Membangun kosa kata melalui QUIZLET

EASY WAY TO BUILD EFL VOCABULARY THROUGHT QUIZLET AT UNIVERSITY LEVEL IN ACEH By NURUL AFLA, S.Pd Nina Afrida, M.Pd Nadia Syafira Purba, Sriwahyu Ningsih, Dela Septianda, Yovi monika, Siska Nanda Dewi English Education Department, State Institute of Islamic Studies Langsa e-mail: [email protected] Abstract: .The goal of this research was to find out if the use of the Quizlet application affects IAIN Langsa's English Department's vocabulary mastery for students. The research was carried out in the academic year 2016/2017 at the Department of English Education at IAINLangs. The research sample was taken from 34 students in Unit 1 and Unit 2 in the 8th semester of the IAINLangsa English Education School. A quantitative approach was the method used in this study and the template used in this study was ex post facto. The researcher administered a test consisting of 32 questions to assess the vocabulary mastery of students while gathering the results. After administering the test to the study sample, the researcher determined that it used a t-test in SPSS 22.0. The outcome of this study showed that Quizlet had a major effect on the vocabulary mastery of students of the English Department of IAIN Langsa. Based on the result of the t-test calculation, the gain of tobtained is 2,503, which is greater than table 2,064 or (2,503 > 2,064). Then, group B's mean is 13, 2222, which is smaller than group A's mean of 18,6250 (13, 2222 < 18,6250).It can be inferred from this outcome that Ha is approved and Ho is refused. It suggests that the application of Quizlet determines the vocabulary mastery of students. The result of this study was that students who use Quizlet as a tool for mastery of vocabulary have greater mastery of vocabulary than those who do not. Keywords: Quizlet application, and vocabulary mastery Introduction To help students learn and memorize vocabulary so that it is not boring for them, they need a media that uses technology. Quizlet application is a form of flashcard in the form of an online application that can help students remember and guide vocabulary. Flashcard is one of the media that can be used by English teachers to teach their students about vocabulary. According to Arsyad in Christiani, “a flashcard is a small card that contains a picture, text, or symbolic sign that reminds or guides students on something related to an image.”1 Even though this flashcard is online, this application can still display the original flashcard, which contains images, text, and even symbols. Quizlet is a mobile and webbased study application that allows students to study information via learning tools and games. The game-like tools comprise two main categories: Study and Play. In Study, five modes are entailing Learn, Flashcards, Write, Spell, and Test. In the meantime, three choices are available in Play, encompassing Match, Gravity, and Live.2 Various studies have been conducted on several aspects of the use of Quizlet in education. Andarab studying the effect of using Quizlet cards on the learning of EFL learners' vocabulary,3 Lander explored the opinions of 830 low-level students about Quizlet after using it for 9 months inside and outside the classroom. Similarly,4 Dizon 1 Elisabeth Jeny Christanti, “The Use Of Quizlet As A Learning Medium To Improve English Vocabulary Mastery For Eleventh Grade In Sman 4 Yogyakarta,”Program Studi Pendidikan Bahasa Inggris. JPSB.FKIP. (Yogyakarta: Sanata DharmaUniversity,2018), 10. Agung Ginanjar Anjaniputra and Vina Aini Salsabila, “The Merits of Quizlet for Vocabulary Learning at Tertiary Level,,” Indonesian EFL Journal, vol 4(2), 2018, 2. . 3 M. S. Andarab, "The effect of using Quizlet flashcards on learning English Vocabulary," in Proceedings of 113th The IIER International Conference, Frankfurt, Germany, 2017. 4 Bruce Lander, "Quizlet: what the students think – a qualitative data analysis," in CALL communities and culture – short papers from EUROCALL 2016, S. Papadima-Sophocleous, L. Bradley and S. Thouësny, Eds., 2016, 254-259. 2 examined the efficacy of Quizlet in developing L2 English vocabulary by 9 students.5 However, this type of vocabulary learning system is very rarely used, especially in the context of English teaching in IAIN Langsa. Merely a few English students use this application as vocabulary learning independently without reference from the lecturer concerned. To fill in the gap, the primary aims of this study are to investigate whether using Quizlet application influences students' vocabulary mastery. The results of this study are expected to give teachers and students insight into adopting this learning method for mastering the vocabulary of the foreign language they are learning. Literature Review EFL University level vocabulary Application to build Vocabulary mastered words or vocabulary much, it can help students in increasing speaking, writing, listening, and reading skills.6 Besides Anthony, there are many experts defining vocabulary. According to Hiebert and Kamil state that vocabulary is not a developmental skill or one that can ever be seen as fully mastered. Moreover, Kamil and Hiebert indicate that vocabulary is the knowledge of the meanings of words. What complicates this definition is the fact that words come in at least from two forms: oral and print. Knowledge of words also comes in at least two forms. There are receptive that can be understood or recognized, and productive the vocabulary that is used when writing or speaking.7 There are two kinds of vocabulary. According to Haycraft, they are receptive vocabulary and productive vocabulary. The receptive vocabulary is words that the students recognize and understand when they happen. In other words, this vocabulary depends on the context. The productive vocabulary is the words that students Gilbert Dizon, "Quizlet in the EFL classroom: Enhancing academic vocabulary acquisition of Japanese university students," Teaching English with Technology, vol. 16, no. 2, 2016, 40-56. 5 H.R. Anthony, Mastering Basic English and Practice Theory. (Surabaya: Study Group, 1978), 5. E. H. Hiebert and , M. L. Kamil,Teaching and Learning vocabulary, (New Jersey: Lawrence Erlbaum Associate, inc, 2005), 3. 6 7 understand, pronounce correctly, and use constructively in speaking and writing ability.8 Moreover, Kamil and Hiebert state that productive vocabulary is the words that are familiar or easy to recognize. These are often used by an individual, particularly in writing and speaking. In contrast, receptive vocabulary is the words that are less familiar to students as well as are considered to be less to be used. In other words, the students may not use these spontaneously for they may not recognize the words‘ meaning as they are reading and listening.9 Students use vocabulary to make a sentence or to express opinions, thinking, or ideas in their social communication. Therefore, Gower states that“Vocabulary is significant for students. It is more significant than grammar for communication purposes. Particularly, in the early stages when students are motivated to learn the basic words, they need to get it in the language. Moreover, as the lexical system is ‘Open‘, there is always something new to learn when students have ‘done‘ the grammar. So more advanced students are motivated to add their vocabulary stock, to understand nuances of meaning, and to become more proficient in their own choice of words and expression.”10 Media comes from Latin medius and is the plural form of the word medium which P. Nation, Learning Vocabulary in Another Language. (Cambridge: Cambridge University Press, 2001), 24. 8 9 E. H. Hiebert and , M. L. Kamil,Teaching and Learning vocabulary, 3. Roger Gower, and others, eds. Teaching Practice a Handbook for Teacher in Training, (Thailand: Macmilan, 1995), 142. 10 means intermediary or introduction. Whereas in Arabic, the media is an intermediary (‫ )ﻭﺳﺎﺋﻞ‬or an introduction to a message from the sender to the recipient of the message. But more specifically, the notions of media in the learning process are interpreted as graphic, photographic, or electronic tools for capturing, processing and reconstructing visual or verbal information. Media can also be interpreted as everything that can be used to channel messages, stimulate thoughts, feelings, attention, and willingness of students so that they can be encouraged to involve in the learning process.11 Quizlet is an online learning tool developed by a high school student in California named Andrew Sutherland. The idea of ​developing this device came from his personal experience when asked to remember animal names by a French language teacher. The presence of Quizlet is not counted as new because this device was originally designed in 2005, but was later released to the public in January 2007 in the form of a website. Furthermore, in August 2012 it was released in the form of a mobile application for iOS which was then followed the following year by an application for Android in August 2013.12 Research Method The research method used in this research was quantitative research. This research was aimed to know whether the use of Quizlet Application assists students’ Acep Hermawan, Metodologi Pembelajaran Bahasa Arab, (Bandung: PT Remaja Rosdakarya, 2014), 223. 12 Eric Kunto Wibowo, “Quizlet2: Penggunaan Aplikasi Smartphone untuk Siswa dalam Mendukung Mobile Learning,” Universitas Widya Dharma Klaten: 2015, 35. 11 vocabulary mastery in the eighth semester of the English Department of IAIN Langsa. Here the dependent variable was students’ vocabulary mastery while the independent variable was Quizlet Application. Based on the problem existing, to conduct the research, the researcher used a causal-comparative design of ex-post-facto designs. Ex-post facto is Non-experimental designs which according to Kerlinger in Cohen, Manion, and Morrison,ex-post-facto research more formerly as that in which the independent variables have already occurred and in which the researcher starts with the observation of the dependent variable.13Similarly, based on Sukardi, ex-post-facto research is only revealing data existing without giving treatment to the subjects studied or done after Independent variables have occurred.14 Briefly, in this research, there is no active manipulation of the independent variable because it has already occurred.15 Meanwhile, causal-comparative is a type of research used to compare between two or more groups of certain variables.16 This comparative study aims to see the difference between two or more situations, events, activities, or programs that are similar or almost the same that involve all elements or components. According to Donald Ary, et al. stated that causal-comparative research purpose is to investigate Louis Cohen, Lawrence Manion and Keith Morrison, Research Methods in Education 8thEdition, (New York: Routledge, 2018), 419. 14 Sukardi, Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya. (Jakarta : Bumi Aksara, 2013), 165. 15 James H. McMilan, Educational Reasearch: fundamentals for the consumer, (Boston: Pearson Education, inc. 2008), p. 202. 16 Zainal Arifin, Analisis Data Penelitian Dengan Statistik, (Jakarta: Bumi Aksara, 2012), 46. 13 cause-and-effect relationships between independent and dependent variables.17 “The purpose is to investigating the relationship between one variable and another variable by simply examining whether the value of the dependent variable in one group is different from the value of the dependent variable in other groups.”18 In other words, the causal-comparative method examines the differences between two or more groups on a variable and it does not need to control the grouping variable directly, thus it cannot be manipulated. Result and Discussion The analysis used to get a valid and reliable instrument. Try out were conducted in the English Department of IAIN Langsa consisting of 35 students. The vocabulary mastery test consists of 40 items number. The subject was given a try out by using the instrument that would be used to measure students’ vocabulary mastery. A validity test is used to show the validity level of an instrument. A valid instrument is characterized by high validity. Conversely, invalid instruments are characterized by low validity. The data in this study were in the form of data on students' vocabulary mastery ability in the English Department of IAIN Langsa in the academic year of 2016/2017. To obtain these data researcher used the test as a research instrument. Before the 17 332. Donald Ary, et.al, Introduction to Research in Education 8th Edition, (Canada: Wadsworth, 2010), James H.M and Sally Schumacer, Research in Education Evidence-Based Inquiry 6th ed, (Boston: Pearson Education, 2006), 219 18 test was distributed to respondents, the researcher first tested the validity of the items to be tested on respondents. This was done to find out whether the question is suitable to be used in research. In the research, the researcher used SPSS 22.0 for windows on obtaining the Pearson Product Moment. The criteria validity of the test called valid, if r-obtained is higher than r-table and it is not valid if r-obtained is lower than r-table. Conclusion Based on the research finding in the previous chapter, it was found that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It means that Quizlet influenced students’ vocabulary mastery of the English Department of IAIN Langsa. It can be seen from the data analysis that to = 2.503 with the degree of freedom (Df) = 24; in the table of significant of 5% it is obtained tt = 2.064. As a result, to ˃ tt that means there was a significant influence of Quizlet toward students’ vocabulary mastery of the English Department of IAIN Langsa. In addition, from this study, the researcher also concluded that Quizlet Application can be used to help students in learning English to increase their vocabulary. This can be seen from the comparison of vocabulary mean test for students who used Quizlet and for students who did not use Quizlet as one of learning media for learning vocabulary. There were significant differences in the students 'vocabulary mastery for students who study by using Quizlet Application, the mean score for students who study by using Quizlet Application showed 18,6250 while the average score of students' vocabulary mastery who studied by not using Quizlet Application showed 13.2222. REFERENCES Ali, Dini Salmiyah Fithrah and Martha Tri Lestari.The Role of Digital Applications as Supporting Tool in Teaching and Learning Activities in Senior High School in Bandung. Journal of Advances in Social Science, Education and Humanities Research, volume 150, 2017. Andarab, M. S.The effect of using Quizlet flashcards on learning English vocabulary. Proceedings of 113th The IIER International Conference (p. 37). Frankfurt, Germany, 2017. Anjaniputra, A. G and Salsabila, V. A. 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