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All Journal Shautut Tarbiyah Langkawi: Journal of The Association for Arabic and English
Azwar Abidin
State Islamic Institute of Kendari, Institut Agama Islam Kendari, IAIN Kendari
Education Languange, Linguistic, Communication & Media Social Sciences

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Systematic Approach to Teaching English Nouns in The Context of Private English Course Classroom Instruction Azwar Abidin
Shautut Tarbiyah Vol 26, No 2 (2020): Education in Islamic Societies
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/str.v26i2.1754

Abstract

Vocabulary knowledge is a crucial component of successful language classroom instruction since all the main aspect of language teaching especially in second and foreign language classroom is depending on vocabulary mastery. In that case, the vocabulary instruction holds a crucial part that the teacher should pay a careful attention to make sure that the students learn the meanings of many words so they can communicate effectively and achieve academically. This research applied descriptive qualitative research to describe private English course instructors’ attitude toward teaching vocabulary through systematic approach and their students’ response. The researcher took notes while the classroom instruction took place and recorded the whole classroom interaction. By the end of the class, the researcher interviewed and transcribed their experience. The findings concluded that the instructors found this systematic approach was easy to implement and the students were engaged more in classroom activities. Over 75% of the students got excellent scores and they collected most of their points from the items which dealt with combining roots and affixes, identification of the meanings of those roots, and also identification of kinds of derived nouns whether it is personal (actor) or conceptual (action/ thing). Moreover, for about 85% of them have stated that the activities in the systematic approach in teaching English nouns were enjoyable.
The Correlation Between Performances Among Lexical-Related Tasks and The Performance in The Sentence Construction Task Azwar Abidin
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2362

Abstract

This study employed a quantitative correlational design to explore the correlation between the students' performances among lexical-related tasks and how these tasks affect the performance in a sentence construction task. Using IBM SPSS Statistics Version 22’s Pearson Partial Correlation Test, this study calculated participants' performance in primary lexical attributes by recognizing the following aspects of lexical knowledge: pronunciation patterns, morphological structures, syntactic properties, semantic characteristics such as abstract and interconnectedness, and a complete sentence construction in a strict naturalistic classroom setting. The test results showed that the participants made 297.05 seconds on average for 42 correct responses in Lexical Decision Task, 5.88 seconds per picture projected on the screen in Picture-Naming Task, 8.33 seconds for each word in Semantic Judgment Task, and 30.17 seconds on average to complete a sentence. These results concluded that the participants' performance in identifying strings of letters does not correlate significantly with their performance in understanding how a particular word functions grammatically within a sentence. In terms of the level of automaticity, the participants’ performance exceeded the average performance. The findings suggested that their performance in understanding primary lexical attributes in single lexicons does not facilitate their understanding of semantic characteristics. Henceforth, the students’ lexical knowledge does not yet construct an integrated linguistic representation in the target language acquisition. The study confirmed previous evidence that stated that a better performance in lexical-related tasks significantly impacted sentence processing and construction skill.
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