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Melani, Boniesta Zulandha
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Earth & Planetary Sciences Education Public Health Social Sciences Other

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The Use of the Memrise Flashcard Application to Learn Adjectives by Class XI SAINS Students at SMA Negeri 2 Mataram Izzatillah, M. Rizqy; Melani, Boniesta Zulandha; Udin; Tohir, Lalu
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/83nhew51

Abstract

Vocabulary mastery is an important component in English learning because it supports students' ability to understand and use language effectively. However, many students still struggle to master vocabulary, especially adjectives. Using technology-based learning media, such as the Memrise application, can be an alternative for improving students' vocabulary mastery. Therefore, this study aims to determine the effect of using the Memrise flashcard application on students' mastery of adjective vocabulary. This study used a quantitative approach with a pre-experimental design in the form of a one-group pre-test and post-test. The subjects were 35 students of grade XI SAINS 1 at SMA Negeri 2 Mataram in the 2025/2026 academic year. Data were collected through vocabulary tests administered before and after the treatment and analyzed using descriptive statistics and paired-samples t-tests in SPSS. The results showed that the students' average score increased from 80.03 in the pre-test to 92.66 in the post-test. The t-test results showed a p-value of 0.000 (p < 0.05), indicating a significant increase in students' mastery of adjective vocabulary after using the Memrise application. Based on these results, it can be concluded that the Memrise flashcard application is effective at improving students' mastery of English adjective vocabulary.
Implementation of The “Spy On” Program for English Use in Daily Communication Among Students  at Al-Muwahhidin Islamic Boarding School Neoningratheof, Lale Fichear; Melani, Boniesta Zulandha; Elmiana, Dewi Satria
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ed71z874

Abstract

Effective English communication requires consistent use and a supportive environment. However, in Al-Muwahhidin Islamic Boarding School, where English use is implemented, students’ lack of awareness, confidence, and self-honesty in using the language makes the habituation and language acquisition process less optimal. This study aims to explain the implementation of the “Spy On” program as an effort to encourage students to speak English, examine its impact on students’ English use, and identify the challenges faced. This study employed a qualitative instrumental case study. Data were collected through observation (observation checklist and field notes) and semi-structured interviews with 7 participants (4 students, 1 teacher, and 2 administrators). The data were analysed using Miles and Huberman’s model, including data reduction through coding and categorising interview and observation data, data display by presenting reduced data, and conclusion drawing through interpretation and verification of the findings. Technical triangulation was applied to ensure credibility. The results show that the “Spy On” program has the potential to encourage English use by providing comprehensible input through daily interactions, forming language habits through monitoring and practice, and supporting affective adjustment through an adaptation period. Students’ proficiency ranges from the preproduction to intermediate stages, while the challenges identified reflect a natural part of the second-language acquisition process.
The Use of Digital Tools to English Learn Vocabulary Among 6th Semester English Language Education Students at the University of Mataram Ariani, Farika Dwi; Soepriyanti, Henny; Melani, Boniesta Zulandha; Kamaluddin
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fgz9bs52

Abstract

English vocabulary mastery has undergone significant changes with the emergence of digital technology. This study aims to examine the use of digital tools in English vocabulary learning by students in the English Language Education Study Program at the University of Mataram, focusing on the utilization of various digital tools. This study used a descriptive qualitative design. Data were collected through online questionnaires completed by 52 participants and in-depth interviews with 10 purposively selected participants. Data were analyzed using thematic analysis based on the Braun and Clarke (2006) model. The results show that students use various digital tools in an integrated manner, combining social media, learning applications, digital dictionaries, and artificial intelligence (AI) in the vocabulary learning process. This process occurs continuously through the stages of discovering new words, understanding their meanings, and using them in sentences or conversations. Furthermore, the effectiveness of digital materials is evident in the multimodal support provided, such as visual and auditory aids to support understanding of meaning and pronunciation. The study also identified barriers to the use of digital tools, including distractions from non-educational content and technical issues related to internet connection. These findings indicate that the functional effectiveness of digital learning tools is directly related to students' strategies and their independent learning abilities. Theoretical and practical implications for the development of technology-based vocabulary learning are also discussed.
The Use of Duolingo Application for English Vocabulary Learning in 11th Grade Students of MA Quraniyah Batu Kuta Narmada Gifari, Dimas Rizaldi Al; Melani, Boniesta Zulandha; Suryaningsih, Hartati; Amin, Muhammad
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/f4pfn350

Abstract

Students in Islamic boarding schools often face limited access to digital devices and technology-based learning tools, which can hinder their English vocabulary development, particularly in productive vocabulary. In addition, many students struggle to use vocabulary actively in translation and sentence construction due to monotonous learning methods. This study examines the use of the Duolingo application for English vocabulary learning in 11th-grade students of MA Quraniyah Batu Kuta Narmada. The study aimed to determine whether there was a significant difference in students' vocabulary learning before and after using Duolingo as a supplementary learning tool. The research also addressed the limited studies concerning the implementation of technology-based learning applications in boarding school environments with restricted access to digital devices. This study employed a pre-experimental research design using a one-group pre-test and post-test design. The participants consisted of 20 students selected through a total sampling technique. The data were collected through vocabulary pre-test and post-test consisting of multiple-choice, matching picture, translation, and fill-in-the-blank items. The treatment was conducted in four meetings over one week using Duolingo materials related to Fitness, Travelling, Theme Park, and Medicine. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, and the Wilcoxon Signed Ranks Test. The findings revealed that students' vocabulary learning improved significantly after the implementation of Duolingo. The mean score increased from 57.25 in the pre-test to 79.25 in the post-test. The results of the Wilcoxon Signed Ranks Test showed a Z value of -3.942 with an Asymp. Sig. (2-tailed) value of less than 0.001, confirming a statistically significant difference between pre-test and post-test scores. Furthermore, students showed improvement in both receptive and productive vocabulary. The study concludes that Duolingo can effectively support vocabulary learning in technology-limited boarding school environments through supervised classroom implementation.
Learning Vocabulary through Colorful Pictures: An Experimental Research on Tenth-Grade Students of SMKN 2 Mataram in the Academic Year 2024/2025 Ramandhani, Icha; Amrullah; Melani, Boniesta Zulandha
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/1kqqcm43

Abstract

This study aims to investigate the effectiveness of colorful pictures as an instructional medium for improving English vocabulary achievement among tenth-grade students at SMKN 2 Mataram in the academic year 2024/2025. Employing a pre-experimental one-group pretest-posttest design, this study included 30 students as the sample. Data were collected through vocabulary tests administered before and after treatment using colorful pictures. The Shapiro-Wilk normality test confirmed non-normal distribution (p < 0.05 for both pre-test and post-test). Due to the non-normal distribution of the data, as confirmed by the Shapiro-Wilk test, the Wilcoxon Signed-Rank Test was used for statistical analysis. The pre-test mean score was 7.42 (SD = 1.27), while the post-test mean score significantly improved to 8.99 (SD = 1.16), yielding a gain score of 1.57. The Wilcoxon Signed-Rank Test produced T+ = 435, which exceeded the critical value of 147 at α = 0.05, with p-value < 0.001. These results indicate that the null hypothesis is rejected and the alternative hypothesis is accepted, confirming that colorful pictures significantly improve students' vocabulary achievement. Brief practical implications suggest that this strategy is accessible, low-cost, and engaging for SMK contexts. The findings support Dual Coding Theory, which posits that simultaneous verbal and visual encoding enhances memory retention. This study contributes empirical evidence that colorful pictures are an effective, accessible, and engaging instructional strategy for vocabulary teaching in Indonesian vocational high school (SMK) contexts.
Co-Authors Amrullah Ariani, Farika Dwi Elmiana, Dewi Satria Gifari, Dimas Rizaldi Al Izzatillah, M. Rizqy Kamaluddin Muhammad Amin Neoningratheof, Lale Fichear Ramandhani, Icha Soepriyanti, Henny Suryaningsih, Hartati Tohir, Lalu Udin