in the Academic Year of 2016/2017.

USING CAPTIONED VIDEO CLIP ON GRADE NINE STUDENTS’ VOCABULARY ACHIEVEMENT AT MTs PKP JAKARTA ISLAMIC SCHOOL

By combining an audio and visual media like video can be categorized as an effective multimedia to help teacher in teaching and learning process. Besides, many researchers also have done the research on the use of caption on video to improve students vocabulary. This research is aimed to find out whether or not there is an effect of using captioned video clip on students’ vocabulary achievement. The research samples were taken by means of cluster random sampling from the population, represented in this research by class IX.B as experiment class and IX.C as the control class with total number of samples being 50 students.The research was conducted at MTs PKP Jakarta Islamic School. The research method used in this research was Quasi Experimental research and the design was randomized post-test only control group design. To collect the data, the students were given objective test, numbering 35 items.The findings from the research indicated that there was significant difference that can be seen from the post-test score between the students who received captioned video clip on the experimental class and students who did not receive captioned video clip. It can be seen from the data analysis by using ANOVA that showed Fobserved (56.705) is higher than the critical value of Ftable (at the significant level of 0.05 and df = 1/48), namely 4.04. It can be concluded that there is significant effect of using captionedvideoclipon grade nine students’ vocabularyachievement at MTs PKP Jakarta Islamic School on the academic year 2016/2017.

The Effectiveness of Scrabble and Wordsearch Games to Teach Vocabulary to Students with Different Interests

Many students feel difficult to memorize the vocabularies given by the teacher. Students in my school like to act like learning while playing. In fact, the teacher almost never used media in teaching and learning process.The objective of the study is to find out the effectiveness of scrabble and word search games on teaching vocabulary.The researcher applied quantitative and qualitative methods to collect the data. Quantitatively, the data were gathered through vocabulary test and questionnaire sheet. Vocabulary test was used to examine students’ vocabulary achievement in the form of multiple choice and cloze test items. Questionnaire was given to the students in order to know the students’ interest. Qualitatively, the observation checklist used to know level of vocabulary competence before using games.Then, I analysed the data from questionnaire and vocabulary test using t-test and ANOVA.The resultsshowed that Scrabble and wordsearch games were more effective to students. Mean score of wordsearch strategy was higher than scrabble in vocabulary to high and low interest students. The last results indicated that there was no significant interaction among the teaching techniques (scrabble and word search games), interest, and students’ vocabulary achievement.It can be concluded that taught by using scrabble or wordsearch was effective to high and low students. Mean score of the experimental and control class increased. There were significant both of games .

The Relationship Between Depth of Vocabulary Knowledge, Home Literacy, and English Reading Comprehension Achievement (A Case of The First-Year Mechanical Engineering Department Students of Diponegoro University)

This study aimed at describing the correlation and contribution between learners’ depth of vocabulary, home literacy, and English reading comprehension achievement. This study was significant due to the lack of empirical research conducted in this topic in Indonesian context. The participants in this study were first-year Mechanical Engineering Department EFL learners at Diponegoro University, Central Java, Indonesia (n=77). The data were gathered by using Word Association Test (WAT), Home Literacy Questionnaire (HLQ), and Reading Comprehension Test (RCT). The findings revealed that: (1) learners’ depth of vocabulary knowledge significantly correlated to English reading comprehension achievement (r=0.662), (2) learners’ depth of vocabulary knowledge contributed 43.9% to their English reading comprehension achievement, (3) learners’ home literacy significantly correlated to English reading comprehension achievement (r=0.610), (4) learners’ home literacy accounted for 37.3% to their English reading comprehension achievement, (5) learners’ depth of vocabulary knowledge and home literacy significantly correlated to their English reading comprehension achievement (r=0.749), and (6) learners’ depth of vocabulary knowledge and home literacy contributed 56.1% to their English reading comprehension achievement. The findings added the body of literature that the higher the adult EFL learners’ score on depth of vocabulary knowledge and home literacy, the higher their score on English reading comprehension achievement.

THE EFFECT OF STUDENTS’ PERSONALITY LEARNING STYLE AND TEACHING METHODS ON THEIR VOCABULARY ACHIEVEMENT

The objectives of the study are to investigate whether the students’ personality learning styles affect the students’ vocabulary achievement, to find out whether word walls significantly affects the students’ vocabulary achievement and to find out whether there is any significant interaction between students’ personality learning style and word walls on students’ vocabulary achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from the fifth and sixth grade students of SDIT Bunayya Padangsidimpuan taken as sample of this research. Students’ vocabulary achievement was measured by using test of multiple choice. The data were analyzed by applying Two-way Anova. The result of testing of the first hypothesis shows that students’ vocabulary achievement that was taught by word walls is significantly higher than that was taught without word walls. The second hypothesis testing shows that students’ vocabulary achievement with extrovert personality learning style higher than that have introvert personality learning style. The third hypothesis testing shows that there is an interaction between word walls and personality learning style. Students’ vocabulary achievement is influenced by teaching method of word walls and personality learning style.

THE INFLUENCE OF TEACHING ENGLISH VOCABULARY USING VCD LEARNING TO THE KINDERGARTEN LEVEL IN SMART AND FUN COMMUNICATIVE ENGLISH COURSE SAMARINDA

The researcher used VCD &lt;em&gt;Learning&lt;/em&gt; to help kindergarten level students Smart and Fun Communicative English Program Samarinda on learning English vocabulary. The contents were relevant to the vocabulary for students in kindergarten level of Smart and Fun Samarinda.This study was aimed finding whether there was significance difference between experimental and control groups and whether there was significant difference between post experimental and control groups. It is a kind of experimental research. This study’s design was &lt;em&gt;two group-pretest-treatment-posttest design&lt;/em&gt;. The population of this study was 60 students. The researcher took 40 students from two classes as the sample of this study. Then, took other 20 students as try out test respondents. The test was tried out to 20 respondents consisted of 30 items. After being analyzed, its reliability coefficient was 0.462. The experimental group’s mean score on the post-test was 80.17 while on control group was 70.67. After analyzing the two mean scores by using the program of SPSS 16.0, it was found that the difference significance value between the two mean scores t - computed 4.068 was higher than t - table 2.093 with the level of significant 5%. The computation showed that the two groups’ mean scores of significantly differed. Thus, the alternative hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. It could be concluded that there was significant difference of English vocabulary achievement among students of kindergarten level of Smart and Fun by using VCD &lt;em&gt;Learning.&lt;/em&gt;

A Study of Teachers’ Discourse Moves That Support Text-Based Discussions

In theory, engaging students in discussion helps them learn how to understand and think critically about texts. Researchers have sought to identify effective features of teacher-led text-based discussions by designing specific discussion-group programs and investigating their influence on students’ comprehension in upper elementary classrooms. However, little is known about how early elementary teachers guide students’ participation in and learning from whole-group text-based discussions. Because of the potential value of such instruction for developing reading comprehension, this study examines how early elementary teachers used effective discourse moves to support students’ engagement with and understanding of texts. We developed and examined the validity of a measure comprising 10 research-based discourse moves called Support for Students’ Learning from Text (SSLT). It was used to code text-based comprehension lessons in second- and third-grade classrooms. Findings indicated significant associations between teachers’ everyday use of SSLT discourse moves and students’ comprehension and vocabulary achievement.

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

Vocabulary learning is indispensable in the process of second language (L2) learning and plays a pivotal role in this regard. At the heart of this issue is the homonymous conflict, which is more problematic and very difficult to deal with. Therefore, the current study was undertaken to cast a little bit of light on homonyms instruction in the area of learners’ L2 vocabulary development and retention. In this vein, four intact classes of Iran Language Institute (ILI) comprised of 46 young female EFL learners aged from 9-10 years old enrolled in the present study whose English proficiency level was elementary. Signing the Assent form, the participants were given a proficiency test for homogenizing. They were divided into two groups of experimental and control. The former group favored the explicit, simultaneous and concurrent homonymous set of words instruction; however, the latter one encountered the accidental and incidental homonyms instruction through various texts. The results obtained from vocabulary achievement test indicated that in the vocabulary development phase, both methods appeared to be significantly effective in the short run, but the participants in the experimental group revealed a better performance. Moreover, after administrating the delayed post-test, the analysis elicited that homonyms instruction significantly hindered the vocabulary recovery and retention of the learners just in the Experimental group three weeks later. Hence, the outcome of this piece of study provided various remarkable implications for teachers to reinforce learners’ vocabulary repertoire through context, and led to give some insights into homonyms instruction via metalinguistic awareness.

Improving Students’ Vocabulary Achievement through Word Game

&#x0D; This paper is based on a study on students’ vocabulary of grade seven in junior high school using word game. This study is conducted based on the preliminary study which indicated that the students felt difficulties in learning English because of the lack of vocabulary.The subjects are 38 students who consist of 28 male, and 10 female students at seven grade of one of junior high schools in Gresik. The purpose of this study is to improve students’ vocabulary achievement through word game. The data is collected by interview, observation, questionnaires and test. The data is analyzed by using triangulation. The research design of this study is classroom action research which consist of four steps: planning, acting, observing and reflecting. The results of this study shows that word game can help students to memorize the vocabularies easier motivate students and make them more interested in learning vocabulary.&#x0D;

A Study on a Model of L2 Vocabulary Achievement for Korean University EFL Learners

The present study was designed to examine the effects of a variety of factors on English vocabulary achievement. To this end, a total of seven hypotheses were posed in light of previous research on vocabulary learning. To test these hypotheses, an SEM procedure was performed for a sample of 368 Korean university students. The effects of gender and academic specialization on English vocabulary achievement were also examined through multi-sample analyses. Results of the present study demonstrate that Korean university EFL learners’ English vocabulary achievement was a direct function of motivation and vocabulary strategy. The effects of confidence, learner beliefs, and vocabulary learning methods, however, were found to be only indirectly connected to vocabulary achievement through motivation and strategy use. The results of multisample analyses for learners of different gender and academic major groups identified a total of four path coefficients whose effects functioned differentially across different learner groups. Implications of the present are also discussed.

IMPROVING VOCABULARY AND TAHAJJUD HABIT USING CHAIN SMS IN TAHAJJUD TIME FOR THE FIFTH GRADE STUDENTS OF MI AL MUBAROK WANGKAL SIDOARJO

Vocabulary is an important aspect in the process of learning English because it is needed by the students when they are learning English language skills. Therefore, teaching English in primary schools are held to provide students a larger amount of vocabulary than what they probably have before. This research is designed to improve the students’ vocabulary as well as their Tahajjud (night prayer) habit using Chain SMS sent during Tahajjud time. The method was selected because it was believed to be able overcome the problem of limited time at school and allow students to memorize vocabulary gradually since they will learn after they have enough rest and after they did they tahajjud prayer. This is a a Classroom Action Research (CAR) designed in two cycles. The subjects of this research were 29 students of the fifth grade of MI Al Mubarok Wangkal in the 2014/2015 academic year. The data of this research study were obtained through vocabulary test documentation. The findings of this research indicated that the Chain SMS in Tahajjud time was successful in improving both the students’ ability in vocabulary and the students’ Tahajjud habit. The improvement can be seen from the increase of students’ scores and the students’ individual score percentage from preliminary study to Cycle 2 both for vocabulary achievement and Tahajjud prayer habit.

IMPROVING VOCABULARY AND TAHAJJUD HABIT USING CHAIN SMS IN TAHAJJUD TIME FOR THE FIFTH GRADE STUDENTS OF MI AL MUBAROK WANGKAL SIDOARJO

Vocabulary is an important aspect in the process of learning English because it is needed by the students when they are learning English language skills. Therefore, teaching English in primary schools are held to provide students a larger amount of vocabulary than what they probably have before. This research is designed to improve the students’ vocabulary as well as their Tahajjud (night prayer) habit using Chain SMS sent during Tahajjud time. The method was selected because it was believed to be able overcome the problem of limited time at school and allow students to memorize vocabulary gradually since they will learn after they have enough rest and after they did they tahajjud prayer. This is a a Classroom Action Research (CAR) designed in two cycles. The subjects of this research were 29 students of the fifth grade of MI Al Mubarok Wangkal in the 2014/2015 academic year. The data of this research study were obtained through vocabulary test documentation. The findings of this research indicated that the Chain SMS in Tahajjud time was successful in improving both the students’ ability in vocabulary and the students’ Tahajjud habit. The improvement can be seen from the increase of students’ scores and the students’ individual score percentage from preliminary study to Cycle 2 both for vocabulary achievement and Tahajjud prayer habit.

The Influence of Teaching Vocabulary by Using Picture

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups.

The Influence of Teaching Vocabulary by Using Picture

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

The Impact of Teaching through Twitter on Students’ Vocabulary Learning: A Case Study of Qassim University

The purpose of this study is to investigate the effect of using Twitter on first level bachelors students’ achievement inEnglish vocabulary. The first goal of the present study was to determine the effectiveness of using Twitter toimprove the learners’ L2 vocabulary. To achieve this goal, third-year students of English as a target language weretested on their vocabulary knowledge after treatment. The second goal of this study was to find out if there anysignificant differences between the effect of traditional teaching methods and using Twitter in teaching vocabulary.To achieve this goal, the participants in both groups were tested, and their scores were then compared. The sample inthe study consisted of 160 during the second semester of 2015/1436. Over eight weeks, the experimental groups weretaught by using the social network Twitter, while the control groups followed the traditional way of teachingvocabulary, i.e. explaining the words in simple English, giving hints or gestures, and using pictures or flashcards.The findings show that there is an increase in students’ vocabulary achievement in both groups, but the experimentalgroup seems to perform better than the control group. The researcher concludes with recommendations for furtherstudies on the effectiveness of using Twitter to improve student achievement in other English skills areas.

Improving 13-Year-Old Students’ English Vocabulary Achievement Using Interactive Whiteboard (IWB) in Jeddah, Saudi Arabia

Improving 13-Year-Old Students’ English Vocabulary Achievement Using Interactive Whiteboard (IWB) in Jeddah, Saudi Arabia

LEARNING AND REVIEWING VOCABULARY THROUGH MEMRISE TO IMPROVE STUDENTS’ VOCABULARY ACHIEVEMENT

This article dealt with classroom Action Research which intended to improve the vocabulary achievement of 39-second semester students of Faculty of Agriculture and Animal Husbandry at the Islamic University of Balitar by using Memrise. In this research, the students learned 3 levels of agriculture and vocabulary prepared and created by the lecturer in www.memrise.com. In order to have a good vocabulary achievement, the students are asked to learn the vocabulary in the classroom and review it at home through Memrise Application. The data of the research were collected from tests and questionnaire. This research was conducted in one cycle of action which covered (1) Planning, (2) Acting, (3) Observing and (4) Reflecting. The result of the research showed that the implementation of Memrise as learning and reviewing vocabulary tool could improve the students’ vocabulary achievement from the mean score 60.45 (Pre-test) to 86.27 (Post-test). Moreover, the result of the research was strengthened by the student’s positive responses toward the use of Memrise as learning and reviewing vocabulary tool as reflected from the result of the questionnaire given.Keywords: Memrise, Learning and Reviewing Vocabulary, Vocabulary Achievement, Action Research. Received: 24 June, 2016; Accepted: 8 September, 2016