Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Destiyanti, Cahya; Amin, Muhammad; Putera, Lalu Jaswadi

doi:10.36088/palapa.v9i1.926

Cited by 8 publications

(10 citation statements)

References 3 publications

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“…The third factor was lack of vocabulary mastery, we know that three components in English are vocabulary, grammar structure, and pronunciation. Skill and component have integrated each other, where how can they understand in reading and listening if they did not enough vocabulary also in structure and written expression they could not answer correctly if they did not have stock of vocabulary (Destiyanti et al, 2021;Staples et al, 2013). In addition, the TOEFL takers are students of the English Education Department where they focus on learned English for more than three years and lack of vocabulary is not the big factor when they learned English for more than three years this can help them familiar with English vocabulary.…”

Section: Discussionmentioning

confidence: 99%

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Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

Hampp

Kumayas

Lengkoan

2021

JPBI

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The TOEFL test is one of the requirements to pass the Thesis exam at several universities in Indonesia. Grammar and Structure Score is the lowest score, and it becomes a problem for the test takers. This study aimed to analyze the factors of Grammar Structure difficulties experienced by students in solving TOEFL questions. This research approach is descriptive qualitative with a sample of 20 students and taken by purposive sampling of 70 students. Interviews and questionnaires were conducted as a data collection tool. The results showed that there were several problems which were factors that influenced the TOEFL participants' written structure and expression lower than listening and reading scores. They cannot analyze the wrong words in part B. A lack of practice on grammar causes problems, and students study independently without guidance and instruction from lecturers or experts. That four main factors cause students to have difficulty solving TOEFL questions: not preparing for the exam, lack of grammar practice, lack of vocabulary mastery, and learning independence. In this case, students and teachers have responsibility for learning achievement, even if these factors come from the TOEFL takers themselves.

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Section: Discussionmentioning

confidence: 99%

“…The second type of question requires you to identify a word or phrase in an incorrect sentence. On the computer-based version of the TOEFL test, the two types of questions are interspersed throughout the Structure section (Destiyanti et al, 2021;Zarei & Afshar, 2014).…”

Section: Introductionmentioning

confidence: 99%

Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

Hampp

Kumayas

Lengkoan

2021

JPBI

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“…Vocabulary is an essential foundation for children's language development, affecting their study (Saeedakhtar et al, 2021;Tivnan, 2015). Thus, developing children's Vocabulary is critical to their learning (Chen & Chan, 2019;Destiyanti et al, 2021). Vocabulary plays a great role in acquiring a language, and it is considered an essential aspect of children's language development (Alqahtani, 2015;Parvareshbar & Ghoorchaei, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Learning Vocabulary Using Flashcard for Young Children Through Google Classroom

yuliantari

Padmadewi

Budasi

2021

JPBI

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Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.

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“…Presently, learning vocabulary is important to help students understand English easier. It is a basic element of language (Destiyanti et al, 2021;Parvareshbar & Ghoorchaei, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Students find it challenging to memorize English vocabulary (Habibi, 2017). Based on the results of previous studies, it was stated that children had difficulties in learning English because the teacher did not choose the appropriate learning method for students (Alavi & Akbarian, 2020;Destiyanti et al, 2021). Other research also states that the lack of learning media that can make it easier for students to learn is also a significant factor (Anindyajati & Choiri, 2017;Parvareshbar & Ghoorchaei, 2016).…”

Section: Introductionmentioning

confidence: 99%

Song for Teaching English Vocabularies in the Fourth Grade Students

Gita

Wedhanti

Budiarta

2021

JPBI

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There are some problems when the teacher teaches vocabulary. Many students have difficulty learning English. Several factors make some words difficult for students, such as pronunciation, spelling, length, complexity, meaning, range. This has an impact on the students' English ability, which is low. The purpose of this study is to analyze the activities of teaching English vocabulary to fourth-grade students. This type of research is qualitative using a qualitative descriptive method. The subjects of this study were teachers and 29 students of class IV. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are observation sheets and questionnaires. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study are the teaching of vocabulary used by the teacher in this study, namely alphabet songs, objects, songs of the day, songs of the month The most frequently used songs are alphabet songs. The teacher applies the alphabet song at the beginning or end of the lesson. The most enjoyable teaching song is the Alphabet song. Students are critical in learning English when the teacher implements this song. Therefore, the teacher's role is critical in choosing songs that can be used to teach them according to students' needs and preferences.

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Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

Cited by 8 publications

References 3 publications

Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

Synthesizing Grammar and Structure Problems Faced by Indonesian TOEFL Participants

The Implementation of Learning Vocabulary Using Flashcard for Young Children Through Google Classroom

Song for Teaching English Vocabularies in the Fourth Grade Students

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