Vocabulary Competence Research Articles

EFFECTS OF USING DIGITAL VOCABULARY JOURNAL IN MUET WRITING PERFORMANCE AMONG PRE-UNIVERSITY STUDENTS: AN ACTION RESEARCH

In learning English as a second language, the importance of vocabulary competency has long been recognized for its significance. An area where vocabulary knowledge has demonstrated significant promise is in the realm of writing as the breadth and depth of students’ vocabulary are reflected in the general quality of their writing. Hence, the introduction of vocabulary journal is essential as it has been used to create interactive and immersive learning experiences that help learners acquire and retain new words more effectively. This classroom-based action research investigated the impacts of keeping digital vocabulary journal towards writing performance of ten pre-university students in a pre-university center in Sabah. It sought to to find out whether there is any difference in the students’ writing scores prior to and after keeping vocabulary journal as well as to assess the students' attitudes toward maintaining a digital vocabulary journal. This action research used a mixed-method approach. Pre-test and post-test writing scores comprised the study's quantitative component, while the qualitative approach used semi-structured interviews and product analysis. The results indicated significant difference with large effect size and positive students’ attitudes towards digital vocabulary journal. As a result, the assertions regarding the advantages of digital vocabulary journals were empirically supported by this action research study. By engaging in this type of research, teachers can gain valuable insights into how to optimize their use of digital vocabulary journal in the classroom, and ultimately improve the effectiveness of their teaching practice.

Second Language Lexical Competence in Classroom Environment from the Perspective of Cognitive Flexibility Theory

This paper is based on the framework of cognitive flexibility theory, this study intends to test the vocabulary skills of three groups of subjects representing low, middle and high levels of English and explored the following three main questions:1. Whether there are differences in second-language vocabulary competence in the classroom environment for subjects with different language levels. 2.whether there are differences in the cognitive flexibility of subjects with different language levels. 3. whether there is a correlation between cognitive flexibility and classroom second language vocabulary competence. The purpose of this paper is to provide experiences for developing learners' ability to apply their knowledge flexibly.

Students' Habit in Watching English Movies and Vocabulary Competence

Students' Habit in Watching English Movies and Vocabulary Competence

A Case Study of Digital Natives Using English Buzzword cue in Vocabulary Capacity in Second Language Acquisition in China

With the increasing fragmentation of people's reading habits and the prevalence of attention distractions, internet buzzwords, which focus on capturing the essence of events and reflecting the sentiments of the masses, have emerged and gained immense popularity online. However, even though there has been a series of research on this type of buzzword in China, most of the research on buzzwords tends to be limited to exploring the words evolution and their application in a certain region, leaving a huge gap in the relationship between the use of buzzwords and users vocabulary competence. Taking the buzzword cue which is a typical Anglo-Chinese style expression, for example, the case study tries to provide a new perspective in hopes of finding out the appearance of vocabulary capacity in internet buzzwords. The proposed research will employ a mixed-methods approach, integrating semi-structured interviews and focus group discussions. The former will be used to compare different kinds of digital natives comprehension of the buzzword cue after dividing them into 3 groups by their frequency of using electronic products. Simultaneously, a corpus of comments or responses will be gathered during the focus group discussions, aiming to discern any potential correlation between vocabulary competence and the use of buzzwords.

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.

Vocabulary Competency and Reading Comprehension of Grade 12 English as Second Language Users: A Systematic Review

This paper has three main objectives: (1) establish the relationship between performance in vocabulary with performance in reading comprehension and writing; (2) determine whether good performance in reading comprehension automatically translates into corresponding good performance in vocabulary and writing or not; (3) establish the correlation between gender and performance in vocabulary, reading comprehension and writing attainment among Grade 12 students. Numerous first language studies show a high correlation between good readers and writers, assuming reading and writing mutually reinforce each other. Some explore the link between vocabulary size and depth and their correlation with reading and writing. Fewer studies examined the connection of (1) vocabulary and reading comprehension and (2) vocabulary knowledge and writing in a second language environment. These studies have reported that second language inputs (reading and writing) play a pivotal role in developing literacy skills amongst learners in second language contexts, i.e., reading input affects the development of writing and reading abilities and or vice versa (meaning, writing input could have the same effect). We recommend that education standards officers, school administrators, and teachers should design strategies to develop in students the habit of independent reading.

DESIGNING ONLINE VOCABULARY EXERCISES SUPPLEMENTARY TO THE ENGLISH 10 TEXTBOOK (GLOBAL SUCCESS SERIES)

Supplementary exercises were fundamental and beneficial for students in that they provided essential support accompanying the regular teaching and learning program or textbook. In the era of technological development, supplementary exercises on online platforms allow flexibility, accommodate learners’ different needs and styles, and thus increase their learning quality. This study implemented online vocabulary exercises as supplementary tasks attached to the official English 10 textbook used in a Vietnamese high school (Global Success series). The study aimed to enhance students' vocabulary acquisition and proficiency through interactive online learning activities. The experimental method was employed to investigate the effect of online supplementary exercises on students' English vocabulary competence. The findings reveal the effectiveness of the designed online vocabulary exercises in facilitating vocabulary acquisition and retention among students. Through interactive and engaging activities, students demonstrated improved vocabulary comprehension, usage, and retention. Moreover, the exercises were found to enhance student motivation and engagement in the English 10 curriculum, fostering a positive learning environment conducive to language acquisition.

Methods For Increasing English Vocabulary as ESL

Improving English vocabulary competency is critical for effective communication and academic achievement. This article presents a brief yet thorough summary of tried-and-true ways for increasing English vocabulary. The study investigates several ways, such as extensive reading, active listening, using word lists and flashcards, using mnemonic devices, practicing word association techniques, and using internet resources and language-learning applications. The essay emphasizes the impact of context in vocabulary learning as well as the need of frequent practice and tenacity in obtaining significant improvements. Learners may dramatically increase their vocabulary skills by applying these practical approaches, leading to better language competency and general communication abilities in English.

CCSS 및 미국 ELA 교과서 탐색을 통한교과 어휘 능력 연구

CCSS 및 미국 ELA 교과서 탐색을 통한교과 어휘 능력 연구

A Correlational Study on The Relationship Between Students’ English Vocabulary Proficiency and Their Listening Habits in English Music

This study looked at the association between students’ listening habits to English music and their vocabulary knowledge. This was a quantitative study that used the correlation method. The population consisted of all second-semester students from a college in Mojokerto, which consists of two classes totaling 40 students. The sample consisted of 17 students chosen at random using the incidental sampling technique. The questionnaire and vocabulary test were used to collect data in this study. The questionnaire was used to collect information on students’ listening habits to English music, while the assessments were used to obtain information about students’ vocabulary competence. The researcher utilized Kendall’s tau b in the IBM SPSS Statistics 25 program for Windows to analyze the data. The study’s findings revealed a substantial association between students’ listening habits to English music and their vocabulary competence. Furthermore, there is a positive link with a moderate level of significance. As a result, pupils’ habit of listening to English music contributes to their vocabulary mastery.

Teachers’ Geometry Vocabulary Competence and Students’ Academic Performance in Circle Theorem

Teachers’ Geometry Vocabulary Competence and Students’ Academic Performance in Circle Theorem

Improving students’ vocabulary competence by using total physical response method to junior high school students in Manokwari, West Papua Province-Indonesia

The purpose of this research is to improve students’ ability in teaching vocabulary through Total Physical Response method. The method of this research was classroom action research, which was conducted in two cycles. The focus of this research was the 8th grade of the 15 Junior high school in Manokwari West Papua Province, Indonesia in the first semester, year 2020/2021. The research instruments were pre-test, observation sheet, and lesson plan. The findings shows that the result of data analysis through pre-test, post-test1 and post-2, the mean score of pre –test was 54.5 in “Fair” category. Students had improvement on post-test 1 after implementing the first treatment was 74.42 in “Good” category and the significant improvement after implementing the second and third treatment on the last post-test was 82.04 in “very good” category. Based on the result of the test, it showed that Total Physical Response method can enhance students’ ability in teaching vocabulary.

Strategies for Teaching Reading to Students With High and Low Vocabularies: Emphasizing Gist and Graphic Organizers

The focus of this study was to investigate the effectiveness of Gist and Graphic Organizers in teaching reading to students with different levels of vocabulary proficiency. This study used a quasi-experimental methodology with a 2x2 factorial design to examine university-level English language learners. Two experimental subjects were involved. Gist and Graphic Organizer materials were used as instructional tools for data collection. Additionally, an observation was made to validate the data findings. According to the research findings, Gist and Graphic Organizers were helpful in teaching reading to students with different vocabulary competence levels. However, the results suggested that the Gist technique benefits both pupils with high and low vocabulary skills. Observation also revealed that students found the Gist technique more engaging and participatory. The lexical proficiency of students had a substantial impact on instructional materials, mainly when the Gist technique was applied. It has a significant impact on the reading comprehension of students. In teaching reading comprehension, the Gist method was adequate for students with a high vocabulary competency, while graphics Organizers was adequate for learner with a low vocabulary proficiency.

VOCABULARY JOURNAL: A VOYAGE TO SUCCESSFUL WRITING PERFORMANCE

The importance of vocabulary competency has been long established as it serves as a crucial element in learning English as a second language. It is however more prominent in writing as the breadth and depth of students’ vocabulary are reflected in the general quality of their writing. By utilising Stufflebeam’s (2003) Product Evaluation model, this paper reports the impacts of the study on keeping vocabulary journal towards 71 students’ writing performance at one of the secondary schools in Sabah. It evaluated their attitudes towards keeping vocabulary journal, identified positive, negative, intended and unintended outcomes of keeping vocabulary journal and aimed to find out whether there is any difference in the students’ writing scores prior to and after keeping vocabulary journal. A mixed-method was employed into the study. Self-reported survey and class discussion were employed in the qualitative approach, whereas the quantitative part of this study involved only the writing scores from the results of pre-test and post-test. The results indicated positive students’ attitudes towards vocabulary journal. It also highlighted four outcomes of the study; positive and negative outcomes, as well as intended and unintended outcomes. Although the pre-test and post-test writing scores were insignificant enough to make any difference, the introduction of vocabulary journal into writing classroom has surely made an impact on the students. This study added empirical support onto the claims on the benefits of vocabulary journals.

IMPROVING VOCABULARY MASTERY THROUGH SEGONG GAME FOR FIRST-GRADE STUDENTS AT ALOK PUBLIC JUNIOR HIGH SCHOOL

Vocabulary proficiency plays a vital role in English language acquisition, enabling individuals to comprehend written texts and effectively articulate their ideas in oral and written communication. This article presents an academic study that focuses on enhancing the vocabulary competency of first-grade students through the implementation of traditional Segong activities. The research was conducted in the context of Alok Public Junior High School during the academic year 2022/2023. This study reexamines the efficacy of employing specific Segong traditional games as a strategy to facilitate the development of English vocabulary among students in an educational setting. The Segong game format was utilized to enhance students' vocabulary knowledge while harnessing the teacher's instructional prowess. The research employed a two-cycle classroom action research methodology, incorporating assessments, questionnaires, and observations to gather data. The findings reveal a substantial improvement in vocabulary mastery, as evidenced by an initial data analysis showing a percentage increase of 18% in the pre-cycles. Notably, the first cycle demonstrated a growth rate of 63%, while the second cycle witnessed a remarkable increase of 85.72%. These outcomes affirm the effectiveness of the Segong game in enhancing English vocabulary acquisition

Using “Engage, Study, Activate" (ESA) Method in Improving Students’ Vocabulary

AbstractThe researcher discovered that the second-grade students at SMPN 1 Watopute struggled with vocabulary mastering. The teacher reported that several words were not understood by the students during teaching-learning exercises. They were also unable to communicate in English, both orally and in writing, due to a lack of vocabulary competence. As a result, the researcher advised working with the instructor to fix the problem using the Engage, Study, Activate (ESA) strategy. The research topic was "How can the ESA (Engage, Stimulate, Action) strategy increase students' vocabulary acquisition in the second grade of SMPN2Ranteangin?" This was a classroom action research that included the following steps: basic research, planning, action, observing, analyzing, and reflecting in each cycle. The goal of this study is to help students enhance their vocabulary mastery. This study was divided into two rounds. The first cycle was a failure since only 60.8 percent of the students achieved the required score (75). After the second round, 86.9 percent of the students were able to pass the minimal score, indicating that the research was effective. Furthermore, the students demonstrated behavioral gains. They were more engaged in learning and ready to inquire and answer to the teacher. Consequently, the researcher decided to end the research.Keywords: ESA method; improving; mastery; vocabulary.

Early Children (3;0–5;0) are Affected by Their Mastery of Indonesian Vocabulary the Environment's Intake

This study attempts to examine and describe how parents' social position and surroundings can affect their children's vocabulary competence when learning Indonesian. Based on behaviorism theory's tenets, which are also backed by cognitivism theory. According to this hypothesis, a child's (exogenous) environment has a significant impact on their ability to acquire a language, particularly when it comes to developing their vocabulary. Both of these strands categorically rejected Nativism, which maintained that the ability to speak a language is an innate and biological gift (LAD). The mastery of children's linguistic vocabulary is thought to be unaffected by the surroundings. This study analyzes, but it also demonstrates how the environment affects young children's language and vocabulary development 3;0-5;0 at the Bustanul Athafal Early Childhood Education, Singgaran Pati District, Bengkulu City, TA. 2020/2021. The results showed that the influence of environmental intake on children's Indonesian vocabulary mastery was calculated by product-moment correlation and then used the formula: d = r². 100% obtained value = 0.49%. This means that the magnitude of the influence of environmental (exogenous) intake on children's mastery of Indonesian vocabulary is 49% and 51% is influenced by endogenous factors.

소셜미디어 활용 영어 과제 수행에 나타난 상호작용 양상, 어휘 학습 영향 및 과제 참여도 분석

This study aimed to analyze the interaction between students and English teachers, the students' vocabulary competence, and assignment completion rates found during the eight weeks of a social media-based English program. The participants were 85 sixth-grade students, and the main social media platform used was the KakaoTalk open chat service. The participants implemented 24 assignments individually, both in oral and written forms, and submitted them to an open chat in KakaoTalk. The chatroom was then used for the teachers to give feedback on the assignments and for the students to interact with the teachers and each other. The students also took a vocabulary test at the end of each lesson (4 lessons in total). Results of the data analysis were as follows: First, a substantial portion of interaction among the students and teachers was geared towards checking the accuracy of English used in the assignments. Second, intermediate and lower level students’ vocabulary competencies significantly improved after the completion of the experiment. Third, assignment completion rates increased meaningfully when the students were required to submit their assignments to the open chat compared to an online learning platform. The findings imply that social media platforms can be valuable tools to enhance interaction among students and teachers and to improve students’ vocabulary competence and assignment completion rates.

The Impact of Implementing Contextual Guessing Strategy on Improving EFL Learners’ Vocabulary Competence and Reading Comprehension

The present study aims to measure the effect of implementing the contextual guessing strategy on improving the learners’ vocabulary competence and reading comprehension. In other words, the researchers try to investigate whether there was a major difference of EFL learners’ vocabulary competence and reading comprehension after implementing the treatment by using guessing meaning from context strategy. This study adopted the experimental design. The participants of this study consist of sixty learners who studying the English Course, advanced reading and summarizing, divided into two groups (30 in the control group and 30 in the experimental group). The results of the study showed that there was a significant difference of learners’ vocabulary competence and reading comprehension achievements between the control and experimental groups due to the treatment.

IMPROVING STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GR STUDENTS’ VOCABULARY COMPETENCE BY CONSTRUCTING GRAMMATICAL AND LEXICAL COLLOCATION AT GRADE XI IN WELLINGTON INTELLIGENCE SCHOOL

This study aims to: (1) find out whether collocation improves students' vocabulary competence (2) find the type of collocation that is most developed in students' vocabulary competence. This research combined qualitative data and quantitative data, where quantitative data was used to support qualitative data. The subject in this research were high school students of grade XI Wellington Intelligence School. The number of students was 39 students consisting of two classes (22 students in science class and 17 students in social class). The instruments used consist of interviews, observations, documents, and tests. This study adopted descriptive statistics to describe the main features of the data set. The average score of each test, including pre-test and post-test, were used to analyze the data. The results showed that collocation can improve students' vocabulary competence. The students' initial average was 70 for science students and 68.23 for social students. While the final average value showed an increase in the value of 82.72 for science students and 80.58 for social studies students. There were more student errors in the interpretation of lexical collocations than in the interpretation of grammatical collocations.
 Keywords: Vocabulary Competence, Building Grammar, Lexical Collocation