scholarly journals The Effect of Hidden Words Game on the EFL Students' Vocabulary Mastery

2021 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Intan Panca Mirta ◽  
Fitri Budi Suryani ◽  
Nuraeningsih Nuraeningsih
Keyword(s):  
Research Finding ◽  
Choice Test ◽  
Seventh Graders ◽  
Group Model ◽  
Multiple Choice Test ◽  
Single Group ◽  
Class D ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Teaching vocabulary to EFL students in this era can be a challenging task regarding their characteristic as the millenial generation. That’s why, the proper choice of media to teach is needed that will enable EFL students to learn vocabulary effectively. This study aims to find out if hidden words game application can increase English vocabulary mastery of the EFL students. The design of the research was quasi experimental using a single group model of pre-test and post-test. The population of the study was the seventh grade students of SMPN 2 Kudus with class D as the sample consisting of 32 students. The instrument of the research was multiple choice test. The research finding revealed that hidden words game application can increase the English vocabulary mastery of seventh graders.

The Influence of using Hangman game on the seventh graders’ vocabulary mastery

2021 ◽  
Vol 2 ◽  
pp. 172
Author(s):  
Dewi Sri Kuning ◽  
Rohaina Rohaina
Keyword(s):  
Quantitative Study ◽  
Multiple Choice ◽  
T Test ◽  
Choice Test ◽  
Seventh Graders ◽  
Control Group ◽  
Multiple Choice Test ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental

Vocabulary is an important component in learning a language. Vocabulary is used to communicate to each other through listening, writing, speaking, and reading. These skills are closely related to vocabulary mastery. However, students have difficulties in understanding the vocabularies from their reading or listening activities. This research belongs to quantitative study using quasi experimental of nonequivalent control group design to find out the influence of using Hangman game on the seventh graders’ vocabulary mastery. The data were collected through a multiple-choice test. The hypothesis is tested using t-test. From the calculation of t-test, it was found that tobserved = 2.7, with df = 30+29-2 = 57 in ttable = 2.0, because tobserved ≥ ttable or 2.7 ≥ 2.0. Therefore, it can be concluded H0 is rejected, while Ha is accepted. In other words, “Hangman game influences the seventh graders’ vocabulary mastery.”

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies’ types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation’s multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
pp. 314-328
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies' types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation's multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

scholarly journals The Role of Inquiry Based Learning to Improve Reading Comprehension of EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Proficiency ◽  
Sampling Technique ◽  
Education Department ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.

scholarly journals IMPLEMENTATION OF E-MODULE TROUBLESHOOTING NETWORK SERVICES BASED MOBILE AS ALTERNATIVE MEDIA

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 53-64
Author(s):  
Sirwan Sirwan ◽  
Kamal Kamal
Keyword(s):  
Experimental Design ◽  
Mobile Learning ◽  
Research Method ◽  
Network Services ◽  
Choice Test ◽  
Average Score ◽  
Test Results ◽  
Multiple Choice Test ◽  
Post Test ◽  
The Mean

The purpose of this study was to: (1) knowing the level of practicality e-module based on mobile learning; (2) determine the effectivenes of using system e-module based on mobile learning in skill competency test TKJ.  The research method experimental design one group pre-test and post-test. Data were collected through multiple choice  test given to respondens before being given treatment and after being given treatment, then the data would then be analyzed using tes t. The results of the e-module practicality test throught a questionnaire distributed to students showed that the e-module based on mobile learning practicality used by students, while according to the assessment by the two media experts that e-module based on mobile learning was practical with an average score of 88.9%. Student readiness in UKK has been successfully improved using mobile learning-based e-modules. Increased readiness of students in UKK is in the medium category with a gain score of 0.4%. The T test results indicate that the Sig. (2-tailed) of 0.000 <0.05. The mean pre-test value was 78.6456 with Std.Deviation 4.85293. The highest value is 90.00 and the lowest value is Std.Deviation 6.57910. The highest score was 96.67 and the lowest score was 73.33.

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals The Effect of E-mail and WhatsApp on Jordanian EFL Students' Reading Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kafa Mohammad Bani Khalaf
Keyword(s):  
Potential Effect ◽  
Instructional Program ◽  
Combination Group ◽  
Future Research ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
E Mail

This study aims to examine the potential effect of an e-mail and WhatsApp based instructional program on Jordanian EFL tenth-grade students' skimming and scanning skills of reading. To collect the data, two instrument were utilized: a pre-test and a post-test. The study used a quasi-experimental design. The participants of the study were 60 Jordanian tenth-grade female students from four sections who were purposefully chosen from Bahraini Basic School for Girls in Jordan. 15 students comprised the control group and 45 comprised three experimental groups of 15 students each. The findings reveal significant differences (at 0.05) in the students' mean scores on the post-test, in favour of the students in the WhatsApp group, the e-mail and WhatsApp combination group and the e-mail group respectively. The findings also reveal a significantly high effect of the instructional program on scanning than on skimming. A number of implications and recommendations for future research are put forth.

scholarly journals THE EFFECT OF CROSSWORD TECHNIQUE ON STUDENTS’ VOCABULARY MASTERY

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rabi’ah Rabi’ah
Keyword(s):  
Quantitative Research ◽  
Alternative Hypothesis ◽  
First Grade ◽  
Choice Test ◽  
English Teacher ◽  
Vocabulary Test ◽  
Multiple Choice Test ◽  
Quasi Experimental ◽  
Good Technique ◽  
Learning English

Having many vocabularies  is very important in learning English. Vocabulary is one of factors that determines the success of four English Skills. The students who have enough vocabulary could be easier in learning English. From this reason, the teacher should give a good technique to teach vocabulary. Crossword technique is one of an interesting, enjoyable, and fun that should be used by the teacher. Crossword technique is also effective in enrich students’ vocabulary. By implementing the crossword technique the students don’t feel memorizing the vocabularies, they could add their vocabulary unconsciously. This study is aimed to find the effect of crossword technique on students’ vocabulary mastery. It was done at MTs Miftahul Ulum Palengaan Pamekasan. The participant  is the seventh grade students. The total number of the participant is 20 students. This study was quantitative research and quasi experimental as the design. Vocabulary test was used to collect the data which consist of 50 questions. The form of test was multiple choice test. There were two tests, namely pretest and posttest. Pretest was done before giving treatment and posttest was done after giving treatment. To achieve the objective of this study the data were analyzed by using dependent t test with the help of SPSS 20. The result turned out to test the hypothesis which states students score in the posttest are different from their score in the pretest. The finding showed that the alternative hypothesis is accepted. It was proven by the result of computation of t-value is higher than critical 0.05 with df 19.It means that the alternative hypothesis (Hi) was accepted.  From those explanations above, it could be concluded that there is significant effect of crossword technique on the first grade students’ vocabulary mastery at MTs Miftahul Ulum Gunung Tangis Palengaan Pamekasan. Therefore, teaching vocabulary by using crossword technique was more effective than teaching vocabulary conventionally.From this finding, the researcher suggests for the English teacher to use crossword technique in teaching vocabulary because this technique is very enjoyable and interesting for the students. Moreover, for the institution who doesn’t have enough facilities.

scholarly journals The Application of Multimedia Humor in Malay Language Narrative Writing

2019 ◽  
Vol 8 (2S2) ◽  
pp. 427-429
Keyword(s):  
Writing Skills ◽  
Visual Images ◽  
Test Design ◽  
Narrative Writing ◽  
Single Group ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
The Mean

By adopting a Dick and Carey model, thepurpose of this study was to develop a multimedia humour model for the teaching of Malay narrative writing and test the effectiveness of the model in the classroom. This study was conducted to a group of 29 students at SekolahMenengahKebangsaan Syed Mashor, Batang Kali, Selangor. The research design was quasi experimental involving single group pre-test and post-test design. Following this design, participants were selected, pre-tested, and exposed to the multimedia video (animation) and then post-tested. The instrument used in this research was the writing test on Malay narrative focusing on cleanliness. Descriptive quantitative analysis was employed on the findings (frequency, percentage and mean) followed by a comparison of pre-test and post-test. The findings show that there were significant differences between the pre and post-test. In the post-test, the mean score for the participants after receiving the intervention were higher than the mean scores for the pre-test. The findings also reveal that the use of visual images (animation), sound and graphic through multimedia video for teaching Malay narrative writing help the students to improve their vocabularies and writing skills. Thus, teachers may also adopt this type of learning approach to attract student’s attention towards the subject and hence, improve their academic performance of a particular subject.

scholarly journals Exploring the Dynamic Interplay between Note-taking Strategies and Reading Comprehension Performance of Moroccan EFL Students: A Quasi-Experimental Study

2020 ◽  
Vol 1 (2) ◽  
pp. 159-170
Author(s):  
Bani Koumachi
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Note Taking ◽  
Reading Practice ◽  
Arts And Humanities ◽  
Reading Material ◽  
Active Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Recently, at Moroccan tertiary level and in the area of student practices, little attention has been brought particularly to the skill of note-taking and active reading comprehension, and an insightful and in-depth understanding of how students learn from lectures could presumably be valuable in understanding and unravelling the intricacies of possible positive results of their note-taking behavior. The current study focuses mainly on the instruction of students into the systems of note-taking and how that affects their level of reading comprehension. Therefore, the effort reported here attempts to assess the students’ current systems of notetaking and how they contribute to reach a full understanding of reading comprehension texts. The participants were 94 Semester-One students at the department of the English Studies at Ibn Tofail University, School of Arts and Humanities in Kénitra, Morocco. The data of the present study were collected by means of a TOEFL iBT Reading Practice comprehension test (i.e., post-test), and strategy training equating note-taking schemas and reading comprehension texts. The findings have showcased that after having been instructed through many sessions of note-taking, students felt that their process of reading comprehension is enhanced as they were able to organize their ideas and information from the text, stay focused and engaged while reading, and keep a record of reading material to use it later. This is solid proof that they critically used and retained what they read.

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