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