enriching students’ english vocabulary using “hello

i

ENRICHING STUDENTS’ ENGLISH VOCABULARY USING

“HELLO ENGLISH”APPLICATION (A Pre-Experiment Study at Mts Bani Rauf Sungguminasa)

TITTLE OF PAGE

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in partial fulfillement of the requirement for the Degree

of education in English Education Department

ULFIAH FAJRIANI

105351120616

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MAKASSAR

2020

iv

APPROVAL SHEET

v

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

الرحيم الرحمن الل بسم

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Ulfiah Fajriani

NIM : 105351120616

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Enriching Students’ English Vocabulary Using “Hello English”

Application

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji

adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuat oleh

siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila

pernyataan ini tidak benar.

Makassar, 17 November 2020

Yang Membuat Pernyataan

Ulfiah Fajriani

mailto:[email protected]

vi

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

الرحمن الل بسم الرحيم

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Ulfiah Fajriani

NIM : 105351120616

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Enriching Students’ English Vocabulary Using “Hello English”

Application

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 November 2020

Yang Membuat Pernyataan

Ulfiah Fajriani

mailto:[email protected]

vii

MOTTO AND DEDICATION

“DO THE BEST FOR THE PEOPLE YOU CARE ABOUT .”

DEDICATION

A Thesis for My Beloved Family

Especially for My Strongest Father,

My Beautiful Mother,

My Sisters,

And My Partner

For their praying, stuggling, loving, advising caring suggesting and mitivating

until the last of this thesis. I do expect this thesis can make them proud of me.

viii

ABSTRACT

ULFIAH FAJRIANI. 2020. Thesis on Enriching Students’ English Vocabulary

Using Hello English Application (A Pre-Experiment Study at Mts Bani Rauf

Sungguminasa). English Education Department Faculty of Teacher Training and

Education University of Muhammadiyah Makassar. Supervised by Muhammad

Arif Paturusi and Ardiana.

This study aims to find out the use of the Hello English Application ito

enrich students' English vocabulary. The researcher applied the pre-experimental

method with one group pre-test and post-test designs, and collected data based on

the test. The sample of the research was the second-grade students of MTs Bani

Rauf Sungguminasa consisting of 20 students. The sample was taken by using

cluster random sampling technique.

The results showed that the pre-test results of the second-grade students’

scores increased significantly after taught by using Hello English Application.

The mean value obtained by students through the pre-test is 67.50 and the post-

test is 81.25 with the result that the significant value of the paired sample test that

is smaller than the significant level, namely 0.000 <0.05. Since the t value (7.312)

is higher than t table (1.729), it can be concluded that the use of the Hello English

application is effective to enrich students’ English vocabulary. In addition,

students also look active and enthusiastic in the learning process by using Hello

English as a learning medium.

Keywords: Hello English Application, Vocabulary Achievement, Digital

Learning

ix

ABSTRAK

ULFIAH FAJRIANI. 2020. Skripsi tentang Memperkaya Kosakata Bahasa

Inggris Mahasiswa Menggunakan Aplikasi Hello English (Studi Pra Eksperimen

di Mts Bani Rauf Sungguminasa). Jurusan Pendidikan Bahasa Inggris Fakultas

Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Dibimbing

oleh Muhammad Arif Paturusi dan Ardiana.

Penelitian ini bertujuan untuk mengetahui penggunaan Aplikasi Hello

English untuk memperkaya kosakata bahasa Inggris siswa. Peneliti menerapkan

metode pra-eksperimental dengan desain one group pre-test dan post-test, dan

mengumpulkan data berdasarkan tes. Sampel penelitian ini adalah siswa kelas II

MTs Bani Rauf Sungguminasa yang berjumlah 20 siswa. Sampel diambil dengan

menggunakan teknik cluster random sampling.

Hasil penelitian menunjukkan bahwa hasil pre-test nilai siswa kelas dua

meningkat secara signifikan setelah diajar dengan menggunakan Aplikasi Hello

English. Nilai mean yang diperoleh siswa melalui pre-test adalah 67.50 dan post-

test adalah 81.25 dengan hasil bahwa nilai signifikansi paired sample test lebih

kecil dari taraf signifikansi yaitu 0.000 <0.05. Karena nilai t value (7.312) lebih

tinggi dari t tabel (1.729), maka dapat disimpulkan bahwa penggunaan aplikasi

Hello English efektif untuk memperkaya kosakata bahasa Inggris siswa. Selain itu

siswa juga terlihat aktif dan antusias dalam proses pembelajaran dengan

menggunakan Hello English sebagai media pembelajarannya.

Kata Kunci: Aplikasi Hello English, Prestasi Kosakata, Pembelajaran Digital

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ACKNOWLEDGEMENT

بسماللهالرحمنالرحيم

Alhamdulillahi Robbil Alamin. The researcher expresses her highest gratitude to

the almighty Allah SWT, who has given guidance, blessing, and mercy to his in

completing this thesis. Salam and Shalawat are addressed to the final, chosen, religious

messenger, the prophet Muhammad S.A.W.

Further, the researcher also expresses sincerely deepest gratitude to my beloved

parents; my father Rappe S.Sos, my lovely mother Sumiati and my sisters for their

prayer, financial, motivation and sacrificed for hes success, and their love sincerely and

purely without time.

The researcher realized that in carrying out the research and writing this thesis,

many people have contributed their valuable suggestion, guidance, assistance, and advice

for the completion of this thesis. Therefore the he would like to acknowledgment them:

1. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of Muhammadiyah University

of Makassar.

2. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.

3. Ummi Khaerati Syam, S.Pd, M.Pd, the head of English Education

Department of FKIP UNISMUH Makassar, who gave her valuable

authorities and suggestion in doing this thesis.

4. Her greatest thanks are due the first consultant Dr. Muhammad Arief

Paturusi M.Pd as the first consultant and Ardiana S.Pd., M.Pd as the

second consultant who have given their valuable time and patient, to support

assistance and guidance to finish this thesis.

xi

5. Her biggest thanks to Muh Arief Muhsin S.Pd., M.Pd. as a Lecturer on

Seminar on ELT and as my advisor who has given their valuable time and

patients, to support assistance and guidance to complete this thesis.

6. Her greatest thanks to Family Squad as a supporting family in all condition

to me.

7. Her greatest thanks to Partner always supported me to complete this thesis.

8. Her greatest thanks to Fraternity Class as a class who have give an

experiences in developing his character.

9. Finally, for everyone who have given valuable suggestion, guidance,

assistance, and advice to completion this thesis may Allah S.W.T. be with us

now and happily everafter.

Amin.

Billahi Fi Sabillil Haq Fastabiqul Khaerat

November 17, Makassar

The Researcher

Ulfiah Fajriani

xii

TABLE OF CONTENTS

TITTLE OF PAGE ...........................................................................................................i

LEMBAR PENGESAHAN................................................. Error! Bookmark not defined.

APPROVAL SHEET .....................................................................................................iv

SURAT PERNYATAAN ................................................................................................. v

SURAT PERJANJIAN ...................................................................................................vi

MOTTO AND DEDICATION ..................................................................................... vii

ABSTRACT .................................................................................................................. viii

ABSTRAK .......................................................................................................................ix

ACKNOWLEDGEMENT ............................................................................................... x

TABLE OF CONTENTS .............................................................................................. xii

LIST OF FIGURES ...................................................................................................... xiv

LIST OF TABLES ......................................................................................................... xv

LIST OF APPENDIX ................................................................................................... xvi

CHAPTER I INTRODUCTION ..................................................................................... 1

A. Background ............................................................................................................ 1

B. Research Problem................................................................................................... 4

C. The Objective of The Research .............................................................................. 4

D. Significant of The Research ................................................................................... 5

E. Scope of The Research ........................................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE ............................................. 6

A. Previous Related Findings ...................................................................................... 6

B. Concept of Vocabulary ........................................................................................... 8

1. Definition of Vocabulary .................................................................................... 8

2. Types Of Vocabulary ......................................................................................... 9

3. Various of Vocabulary ..................................................................................... 10

C. Teaching and Learning Vocabulary...................................................................... 15

D. Technology as Media of Learning Vocabulary ................................................... 16

E. Concept Of “Hello English” Application ............................................................ 18

F. Conceptual Framework ........................................................................................ 23

CHAPTER III RESEARCH METHOD....................................................................... 23

A. Research Design ................................................................................................... 23

B. Research Variables ............................................................................................... 26

C. Population and Sample ......................................................................................... 26

D. Research instrument ............................................................................................. 26

xiii

E. The Procedures of Data Collection ....................................................................... 27

F. The Technique of Data Analysis .......................................................................... 29

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................................... 30

A. Research Finding .................................................................................................. 30

B. Discussion ............................................................................................................ 39

CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................................. 36

A. Conclusions .......................................................................................................... 36

B. Suggestions .......................................................................................................... 37

REFERENCES ............................................................................................................... 38

APPENDIX ..................................................................................................................... 47

CURRICULUM VITAE ................................................................................................ 61

xiv

LIST OF FIGURES

Figure 2.1 “Hello English” App Logo ............................................................................ 18

Figure 2.2 Hello English’s Features Appearance .......................................................... 19

Figure 2.3 Hello English’s Features Appearance .......................................................... 20

Figure 2.4 Quizathon Challenge ................................................................................... 21

Figure 2.5 Spellathon Challenge .................................................................................... 21

Figure 2.6 Article’s Feature ........................................................................................... 21

Figure 2.7 Article Reading Feature ................................................................................ 21

Figure 2.8 Games Feature .............................................................................................. 22

Figure 2.9 Spelling Bee Games....................................................................................... 22

Figure 2.10 Dictionary Feature ...................................................................................... 22

Figure 2.11 Conceptual Framework............................................................................... 23

xv

LIST OF TABLES

Table 3.1 Research Design................................................................................... 23

Table 4.1 Classification and frequency of students pre-test score ..................... 34

Table 4.2 Pretest Learning Outcomes in Mts Bani Rauf Sungguminasa using

SPSS ...................................................................................................................... 35

Table 4.3 Test Normality using SPSS .................................................................. 36

Table 4.4 Test Homogenity using SPSS .............................................................. 37

Table 4.5 Paired Sample Test .............................................................................. 38

xvi

LIST OF APPENDIX

Appendix 1. The Row Score Students On Pre-Test And Post-Test ............................ 48

Appendix 2. T-Table ...................................................................................................... 49

Appendix 3. Lesson Plan................................................................................................ 50

Appendix 4. Documentation .......................................................................................... 56

Appendix 5. Work Sheet Pre-Test Of Students ........................................................... 57

Appendix 6. Work Sheet Post-Test Of Students...........................................................58

Appendix 7. Research Control ...................................................................................... 59

1

CHAPTER I

INTRODUCTION

A. Background

Vocabulary is the main key to communicating and making sentences.

If students' do not know the vocabulary, of course, that also cannot translate

the meaning of words or readings. Alqahtani (2015), believes that the

acquisition of vocabulary is very important for success in English. because

without extensive vocabulary, students cannot use the structures and

functions of existing languages to communicate well. Meaning that in

learning a new language people have to know its vocabulary. Vocabulary can

be defined in various ways. Experts have proposed some terms about

vocabulary (Rohmatillah, 2014).

Vocabulary is taught in school through 4 skills in English. Teaching

vocabulary is an important component in language learning because language

is based on vocabulary (Alqahtani 2015) making it impossible to learn

languages without vocabulary. Kabiel (2012) found that there were some

teachers and students who did not realize the importance of vocabulary and

vocabulary learning strategies in the English curriculum.

To communicate well, students must have a large vocabulary.

Thornbury in Wardani (2015) states that without grammar, little meaning can

be conveyed, without vocabulary nothing can be conveyed. Because

vocabulary is an important aspect of language and is always present in every

skill of language. Some research shows that second language learners are

2

very dependent on vocabulary knowledge and if that lack of knowledge, then

it is a major and big problem for students to overcome.

Based on the experience of the researcher when teaching second-grade

students of Junior High School, during the Magang II program, the researcher

found a problem in learning in school is the lack of vocabulary.One of the

reasons why they have limited vocabulary is because they have no interest in

learning English. According to them, English is very boring, so they cannot

improve their language skills.

A teacher should be creative in selecting methods and media that can

increase students’ motivation to learn vocabulary. The methods and media

chose must be able to engage the students' not only to memorize new

vocabularies, but also to practice using them. It is a good idea to utilize

technological tools to help teachers prepare the lessons. In this 4.0 industrial

revolution, in which every aspect of life is surrounded by digital technologies,

teachers need to adjust their learning media into it.

Technology has been used to assist and improve language learning

and enable teachers to adjust activities in the classroom, there by improving

the language learning process and supporting the curriculum. Technology

continues to play an important role as a tool or media to help teachers provide

language learning facilities for students’. Student cooperation can be

enhanced through technology. Students work together to create assignments

and learn from one another through reading the work of their colleagues.

3

Larsen-Freeman and Anderson (2011) supported the view that

technology provides teaching resources and brings learning experience to the

learners’ world. Through the use of technology, many teaching materials can

be given to students and they can be motivated in learning languages.

Application of media in the form of a computer heater, internet, LCD, and so

on.

According to Quin in Liana (2018), Mobile learning is a model

learning that utilizes technology information and communication. On the

concept, learning is mobile learning brings the benefits of the availability of

teaching materials which can be accessed at any time and interesting

visualization of material. Mobile learning is part of e-Learning, but more

inclined to utilization cell phone sophistication. Mobile learning provides

subject matter that can be accessed anywhere and anytime with an attractive

appearance.

By utilizing technology that currently almost all junior high school

students have smartphones, so with smartphones students can learn English

with a variety of learning applications that are already available to improve

student vocabulary. There are so many learning applications on smartphones

in the 4.0 era now, one of them is the “Hello English” application that can be

downloaded by students to be able to learn English vocabulary.

In this study, the researcher used the application of technology to

teach English, namely “Hello English. “Hello English” application is a

smartphone application that can be used to teach English vocabulary, which

4

can improve students' spelling skills, vocabulary skills, understanding of

words, and their ability to memorize. Even students not only develop their

vocabulary but also they can practice either speaking or understanding the

meaning of words. This application is an associate English learning

application that contains a set of vocabulary and meanings so it can build

learning English easier and a lot of gratifying. Simply by downloading on a

smartphone for free, students can practice using English in a fun way

wherever and whenever.

Therefore, in this study, the researcher used the “Hello English”

Application to learning English vocabulary in Junior High School. The

researcher was to conduct a study entitled "Enriching Students English

Vocabulary Using the "Hello English” Application.

B. Research Problem

Related to the background above, the researcher formulates a research

problem as:

Does the ”Hello English” Application enrich the English vocabulary of

the second-grade students’ of Mts Bani Rauf Sungguminasa?

C. The Objective of The Research

Based on the research problem above, the objective of the research

was:

To find out whether or not ”Hello English” Application Enriches

English Vocabulary of the second-grade students' of Mts Bani Rauf

Sungguminasa.

5

D. Significant of The Research

The result of this study was expected to be useful for the teachers and

students to apply the ”Hello English” Application in the learning process to

build a better atmosphere and student interest in the classroom activities.

For teachers, the results of this study can be uses to help to teach

students in every lesson. The teacher can involve students in

classroom activities that allow students to Enriching English

Vocabulary by using the ”Hello English” Application.

For students, it can also use the "Hello English" Application to learn

vocabulary so that they can be proficient in English. Furthermore, the

writer hopes to give a positive effect on students’ in the future, so

students can enjoy learning English using a smartphone.

E. Scope of The Research

This research aims to find out and solve the problem of the students’

lack of vocabulary in English. This research focuses on the use of the "Hello

English" Application in the vocabulary learning process. The vocabulary

scope was limited to nouns and verbs only. The researcher chooses the

second grade in junior high school as the subject.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents and discusses the previews of related theories to

support this research. This chapter will present the definition of vocabulary,

types of vocabulary, Teaching and Learning Vocabulary, Technology as

Media of Learning Vocabulary and Concept Of “Hello English” Application.

A. Previous Related Findings

Hidayati & Diana (2019) introduced two free English learning

applications to students and examined how students' English motivation in

learning English, how students used the application, and what the different

levels of student motivation were in influencing the time spent accessing the

application. The finding pointed out that the students were significantly active

in using each of the apps.

A similar study was conducted by Yuanita (2019) in using Hello

English to teach speaking skills. This study describes the implementation of

the "Hello English" application as an English learning medium used by

teachers in teaching speaking skills in the classroom, identifying the

responses given by students to the Hello English application that the teacher

applied as English learning media to teaching speaking ability.

The third previous was done by Liana, Wahyudin, and Hanoum

(2018), they found that "Hello English” Applicationis a medium that helps

students’ in the process of understanding and adding student accuracy of the

7

material delivered namely about simple present tense. This “Hello English”

application is very beneficial for students because the concept from this

media is learning while play. This will certainly make learners feel

comfortable and will not feel bored when following the learning process or

inside the learning process because of that. This “Hello English” application

is very suitable used in English lessons because it will make students more

active and focus.

In the same line, Puspitaloka, Hasanah, and Rahmawati (2017)

investigated the “Hello English” application effort to check to improve the

power of young learners to be told English vocabulary for his or her use of

automaton primarily based instructional games. exploitation quasi-

experimental analysis, analysis findings disclose that usage instructional

games from automaton improves students' English competence at learning

vocabulary.

LastlyAli and Ghazali (2016) “Learning Technical Vocabulary

through a Mobile App: English Language Teachers’ Perspectives”. In this

study, Using mobile applications such as the use of VocBlast, to test the

views of English teachers about the use of VocBlast and help students at the

University of Malaysia Pahang to learn vocabulary. In this study, they used a

qualitative approach involving four language teachers as the sample. An

implication is a possibility of integrating m-learning into the teaching-

learning pedagogy, especially at the tertiary level.

8

Based on the previous related study above the researcher indicate that

Hello English Application can be used as media to teach any English subject.

Especially, the last research shows that “Hello English”has a positive impact

to improve students’ interest in learning English. The difference between

previous researches with this research is the researcher only focuses on

enriching vocabulary. The researcher also concerns to help junior high school

students.

B. Concept of Vocabulary

1. Definition of Vocabulary

Learning English can not be understood without vocabulary. Means of

English must know the vocabulary. Alqahtani (2015) argued that the

acquisition of an adequate vocabulary is essential for successful foreign

language use because without an extensive vocabulary, a language learner will

be unable to use the structures and functions we tend to might have learned for

clear communication. Vocabulary is important for learning to speaking,

writing, reading, and listening. Without enough vocabulary, people can not

speak and express their feelings well in written or oral form.

Vocabulary can be defined as language words, including single items

and phrases or collections of several words with specific meanings.

Vocabulary learning is very important for people who learn English as a

foreign language and as a second language. Vocabulary mastery plays a very

important role within the four language skills and it’s to be thought of that

vocabulary mastery is one of the required parts of the language (Susanto

9

2017). As we continue to grow and learn, our language grows with us to help

understand the things we see in the communities around us.

Wilkins in Zilles (2015) [....] without grammar, very little can be said,

without vocabulary, nothing can be said. The response of students could be

that it has something to do with the words of language because the vocabulary

dels with words but it is much more than a million single words. Learning a

new language requires more effort or other resources. Building vocabulary,

arguably an important part of the language learning process. If we don't have

the basic vocabulary, we can't learn grammar. That is why it is very important

to have good vocabulary exercises at the beginning of the study.

Based on the definition above, can be reviewed that vocabulary is the

basic element or sub-skill which someone needs in learning languages

especially to communicate effectively. Moreover, the writer concludes that

vocabulary is a basic component to be master on it. It is reasonable because of

the four language skill need knowledge of the word. By having too limited

vocabulary the students will find difficulties in mastering other skills.

2. Types Of Vocabulary

According to Harmer (2007), there are two types of vocabulary:

a. Active Vocabulary (Productive Vocabulary)

Productive vocabulary is the vocabulary that a person uses all the time

to write or speak. like well-known and frequently used words.

10

b. Passive Vocabulary (Receptive Vocabulary)

Receptive vocabulary is a collection of vocabulary that students do not

have, but its meaning can be understood when they listen or read.

These words are often unfamiliar to students and rarely used.

3. Various of Vocabulary

Three parts are included in the vocabulary, namely:

a. Noun

Marsudi & Darsono (2010) say that nouns are words used as

names of people, animals, places, or ideas (concepts), nouns can be

actions. A noun can function as a subject sentence, direct object,

indirect object, complementary subject, or adverb.

Countable Noun : Have a singular and plural form and can

be used with a number or a/an before it. Example : Car,

Cup, Bike.

Uncountable Noun : Cannot be counted. Example : Hair,

Milk.

Compound Noun : Two or more words that create a noun.

Example : Credit Card.

Concrete Noun: Noun that has a physical form.

• Proper Noun (nouns whose writing begins with capital

letters and is the name of a person or place. Example:

Anggi, Australia)

11

• Common Noun (common nouns. Example: bag, car,

chair)

• Material Noun (nouns derived from mining or other raw

materials. Example: gold, cotton, oil)

• Collective Noun (nouns in the form of a group or group.

Example: army, crew, team).

Abstract Noun: a noun that has no physical form.

Example: knowledge, agreement, friendship.

b. Verbs

Marsudi & Darsono (2010) say that verbs are words that can

be used by subjects to form the basis of sentences indicating action.

Ordinary Verb : Namely the original verb or main verb.

This verb must be in a sentence and come after the auxiliary

verb or at the very end of the verbs. Example: bring, make,

drink, write, etc.

Auxiliary Verb : It is an auxiliary verb. This verb does not

have to be in a sentence and comes before the ordinary

verb.

• Ordinary auxiliary, which is the original auxiliary verb

that has no meaning in the dictionary. Example: am, are,

is, was, were, been.

• Modal auxiliary, an auxiliary verb that has meaning in a

dictionary. Examples: will, shall, can.

12

• Emphasize auxiliary, which is an auxiliary verb which

has a meaning in the form of affirmation. This verb has

the same meaning as the word really. Example: Do, does.

Linking Verb : It is a verb that connects the subject with its

complement.

• To be: is, am, are, was, were, be, been.

• Ordinary linking verb: (become, turn, get, grow) means

to be, (remain, stay, keep) means constant, (look, seem,

appear) means visible, etc.

Action Verb are verbs to state that the subject is doing an

action or to state that something is happening.

Stative Verb is not to express an action but to express

conditions that do not change or tend not to change.

Regular Verb is regular verbs, the past tense and past

participle irregular verbs are more varied. Example: arrive,

live, help.

Irregular Verb is Regular verbs are verbs in which the

majority of the past tense (verb-2) and past participle (verb-

3) are obtained by adding the suffix -ed or -d to the base

form (the root form of the verb). Example: come, meet, run

Transitive Verb is verbs that require objects. Without

objects, sentences will not be complete.

13

Intransitive Verb is verbs that do not need objects.

Example: come, go, sleep, etc.

c. Adjectives

Marsudi & Darsono (2010) say that adjectives are words that

are used to explain nouns by describing, identifying, or measuring

words.

A descriptive adjective is an adjective that explains the

quality of the noun being discussed. Example: good, bad,

clever, happy.

A demonstrative Adjective is a type of adjective that

indicates an object. Example: this, that, these, those.

Possessive Adjective is an adjective that is useful to

indicate the ownership of something. Example: my, your,

their.

Distributive Adjective is an adjective that states the

properties possessed by divided objects. Example: each,

every, either, neither.

A quantitative Adjective is an adjective that can explain

the number of objects that exist. Example: some, any, no,

many.

Interrogative Adjective is an adjective used to ask for an

object example: what, which, whose.

14

d. Adverb

Marsudi & Darsono (2010) say that adjectives are types of

words that are commonly used to describe verbs, adjectives, or other

adverbs.

Adverbs of Manner explains how or in what way an

activity is carried out. Example: quickly, fluently,

comfortable.

Adverbs of Frequency is used to explain how often an

activity is carried out. Example: always, usually, often,

seldom.

Adverbs of Degree explains how much, to what extent, or

at what level something happened. Example: very, so,

enough, too.

Adverbs of Time is a word that refers to when something

happens or is located. Example: now, today, yesterday,

tomorrow.

Adverbs of Place is used to explain the place. Example:

here, there, everywhere.

Interrogative Adverbs are used in a question. Example:

when, what, where.

Relative Adverbs are used to describe nouns that have

been mentioned previously. Example: when, why.

15

Sentence Adverbs are usually in front of the sentence or

clause they describe. Example:, surely, unfortunately.

C. Teaching and Learning Vocabulary

Teaching words is one of the basic things in reaching four languages.

Jordan in Wardani (2015) states that teaching vocabulary is a very important

task in teaching English because vocabulary is related to all language learning

and is a concern for language skills.

Gairns and Redman (2003) said there were four main pointsof

vocabulary that teachers can use to teach vocabulary:

1. Through a coursebook that includes written and oral texts,

presentation activities, grammar structure practice, and so on.

2. Through complementary materials provided by the teacher himself.

3. Through students. which will emerge from the questions and

student errors.

4. Through special vocabulary activities designed by the teacher for

his specific group of students.

When teaching new vocabulary to students, it is important to choose

the key vocabulary for each unit or lesson to be taught. Fun learning means

interactive and active learning so that students can focus their attention on the

learning that they are going through (Salirawati and Nur : 2018). Using the

media as a means of teaching English to young students has denied making

class conversations more lively. The media also helps teachers provide

material and helps students discuss the material provided.

16

According to Bell-Gredler in Darmadi (2017), learning is a process

carried out by humans to obtain competencies, skills, and attitudes, which are

obtained gradually and continuously. Students have the potential to learn, and

the space to learn a foreign language so that it harms them if they do not

exploit that potential. So learning foreign languages well if the teacher

provides adequate facilities for learning.

D. Technology as Media of Learning Vocabulary

Media part of the strategy in the teaching and learning process. The

use of appropriate media can support successful learning. The choice of

media is used to facilitate learning and can provide a new atmosphere in

learning. The media is a powerful source, the advantage of vocabulary and

fun facts about it is to do it without spending all your energy, but to learn new

words, such as with computers or other types of media that can be used in

learning foreign languages that are treated as opportunities to improve

vocabulary.

According to Sanaky in Dewi (2015), the keywords of learning media

are the introduction of tools or instruments, the activity of channeling

information or learning material, the involvement of physical instruments in

distributing learning material, the existence of learning resources, and relating

to learners, instructors, material, with learning objectives.

From this definition, the basic concept of language learning media is a

physical instrument, both software and software taken from a learning source,

then with a learning strategy that is used as a learning tool so that the goal of

17

language learning is achieved. Learning vocabulary through technology can

make it easier for students because today we are in a modern era where

everything has technology. Using technology as a vocabulary learning

strategy will make the learning atmosphere more effective.

Solanki and Shyamlee (2012) and Gilakjani (2017) support the view

of language that teaching methods have changed due to technology. The

researchers continued that the application of technology helps students learn

based on their interests. It also satisfies both the visual senses and the hearing

of students. According to Gilakjani (2017), technology helps students adjust

their learning processes and they can have access to a lot of information that

their teachers cannot provide.

Dalton and Dana (2011) also mentioned 10 ways to use technology to

build vocabulary, namely:

1. Learn from visual displays of word relationships inside text.

2. Take a digital vocabulary field trip

3. Connect fun and learning with online vocabulary games

4. Have students use to express vocabulary knowledge

5. Take advantage of online word reference tools that are also

teaching tools.

6. Support reading and word learning with just in time vocabulary

references support

7. Use a language translator to provide just in time help for English

learning.

18

8. Increase reading volume by reading digital text

9. Increase reading volume by listening to digital text with a text to

speech tool and audio

10. Combine vocabulary learning and social service.

E. Concept Of “Hello English” Application

Figure 2.1. “Hello English” App Logo

“Hello English” is launched in October 2014 by Culture Alley it's a

school startup co-founded by Nishant Patni, a scholarly person of IIT

Bombayand food manufacturerFaculty of Management at the side of Pranshu

Patni, a scholarly person of NMIMS. It runs belowJaipur primarily based on

Intap Labs non-public restricted. The appliance consists of 475 interactive

lessons and games related to reading, writing, speaking, and listening and has

gamification mechanics within the app. It's a dictionary, obtainablein twenty-

two languages.

Hello English that learns English is an app that's perfect to learn the

language in a relatively quick, relatively simple, and relatively fun way. Of

course, all this relativity depends on the user's level of interest and motivation

to learn English.The most interesting thing about Hello English: Learn

19

English is that it provides quite 100 interactive lessons to assist users to learn

grammar.

Hello English an excellent app for learning English. Inside you will

find loads of attention-grabbing lessons, a whole English lexicon, and an

honestfewgames for active English. Whether or not it's for you or an

admirer you recognize who's troubled to be told the language, this app may be

a nice learning resource to envision out. “Hello English” application is an

associate application that's appropriate for learning English. This application

has made the system of memorizing English vocabulary that is simple and

easy to understand. In addition to simple translations, there are also

illustrations prepared specifically to show actions that are suitable for

unknown words. By learning to use our application, your English vocabulary

will continue to grow.

Hello English’s Features

Figure 2.2 Hello English’s Features Appearance

20

Figure 2.3 Hello English’s Features Appearance

The following explanation of some features of “Hello English”

application :

Challenges: Consists of 2 types of quizzes that students can use to learn

English. Namely the Quizathon Challenge. This is a quiz where

students will play with other students. Your opponent will be detected by

the application. They will race to answer questions in 20 seconds.

Students who can answer faster questions will get more coins than their

opponents. Secondly, the Spellathon Challenge. Almost the same as

quizathon, the only difference is that students will find random letters,

blanks, and words in Indonesian. They need to arrange letters to translate

words from Indonesian into English.

21

Figure 2.4 Quizathon ChallengeFigure 2.5 Spellathon Challenge

Article: Contains several readings that students can read to find some

vocabulary that they do not know and to find the meaning of students only click

on one word, then the meaning of the word is immediately detected as in the

pictures below.

Figure 2.6 Article’s Feature Figure 2.7 Article Reading Feature

Games: This feature contains various games that students can play to

learn English such as learning vocabulary from one of the following

games in the pictures below.

22

Figure 2.8 Games FeatureFigure Figure 2.9 Spelling Bee Games

There are also other features of the "Hello English" application which

is a Digital Dictionary feature. Sometimes students are lazy to read a

dictionary book to look for the meaning of a word, there is a digital dictionary

of 10,000 words that students can read differently using their smartphones

rather than reading a dictionary book.

Figure 2.10 Dictionary Feature

23

F. Conceptual Framework

The conceptual framework of this study is shown below:

→

Figure 2.11 Conceptual Framework

a. Input: refers to the pre-test that has been prepared to measure students'

vocabulary.

b. Process: refers to the treatment of vocabulary (simple present tense)

using the "Hello English" Application.

c. Output: refers to the effectiveness of the "Hello English" Application in

enriching vocabulary through the post-test.

PROCESS OUTPUT INPUT

The material

that teaches

vocabulary

Teaching

vocabulary (Simple

Present Tense)

using HEAp

Students

vocabulary

achievement

Noun

Games and

read the

article in

HEAp

Vocabulary

material and

example

Verb

24

The learning process is the main activity in the school, there is an

interaction between students and teachers. The teaching and learning process

is done and guides to reach the maximal result. To reach the maximal result,

the teacher iscan design the learning model based on the material subject and

practice the students thinking.

Many factors can enrich students vocabulary skill, one of them by

using “Hello English” application, that is a smartphone application that can

be used to teach English vocabulary, which can improve students' spelling

skills, vocabulary skills, understanding in words and their ability to

memorize.

G. Hypothesis

Based on the above study, researchers propose a hypothesis for this

study as follows:

1. Null Hypothesis (H0): "Hello English" Application doesn’t enrich English

vocabulary of the second-grade students ofMts Bani Rauf Sungguminasa.

2. Alternative Hypothesis (Ha): "Hello English" Application enriches English

vocabulary of the second-grade students of Mts Bani Rauf Sungguminasa.

25

CHAPTER III

RESEARCH METHOD

A. Research Design

The method used in this research was Experimental Design which

involves one class. In the experimental class, the researcher applied the

“Hello English” Application in teaching vocabulary, the researcher used the

pre-test and post-test designs in the experimental class. The aim to find out

the used of the "Hello English" Application teaching vocabulary.

EKSPERIMENTAL CLASS

O1 X O2

Table 3.1 Research Design

Explanation :

O1:Result of a pre-test.

X: Treatment that will be given in the class by using the "Hello

English" Application.

O 2 : Result of post-test.

(Sugiyono,2017)

Based on the table above, in the experimental class, a pre-test (O1)

gave to find out students' knowledge before giving Treatment. Furthermore,

26

given treatment (X) applied “Hello English” Application and post-test (O2)

applied to determine student achievement. Scores were compared to see

improvement.

B. Research Variables

There were two variables of this experimental study, namely the

independent variable and the dependent variable: First, the independent

variable was the “Hello English” Application, which was teaching that can

help students to learn English. Second, the dependent variable wasthe student.

This study shows that “Hello English” Application effects the enriching

student vocabulary or not.

C. Population and Sample

1. Population

The population of this research was the second grade of the students at

MTs Bani Rauf Sungguminasa. There are 2 classes and each class consists of

20 students, so there are 40 students in total.

2. Sample

This research used cluster random sampling to select one class as the

sample of this research where the class consists of 20 students.

D. Research instrument

This test was used to find out an increase in students' vocabulary

mastery using the "Hello English" Application. The test gave through pre-test

and post-test. The form of vocabulary tests was the Matching Test and Fill

27

The Blank which consisted of 20 questions for pre-test and post-test. A pre-

test was conducted to find out the initial achievement of students'English

words before using the "Hello English" Application while a post-test was

conducted to find out the increase in students' vocabulary after the treatment

to be given.

E. The Procedures of Data Collection

1. Pre-test

Before doing the treatment, the students gave a pre-test to know their

prior vocabulary knowledge. The pre-test provided a measure of some

characteristics, the researcher assesses participants in the trial before they

received treatment. There were 10 items Matching Test and 10 items Fill The

Blank. Students get 100 points if they can answer all questions correctly.

2. Treatment

After giving the pre-test and giving treatment the researcher was

conducted four meetings. Each meeting the researcher gave material to the

student using the "Hello English" Application.

a. Students analyzed and identified the material related to the simple

present tense.

Simple present tense is used to express an activity / event that

always recurs or occurs regularly or is a person's habit.

Ex : I eat an Apple

Verb : Eat : Makan

Noun : Apple : Buah Apel.

28

Explained all about Verb & Noun

Introduced about Hello English Application

Guided the students’ make HEAp account

b. Explained the material lesson 9 and showed Spelling bee games, and

students’ play that games to find out some example of Noun

vocabulary in the “Hello English” Application.

c. Explained the material lesson 10 and students’ play the games to find

out some example of Verb vocabulary in the “Hello English”

Application.

d. Guided the students’ to read the article and find out 5 Noun and Verb

and making the Simple Present Tense.

3. Post-test

After giving treatment the students’given a post-test, the Post-test was

a measure of some of the characteristics assessed for participants in the trial

29

after treatment. Just like the pre-test, there are 10 items Matching Test and 10

items Fill The Blank. The contents of the test were different from the

previous tests but still have the same composition and characteristics.

Students get 100 points if they can answer all questions correctly. The

purpose of the post-test was to determine the achievement of students'

vocabulary mastery after treatment.

F. The Technique of Data Analysis

The data get from pre-testand post-test was analyzed through the

following steps :

1. Scoring the students’ answer :

𝑺𝒄𝒐𝒓𝒆 =𝒕𝒉𝒆 𝒄𝒐𝒓𝒓𝒆𝒄𝒕 𝒂𝒏𝒔𝒘𝒆𝒓

𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒊𝒕𝒆𝒎× 𝟏𝟎𝟎

(Depdikbud in Wafaa, 2017)

Score Classification Criteria

96-100 excellent Students can identify Verb and Noun

vocabulary

Students can find out the meaning of

vocabulary Verb and Noun

Students can write vocabulary Verb and

Noun

Students can memorizing vocabulary Verb

and Noun

Students can pronounce vocabulary Verb and

Noun

Students can use vocabulary Verb and Noun

correctly

86-95 very good Students can identify Verb and Noun

vocabulary

30




Noun


and Noun

Students can pronounce vocabulary Verb and

Noun

Students can not use vocabulary Verb and

Noun correctly

76-85 good Students can identify Verb and Noun

vocabulary




Noun


and Noun

Students can not pronounce vocabulary Verb

and Noun


Noun correctly

66-75 fairly good Students can identify Verb and Noun

vocabulary




Noun

Students can not memorizing vocabulary

Verb and Noun


and Noun


Noun correctly

56-65 Fair Students can identify Verb and Noun

vocabulary



Students can not write vocabulary Verb and

Noun


Verb and Noun

31


and Noun


Noun correctly

46-55 poor Students can identify Verb and Noun

vocabulary

Students can not find out the meaning of



Noun


Verb and Noun


and Noun


Noun correctly

0-45 very poor Students can not identify Verb and Noun

vocabulary

Students can not find out the meaning of



Noun


Verb and Noun


and Noun


Noun correctly

2. The classification of the students’ score calculating the mean score of the

students’ vocabulary test by using the following formula :

𝑥 = ∑ 𝑑𝑁

Notes :

X = mean score

Σd = total of students’ score

32

N = the number of students’

(Gay, 2012)

3. From the table classification, the research calculates the value of percentage

gets test through the following formula :

𝑷 =𝑭

𝑵× 𝟏𝟎𝟎

P = percentage

F = number of correct

N = Number of sample

(Arikunto and Cepi, 2010

33

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Finding

1. Data Description of Data

In this chapter, the researcher presents a description of the data result.

The data used in this research were quantitative. The quantitative data were

taken from the test that consisted of pre-test and post-test. The pre-test was

given before giving the treatment to the students and the post-test was given

in the last meeting. The result of the students' scores can be seen in the

following table.

a. Using Hello English Application in Teaching Vocabulary

The description of the results of the data analysis will be included in

the research findings. The description of the results of data analysis about

enriching students' vocabulary using the Hello English application, where

data was collected from 20 students using blank fields and answers to

questions. The test was given by the researcher in the form of pre-test and

post-test.

This research was conducted for six meetings which were attended by

20 students. Pre-test and post-test material on vocabulary nouns and verbs.

Based on the table the number of the students were 20 students. The total

score of pre-test is 1350 and post-test 1625. From the table above, the mean

of pre-test is 67.50 and the meanof post-test is 81.25.

34

b. The classification and frequency of pre-test and post-test

No Categories Pre-test Post-test

Freq % Freq %

1. Excellent 0 0% 0 0%

2. Very good 0 0% 4 20%

3. Good 1 5% 9 45%

4. Fairly Good 9 45% 7 35%

5. Fair 8 40% 0 0%

6. Poor 1 5% 0 0%

7. Very poor 1 5% 0 0%

Total 20 100% 20 100% Table 4.1. Classification and frequency of students pre-test score

Table 4.1 shows the categories, frequency, and percentage score of the

students' vocabulary test where there was a difference between the pre-test

and post-test. In the pre-test, almost half of the total students scored in the

fairly good category with a percentage of 45%. In addition, there were no

student that fall into the very good and excellent categories. Meanwhile, the

post-test shows an increase in student scores in the very good category by 4

students (20%), good by 9 students (45%), and no more student scores in the

fair, poor, very good categories. However, there are still no students who are

in the excellent category. This increasecan be seen more clearly in the

following chart.

Figure 4.1. chart of pre-test and post-test

0

4

1

997

8

01

01

0

Pre-test Post-test

Very Good Good Fairly Good

Fair Poor Very Poor

35

Based on the figure d above, it shows that there is a significant

difference between the frequency of student rates in the pre-test and post-test.

In the pre-test there were still students in the fair, poor, and very poor

categories. The increase in the post-test is that there are no more students in

the three categories and the frequency value of increasing student scores is

very good and good, although there are still some students in the fairly good

category.

c. The total scores of the studentsvocabulary test by using SPSS

From the table 2, it can be seen that the learning outcomes the second

grade of the students at MTs Bani Rauf Sungguminasaare seen from the total

pre-test and post-test scores. After that it was entered into the SPSS

application. In this case, to find out the results of students learning

vocabulary. Student learning outcomes can be seen from the following table:

Table 4.2. Pretest Learning Outcomes in Mts Bani Rauf Sungguminasa using SPSS

Based on the table above, it can be seen that the maximum pretest

score obtained the second grade of the students at MTs Bani Rauf

Sungguminasawas 85, while the minimum score is 40. The mean obtained is

67,50 with a standard deviation of 9,528. While, the maximum post-test score

obtained is 95, while the minimum score is 70. The mean obtained is 81,25

with a standard deviation of 7,048.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

PRE-TEST

POST-TEST

67,50 20 9,528 2,131

81,25 20 7,048 1,576

36

2. The analysis of data using SPSS

a. Normality Test

This test is conducted before calculating the t-test. It purposed to

know whether the data is normally distributed or not. The writer used

Kolmogorov-Smirnov as presented in Table 7 and 8. The data is normally

distributed because the significance is higher than α = 0.05 (5%). The result

can be described as below:

Table 4.3 Test Normality using SPSS

From the table above, it can be seen that the significance of the data in

the table of Kolmogorov-Smirnov from pre-test was 0.073 and post-test was

0.176. It means that the pre-test data is normally distributed, because the

significance score is higher than α = 0.05.

b. Homogeneity Test

After the writer had the data result in normality test, the next step was

homogeneity test by using the Levene statistic in order to know whether the

data is homogeneous or not. If the result of the data calculation is higher than

α = 0.05, it means the data would be homogenous. The result can be seen on

table below:

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

PRE-TEST

POST-TEST

,184 20 ,073 ,919 20 ,094

,162 20 ,176 ,943 20 ,274

a. Lilliefors Significance Correction

37

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

1,176 1 38 ,285

Table 4.4 Test Homogenity using SPSS

Analysis of data at SPSS using homogeneity calculations, obtained a

p-value = 0.285. Conditions that must be met as a condition so that the data

comes from a homogeneous population, namely t-value> α, α = 0.05. Because

the p-value = 0.285> α = 0.05, based on the results of these calculations it can

be concluded that the population variance comes from the same population

(homogeneous).

c. Test of hyphothesis

Hypothesis testing has a function to determine the provisional

conjecture formulated by the researcher. The following was the hypothesis

that the researcher previously set. Based on the homogeneity and normality

test, the statistics applied were parametic statistics with paired sample t-tests.

The following was the hypothesis that the authors set earlier:

1. Null Hypothesis (H0): "Hello English" Application doesn’t enrich English


2. Alternative Hypothesis (Ha): "Hello English" Application enriches English


According to Singgih Santoso (2014: 265), Guidelines for decision

making in the paired sample t-test based on the significance value (Sig.) Of

the SPSS output results are as follows.

38

1. If the t-value is Sig. (2-tailed) <0.05, then H0 is rejected and Ha is

accepted.

2. If the t-value is Sig. (2-tailed)> 0.05, then H0 is accepted and Ha is

rejected.

Table 4.5 Paired Sample Test

Based on the "Paired Samples Test" output table above, the Sig. (2-

tailed) is 0.000<0.05, then H0 is rejected and Ha is accepted. So it can be

denied that there is an mean score difference between the Pre Test and Post

Test learning outcomes, which means that there is "Hello English"

Application enriches English vocabulary of the second-grade students of Mts

Bani Rauf Sungguminasa.

Apart from comparing the significance p-value (Sig.) With a

probability of 0.05, there are other ways that can be done to test the

hypothesis in this paired sample t test. Namely by comparing the value of t

count with t table. The basic for making decisions is as follows.

1. If the value of t count> t table, then H0 is rejected and Ha is accepted.

2. In fact, if the value of t count <t table, then H0 is accepted and Ha is

rejected.

Paired Differences

T df

Sig.

(2-

tailed) Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

PRE-TEST -

POST-TEST

-13,75000 8,40974 1,88047 -17,68588 -9,81412 -7,312 19 ,000

39

Based on the output table "Paired Samples Test" above, it is known

that t count is negative, which is -7,312. T count is negative because it is

because the mean score of the Pre Test was low than the mean score of the

Post Test. In the context of cases like this, the negative t count can be

accessed by the positive. So that the value of t count becomes 7,312. Next is

the stage of finding the t table value, where the t table is searched based on

the df value (degrees of freedom or degrees of freedom) and the significance

value (α).

From the output above, it is known that the df value is 19 and the

value 0.05. the researcher used this value as a reference basic in calculating

the t-table value in the distribution of the t-table statistics. Then find the t

table value of 1,729. Thus, because the t value is 7,312 > 1,729, then the

selection of the basic for decision making above can be rejected, that H0 is

rejected and Ha is accepted. So it can be denied that there is an mean score

difference between the Pre Test and Post Test learning outcomes, which

means that there is "Hello English" Application enriches English vocabulary

of the second-grade students of Mts Bani Rauf Sungguminasa.

B. Discussion

From the research results, the researcher found that students who were

taught through HEAp could obtain better results in learning English

vocabulary. The result of the data was taken from 20 students in a class of

pre-test and post-test. It can be seen on the table 2 that has the mean of pre-

test that is 67,50 before doing treatments by using “Hello English”

40

Application. Then, the mean of post-test score was enrich into 81,25 after

doing treatments. Therefore, the students’ mean scores of post-test were

highest scores than pre-test.

Based on the "Paired Samples Test" spss, the Sig. (2-tailed) is 0.000 <

0.05, and comparing the t-value and t-table that the df value is 19 and the α =

0.05. the researcher used this value as a reference basic in calculating the t-

table value in the distribution of the t-table statistics. Then find the t table is

1,729. Thus, because the t value is 7,312 > 1,729, then the selection of the

basic for decision making above can be rejected. So H0 is rejected and Ha is

accepted. So it can be denied that there is an mean score difference between

the Pre Test and Post Test learning outcomes, which means that there is

"Hello English" Application enriches English vocabulary of the second-grade

students of Mts Bani Rauf Sungguminasa.

The vocabulary achievement of students has increased significantly

after being taught through HEAp as they could learn vocabulary effectively

through an application interesting application. In the app, there were some

games and challenges that they could play in the app, such as Quizathon

Challenge and the Spellathon Challenge and Spelling Bee Games.In the

Quizathon Challenge, the students will play with other students’ that will be

detected by the application. They will race to answer questions in 20 seconds.

Students who can answer faster questions will get more coins than their

opponents. Almost the same as quizathon, the Spellathon Challenge and

Spelling Bee Games also let the students play with the others. The only

41

difference is that students will find random letters, blanks, and words in

Indonesian. They need to arrange letters to translate words from Indonesian

into English. Through these games, indirectly, students can enrich their

vocabularies, learning words with enjoyables activities.

As the students can learn while playing, the lessons they get will be

easier to remember the vocabulary they have learned, as in research by

Puspitaloka, Hasanah, and Rahmawati (2017) examined the efforts of the

"Hello English" Application to check to increase the strength of students in

knowing English vocabulary for the use of automaton-based learning games.

The other features of the HEApthat should be highlighted are learning

materials and reading some vocabulary articles where students’ just click one

word the meaning of the word begins to appear. There are also other features

of the HEAp which is a Digital Dictionary feature. Sometimes students are

lazy to read a dictionary book to look for the meaning of a word, there is a

digital dictionary of 10,000 words that students can read differently using

their smartphones rather than reading a dictionary book. Then the HEAp can

make students more interested in learning because only by means of a

smartphone that is familiar to students, they can learn while playing. Liana,

Wahyudin, and Hanoum (2018) suggested that the "Hello English"

Application is a medium that helps students in the process of understanding

and enhances students' accuracy in learning. According to them, the "Hello

English" application is very useful for students because the concept of this

medium is learning while playing. This of course will make students feel

42

comfortable and will not feel bored or bored when participating in the

learning process or the learning process because of it.

From the data analysis above, the researcher can be concluded that

"Hello English" Application can give a significant effect on students’

vocabulary knowledge because the score of vocabulary test after researcher

doing treatments is higher than before being taught by "Hello English"

Application. In addition, this application can be applied in all subjects but it

depends on students’ grade. It means that using "Hello English" Application

showed a positif effect to be implemented for students’ especially for the

second-grade students’ of Mts Bani Rauf Sungguminasa.

43

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses the conclusions and suggestions. A detailed

explanation of each point is presented below.

A. Conclusions

Based on the results and discussion in the previous part, it can be

concluded that there is an increase in students' English vocabulary after

taught by using HEAp. This can be seen from the mean value of students in 2

tests, namely the pre-test 67,50 and post-test 81,25. Meanwhile in data

analysis, in the table of Kolmogorov-Smirnov from pre-test was 0.073 and

post-test was 0.176. It means that the pre-test data is normally distributed,

because the significance score is higher than α = 0.05.The p-value = 0,285> α

= 0.05, based on the results of these calculations it can be concluded that the

population is homogeneous.

Based on the "Paired Samples Test" output table above, the Sig. (2-

tailed) is 0.000 < 0.05, and then find the t value is 7,312 > 1,729. So H0 is

rejected and Ha is accepted. Therefore, the application of HEAP in the

learning process can improve the vocabulary skills of students.

44

B. Suggestions

Based on the conclusion of the study, some suggestions will be

directed toward the English teacher and other researchers.

1. To English Teacher

The English teacher can use the Hello English Application as media in

the learning process. Because based on the result of the research, the use of

Hello English Application aslearning media to enriching the students‟

English vocabulary. It also can support the teaching-learning process so that

the students will be more interested in learning English.

2. To the Other Researcher

This study is mainly intended to describe how Hello English

Application was implemented to enrich vocabulary of the second-grade

students at MTs Bani Rauf Sungguminasa. Theother researchers may follow

this study in different contexts to find moreactions to enrich the students’

English vocabulary. This study may be used asone of the resources before the

researchers do action research related toenrich students’ English vocabulary.

45

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http://helloenglish.com/

47

A

P

P

E

N

D

I

X

48

Appendix 1. The Row Score Students On Pre-Test And Post-Test

No. Students Name Score In

Pre-Test

Score In

Post-Test

1. AA 75 95

2. AF 45 85

3. AP 85 90

4. EA 50 75

5. H 75 85

6. HA 65 75

7. H 75 90

8. I 75 85

9. MAY 65 75

10. MF 60 85

11. MIS 65 70

12. MA 70 80

13. NR 75 90

14. NH 65 75

15. NH 70 80

16. R 75 80

17. S 75 85

18. SJA 65 80

19. SS 60 75

20. T 60 70

Total (X) 1350 1625

Mean (X) 67,50 81,25

1. Mean of Pre-test

𝑥 = ∑ 𝑑

𝑁

=1350

20 = 67,50

2. Mean of Post-test

𝑥 = ∑ 𝑑𝑁

=1625

20 = 81,25

49

Appendix 2. T-Table

50

Appendix 3. Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan

Pendidikan

: Mts Bani Rauf Sungguminasa

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Ganjil

Alokasi Waktu : 8 Jam Pelajaran (4 x Pertemuan)

A. Kompetensi Inti

KI1: Menghargai dan menghayati ajaran agama yang dianutnya

KI2:Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percayadiri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan

dan keberadaannya.

KI3:Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI4:Mengolah, menyaji, dan menalardalamranahkonkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar Dan IndikatorPencapaianKompetensi

Kompetensi Dasar Indikator

3.7 Menerapkan fungsi sosial,

struktur teks, dan unsur

kebahasaan teks interaksi

transaksional lisan dan tulis yang

melibatkan tindakan memberi

dan meminta informasi terkait

keadaan/ tindakan/kegiatan/

kejadian yang dilakukan/terjadi

secara rutin atau merupakan

kebenaran umum, sesuai dengan

konteks penggunaannya.

(Perhatikan unsur kebahasaan

simple present tense)

• Mengidentifikasi fungsi sosial

teks lisan dan tulisan tentang

tindakan/kejadian yang terjadi

secara rutin.

• Mengidentifikasi struktur teks

lisan dan tulis tentang

tindakan/kejadian yang terjadi

secara rutin.

• Mengidentifikasi unsur

kebahasaan teks lisan dan tulis

tentang tindakan/kejadian yang

terjadi secara rutin.

4.7 Menyusun teks interaksi • Menyampaikan teks lisan yang

51

transaksional lisan dan tulis

sangat pendek dan sederhana

yang melibatkan tindakan

memberi dan meminta informasi

terkait keadaan/ tindakan/

kegiatan/ kejadian yang

dilakukan/terjadi secara rutin

atau merupakan kebenaran

umum, dengan memperhatikan

fungsi sosial, struktur teks dan

unsur kebahasaan yang benar dan

sesuai konteks

menyatakan dan menanyakan

tentang tindakan atau kejadian

yang terjadi secara rutin.

• Menulis tentang tindakan

/kejadian yang terjadi secara

rutin dengan akurat.

C. TujuanPembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

• Mengidentifikasi fungsi sosial teks lisan dan tulisan tentang

tindakan/kejadian yang terjadi secara rutin.

• Mengidentifikasi struktur teks lisan dan tulis tentang tindakan/kejadian

yang terjadi secara rutin.

• Mengidentifikasi unsur kebahasaan teks lisan dan tulis tentang

tindakan/kejadian yang terjadi secara rutin.

• Menyampaikan teks lisan yang menyatakan dan menanyakan tentang

tindakan atau kejadian yang terjadi secara rutin.

• Menulis tentang tindakan/kejadian yang terjadi secara rutin dengan

akurat.

D. MateriPembelajaran

FungsiSosial

Menyatakan tentang tindakan/kejadian yang terjadi secara rutin.

Struktur teks

- Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur kebahasaan

- Kata kerja dalam Simple Present Tense.

- Adverbial: always, often, sometimes, never, usually, every

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their,

dsb.

- Kosakata : kata benda, kata kerja, dan kata sifat yang terkait dengan

dengan orang, binatang, benda di sekitar.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

52

Kegiatan/kejadian sehari-hari dan kebenaran umum yang dapat

menumbuhkan perilaku yang termuat di KI

E. MetodePembelajaran

Pendekatan : Saintifik Learning

F. Media Pembelajaran

1. Media

Hello English Application

Worksheet ataulembarkerjasiswa

Lembarpenilaian

2. Alat/Bahan

Penggaris, spidol, papantulis

Smartphone

G. SumberBelajar

BukuPenunjangKurikulum 2013 Mata Pelajaran Bahasa InggrisWhen

English Rings a Bell, Kelas VIII, Kemendikbud, RevisiTahun 2017

Pengalamanpesertadidik dan guru

H. Langkah-LangkahPembelajaran

Pertemuan ke-1 Alokasi

Waktu

Pendahuluan :

Memberi salam kepada siswa

Mengajak siswa berdoa

Mengecek kehadiran siswa

Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan bermain games

Membacakan Indikator Pencapaian Kompetensi (IPK)

Menyebutkan kegiatan belajar yang akan dilakukan

10 menit

Kegiatan Inti

a. Mengamati

Siswa menganalisis dan mengidentifikasi materi yang

berhubungan dengan simple present tense.

o Simple present tense digunakan untuk

mengungkapkan suatu kegiatan / kejadian yang

selalu berulang atau terjadi secara rutin atau

merupakan kebiasaan seseorang.

- I eat an Apple

- Verb : Eat : Makan

- Noun : Apple : Buah Apel.

60 menit

53

o Menjelaskan tentang Verb & Noun vocabulary

b. Menanya

Guru membimbing siswa mempertanyakan informasi

yang terdapat dalam teks simple present tense,

mengenai fungsi sosial, struktur teks, dan unsur

kebahasaan.

c. Mengumpulkan Informasi/mencoba

Guru memperlihatkan/mengenalkan sebuah aplikasi

di smartphone sebagai media belajar.

Siswa diminta untuk mendownload aplikasi tersebut

pada smartphone mereka masing-masing.

Guru meminta siswa untuk mendaftarkan akun

mereka dalam aplikasi tersebut.

Penutup

Siswa menyimpulkan pembelajaran

Guru dapat meminta siswa untuk menyampaikan hal-

hal yang masih belum dipahami dari materi yang

telah disampaikan

Menyampaikan rencana pembelajaran berikutnya

Guru bersama siswa berdoa untuk mengakhiri

pertemuan

10 menit


Waktu

Pendahuluan :





10 menit

Kegiatan Inti

a. Mengamati

Guru mereview materi pelajaran yang sudah

dipelajari sebelumnya.

b. Menanya

Guru membimbing siswa untuk aktif bertanya

mengenai materi yang sudah dipelajari atau

penggunaan dari Hello English Application.


Menjelaskan materi pada Lesson 9.

60 menit

54

Menunjukkan permainan Spelling bee dan contoh

kosakata Noun pada Games tersebut.

d. Mengasosiasi

Siswa menuliskan beberapa Vocabulary Noun yang

ada pada Spelling bee Games

e. Mengkomunikasikan

Siswa menyampaikan hasil kerja didepan guru dan

teman

Siswa memperoleh feedback dari guru dan teman

tentang teks simple present tense yang telah

disampaikan

Penutup




telah disampaikan



pertemuan

10 menit


Waktu

Pendahuluan :





10 menit

Kegiatan Inti

a. Mengamati



Guru menjelaskan pelajaran pada Lesson 10 dalam

aplikasi Hello English Application

Guru membimbing siswa untuk mengucapkan noun

& verb pada penjelasan Lesson 10

Dengan bimbingan dan arahan guru, siswa

mengidentifikasi makna yang benar dari noun &

verb.

60 menit

55

b. Menanya

Guru membimbing siswa untuk aktif bertanya

mengenai materi yang sudah dipelajari atau

penggunaan dari Hello English Application.


Menjelaskan materi pada Lesson 10.

Menunjukkan permainan dalam Lesson 10 dan contoh

kosakata Verb pada Games tersebut.

d. Mengasosiasi

Siswa menuliskan beberapa Vocabulary Verb yang

ada pada Spelling bee Games

d. Mengkomunikasikan

Siswa menyampaikan hasil kerja didepan guru dan

teman



disampaikan

Penutup




telah disampaikan



pertemuan

10 menit


Waktu

Pendahuluan :




10 menit

56

Mengkondisikan kelas dan siswa untuk siap mengikuti

pembelajaran dengan bermain games

Kegiatan Inti

a. Mengamati



b. Menanya

Guru membimbing dan mengarahkan siswa untuk

bertanya mengenai materi yang sudah dipelajari.

c. Mengasosiasi

Siswa berlatih membuat kalimat simple present tense

dengan mencari kosakata noun & verb pada bacaan

article yang tersedia didalam Hello English

Application

Siswa menganalisis teks mereka masing-masing

berdasarkan pengembangan dari latihan dalam

aplikasi Hello English Application

Guru mengamati aktivitas siswa dan memberikan

arahan

d. Mengkomunikasikan



disampaikan

60 menit

Penutup




telah disampaikan



pertemuan

10 menit

I. Penilaian

Sikap Spiritual

Teknik Penilaian : Observasi

Bentuk Instrumen : Lembar Observasi

No Sikap yang dinilai Skor

1 2 3

57

1 Mengangumi suara temannya saat berbicara

dalam Bahasa Inggris

2 Mengangumi dialek temannya saat berbicara

dalam Bahasa Inggris

3 Mengangumi gesture temannya saat

berbicara dalam Bahasa Inggris

Jumlah skor yang diperoleh

No Sikap yang dinilai Rubrik

1 Mengangumi suara

temannya saat

berbicara dalam

Bahasa Inggris

1. Tidak menunjukkan ekspresi kekaguman

terhadap suara teman dan tidak

mengungkapkan secara verbal yang

menunjukkan rasa syukur terhadap Tuhan.

2. Tidak menunjukkan ekspresi kekaguman

terhadap suara teman tetapi mengungkapkan

secara verbal yang menunjukkan rasa syukur

terhadap Tuhan.

3. Menunjukkan ekspresi kekaguman terhadap

suara teman dan mengungkapkan secara

verbal yang menunjukkan rasa syukur

terhadap Tuhan.

2 Mengangumi dialek

temannya saat

berbicara dalam

Bahasa Inggris

1. Tidak Menunjukkan ekspresi kekaguman

terhadap dialek teman dan tidak




terhadap dialek teman tetapi mengungkapkan


terhadap Tuhan.


dialek teman dan mengungkapkan secara


terhadap Tuhan.

3 Mengangumi gesture

temannya saat

berbicara dalam

Bahasa Inggris


terhadap gesture teman dan tidak




terhadap gesture teman tetapi mengungkapkan


terhadap Tuhan.


gesture teman dan mengungkapkan secara

58


terhadap Tuhan.

Kriteria Penilaian :

𝑵𝒊𝒍𝒂𝒊 =𝑱𝒖𝒎𝒍𝒂𝒉 𝑺𝒌𝒐𝒓 𝒚𝒂𝒏𝒈 𝑫𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉

𝑺𝒌𝒐𝒓 𝑴𝒂𝒌𝒔𝒊𝒎𝒖𝒎 × 𝟒

Keterangan :

Sangat Baik (SB) = 7 - 9

Baik (B) = 4 - 6

Cukup (C) = 1 - 3

Kurang (K) = 0

Sikap Sosial

Teknik Penilaian : Observasi

Bentuk Instrumen : Lembar Observasi

No Sikap Skor

1 2 3

1 Kesopanan

2 Tanggung Jawab

3 Kedisiplinan

Jumlah skor yang diperoleh

No Sikap yang dinilai Rubrik

1 Kesopanan 1. Tidak sopan kepada guru dan temannya dalam

bertutur kata menggunakan bahasa inggris

atau bahasa indonesia.

2. Sopan kepada guru namun tidak sopan kepada

temannya dalam bertutur kata menggunakan

bahasa inggris atau bahasa indonesia.

3. Sopan kepada guru dan temannya dalam

bertutur kata menggunakan bahasa inggris

atau bahasa indonesia.

2 Tanggung Jawab 1. Tidak menyelesaikan tugas

2. Menyelesaikan tugas tapi tidak

mengumpulkannya tepat waktu

3. Menyelesaikan tugas dan mengumpulkannya

tepat waktu

59

3 Kedisiplinan 1. Terlambat masuk kelas dan tidak membawa

alat tulis/buku bahasa inggris

2. Masuk tepat waktu tetapi tidak membawa alat

tulis/buku bahasa inggris

3. Masuk tepat waktu dan membawa alat

tulis/buku bahasa inggris

Kriteria Penilaian :

𝑵𝒊𝒍𝒂𝒊 =𝑱𝒖𝒎𝒍𝒂𝒉 𝑺𝒌𝒐𝒓 𝒚𝒂𝒏𝒈 𝑫𝒊𝒑𝒆𝒓𝒐𝒍𝒆𝒉

𝑺𝒌𝒐𝒓 𝑴𝒂𝒌𝒔𝒊𝒎𝒖𝒎 × 𝟑

Keterangan :

Sangat Baik (SB) = 7 - 9

Baik (B) = 4 - 6

Cukup (C) = 1 - 3

Kurang (K) = 0

Pengetahuan

Teknik Penilaian : Tes Tulis

Bentuk Instrumen: Matching Test and Fill The Blank

Mengetahui,

Kepala Sekolah

Makassar,

Guru Mata Pelajaran

Ulfiah Fajriani

56

Appendix 4. Documentation

57

Appendix 5. Work Sheet Pre-Test

58

Appendix 6. Work Sheet Post-Test

59

Appendix 7. Research Control

61

CURRICULUM VITAE

Ulfiah Fajriani is First child of Mr. Rappe And

Mrs. Sumiati. She was born on May 13, 1998 in Ujung

Pandang, South Sulawesi. She has three sister (Isnaini

Febriyanti, Maulinda Ayu Lestari and Iffah Lathifah). She

started her study at SDN II Sungguminasa in 2004 to 2010. In 2011, she continued

her Junior High School at SMP PGRI Sungguminasa then graduated in 2013, in

the same year, she continued her Senior High School at SMA PGRI

Sungguminasa it in 2016. Finally she continued her study as ordinary students

specializing in English Education in Faculty of Teacher Training and Education at

Muhammadiyah University of Makassar in 2016. At the end of her study, she

could finish her thesis with the title Enriching Students’ English Vocabulary

Using “Hello English” Application.

enriching students’ english vocabulary using “hello

Documents