The Impact of Vocabulary Depth and Breadth to the TOEFL Reading Subtest in IAIN Kediri

Moh Khoirul Anam(1*),

(1) Diponegoro University
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v3i2.9947

Abstract


TOEFL has been provided as a standardized test to measure the English proficiency of non-native speakers. However, one thing should be considered that TOEFL is still a big challenge for non-native English learners, especially for EFL learners. This is one of the factors, related to how proficient the vocabulary knowledge which students have. Therefore, this study aimed to investigate to what extent the relation between vocabulary knowledge, breadth and depth, and TOEFL test, especially reading subtest session. Participants of this study were undergraduate English students who never took a TOEFL preparation course. To help analyze data, IBM SPSS 24 version with Spearman rank correlation analysis was used to make it more precise. The result of Spearman rank correlation analysis revealed that there was a significant correlation among the variables. This result supports some previous studies focusing on the same topic.

Full Text:

PDF

References


Alavi, S. M., & Akbarian, I. (2012). The Role of Vocabulary Size in Predicting Performance on TOEFL Reading Item Types. System, 40(3), 376–385. https://doi.org/10.1016/j.system.2012.07.002

Anwar, A. (2009). Statistika untuk Penelitian Pendidikan dan Aplikasinya dengan SPSS dan Excel. Kediri: IAIT Press.

Bardakci, M. (2016). Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles. English Language Teaching, 9(4), 239. https://doi.org/10.5539/elt.v9n4p239

Farvardin, M. T., & Koosha, M. (2011). The Role of Vocabulary Knowledge in Iranian EFL Students’ Reading Comprehension Performance: Breadth or Depth? Theory and Practice in Language Studies, 1(11), 1575–1580. https://doi.org/10.4304/tpls.1.11.1575-1580

Hazenberg, S., & Hulstun, J. H. (1996). Defining a Minimal Receptive Second-Language Vocabulary for Non-native University Students: An Empirical Investigation. Applied Linguistics, 17(2), 145–163. https://doi.org/10.1093/applin/17.2.145

Jun Zhang, L., & Bin Anual, S. (2008). The Role of Vocabulary in Reading Comprehension. RELC Journal, 39(1), 51–76. https://doi.org/10.1177/0033688208091140

Karakoç, D., & Köse, G. D. (2017). The Impact of Vocabulary Knowledge on Reading, Writing and Proficiency Scores of EFL Learner. Journal of Language and Linguistic Studies, 13(1), 352–378. Retrieved from https://www.jlls.org/index.php/jlls/article/view/603

Li, M., & Kirby, J. R. (2014). The Effect of Vocabulary Breadth and Depth on English Reading. Applied Linguistics, 36(5), 611–634. Retrieved from https://psycnet.apa.org/record/2015-54845-003

Mahmud, M. (2014). The EFL Students’ Problems in Answering the Test of English as a Foreign Language (TOEFL): A Study in Indonesian Context. Theory and Practice in Language Studies, 4(12), 2581–2587. https://doi.org/10.4304/tpls.4.12.2581-2587

Mart, C. T. (2012). Developing Speaking Skills through Reading. International Journal of English Linguistics, 2(6), 91–96. https://doi.org/10.5539/ijel.v2n6p91

Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newbury House.

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.

Phillips, D. (2001). Longman Complete Course for the TOEFL Test: preparation for the computer and paper test. New York: Longman.

Pringprom, P. (2012). Exploring Relationship between Students’ Vocabulary Breadth and Their Reading Proficiency. US-China Foreign Language, 10(4), 1098–1105. Retrieved from https://nanopdf.com/download/exploring-relationship-between-students-vocabulary-breadth-and_pdf

Qian, D. (1999). Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension. Canadian Modern Language Review, 56(2), 282–308. https://doi.org/10.3138/cmlr.56.2.282

Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193

Qian, D. D., & Schedl, M. (2004). Evaluation of an in-depth Vocabulary Knowledge Measure for Assessing Reading Performance. Language Testing, 21(1), 28–52. https://doi.org/10.1191/0265532204lt273oa

Rashidi, N., & Khosravi, N. (2010). Assessing the Role of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension of Iranian EFL Learners. Pan-Pacific Association of Applied Linguistics, 14(1), 81–108. Retrieved from https://pdfs.semanticscholar.org/2751/576c8b694f52a57e22c1588f4fff2180a26a.pdf

Read, J. (1993). The Development of a New Measure of L2 Vocabulary Knowledge. Language Testing, 10(3), 355–371. https://doi.org/10.1177/026553229301000308

Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). Efl Students’ Strategies Dealing with Common Difficulties in Toefl Reading Comprehension Section. International Journal of Language Education, 1(1), 29–36. https://doi.org/10.26858/ijole.v1i1.2869

Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and Exploring the Behaviour of Two New versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88. https://doi.org/10.1177/026553220101800103

Sedita, J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33–45. Retrieved from https://www.cgcatogo.com/uploads/1/0/6/7/10675379/effective-vocabulary-instruction.pdf

Stæhr, L. S. (2008). Vocabulary Size and the Skills of Listening, Reading and Writing. Language Learning Journal, 36(2), 139–152. https://doi.org/10.1080/09571730802389975

van Zeeland, H. (2013). Vocabulary and Listening. In The Encyclopedia of Applied Linguistics (pp. 1–6). https://doi.org/10.1002/9781405198431.wbeal1430

Zhang, D. (2012). Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study. The Modern Language Journal, 96(4), 558–575. https://doi.org/10.1111/j.1540-4781.2012.01398.x


Article Metrics

Abstract view : 401 times | PDF view : 55 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.