The Correlation Between Students’ Mastery on Lexical Collocation and Their Reading Comprehension

Trisviana, Wulan; Rudi, Afriazi; Hati, Gita Mutiara

doi:10.33369/jeet.3.1.53-65

Cited by 3 publications

(2 citation statements)

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“…Reading comprehension is followed by collocation mastery, and as a result, students will be able to translate a word into the original language clearly and precisely. In line with Trisviana et al (2019;62), the students' mastery of lexical collocation and their reading comprehension is significantly correlated. On the other hand, Kim & Bae (2012:111) stated that there was no significant between collocation knowledge and reading ability.…”

Section: Introductionsupporting

confidence: 67%

Collocation Knowledge and Reading Ability: A Correlational Study at 5th Semester Students

Rani

Risnawati

2022

al-lughah. j. bhs.

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Collocations are always present in every reading. Reading comprehension followed by collocation mastery. The objective of this research is (1) to investigate the students’ lexical mastery of collocation (2) to investigate the students’ reading comprehension achievement (3) to investigate significant correlation between students’ lexical mastery of collocation and their reading comprehension achievement in English Department at 5th Semester of UIN Fatmawati Sukarno Bengkulu. Correlational study was applied as a method. There were 30 students taken as the sample of this research. The data were collected by using lexical collocation and reading comprehension achievement test. In analyzing the data, this research used Pearson Product Moment Correlation and SPSS 25. The result showed that (1) the score of lexical collocation test was 93.3 % with category is poor (2) the score of reading comprehension test was 66.7% with category is very poor. Finally, it can be conclude that the correlation between students’ lexical mastery of collocation and their reading comprehension is fair. It means alternative (H1) was accepted while null (H0) was rejected. Moreover, since low lexical collocation mastery can affect low reading comprehension achievement, it is hoped that the knowledge and ability of students on lexical collocation can be improved better by the teacher.

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Section: Introductionsupporting

confidence: 67%

Collocation Knowledge and Reading Ability: A Correlational Study at 5th Semester Students

Rani

Risnawati

2022

al-lughah. j. bhs.

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“…One of international languages is English. By understanding English, many people are able to read many kinds of English texts, Trisviana et al, (2019). For Indonesian, it is still a foreign language that is learned from elementary school until University.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

Rijal

Rohaniyah²

2020

JETAR

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This research was conducted based on the researcher’s observation in the class of Introduction to Linguistic at second semester of English Education Department Madura Islamic University. From the data, there were some problems of learners, they are; 1) they felt difficult in understanding the subject of Introduction to Linguistic because it was the new subject for them, 2) they were not active in joining the process of teaching and learning. Related to the problems above, the researcher tried to find the solution by choosing the best strategy, it was Cooperative learning TWO –STAY TWO STRAY (TS-TS). This research is CAR (Classroom Action Research) which has four steps: planning, acting, observing and reflecting. The subject of this research was learners of second semester of English Education Department. The result after implementing Cooperative learning TWO –STAY TWO STRAY (TS-TS), there was high motivation from the learners in joining the class and there was a significant improvement of learners’ score from preliminary study, cycle I and Cycle II. In preliminary, there were only 27.3 % learners who got the target of the minimum score, it was 75 (B). In cycle I, there was 63.7 % learners achieved the target and 81.9 % of learners got the target of the research. Based on the data, it could be concluded that this method is success and can be used in teaching reading.

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Explicit Lexical Collocation Instruction in Online Teaching

Ngoc

Hoa

2023

Advances in Wireless Technologies and Telecommunication

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This present study aims to investigate the impact of explicit lexical collocation instruction on Vietnamese students' vocabulary use and their attitudes on the explicit lexical collocation instruction during online teaching due to COVID-19. Participants were 47 EFL students, divided into the experimental group and the control group learning online via Google Meet. Results collected from two writing tests (pre and posttest) and semi-structured interview demonstrated that the vocabulary use in students' writing performance in the experimental group had a significant improvement after receiving the explicit lexical collocation instruction online and students had positive attitude toward the explicit lexical collocation instruction. It is recommended that the application of explicit lexical collocation instruction at the beginning of a writing period in EFL teaching. It is recommended that EFL teachers can integrate lexical collocation instruction into teaching writing online to improve students' English proficiency in terms of quality of vocabulary use and writing performance.

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The Correlation Between Students’ Mastery on Lexical Collocation and Their Reading Comprehension

Cited by 3 publications

References 1 publication

Collocation Knowledge and Reading Ability: A Correlational Study at 5th Semester Students

Collocation Knowledge and Reading Ability: A Correlational Study at 5th Semester Students

Improving Students’ Reading Ability on Introduction to Linguistic Class Through Two –Stay Two Stray (Ts-Ts) Technique

Explicit Lexical Collocation Instruction in Online Teaching

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