The Relationship Between Vocabulary Mastery, Reading Comprehension, and Writing Ability in Recount Texts

Vocabulary mastery, reading comprehension, and writing ability—especially in the context of recount texts—are closely interconnected language skills. Numerous studies have explored these relationships, consistently finding strong correlations among them.

Vocabulary Mastery and Reading Comprehension

Vocabulary mastery is a major factor influencing reading comprehension, particularly in recount texts. Students with a richer vocabulary are better able to understand the main ideas and details of what they read. Research shows a strong positive correlation between vocabulary mastery and reading comprehension in recount texts, with correlation coefficients as high as 0.86, indicating a very strong relationship15.

Knowing at least 90% of the words in a text enables readers to grasp the main ideas and infer the meanings of unfamiliar words, which is essential for effective reading comprehension1.

Students with higher vocabulary mastery consistently achieve better scores in reading comprehension tests on recount texts, confirming that vocabulary knowledge directly supports the ability to understand written material15.

Vocabulary Mastery and Writing Ability (Recount Text)

How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie

How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie

Articles in Press

Document Type : Original Article
Authors: Idah Hamidah1 Yusida Lusiana1 Nani Sunarni2 Faizal Risdianto3

1 Universitas Jenderal Soedirman, Indonesia, 2 Universitas Padjadjaran, Indonesia, 3 Universitas Islam Negeri Salatiga, Indonesia

10.22034/ijscl.2025.2059443.4026

Abstract
This research analyses the use of spatial and temporal deixis in the Little Forest movie to explore the interconnection between language, Japanese culture, and ecology. It employed a qualitative approach based on an ecolinguistics analysis framework grounded in the positive discourse analysis (PDA) model and the concept of symbolic competence. The analysis reveals that the use of local place (35.71%) and cultural place names (39.29%) is more dominant than proximal explicit (14.29%), medial (7.14%), and distal (3.57%) deixis. In terms of temporal deixis, specific time (48.28%) and repeated time (24.14%) references reflect a natural cycle-based time construction. These findings suggest that space and time in the movie are not merely narrative backdrops but play a crucial role in constructing cultural identity, fostering ecological awareness, and articulating resistance to global homogenization (Kramsch, 2010; Stibbe, 2020). The movie presents rural life as a deliberate, meaningful choice rooted in tradition and nature. Thus, Little Forest can be seen as offering an alternative, sustainable model of life grounded in local wisdom and ecological values and showing cultural continuity in society.

Keywords: Deixis Ecolinguistics Japan Language and culture Little Forest Movie

How Spatial and Temporal References Construct Cultural Identity and Ecological Awareness: The Case of Little Forest Movie

The reason why "unforgettable" has a double "t"

 The reason why "unforgettable" has a double "t" instead of just one — as in "unforgetable" — comes down to English spelling rules related to suffixes and stress patterns.

Here's a clear breakdown:

1. Base word: forget

   • Ends in a consonant-vowel-consonant (CVC) pattern: g-e-t

   • The stress in "forget" is on the second syllable: for-GET

2. Adding the suffix "-able"

   • When you add a suffix like -able to a monosyllabic word or a word with the stress on the last syllable, and the word ends in a consonant-vowel-consonant (CVC) pattern, English spelling rules often double the final consonant.

   • So: forget + able = unforgettable (double the "t" after "get")

   ✅ correct: unforgettable
   ❌ incorrect: unforgetable

Similar examples:

• regret + able = regrettable

• omit + ed = omitted

• begin + ing = beginning

But:

• open + ed = opened (no double "n", because the stress is not on the last syllable)

Why this matters:

The doubling helps preserve pronunciation and keeps the vowel sound short or correct when the suffix is added.

PegiatJurnal.com: List Jurnal Terindeks SCOPUS Bidang Linguistics, E...

PegiatJurnal.com: List Jurnal Terindeks SCOPUS Bidang Linguistics, E...: Yang pernah S3 di Indonesia atau yang sekarang sedang S3 di Indonesia sedikit banyak terkena kewajiban ini. Dorongan yang masif dan terkesan...

Student Perception on the Used of Reading Comprehension Apps as the Media to Learn TOEFL Reading

 ABSTRACT 

Pratama, Silvan.2023. Student Perception on the Used of Reading Comprehension  Apps as the Media to Learn TOEFL Reading. Graduating Paper. English  Education Department. Teacher Training and Education Faculty. State  Islamic University Salatiga. Counselor: Dr. Faizal Risdianto, S.S., M.Hum. 

The purpose of the study was to find out what are the Cognitive, Affective and Conative aspect of student perception on the implementation of Reading Comprehension Apps to learn TOEFL Reading and to know what advantage and. The research was descriptive qualitative. The respondents of this research were 20 students of English Education Department of UIN Salatiga. The interview was conducted to collect the data. The data was validated using technical triangulations which are interview and documentation. After conducting the research, it is known that students enjoy learning English using reading comprehension applications. This application also influences increasing students' knowledge in TOEFL Reading and can be used as a medium in learning English, but it is less effective because it is constrained by advertisements that often appear. Students feel after using this application provides benefits in improving reading skills. On the other hand, students also feel disadvantages such as the many advertisements and waste of too much time and data connection. 

Keywords: Students’ Perception, Implementation, Reading Comprehension Apps,  TOEFL Reading

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Syntax & Semantics: Two Sides of Coin

 

Syntax & Semantics, two sides of coin.pdf - Google Drive

The most interesting and debatable topics in English syntax

English syntax is a rich field with many fascinating and hotly debated topics. Here are some of the most interesting and debatable areas in English syntax, along with brief explanations:
1. The Nature of Syntactic Structure
Debate:
Is syntax best represented by phrase structure rules (as in Chomsky’s generative grammar) or by dependency relations (as in dependency grammar)?

Why It’s Interesting:
This debate shapes how we model sentence structure, influences parsing algorithms, and affects linguistic theory.

2. Universal Grammar vs. Usage-Based Models
Debate:

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German, French, Latin, and Greek influence in English word formation

 The English language has evolved through centuries of contact with German, French, Latin, and Greek, resulting in a lexicon where 60% of words have non-Anglo-Saxon origins234. Below is a detailed analysis of each language's influence, with historical context and examples.

---

German Influence

English and German share a common Proto-Germanic ancestry, leading to foundational vocabulary overlaps. Approximately 26% of English words trace back to Germanic roots15.

Key Contributions:

• Core vocabulary: Basic terms like father (Vater), water (Wasser), and house (Haus) derive from shared Germanic roots15.
• Compound words: German's compounding tradition influenced English formations like firefighter (Feuerwehr) and handbook (Handbuch)5.
• Modern loanwords:

• Kindergarten ("children's garden") – education5
• Wanderlust ("desire to wander") – travel1
• Doppelgänger ("double walker") – literature1

Post-19th-century scientific contributions include angst (existential anxiety) and zeitgeist ("spirit of the age")5.

---

French Influence

The Norman Conquest (1066) introduced 10,000 French words into English, particularly in governance, law, and cuisine. Today, ~30% of English vocabulary has French origins2.

20 possible ELT research topics on REGISTER JOURNAL

 

*20 possible ELT research topics on REGISTER JOURNAL*

 

REGISTER JOURNAL, 1979-8903 (PRINT) – 2503-040X (ONLINE) is an OPEN ACCESS, ESCI WoS, SINTA 2 Indexed double-blind, peer-reviewed Journal of English for Islamic educational institutions and Muslim communities. Aim and Scope: REGISTER JOURNAL, the Journal of English for Islamic Educational Institutions and Muslim Communities, aims to provide a dedicated platform for disseminating research, best practices, and innovative approaches related to teaching and learning English within Islamic educational contexts. The Journal focuses on enhancing the quality of English education in Islamic schools, colleges, universities, and other educational institutions while also considering Muslim learners' unique cultural, religious, and linguistic needs.

Based on the updated Focus and Scope of the Register Journal (Journal of English for Islamic Educational Institutions and Muslim Communities), here are 20 possible linguistics research topics:

 

Here are 20 potential manuscript titles suitable for submission to the REGISTER JOURNAL, aligned with its focus on English education in Islamic educational institutions and Muslim communities:

---

Curriculum Development

1. Designing an Integrated English Curriculum for Islamic Boarding Schools: Balancing Language Skills and Religious Values
2. Curriculum Innovation for English Learning in Madrasahs: A Framework for Faith-Based Education

Teaching Methodologies

3. Task-Based Language Teaching in Islamic Contexts: Challenges and Adaptations
4. Blending Islamic Teachings with Communicative Language Teaching in EFL Classrooms
5. The Role of Project-Based Learning in Enhancing English Proficiency among Muslim Learners

Language Acquisition

6. Second Language Acquisition Among Young Muslim Learners: A Socio-Cultural Perspective
7. Influence of Qur’anic Arabic on English Vocabulary Acquisition in Bilingual Madrasah Students

Assessment and Evaluation

8. Developing Faith-Sensitive English Assessment Tools for Islamic Schools
9. Evaluating Speaking Skills in Islamic Junior High Schools: An Alternative Assessment Approach

Materials Development

10. Designing English Learning Materials with Islamic Content for Primary School Students
11. Culturally Relevant English Textbooks: Integrating Islamic Themes into EFL Materials

Cultural and Religious Considerations

12. Navigating Cultural Sensitivity in English Language Instruction for Muslim Learners
13. Islamic Values in English Classrooms: Teacher Perceptions and Practices in Islamic Higher Education

Educational Policy and Administration

14. Policy Analysis of English Language Education in Indonesian Islamic Schools
15. Implementing Bilingual Education Policy in Pesantren: Impacts and Insights

Innovative Practices and Case Studies

16. Using Islamic Storytelling in English Classes: A Case Study from a Rural Madrasah
17. Mobile-Assisted Language Learning in Pesantren: Opportunities and Limitations

Community and Muslim Parental Involvement

18. Muslim Parental Involvement in English Education: A Case Study from Urban Madrasahs
19. Engaging Parents in English Language Learning: A Collaborative Model for Islamic Schools

Interdisciplinary or Broader Perspectives

20. Bridging Language and Faith: A Critical Review of English Education in Muslim Communities Worldwide

 

IARELTII

 https://sites.google.com/view/iareltii2025/monthly-forum?authuser=0

IARELTII (Indonesian Association on Research in English Language Teaching at Islamic Institutions)  whose main target is research, teaching, and development of Islamic English.

The **Indonesian Association on Research in English Language Teaching at Islamic Institutions (IARELTII)** is a scholarly and professional organization that focuses on advancing research, pedagogy, and curriculum development related to English language teaching within Islamic educational contexts across Indonesia. Its core mission is to promote the integration of **English language education with Islamic values and perspectives**, fostering what is often referred to as **"Islamic English"**—a contextualized approach to English language teaching that aligns with the identity, ethics, and worldview of Islamic institutions.

Simple sentence expansion by Dr. Faizal Risdianto

 

https://drive.google.com/file/d/1i0Rv_Hv73tNTp89vVjjT0_wTgarmoYoq/view?usp=sharing