Word Matrixs in ELT: Student and Teacher Perception

Abstract

Word matrices are tables that organize vocabulary and language concepts to aid acquisition. This study addresses the gap in understanding their effectiveness in Indonesian schools with limited resources. While extensive research exists on their use in metropolitan areas, little is known about their application in diverse educational contexts within Indonesia. By examining the five-year implementation at a private junior high school, this study aims to provide insights into their efficacy in resource-constrained environments. This mixed methods case study evaluated students' and teachers' perceptions over five years. The study involved 276 students in grades 7-9 and 5 teachers, with surveys and interviews from 36 students and 3 teachers selected through stratified sampling. Results showed over 90% of students used matrices weekly, with higher usage in advanced grades. Over 75% believed matrices significantly improved vocabulary and reading comprehension. However, weaker students reported minimal gains in writing and speaking fluency. Interviews highlighted that colorful grid designs and peer interactions engaged students but lacked focus on writing and proper transition support. Teachers recommended better alignment, targeted matrices, and activities to enhance academic writing, grammar, and speaking. Thus, matrices aid vocabulary and reading but need adjustments to benefit all learners.