Bahasa Inggris, Univeersitas Mathla’ul Anwar

e-mail: delamaulida04@gmail.com

e-mail: ade.sudirman@unmabanten.ac.id

vocabulary mastery at the eighth grade of SMP-IT Mathla’ul Anwar Malingping Lebak, Banten. The

method of the research was used quantitative approach and the research design used quasi experimental

design and and purposive sampling. The population of this study was 38 students. The sample of this

rejected. So, this research is a significant effect on vocabulary mastery by using quizlet application.

through language. As stated by Rabiah, (2018:1). "Everyone used language as a communication tool in

language from culture as both serve to symbolize the nation and are closely associated with the mindset

and actions of linguistic communities.

According to Khodijah & Alamsyah, (2020, p. 176). “Vocabulary is a very important part of

an important element to master language, although this language is difficult for nonnative speakers as

Thai learners in Semarang. In line with, English vocabulary language is the one basic that important used

in communication both of document and conversation.

According to Alqahtani, (2015, pp. 21-34). “In learning a foreign language, vocabulary plays an

language skills. Prayogi & Wulandari, (2021, p. 88) stated without grammar very little can be conveyed,

without vocabulary nothing can be conveyed. Vocabulary has a big contribution to make the students

proficient in language skills including English; reading, speaking, listening, and writing.

In this research, the researcher used quantitative method According to Creswell (2012, p. 22)”,

Quantitative research is a means for testing objective theories by examining the relationship among

in the control group should used a smartphone to study vocabulary using the Quizizz application, whereas

those in the experimental group should used a smartphone to learn vocabulary using the Quizlet

would be observed, and data would be recorded by the researcher using the observation checklist.

to examine in order to draw conclusions about the target population as a whole. In deciding the sample,

the researcher used a purposive sampling technique.

VIII A (Experimental)

19

VIII B (control)

19

that are evaluated for research participants prior to their treatment. The pre-test is used to find out

how far students' vocabulary mastery before using quizlet application.

b. Treatment

Here, there are two groups that would be teach material, namely the experimental group and the

control group. The experimental group is taught by using a quizlet application. Whereas the

control group is taught by using quizizz application. The treatment was done in the class in 3

meetings and each study consisted of 40 minutes.

c. Post-test

Creswell (2012, p. 143) stated that a post-test is a measure on some attributes or characteristics

that is assessed for participants in an experiment after a treatment. The function of post-test is to

utilizing an alternate application, to be specific the application quizizz.

This research was carried out in SMP-IT Mathla’ul Anwar Malingping eighth grade. Throughout a

roughly one-month period beginning on 6 May and ended on 6 June, 2024. Then the research begins with

a validation test on eighth grade students’ at MTs Mathla’ul Anwar Malingping. So, the test result can be

obtained and gave the students.

In addition, this research was carried out in five meetings, it started by conducting a pre-test to the

students at the commencement of the meeting, which aimed to measure the comprehension of students’

understanding of present tense material before getting the treatment. The following meeting, students got

their respective treatments, which was carried out for three meetings. In order to asses understudies'

understanding of transactional interaction text; giving and requesting information related to

Pre-test control

Post-test control

Based on the outcomes, descriptive data statistic above, from 19 students (N) of pre-test experiment

84.42 and standard deviation is 12.140.

the data:

- If significance > 0.05 = data is normal distribution

- If significance < 0.05 = data is not normal distribute

Shapiro-Wik

Ststistic Df Sig.

Based on the data above, it can be seen that the significance of data experimental and control

class used Kolmogorov-Smirnov is higher than 5% (<0,05), where for pre-test experimental class is

0.135 > 0,05 and post-test is 0.200 > 0.05, while pre-test control class is 0.200 > 0.05 and post-test is

0.140 > 0.05. As the result, that the score of data each class is in normal distribution.

b. Homogeneity

According to Verma and Abdel-Salam, (2019:79) “The homogeneity ofvariances ensures that

samples are drawn from the populations havingequal variance with respect to some criterion”. The

researcher used the SPSS 25 version to examine the data from the pre-test, post-test, and control

According to the table’s paired samples t-test, the alternative hypothesis (Ha) is accepted. and

the null hypothesis (H0) is rejected due to the fact that level significance is lower than the results of

the significance (2 tailed) test 5% (0.000 > α=0.05) for both the experimental class and the control

class.

Therefore, the outcomes can be derived from that there is a distinction in the average or mean of

vocabulary mastery at the eighth grade of SMP-IT Mathla’ul Anwar Malingping.

Based on the result of the research, the researcher discussed the research results based on the data

analysis, where the test in this research was conducted to determine the effect of using quizlet as learning

researcher tested the instrument in another school of the same level before conducting this research,

trial's results, the author carried out validity and reliability tests. From the 50 inquiries tested for validity,

25 questions passed the validity test as expected by the researcher. In the validation test, the researcher

experienced a long process because he had to input student results carefully and had difficulty in

The researcher conducted a reliability test after conducting a validity test. As explained by Sürücü,

reliability of the data provided. Seen on the table 3.7 reliability coefficient Category data is declared

reliable if the reliability coefficient ranges from 0.20 to 1.00. The data is declared unreliable if the

coefficient is 0.00 to 0.20. The data's reliability coefficient in this research based on Table 3.8, which is

0.759, indicates that the results are reliable. This data is used as an instrument for pre-test and post-test in

experimental and control classes, using 25 questions that are declared valid.

After testing the instrument, the researcher conducted a pre-test, this aims to determine the ability of

students before being given treatment in both classes. Before the treatment, the pre-test results showed

that most students had a poor ability to master new vocabulary. These results showed that students really

need help where vocabulary is the initial ability that must be owned. After knowing that there are two

classes, namely the pre-test experimental class and control class, each student consists of 19 students, for

the experimental class section there are 4 female students while there are 15 male students and in the

results are known what have been seen in the previous table 4.1, the average value data is 69.05 with a

minimum value of 40, in SMP-IT Mathla’ul Anwar Malingping eighth grade the KKM score is 70, seen

each student consists of 19 students, for the experimental class section there are 4 female students while

improved very well. The students in the eighth grade of SMP-IT Mathla’ul Anwar Malingping able to

answer multiple choice questions carefully and correctly, even though there are still some who experience

difficulties, they are very enthusiastic about learning.

The above data is consistent with the outcomes of observations made by the researcher before

difficulty in memorizing vocabulary and lack of enthusiasm for learning. The treatment was conducted in

matter. The researcher choose quizlet application as learning media, because the researcher hopes that

students in the learning process.

application in the control class for 5 meetings, students felt very interested in learning activities using the

In each treatment meeting, students were very comfortable and enjoyed it, they began to mention the

group, but in this treatment the researcher had an obstacle where students were a little not conducive and

as we know in groups there are those who do not cooperate in helping their friends but all of that can be

than half of the vocabulary and could mention verb, like v1, v2 and v3 of the vocabulary they got such as

researcher gave a simple explanation to them about it. In the last three meetings, the students began to be

active and accustomed so that they could mention more vocabulary, this was seen in the simple test that

the reseacher gave them in the last session by asking the vocabulary one by one and they could also

After conducting the both before and after the test, the researcher analyses the data. The normality

the data is not normal then we can know by looking at the sig value. < 0.05, then the researcher conducted

a homogeneity test have been seen in the previous tables 4.5 and 4.6 stating the pre-test values of the

experimental class and control class were homogeneous because the sig. > 0.05. With significance value

is higher than the significance level, that the score based on mean is 0.193 > 0.05, based on median 0.227

> 0.05, based on median and with adjusted df 0.228 > 0.05 and score based on trimmed mean 0.194 >

0.05. As the results, the pre-test of experimental class and control class have the identical variants. And

the table 4.6 post-test value of experimental class and control class the score of significance is higher than

the significance level, where score based on mean 0.077 > 0.05, based on median 0.257 > 0.05, based on

median and with adjusted df 0.258 > 0.05 and score based on trimmed mean 0.079 > 0.05. As a result, it

is determined that the data are homogenous, which means that the post-trial of both the exploratory class

and control class have identical variants as well.

and students who interact with each other so that students do not become passive. After being gave the

the average score of 88.42 students increased to 84.42 in view of the outcomes being seen in the previous

answers at the time of the post-test.

(H0) is rejected. So that by using quizlet application, the researcher concludes that vocabulary

improvement at SMP-IT Mathla’ul Anwar Malingping is successful and achieved.

This section explains that are several aspects of vocabulary another expert explains about vocabulary

aspect in a different form, as Thornbury, (2002, p. 14) states that several vocabulary aspects are important

includes grammatical words or function words that are generally prepositions, conjunctions, determiners,

adjectives, and adverbs. Second, word families: A word family comprises the base word plus its

the word "play" is a base or root that has prefixes and affixes also. Third, word formations: In word

combining of two words or more dependent words. For example second-hand (secondhand), dish-washer

Next there is Vocabulary in language learning has a very vital role in developing students' language

learning English, especially for students in their country who make English as a foreign language, such as

Indonesia. Because limitations in vocabulary would hinder success in communication. It is component to

achieve a good communication in any language, especially academic needs Komachali & Khodareza,

After that, there is teaching vocabulary is a crucial aspect in learning a language as languages are

based on words Susanto, (2017:185). It is almost impossible to learn a language without words; even

communication between human beings is based on words. Recent research indicates that teaching

vocabulary teaching and at times do not know where to begin to form an instructional emphasis on word

Commonly, there are several techniques concerning the teaching of' vocabulary. However, there are

a few things that have to be remembered by most English teachers if they want to present a new

vocabulary or lexical items to their students. It means that the English teachers want students to remember

new vocabulary then it needs to be learnt, practiced, and revised to prevent students from forgetting.

Techniques employed by teachers depend on some factors, such as the content, time availability, and its

value for the learners.

This makes teachers have some reasons in employing certain techniques in presenting vocabulary. In

presenting one planned vocabulary item, the teacher usually combined more than one technique, instead

of employing one single technique. Teachers, furthermore, are suggested to employ planned vocabulary

presentation as various as possible Pinter, (2006:186). The followings are some techniques of teaching

vocabulary as proposed by some experts.

better, because memory for objects and pictures is very reliable and visual techniques can act as cues for

Singleton, 2008:186).

Third, teaching vocabulary using drawing and picture, teaching vocabulary using pictures connect

as it stresses mostly on communication. Many words can be introduced through mime, expressions, and

gestures. For example, adjectives: "sad"," happy"; mime and taking a hat off your head to teach hat and so

on. Several studies have emphasized the role of gestures in second language (L2) acquisition (Alqahtani,

2015:187).

that is a complete, ordered listing of all of the items in that collection. It can be used to present meaning.

and explain this by enumerating or listing various items. Teacher may list a number of clothes e.g.

Here also explains about review of previous research, there are some previous researchers which

(2016) researching the efficacy of the quizlet application in developing English L2 vocabulary by 9

general, he has techniques to improve students' vocabulary mastery in the application of quizlet. These

junior high schools. As a researcher, I developed quizlet in junior high schools too.

The second is Lander (2016) expressed an opinion about the quizlet application after Lander used it

Communication (TOEIC) course at a university in Japan. Learning locations are inside and outside the

quizlet application to learn vocabulary. This quizlet application has several similarities and differences

with the author's research. That the similarity, he has a technique in improving students' vocabulary

mastery taught by the quizlet application. These differences are the design of research techniques,

develop quizlet application in vocabulary mastery is in junior high school.

and Department of Medicine students in Russian are accelerated as a foreign language, research samples,

research subjects, data collection, research text genres and location studies. Researcher (RFL) in the

learning teaching process. They concluded that teaching by using the quizlet application is successful.

This study proves that there is a positive influence on the relationship between the use of the quizlet

application and their speaking ability.

The conclusion that can be drawn from the preceding explanation is that SMP-IT Mathla’ul Anwar

Malingping eighth grade students improve their vocabulary with the help of quizlet application.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught.

Khodijah, S., & Alamsyah, N. (2020). Improvement Analysis of Learning Vocabulary Assisted with

Flash Cards. PROJECT (Professional Journal of English Education), 3, 175.

Prayogi, Alesandro Woisela, dan Mega Wulandari. (2021). “Implementing a Mobile Application Quizlet

Rabiah, S. (2018). Language as a tool for communication and cultural reality discloser.

Verma J. P., & Abdel-Salam, A. S. G. (2019). Testing statistical assumptions in research. In Testing