Using Anagram Technique to Develop Students’ Vocabulary Mastery to the Seventh Grade Students

Indrawati, Indrawati; Resti, Febya

doi:10.32923/kjmp.v3i2.1434

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…An adapted modified tests for pretest and posttest in vocabulary were the three skills are specified in the test such as word meaning, word use and context clues were used. Eight (8) Lesson Exemplars which were used to implement the strategies were crafted. These cater the four (4) learning competencies of grade seven students of third quarter for the school year 2022-2023.…”

Section: Research Instrumentmentioning

confidence: 99%

Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven Students

C. Austria,

Q. Velasco

2023

IJSSHMR

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Vocabulary is an essential component that one should be mastered in language learning. A robust vocabulary matters because it improves all areas of communication-listening, speaking, reading and writing. The students’ vocabulary will be their tool towards achieving the concept of what they are trying to read or listen. It is a pre-requisite for grammar and language proficiency. In this study, the researcher employed the interactive learning strategies (ILS) such as the word wizard, word connect, syntonyms word game and day’s word in teaching English subject among sixty (60) Grade 7 students who are divided into two experimental groups to find out whether these strategies will help the students improve their vocabulary knowledge in terms of word meaning, word use and context clues. Based on the results of the study, the findings revealed that there is a significant difference between the pretest and posttest mean scores of experimental group 1 which indicates that the use of interactive learning strategies-word wizard and word connect helped students to improve their vocabulary knowledge. Likewise, similar findings for experimental group 2 was obtained due to a significant difference between their pretest and posttest mean scores which signifies that the use of interactive learning strategies-syntonyms word game and day’s word, improved their vocabulary knowledge. Thus, the null hypotheses are rejected.

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Section: Research Instrumentmentioning

confidence: 99%

Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven Students

C. Austria,

Q. Velasco

2023

IJSSHMR

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“…Learning a second language is not the same as learning a first language or mother tongue (Indrawati & Resti, 2020). Learning the first language is not influenced by other languages while learning the second language is influenced by mother tongue or first language and it is as feedback for teacher and learning process.…”

Section: A Errormentioning

confidence: 99%

Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense

Sari¹,

Husnayaini²,

Supiah³

et al. 2022

EEdJ

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This study was carried out to analyze errors made by eleventh grade students in transforming active voices into passive voices. Specifically, it was carried out to identify common errors and obtaining the causes of errors made by the students in transforming active voices into passive voices. The research used descriptive qualitative method. The data were collected through tests and interviews with an English teacher and a number of students. The data test was identified, classified, and analyzed by using Dulay’s surface strategy taxonomy and the causes of errors were analyzed by using Petter Hubbard’s theory. The research revealed two major findings, (1) the most common errors made by students was misformation, which was most frequently produced by the students with a total error of 247 or 52%. It is followed by an error in omission with a total error of 115or 24%. Misordering with 98 errors or 20%, and the lowest is addition with 19 errors or 4%, (2) Based on Petter Hubbard’s theory, mother-tongue interferences, overgeneralization, and error was encouraged by the learning materials and methods used causing those errors.

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“…Students may have diverse problems and issues in studying English. They could make one-of-a-kind errors in English pronunciation, grammar, orthography and vocabulary usage (Indrawati & Musyarofah, 2019;Indrawati & Resti, 2020). In this case, difficulty is the nation that the students discover it difficult to understand English reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students’ Difficulties in Reading Comprehension

Septia¹,

Indrawati²,

Juriana³

et al. 2022

EEdJ

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This study was aimed to find out the students’ difficulties in learning reading comprehension at a public high school in Bangka and the factors students have the difficulties. The subject of this study were the students of eighth grade in Bangka. Descriptive qualitative method was used. After the students’ test scores were obtained, then the students’ difficulties were analyzed. After that, the number of difficulties was counted by tabulating and calculating the results. The difficulties faced by the students were difficulty in answering main idea questions (53,67%), vocabulary questions (47,84%), and making inference questions (45,34%). Four factors were found causing the students’ difficulties, those are students’ interest in learning reading because they do not have the desire to read English text and they are not interested in reading. The second factor is students’ difficulties in reading text and translating the English meaning. The third factor is lack of facility in their school since it did not provide enough reading material for them. And the last factor is house environment, the role of a parent at home to give child support is crucial.

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Using Anagram Technique to Develop Students’ Vocabulary Mastery to the Seventh Grade Students

Cited by 7 publications

References 2 publications

Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven Students

Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven Students

Students’ Error in Transforming Active Voices into Passive Voices in Simple Past Tense

An Analysis of Students’ Difficulties in Reading Comprehension

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