The Implementation of Quizlet for Vocabulary Acquisition at Ian Gillies Course Madiun. Thesis, Department of English Education, Faculty of Tarbiyah and Teacher Training, State Islamic Institute of Ponorogo. From the results of this study, the researcher found that the step of using the Quizlet application for vocabulary acquisition had three steps.
INTRODUCTION
- Background of the Study
- Focus of the Study
- Statement of the Problems
- Objectives of the Study
- Significances of the Study
- Systematic of Discussion
While a study was conducted by Avisteva et al titled "Using Quizlet as Learning Media for Vocabulary Acquisition for Eleventh Grade Students". 9 Rofika Tiara Avisteva and Sisilia Setiawati Halimi, “Using Quizlet as a Vocabulary Acquisition Learning Tool for Eleventh Grade Students”.
THEORETICAL REVIEW
Theoretical Background
- Concept of Teaching English as Foreign Language
- Concept of Vocabulary
- Concept of Vocabulary Acquisition
- Concept of Teaching Vocabulary
- Concept of Learning Vocabulary
- Concept of Media in Teaching Vocabulary
- Concept of CEFR
- Concept of Quizlet
A sentence can be formed when there is a meaningful collection of words that people use to express their thoughts or emotions. A sentence can consist of several words; they can also belong to more than one item group. 23 Rosamond Mitchell and Myles, Theories of Second Language Learning, 3rd ed. 24 Cesar Augusto Orosco Rojas, “The Influence of Age on Vocabulary Acquisition in Students of English as a Foreign Language,” nd, 149.
It can be concluded that learning styles include visual learners, auditory learners and kinesthetic learners. Range, connotation, idiomatic: In general, people will view words that can be used in different contexts as simpler than their smaller-range synonyms. It has been referred to as "instructional vocabulary", "academic vocabulary", and "educated person's vocabulary".
Since they can be used in so many different ways, images are clearly a necessity for language teachers. Similar to grammar explanations, explaining the meaning of vocabulary words can be extremely challenging. 36 Marvin Willems, "The CEFR as an effective evaluation tool used by secondary school students", nd, 45.
38 Ayumi Tanjung, "The Effect of the Quizlet Application on the Vocabulary Mastery of Students in Class VII MTs Al-Washliyah Bah Gunung" (State Islamic University of North Sumatra, 2020).
Previous Research Finding
On the other hand, the main topic of the previous study is the effect of Quizlet on students' vocabulary acquisition, while this research describes the vocabulary acquisition using Quizlet for intermediate students for the CEFR test. The second is a journal by Platzer entitled "Role of Quizlet in Vocabulary Acquisition".40 The aim is to find out the effectiveness of vocabulary acquisition in business students, in addition to knowing the impact of using a PC versus a smartphone for oneself. - I study. From this research it was found that overall Quizlet made a significant contribution to students' vocabulary acquisition.
Third, Dizon in his journal "Quizlet in the EFL Classroom: Enhancing Academic Vocabulary Acquisition of Japanese University Students".41 This researcher focuses on Academic vocabulary list, the research made use of Qualitative research. Fourth, a journal by Avisteva et al entitled "The Use of Quizlet as a Vocabulary Acquisition Learning Media for Eleventh Grade Students".42 The focus is on the analysis of the. 42 Avisteva and Halimi, "Using Quizlet as a Learning Media for Vocabulary Learning for Eleventh Grade Students."
26 use of Quizlet as a learning media for improving students' vocabulary and also find out students' perceptions of using Quizlet for learning new vocabulary. The similarity is focus on vocabulary acquisition in second language while the difference is this research focus on vocabulary for CEFR test for Intermediate level students.
Theoretical Framework
The results showed that the acquisition of both productive and receptive vocabulary by the students increased after the treatment and that the students' receptive vocabulary showed a greater increase compared to the productive vocabulary. The students also agreed that Quizlet is useful and easy to use. The similarity of the study and this study focuses on the vocabulary acquisition while the difference is that the study focuses on vocabulary acquisition for productive and receptive vocabulary while this study focuses on vocabulary for CEFR test for intermediate level learners . The result of the study revealed that after using Quizlet for vocabulary learning for a month, the participants in the experimental group showed a significant improvement in vocabulary after the test.
The students would think that using Quizlet to learn vocabulary would help them learn new words. Use online flashcards or Quizlet to get the most out of digital learning media, the focus of the second research question.
RESEARCH METHODS
- Research Approach and Design
- Researcher’s Role
- Research Setting
- Data and Data Source
- Data Collection Technique
- Data Analysis Technique
- Data Validation
- Research Procedure
The secondary data was the information provided by the teacher and students regarding the implementation of Quizlet Application for vocabulary acquisition. In this study, the researcher also interviewed the teacher about the implementation of quizlet for vocabulary acquisition to get more information. At the end of the time when she used the Quizlet application for vocabulary acquisition, she stated that the teacher evaluated the students.
She asked the teacher to play frequently on the vocabulary displayed on the projector screen. 63 Tanjung, "The effect of quizzet application on students' vocabulary mastery in Grade VII MTs Al-Washliyah Bah Gunung.". 68 Tanjung, "The effect of quizzet application on students' vocabulary mastery in Grade VII MTs Al-Washliyah Bah Gunung.".
72 Tanjung, "The Effect of Quizlet Application on the Vocabulary Mastery of Grade VII MTs Al-Washliyah Bah Gunung Students.". Students mostly asked the teacher about the meaning while learning vocabulary in the classroom.
FINDINGS AND DISCUSSION
General Data
The first phase was the pre-lesson, in this phase the teacher opened the class by greeting the students and continued with a prayer led by one of the students, each prayer leader meeting was different. A teacher checking a student's attendance by mentioning a list of students' names, after making sure the students have checked in, the teacher reviews the last meeting lesson they learned. Once the projector screen was ready, the teacher started playing the shuffle option that was available on Quizlet at this stage and the students started to acquire vocabulary for about seven minutes with at least fifteen vocabulary words.
The teacher sometimes asked students to stand up or sit down on their chairs while being evaluated. After reviewing the vocabulary, the teacher gave the students a few minutes to ask about vocabulary, which they still confused if there was no question, the teacher continued to today's lesson. The teacher also gave time to those who wanted to ask, the maximum time was five minutes.
The last phase was educational, in this phase the teacher reviews the lesson usually fifteen minutes before the end of the lesson. The teacher revisits the related lesson learned while checking students' understanding with impromptu questions or exercises.
Data Description
The first was planning, in this step the teacher prepared the vocabulary available in the teacher's book for intermediate level students. In this section, the teacher could select one of the features they wanted to use. The card feature helped the teacher to find the word and its definition according to the teacher's desire.
The students were given only a few minutes to learn vocabulary before it was evaluated by the teacher. In the final class, the teacher shared Quizlet's link of the day so the students could use other features and review the vocabulary. In this step, the teacher started the learning process by greeting the students, followed by praying.
After that the teacher asked the students to pay attention to the screen, the teacher gave limited time for students to read all the vocabulary in the Quizlet. For evaluation, the teacher asked the students to randomly guess the meaning of all vocabulary. In the evaluation process, she often found the moment where the teacher asked various vocabulary words that were not available in the flash card set of the day, but the teacher kept asking the vocabulary words.
This vocabulary is mostly taken from synonyms or antonyms from the vocabulary of the day prepared by the teacher.
Discussion
She stated that the moment she forgot the vocabulary during the acquisition process, she could ask the teacher if she or her friends had forgotten it. The second step was the implementation, during the implementation of the Quizlet vocabulary acquisition application, the teacher had only fifteen minutes. In the performance, the teacher often played over the vocabulary displayed on the projection screen, this method corresponded to the drill method.
Based on the above result, the researcher concluded that the teacher evaluated the students one by one and asked them about the meaning of the vocabulary and asked about the frequently used vocabulary. The teacher sent the link immediately after the lesson, her purpose was to make it easier for the students to review the vocabulary. A fourth strategy stated by the third students stated that the teacher assessed the students immediately after the teacher often displayed the vocabulary on the projector screen.
The fifth strategy stated by the fourth student asked the teacher to play frequently on the vocabulary displayed on the projector screen. The consolidating strategy was made where the expert or teacher acted as the first resource for the students.
CLOSING
Conclusions
The first stage was planning, while preparing the vocabulary, the teacher prepared them according to the theme available in the intermediate level B1 book, in addition, the teacher also categorized them according to language ability; the next stage was the implementation, in this stage the teacher used flashcard as media and used the shuffle option available in the Quizlet application, in addition, the teacher also practiced the students to acquire vocabulary easily; and the last one was evaluation, in this stage the teacher would evaluate the students one by one by asking the meaning of the vocabulary, but if the time is not enough, the teacher would just ask the most commonly used vocabulary to the students. Vocabulary acquisition using Quizlet application in limited time was possible because it was supplemented with various Features and options that could be used to support better experience of using Quizlet for vocabulary acquisition. There were six strategies that the students used during the acquisition process using the Quizlet application on Ian Gillies Course Madiun.
In addition to simply maximizing the acquisition process by using all the features and options available in the Quizlet application, having strategies to acquire vocabulary was also important that the students should know to help them acquire words easily. The teacher can also use other features so that the students do not get bored while acquiring vocabulary. The students should explore the functions of the Quizlet application more, in addition, they should go through the previous word list so that they do not easily forget.
The Effectiveness of Quizlet to Motivate Students in Vocabulary Learning.” Studies in English Language and Education 7, no. The effect of the Quizlet application on students' vocabulary mastery in VII. to the class of MTs Al-Washliyah Bah Gunung.” State Islamic University of North Sumatra, 2020.
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