INVESTIGATION OF MIDDLE-SCHOOL STUDENTS' VOCABULARY MASTERY BY USING SPIDER WORD WEBBING
DOI:
https://doi.org/10.55606/sokoguru.v1i2.154Keywords:
Vocabulary Mastery, Spider Word Webbing, Middle-School StudentsAbstract
The goal of this study was to determine whether or not using the Spider Word Webbing approach could increase students' vocabulary proficiency in terms of form, meaning, and use. The researcher used a pre-experimental design. The sample for this study was 25 students in their second year of Middle School (MTs Muhajirin As'adiyah Kampiri in the academic year 2019/2020) drawn from a population of 95 students using purposive sampling. A vocabulary test was provided before and after treatment to determine the pupils' language mastery. This study found that using the Spider Word Webbing approach increased students' vocabulary mastery at MTs Muhajirin As'adiyah Kampiri. The t-test (9.050) has a higher value than the t-table (2.064), and the degree of freedom (df) is 24. The null hypothesis (H0) is rejected, while the alternative hypothesis (H1) is accepted. The Spider Word Webbing approach is found to be successful in improving students' vocabulary mastery in terms of form, meaning, and use.
References
Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153, 103893.
Ali, B. J., & Anwar, G. (2021). Vocabulary Learning Strategies and Foreign Language Acquisition at Private Schools. Ali, BJ, & Anwar, G.(2021). Vocabulary Learning Strategies and Foreign Language Acquisition at Private Schools. International Journal of English Literature and Social Sciences, 6(3), 163-173.
Ariana, A. (2015). Webbing Technique to Improve the Students´ Writing Recount. Exposure, 4(2), 156-179.
Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9(4), 849-855.
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376.
Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49.
Chen, R. W., & Chan, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812-1831.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.Dakhi, S., & Fitria, T. N. (2019). The principles and the teaching of English vocabulary: A review. Journal of English teaching, 5(1).
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116.
Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326-13337.
Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers.
Hao, Y., Lee, K. S., Chen, S. T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208-216.
Jun Zhang, L., & Bin Anual, S. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. RELC Journal, 39(1), 51-76.
Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 9.
Khoza, S. B. (2015). Using a curricular spider web to explore a research facilitator's and students' experiences. South African Journal of Higher Education, 29(2), 122-143.
Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of teacher education, 59(4), 361-373.
Mabogunje, A., Eris, O., Sonalkar, N., Jung, M., & Leifer, L. (2009). Spider webbing: A paradigm for engineering design conversations during concept generation. In About: Designing (pp. 49-65). CRC Press.
Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. C. Bardel, C. Lindqvist, & B. Laufer (Eds.) L, 2, 57-78.
Moleong, L. (2014). Metode Penelitian Kuantitatif Kualitatif. Bandung: PT. Remaja Rosdakarya.
Ng, L. L., Azizie, R. S., & Chew, S. Y. (2021). Factors influencing ESL players’ use of vocabulary learning strategies in massively multiplayer online role-playing games (MMORPG). The Asia-Pacific Education Researcher, 1-13.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.
Peters, E. (2019). The effect of imagery and on‐screen text on foreign language vocabulary learning from audiovisual input. TESOL quarterly, 53(4), 1008-1032.
Putri, M., & Jufri, J. (2018). Using Team Word Webbing to Teach Reading Comprehension on News Item Text for Senior High School Students. Journal of English Language Teaching, 7(1), 177-186.
Read, J. (2013). Validating a test to measure depth of vocabulary knowledge. In Validation in language assessment (pp. 55-74). Routledge.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38.
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.
Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.
Webster‐Stratton, C., Jamila Reid, M., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high‐risk schools. Journal of child psychology and psychiatry, 49(5), 471-488.
Yazdi, M., & Kafipour, R. (2014). Exploring tactics applied by Iranian EFL learners with high and low vocabulary knowledge in learning vocabulary. European Journal of Social Sciences, 41(3), 363-374.
Zhonggen, Y. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers & Education, 127, 214-232.
