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All Journal Jurnal Kajian Ilmu Pendidikan (JKIP) J-Shelves of Indragiri (JSI)
Harpen H.P Silitonga
Universitas HKBP Nommensen
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect Of Wayground Application On Students' Vocabulary Mastery At The Tenth Grade Of SMA Negeri 1 Siempat Nempu Hulu Agave Rumasdika Pasaribu; Harpen H.P Silitonga; Nenni Triana Sinaga
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2280

Abstract

Vocabulary mastery is a crucial component of English language learning; however, conventional vocabulary instruction often promotes passive learning and limited student engagement. Preliminary observations revealed that students demonstrated relatively low vocabulary mastery, indicating the need for more interactive digital learning tools. This study, therefore, aimed to examine the effect of the Wayground application on improving tenth-grade students’ vocabulary mastery and to compare the learning outcomes of students taught using Wayground with those instructed through conventional methods through a quantitative experimental approach employing a non-equivalent control group design involving two tenth-grade classes consisting of 60 students, using a 20-item multiple-choice vocabulary test administered through pre-test and post-test procedures. The findings revealed that although both groups experienced improvement, the experimental group demonstrated substantially greater progress, with the mean score increasing from 47 to 76 compared to the control group, which improved only from 48 to 51, while the Independent Samples t-test produced a value of 9.35 that exceeded the t-table value of 2.00 at the 0.05 significance level. These results indicate that the Wayground application significantly enhances students’ English vocabulary mastery and represents an effective digital learning tool for supporting vocabulary development in English language instruction.
THE INFLUENCE OF THE DRILL AND PRACTICE METHOD IN LEARNING ENGLISH VOCABULARY AT SMAS GKPI PADANG BULAN MEDAN Kethrin Simamora; Harpen H.P Silitonga; Febrina S.L. Lambantobing
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3296

Abstract

Mastering vocabulary is essential in learning English as it serves as the foundation for developing students’ language skills such as speaking, reading, and writing. However, many students still struggle to expand and retain English vocabulary due to limited practice and lack of effective learning strategies. This discrepancy between theoretical understanding and classroom practice highlights the need for more efficient teaching methods. Therefore, this study aims to examine the effect of the Drill and Practice method on students’ mastery of English vocabulary. The research employed a quantitative experimental design involving two groups of tenth-grade students at SMAS GKPI Padang Bulan Medan. Vocabulary mastery was measured through pre-tests and post-tests consisting of 25 multiple-choice items assessing students’ ability to recognize, comprehend, and apply vocabulary in context. The experimental group received treatment through structured Drill and Practice activities—including choral, individual, and spelling drills—while the control group was taught using conventional methods. The results showed a significant improvement in the experimental group’s post-test mean score (52.6 to 64.8) compared to the control group (52.2 to 58.6). Statistical analysis using an independent t-test indicated that the obtained t-value (3.558) exceeded the critical value (2.024) at the 0.05 significance level. The findings suggest that the Drill and Practice method effectively improves students’ vocabulary retention, accuracy, and fluency. It is recommended that English teachers integrate this method into vocabulary instruction to enhance students’ engagement and confidence in learning English.
Co-Authors Agave Rumasdika Pasaribu Febrina S.L. Lambantobing Kethrin Simamora Nenni Triana Sinaga