LETS: Journal of Linguistics and English Teaching Studies

A Systematic Literature Review: The Effectiveness of Vocabulary Size Tests on Students English Vocabulary and Writing Skills

Kadek Dian Nitami — 2024-12-31

This research aims to examine the benefits of integrating vocabulary size test in the context of learning English learners as well as the relationship between vocabulary and writing skills. Using the systematic literature review (SLR) method, this research analyzed 18 selected articles published between 2019-2024. The results of the research show that the web-based vocabulary measurement is proven to be effective and efficient in measuring the Vocabulary of English students. Its advantages include accessibility, time efficiency and ease of use. In addition, a strong positive correlation was found between vocabulary and students' writing skills at various levels of education. The integration of this technology not only increases student learning motivation but also has the potential to strengthen students’ writing skills. In conclusion, developing a vocabulary size test website is an important strategy in modern English language learning since it facilitates increased mastery of vocabulary which ultimately supports the development of students' writing skills.

Improving Tenth Grade Students' English Recount Text Writing Skills through Interactive Tasks

Sachi Oinuma — 2024-12-31

This study investigates the effectiveness of innovative methods to enhance tenth grade students’ English writing proficiency at SMK IPTEK Weru Sukoharjo, focusing on recount text. Using Classroom Action Research (CAR), the study employed both qualitative and quantitative approaches, including observations, interviews, and pre-test and post-test. The findings indicate that interactive and collaborative writing exercises, supported by multimedia resources and constructive feedback, significantly improved students’ writing skills and engagement. However, the challenges using vocabulary and organizing recount narratives highlights areas for further pedagogical improvement. The study underscores the importance of dynamic, student-centered English writing instruction tailored to vocational education to better prepare students for future academic and professional pursuits.

An Analysis of Figurative Language of Poetry in English Textbook for Senior High School

Faurina Anastasia — 2024-12-31

Figurative language of poetry found in English textbook was the object of this research. This study used qualitative method and content analysis approach to identify and analyse figurative language in poetry. The data collection technique used English textbook for senior high school. Three poetry were selected as samples, identified into the types of figurative language, and then analyzed into Perrine’s theory of twelve types of figurative language. The technique analysis used the data coding to identify and analyse figurative language in the poetry. The findings of this study show that there are five types of figurative language found, namely: personification, simile, irony, metaphor, and symbol. From the five, the most used is metaphor. The significance of this research are identify and analyse the types of figurative language of poetry that presented in the English textbook used in senior high school; it can aid educators in developing targeted instructional strategies to improve students’ comprehension and appreciation of poetic devices; and the research can contribute to the evaluation and potential enhancement of the existing English textbook by providing insights into dominant types of figurative language used in the poetry content.

Students' Perceptions and Attitudes Toward the Use of Communicative Language Teaching (CLT) in Improving English Speaking Skill

Saiful Latif — 2024-12-31

Communicative Language Teaching (CLT) is an instructional approach that prioritizes the development of communication skills, utilizing language in contexts relevant to daily activities. However, its application, particularly in English speaking lessons, presents various challenges and difficulties for students. The primary objective of this study was to explore students' perceptions and attitudes toward the use of CLT in improving English speaking skill. This research adopted a descriptive quantitative design, with participants consisted of 55 third-semester students from the English Education Study Program at Universitas Khairun. Data were gathered through a Google Form survey containing a Likert scale-based questionnaire with 20 items. The data were subsequently analyzed by using mean scores and percentage distributions. The findings revealed that students generally held a positive view of CLT in English speaking instruction, as evidenced by an overall mean score of 3.79, corresponding to a "high" level of agreement, with 75.85% of respondents in the "agree" category. CLT was found to boost students' confidence in speaking English. Furthermore, students exhibited a positive attitude toward CLT, with an average attitude score of 3.7, indicating a "high" level of agreement, and 74% agreeing with the approach. This positive response is attributed to the variety, enjoyment, and engaging of the activities included in CLT. However, an area for improvement identified in the study is the alignment of English speaking lesson materials with the students' proficiency levels to ensure more effective learning outcomes.

Mind Mapping Practices in Collocation Teaching and Learning: In Focus of EFL Contexts

Getaneh Berta — 2024-12-31

The objective of the study was to explore EFL teachers’ and EFL students’ adjective-preposition and verb-noun combinations collocations in teaching and learning practices through mind mapping. The study was conducted in Majete General Secondary School which is found in North Shoa, Amhara Region, Ethiopia. Eighty-three grade twelve EFL students who were chosen through a simple random sampling technique participated in the study. Moreover, two EFL teachers also took part by providing their views on the issue. Additionally, data were collected through questionnaire, interview and observation. Consequently, quantitative and qualitative data analysis methods were used to analyze the data obtained from the sources. As the findings indicate, even though EFL teachers and EFL students taught and learned adjective-preposition and verb-noun combinations collocations, neither the EFL teachers aided the lessons through mind mapping nor the EFL students use a mind map as note-taking technique. Hence, since the diagram plays a pivotal role in helping EFL teachers to deliver language contents interestingly and EFL students learn and remember language contents through association, textbook writers and pedagogues should present collocations of language contents through mind mapping. Additionally, it is recommended that EFL teachers and EFL students deploy it in their language teaching and learning practices.

Wordwall as English for Young Learner Instructional Material to Augment Motivation

Widya Mas Mardavam Jayanti — 2024-12-31

In the 21st century, the necessity of innovative teaching materials has become increasingly apparent to foster students' learning motivation. Teaching English to young learners poses a significant challenge, and educators must employ technology to create engaging instructional materials to cater to the needs of the alpha generation. Wordwall is a digital application that offers a variety of quizzes and games that teachers can utilize to enhance the teaching and learning process. The primary objective of this study was to augment the learning motivation of students enrolled in private tutoring centers. A qualitative approach was adopted in this investigation, with observation, questionnaire, and interviews serving as supplementary methods. The findings revealed that students' perceptions shifted after exposure to Wordwall-based instruction. The findings further suggested that integrating Wordwall could enhance students' learning motivation while reducing boredom and saturation during the learning process. Consequently, it holds the potential to alleviate student ennui and monotony. Moreover, the utilization of Wordwall has been observed to positively impact students' motivation to learn, making it one of the user-friendly interactive media that can augment students' motivation to learn English in the classroom.