ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Vocabulary mastery is a crucial aspect of English language learning as it forms the foundation for understanding and using the language effectively. However, based on initial observations in the 8th-grade class at UPTD SMPN Satu Atap 3 Pesawaran, students’ vocabulary skills remain relatively low. Many students struggle to understand word meanings, recognize word forms, and use vocabulary in simple sentences, which also contributes to low participation and motivation in the classroom. This study aims to improve students’ vocabulary mastery through the implementation of Game-Based Learning using Kahoot. This study employs the Classroom Action Research method, conducted in two cycles comprising the stages of planning, action, observation, and reflection. Research data were obtained through vocabulary tests, observation sheets, and learning documentation. The results showed an improvement in students’ vocabulary skills following the implementation of Kahoot, evidenced by an increase in the average student score from 63.2 in the initial phase to 68.7 in Cycle I and further to 76.2 in Cycle II, as well as an increase in the number of students meeting the learning mastery criteria. In addition, the use of Kahoot encourages students to be more active, motivated, and enthusiastic about the learning process. Thus, the implementation of game-based learning through Kahoot can serve as an effective teaching strategy to improve students’ vocabulary mastery in English language learning.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve the vocabulary mastery of first-grade students at SD Muhammadiyah Metro Pusat through the use of English songs as a learning medium. The main focus of this study lies in greetings as a basic communicative competence for young learners. By applying a Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model, this research involved 33 participants consisting of 16 males and 17 females during the 2025/2026 academic year. Data were collected comprehensively through validated researcher-made vocabulary tests, observation sheets, field notes, and visual questionnaires to ensure the validity of the findings. Data analysis was conducted by combining descriptive statistics for quantitative results and qualitative descriptive analysis to capture student behavior patterns. The results showed that the integration of English songs significantly improved student engagement and memory, with 85% of students successfully achieving a minimum mastery score of 80 or higher. In conclusion, English songs proved to be effective as reliable cognitive and affective tools in early childhood English education. The implications of this research suggest that elementary school educators should integrate musical elements to create a more interactive and enjoyable learning environment.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The present study involved seventh-grade students from classes VII A and VII B at SMP Negeri 02 Abung Surakarta. In this context, vocabulary mastery was emphasized as a core element of English language learning, as it serves as the foundation for the development of key language skills, including reading, writing, and speaking. In this study, Wayground was employed as a gamified assessment tool in class VII A, whereas class VII B received instruction and assessment through conventional methods. The post-test results showed that students in class VII A obtained a higher mean score (89.05) compared to those in class VII B, who achieved a mean of 72.78. To examine the significance of this difference, an independent samples t-test assuming unequal variances (Welch’s t-test) was performed at the 0.05 significance level. The analysis revealed a t-value of 2.84, which was greater than the critical value of 2.06. The p-value (0.008) was lower than the significance level of 0.05, confirming that the difference was statistically significant. Therefore, the null hypothesis (H₀) was rejected, indicating that the use of Wayground as a gamified assessment tool resulted in a statistically significant difference in students’ English vocabulary mastery.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the effectiveness of vocabulary acquisition through Netflix at 2nd semester University of Ma’arif Lampung. The researchers have identified common problems in the learning process. The difficulty of understanding vocabulary in writing subject. This is due to the lack of opportunities for them to practice using English vocabulary with their classmates, both inside and outside the classroom. As a result their vocabulary mastery is still underdeveloped, such as improper pronunciation, low vocabulary mastery, low level of motivation, and low grammar mastery. This type of research uses experimental quantitative research population refers to a specific group of objects or subjects that share certain qualities and characteristics defined by the researcher for the purpose of study and the drawing of conclusions. Data collection was carried out through testing, followed by a t-test to analyze the results. The analysis showed that the experimental group achieved an average post-test score of 83,63636, while the control group scored an average of 59,09091. Using the t-Test: Two-Sample Assuming Equal Variances, the calculated t-value was 7,961866, which is significantly higher than the critical t-value of 0.249. Based on the decision rule for this test, the alternative hypothesis (Hₐ) is accepted and the null hypothesis (H₀) is rejected. Based on the value of t-count, the calculation is greater than t-table, which is with a value of 7.961866, which is greater than the t-table with a value of 2.085963. Thus, Netflix affects the mastering vocabulary of 7.961866 while the other factor of 0.92039 is influenced by other aspects that are not studied in this study. These findings suggest that Netflix has a significant positive impact on improving vocabulary mastery among second-semester English education students
