scholarly journals The Effect of Focus Strategies on ADHD Students' English Vocabulary Learning in Junior High School

2014 ◽  
Vol 4 (1) ◽  
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Vocabulary Learning ◽  
Focus Strategies

scholarly journals Methods Innovation, Media and Evaluation on Vocabularies Learning in Boarding Classroom SMPIT LHI YOGYAKARTA

2021 ◽  
Vol 2 (02) ◽  
pp. 178
Author(s):  
Khotimatun Nafi’ah ◽  
Abdul Latif
Keyword(s):  
High School ◽  
Student Achievement ◽  
Junior High School ◽  
Junior High ◽  
Direct Method ◽  
Vocabulary Learning ◽  
Arabic Language ◽  
Real Object ◽  
Language Class

This paper aims to give method, media and evaluation innovation in vocabulary learning at Arabic language class of LHI Junior High School Yogyakarta. The learning with same methods repeatedly will make the students not excited, so it need method, media and evaluation innovation in the learning for better learning quality and student achievement. The method of this research is using collect data from school with details interview and the author add some literatures as a reference. The methods innovation are using variation of methods in a week (4x30 minutes), and the methods is repetition words, direct method with contextual, games/singing, and reading or understanding. The medias innovation are using picture, real object/environment, video/film, and android aplication (games). And the last, the evaluations innovation are two kinds: speaking and writing, the students do an examination and memorize the vocabularies.

scholarly journals IMPLEMENTING GUESSING MEANING FROM CONTEXT PROCEDURE FOR VOCABULARY LEARNING IN JUNIOR HIGH SCHOOL IN INDONESIA

2019 ◽  
Vol 4 (2) ◽  
pp. 97-107
Author(s):  
Dyah Ayu Kusuma Wardani ◽  
Ouda Teda Ena
Keyword(s):  
High School ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
Vocabulary Learning ◽  
Word Meaning ◽  
Junior High Schools ◽  
Research Participants ◽  
Post Test ◽  
Alternative Techniques

AbstractVocabulary learning often implies that there is no other way of learning than to memorize the words. This research showed that guessing meaning from context procedure can accommodate students in learning new vocabulary items. Since students were not equipped with a dictionary all of the time, it is essential to seek for an alternative in learning vocabulary. One of the alternative techniques in vocabulary learning was guessing meaning from context. The purpose of the study was to investigate the implementation of the guessing the meaning from the context in junior high schools in Yogyakarta. The research participants of this study were 30 students from different classes from a junior high school in Yogyakarta, Indonesia. The researcher conducted a pre-test at the beginning and a post-test at the end of the research. The result of the pre-test and post-test showed that there was an increase of students’ vocabulary mastery. The questionnaire was used to confirm the result of pre-test and post-test comparison. The result of the questionnaire showed that guessing meaning from context procedure was helpful for the students to understand word meaning.

scholarly journals PENGGUNAAN WORKING WITH WORDS SEBAGAI STRATEGI UNTUK MENINGKATKAN KOSAKATA BAHASA INGGRIS

2021 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Jolanda Pilongo
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Vocabulary Learning ◽  
Mastery Level ◽  
The City

Vocabulary learning plays a very important role in the process of learning a language, such as English. To help students improve their vocabulary mastery level, there are various methods that can be used. One of them is using Working with Words through Category Game. In response to this, the program reported in this article was conducted at a junior high school located in the city of Gorontalo Province. The results showed that the use of Working with Words method through Category Game for English vocabulary learning help students increase their English vocabulary mastery level, with the following details: 11 students had 65% to 79% increase of English vocabulary mastery level (Fair); 7 students had 80% to 89% (Distinction); and 5 students had  90% to 100% (High Distinction).

The effects of L1 and L2 e-glosses on incidental vocabulary learning of junior high-school English students

ReCALL ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 80-99 ◽  
Author(s):  
Si-Min Hu ◽  
Viphavee Vongpumivitch ◽  
Jason S. Chang ◽  
Hsien-Chin Liou
Keyword(s):  
High School ◽  
Junior High School ◽  
Repeated Measures ◽  
Junior High ◽  
Vocabulary Learning ◽  
High School English ◽  
Word Retention ◽  
Post Test ◽  
L1 And L2 ◽  
Chinese And English

AbstractWhile researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and English e-glosses on incidental English vocabulary learning on a less-researched student group in CALL – junior high-school English-as-a-foreign-language (EFL) students. Seventy-eight students with Chinese as their first language read two online passages with either Chinese (L1) or English (L2) glosses. They were divided into four treatment groups: (1) high-proficiency students receiving L1 gloss before L2 gloss (n = 19), (2) high-proficiency students receiving L2 gloss before L1 gloss (n = 19), (3) low-proficiency students receiving L1 gloss before L2 gloss (n = 20), and (4) low-proficiency students receiving L2 gloss before L1 gloss (n = 20). After reading, the students were assessed with a vocabulary test which contained a definition-supply part and a cloze part serving as both post-tests and delayed post-tests. Repeated-measures analyses of variance were utilized to analyze the score data. Significant differences were found not only among the four groups but also between the two post-tests. Overall the high proficiency groups performed better in the post-tests, but the high proficiency group who received English glosses remembered more words in the delayed post-test than the high proficiency group who received Chinese glosses. The results show that as learners’ proficiency increases, they may be able to make better use of the L2 conceptual links for word retention and learning. The conclusions support the usefulness of both Chinese and English e-glosses which should be selected based on learners’ proficiency level.

scholarly journals The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School

2016 ◽  
Vol 9 (8) ◽  
pp. 85 ◽  
Author(s):  
Sanaz Jafari ◽  
Azizeh Chalak
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Vocabulary Learning ◽  
Female Students ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Male And Female ◽  
Efl Students

<p>The availability and the use of mobile messaging applications are increasingly widespread among the new generation of students in Iran. The present study aimed to investigate the role of WhatsApp in the vocabulary learning improvement of Iranian junior high school EFL students. Using a mixed method design, a group of 60 students including 30 male and 30 female students studying at two male and female junior high schools in Isfahan, Iran participated in the study. A pre-test and post-test were used. Four English classes were instructed and the experimental group received vocabulary instructions electronically four days a week for four weeks using the WhatsApp while the control group was taught vocabularies of their textbook inside the classroom by traditional method used in all Iranian schools for teaching English to students. The results revealed that using WhatsApp had significant role in vocabulary learning of the students. The results also showed that there was not a substantial difference between male and female students regarding their vocabulary knowledge after using WhatsApp. The findings of this study can be beneficial to Iranian EFL students, teachers, language schools, policy makers, and syllabus designers.</p>

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