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Classroom Action Research (CAR) was used with 43 students from the 2013/2014 academic year. Instruments included observation checklists, field notes, and vocabulary tests. Cycle 1 did not meet success criteria, while cycle 2 met them after improved practice, resulting in significant gains in passing grade achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-15-no-1-implementing-controlled-composition-to-improve-vocabulary-mastery-of-efl-students/600726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-15-no-1-implementing-controlled-composition-to-improve-vocabulary-mastery-of-efl-students/600726.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to determine how Controlled Composition teaching techniques are implemented and whether they improve sixth-grade students’ vocabulary mastery at SDN 027 Samarinda.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and participants were used?",{"text":117,"@type":113},"The research used Classroom Action Research (CAR) with sixth-grade students in the 2013/2014 academic year, totaling 43 students.",{"name":119,"@type":110,"acceptedAnswer":120},"What changed from cycle 1 to cycle 2?",{"text":121,"@type":113},"Cycle 2 introduced enhancements such as instructing students to bring dictionaries, providing more example English sentences, guiding students to find word meanings in dictionaries and write paragraphs, motivating students, and preparing supporting media/pictures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600726,1792191682,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2015, Vol. 15 No. 1  \nImplementing Controlled Composition to Improve Vocabulary Mastery of EFL Students  \nJuriah  \nUniversitas Widya Gama Mahakam, Indonesia  \n[juriah.smd@gmail.com](juriah.smd@gmail.com)  \nAbstract  \nThe purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action Research (CAR) as the research design. The subject of the research is the sixth grade students in the 2013/2014 academic year that consists of 43 students. The instruments employed in this study were observation checklist, field note, and vocabulary test. The result of the research showed that in cycle 1 the students’ achievement did not fulfill the minimal criteria of success. However the result of the cycle 1 was better than the preliminary study. The criteria of success did not fulfill in cycle one, some enhancement of the implementation of Controlled Composition were made in cycle two in the form of: Instruct the students bring dictionary, give more examples English sentences, guide the students find the mining of words in the dictionary and write a paragraph, more motivate the students and preparing a media/ picture .Meanwhile the students ’achievement in cycle two showed that fulfilled the criteria of success. Based on the findings and discussion, the conclusions are: Firstly, Controlled composition was implemented well by the teacher of SDN 027 Samarinda. Controlled composition was implemented and gave impacts in: (a) increasing the students’ vocabulary mastery significantly,(b) making the students able to spell the vocabularies, (c) making the students understand the meaning English words, and (d) making the students able to pronounce English words quite good. Secondly, Controlled composition improved the students’ vocabulary mastery; it was only 20.9% of the students who achieved the English passing grade in the  \npreliminary study, but then 81.39% of the students achieved the English passing grade in the end of cycle 2.  \nKeywords: vocabulary, controlled composition, CAR  \nA. Introduction  \nLearning English means learning the elements and skills in the language. Vocabulary, pronunciation, grammar, and spelling are language elements, while language skills are listening, writing, reading and speaking. In the process of learning a foreign language, the ability to understand the language greatly depends on one’s knowledge of vocabulary besides the other elements of language itself. Therefore, vocabulary is one of the important language elements that learners must master. The learner who has more words has better chance in practicing English. The learners can more easily master reading, listening, speaking, and writing.  \nMcCarthy (1990) states that the biggest component of any language course is vocabulary. In addition, Nunan (1998) states that in the early stages of learning and using a second language, one is better served by vocabulary than grammar. This reason is strongly supported by Nunan (1998) who argues that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structure and functions. We may have learned for comprehensible communication.  \nIt can be said that the main point of learning language especially learning English is vocabulary because vocabulary influences the ability of students in learning English. If students have many vocabularies well, they can learn the Elements and skill in the language easily.  \nTo learn and master vocabulary, the learners need appropriate method and appropriate material (Fauzan, 2014) . Based on pre observation in SDs, some English teachers still use a traditional metho","cbCaipBgz5YMmFxF","https://ap.wps.com/l/cbCaipBgz5YMmFxF","pdf",461846,26,"English","# A. Introduction\n## Background: Vocabulary in English Learning\n## Problems in Traditional Teaching Approaches\n## Need for Appropriate Methods and Materials","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine how Controlled Composition teaching techniques are implemented and whether they improve sixth-grade students’ vocabulary mastery at SDN 027 Samarinda.\"},{\"question\":\"What research design and participants were used?\",\"answer\":\"The research used Classroom Action Research (CAR) with sixth-grade students in the 2013/2014 academic year, totaling 43 students.\"},{\"question\":\"What changed from cycle 1 to cycle 2?\",\"answer\":\"Cycle 2 introduced enhancements such as instructing students to bring dictionaries, providing more example English sentences, guiding students to find word meanings in dictionaries and write paragraphs, motivating students, and preparing supporting media/pictures.\"}]","Dinamika Ilmu - Vol. 15 No. 1 - Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students | PDF",1792091264,66]