This document summarizes a research paper that investigated using audiovisual aids to improve students' vocabulary at an elementary school in Indonesia. The study aimed to address students' poor pronunciation, spelling, and understanding of word meanings. The researcher taught vocabulary words from topics like home, restaurants, and sports using video and repetition. Results showed that audiovisual aids helped enhance students' vocabulary in pronunciation, spelling, and comprehending meanings. The study provided benefits for teachers in vocabulary instruction and helped students build vocabulary skills.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Administering Interdenominational Competency class is a very common problem. Mostly, if not all, Language Classes contain students of mixed competency. This happens for a number of reasons, but mainly because of different learning styles, learning speed, variation in motivation, and very frequently as a result of logistic decisions as most solutions to the problems depend on cooperation between the members of the class.
Co-operative learning may be the most thoroughly researched instructional method in education and rapidly growing body of research supports the effectiveness of the approach. Cooperatively taught students tend to have better and longer information retention, higher grades, more highly developed critical thinking and problem solving skills, more positive attitude towards the subject and greater motivation to learn
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
Administering Interdenominational Competency class is a very common problem. Mostly, if not all, Language Classes contain students of mixed competency. This happens for a number of reasons, but mainly because of different learning styles, learning speed, variation in motivation, and very frequently as a result of logistic decisions as most solutions to the problems depend on cooperation between the members of the class.
Co-operative learning may be the most thoroughly researched instructional method in education and rapidly growing body of research supports the effectiveness of the approach. Cooperatively taught students tend to have better and longer information retention, higher grades, more highly developed critical thinking and problem solving skills, more positive attitude towards the subject and greater motivation to learn
The Effect of Using English Language only and Not Using the Mother Tongue in ...inventionjournals
The Effect of Using English Language only and Not Using the Mother Tongue In Teaching Units Fifteen and Sixteen for the Students of Sixth Primary Class on their Acquisition of English Language
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Assalamu'alaikum, berikut tugas literasi TIK kami yang ke-5. Kali ini kami membahas tentang birrul walidain. Apa itu birrul walidain? Simak konten kami yaaa. Semoga bermanfaat :)
pai taat dan patuh kepada kedua orang tua.PAI KELAS X(BIRUL WALIDAYIN)devi anggraeni
Berbakti dan berbuat baik kepada orang tua, mengasihi, menyayangi, menghormati, mendoakan, taat, dan patuh terhadap apa yang mereka perintahkan adalah kewajiban yang harus dilakukan oleh setiap anak kepada orang tuanya. Perilaku tersebut disebut birrul walidain.Birrul walidain adalah hak kedua orang tua yang harus dilaksanakan oleh setiap anak, sepanjang keduanya tidak memerintahkan kemaksiatan/kemusyrikan. Bahkan, seorang anak tetap harus berbakti meskipun orang tuanya kafir/musyrik.
Artinya:
"Dan Tuhanmu telah memerintahkan supaya kamu jangan menyembah selain Dia dan hendaklah kamu berbuat baik pada ibu bapakmu dengan sebaik-baiknya. Jika salah seorang di antara keduanya atau kedua-duanya sampai berumur lanjut dalam pemeliharaanmu, maka sakali-kali janganlah kamu mengatakan kepada keduanya perkatan "ah" dan janganlah kamu membentak mereka dan ucapkanlah kepada mereka perkataan yang mulia." (Q.S. Al Isra' : 23)
"Dan rendahkanlah dirimu terhadap mereka berdua dengan penuh kesayangan dan ucapkanlah : "Wahai Tuhanku, kasihilah mereka keduanya, sebagaimana mereka berdua telah mendidik aku waktu kecil." (Q.S. Al Isra' : 24)
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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How to Make a Field invisible in Odoo 17Celine George
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. IMPROVING STUDENTS’ VOCABULARY USING AUDIOVISUAL AIDS
(A CLASSROOM ACTION RESEARCH AT SD
BIRUL WALIDAIN MUHAMMADIYAH SRAGEN)
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting the Bachelor Degree of Education
in English Department
by
DYAH ROHMA WATI
A 320 050 151
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2009
2. CHAPTER I
INTRODUCTION
A. Background of Study
In Indonesia, English is categorized as a foreign language because
English is not our language and it has different word and structure with our
language. In addition, English also as international language which is used in
international communication. So, in order to know recent information in the
world we are demanded to master English.
Because of the important role of English, recently English is taught
from kindergarten or elementary school. English teacher in these levels needs
more knowledge about young learners besides mastering English. It is done
because young learners have certain characteristics that differ from adult
learner, namely: children can not learn abstract things, their interest is
restricted to themselves and their surroundings, etc. By knowing these
characteristics, teacher can make consideration in choosing the method and
material in teaching this subject.
As stated in elementary school curriculum, teaching English consists
of four language skills, they are: listening, speaking, reading, and writing. The
four language skills are supported by language aspects such as vocabulary,
pronunciation, and structure. Actually, mastering vocabulary is essential in
learning English because it is the basic component to learn the four language
3. skills. Fauziati (2005: 155) states that vocabulary is central to language.
Without a sufficient vocabulary, one cannot communicate or express his idea
both oral and written form.
SD Birrul Walidain is one of Islamic elementary schools in Sragen and
English is the main subject in this school. Because of the important role of
mastering vocabulary in learning English, some teachers in this school put
emphasizes of English subject in this semester on teaching vocabulary. In
each meeting, the teacher drills the students with 8-12 vocabulary and does
evaluation in the end of the week.
In fact, after conducting an observation in SD Birrul Walidain, the
writer found three problems in mastering English vocabulary. First, the
students’ pronunciation is still poor. It can be seen when they pronounce the
word ‘table’ and ‘computer’, they pronounce those words as /table/ and
/komputer/ that exactly should be pronounced /teibl/ and /kəm’pju:tə(r)/. The
writer thinks that their pronunciation is influenced by their mother tongue and
the spelling of the word.
Second, their spelling is also poor. It can be seen when they write the
word ‘cat’, ‘bed’, and ‘window’. The students write the words as ‘ket’, ‘bet’,
and ‘windou’. It is because their spelling is influenced by the pronunciation of
the word. In fact, the pronunciation and spelling in English words are
different.
4. Third, their capability of the concept of meaning is not so bad, but
sometimes, they are still confused to the word that its object is closed, such as
wall and ceiling. It can be proved, when the teacher pointed the ‘wall’ picture,
some students mentioned ‘ceiling’. In contrary, when the teacher pointed
‘ceiling’ picture, they mentioned ‘wall’.
Nation (1990) in Read (2000: 26) stated that knowing a word covers
some components, they are: form, position, function, and meaning. Form
consists of spoken and written form, position consist of grammatical pattern
and collocation, function consist of frequency and appropriateness of the
word, and meaning consist of concept and association of the word with other
word. In this research, the writer only applies some components, such as
spoken form (pronunciation), written form (spelling), and concept of meaning.
It is done because only those aspects are appropriate with the young learners.
To solve some problems above the writer tries to use audiovisual aids
in teaching vocabulary. Audiovisual aids are devices which are audible (can
be heard) and visible (can be seen) (Hamzah, 1985: 11). By using this aid the
students can watch the cartoon video that represent the vocabulary and also
listen its pronunciation from the native speaker. It will make them feel
interested in learning vocabulary, because they can watch the image of the
object directly. In fact, the students’ interest will influence their capability in
mastering vocabulary.
5. In applying this method, the writer uses repetition to teach vocabulary.
Brook (1964) in Fauziati (2005: 34) states that in repetition the students repeat
an utterance aloud as soon as he has heard it. So, after the students listen to
the native speaker of the video and look up the image of the vocabulary, the
teacher asks them to imitate and repeat it.
Indeed, the writer is interested in improving the students’ vocabulary
and in this research she will try to apply audiovisual aid as a media in
teaching vocabulary. Thus, the writer will do a research entitled
“IMPROVING STUDENTS’ VOCABULARY USING AUDIOVISUAL
AIDS (A CLASSROOM ACTION RESEARCH AT SD BIRRUL
WALIDAIN MUHAMMADIYAH SRAGEN)“
B. Problem Statement
The problem of this research says “Can audiovisual aids improve the
students’ vocabulary? “
Knowing word in young learners comprises knowing its pronunciation,
spelling, and concept of meaning. In this research, the writer will try to
improve the students’ vocabulary using audiovisual aids. So, in other word,
the writer should improve the pronunciation, spelling, and concept of meaning
of the vocabulary.
6. C. Limitation of the Study
The writer conducts a research in SD Birrul Walidain Muhammadiyah
Sragen. She implements the method of using audiovisual aids in teaching
vocabulary to ‘the first c’ students of SD Birrul Walidain.
The object of this research is the vocabulary which is stated in CD
interactive published by Iqro’ Media. Actually, there are many vocabularies in
that CD Interactive. Those words are grouped and displayed based on its
topic. In this research, the writer only applies some topics which are usually
used in daily life, such as Home, Restaurant, and Sport park.
D. Objective of the Study
There are some objectives of this study:
1. General Objective
It is to improve the students’ vocabulary by teaching using audiovisual
aids.
2. Specific Objective
It is to:
a. Describe the implementation of audiovisual aids in improving
students’ vocabulary, especially in its pronunciation, spelling, and
concept of meaning.
7. b. Describe the find whether audiovisual aids improve the students’
vocabulary, especially in its pronunciation, spelling, and concept of
meaning.
c. Describe the students’ response to the technique implemented that is
using audiovisual aids
E. Benefit of the Study
The research will give some benefits as follows:
1. Theoretical benefit
a. The research can be useful to other researcher who wants to conduct a
research that is related to the same theme that is vocabulary.
b. The research will give clear description on the implementation of
teaching vocabulary using audiovisual aids in improving students’
vocabulary.
2. Practical benefit
a. The result of teaching vocabulary using audiovisual aids can be
reference for English teacher in order to improve the students’
vocabulary using Audiovisual aids.
b. The result of learning using audiovisual aids can be useful for the
students in improving their vocabulary.
8. c. The writer will get clear description of the implementation of teaching
English using audiovisual aids and apply this technique in real
teaching.
F. Research Paper Organization
The organization of this research is arranged as follows: Chapter I is
Introduction that consists of background of study, problem statement,
limitation of the study, objective of the study, benefit of the study, and
research paper organization.
Chapter II is review related literature which covers previous studies,
knowing vocabulary, vocabulary acquisition, teaching vocabulary using
audiovisual aids, procedure in teaching using audiovisual aids, rationale, and
action hypothesis.
Chapter III is Research Method which discusses setting of research,
subject of the research, type of the research, data and data source, methods of
collecting data, and technique for analyzing data.
Chapter IV is Research finding and Discussion that covers the
implementation of teaching vocabulary using audiovisual aids and the
students’ response to the implementation.
Chapter V is Conclusion and Suggestion.