Improving Students’ Motivation In English Vocabulary Mastery Through Mobile Learning

Abstract

The objectives of this research is to improve the students' motivation through mobile phones as learning (m-learning) media in teaching vocabulary. This media is used to improve students' interest by giving attention to their teacher's vocabulary learning. English vocabulary that is considered challenging to study for students, it is the most crucial aspect of learning EFL. The respondents of this research are students of the Information System study program. This Action Research consists of two ( 2) cycles with five (5) actions in each cycle. In collecting the data, this research used multiple-choice as a test for English vocabulary mastery, observation to obtain data on students' activities, field note to record about the general classroom situations, and questionnaires to obtain information from the students in the sense of a report about their English vocabulary learning through mobile learning media. Based on the data analysis of pre-test, post-test 1 in the first cycle, post-test 2 in the second cycle, the mean score is 61.37, 66.06, and 73.42. Then, the data analysis of the observation list in the pre-cycle, the first cycle, and the second cycle is 42.18%, 49.47%, and 70.97%. It supports the questionnaire data that more than 70% of the students agreed that mobile learning media could motivate them and increasing their English vocabulary mastery. The result of this research showed that Mobile Phone as Learning Media is effective in improving students' motivation in English vocabulary mastery.

Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation

“…When the studies using technology-assisted content for vocabulary teaching are examined, it can be seen that parallel results were obtained with the results of this study (Akdoğan, 2020;Albaqami, 2023;Antara, 2022;Aini & Ma'rifah, 2021;Aulia et al, 2020;Canlı-Bekar, 2019;Chen & Wang, 2015;Çil, 2021;Guaqueta & Castro-Garces, 2018;Hasram et al, 2021;Huei et al, 2021;Pahamzah, 2022;Karatay et al, 2018;Solak & Çakır, 2015;Solikhah, 2020;Torres Álvarez, 2022;Tsai, 2020;Wahyuni, 2021;Yaşar-Sağlık, 2022;Yu & Luo, 2022). Albaqami (2023) obtained similar results to this study regarding the effects of technology-based and non-technology-based vocabulary learning activities on Saudi foreign language learners' vocabulary learning.…”

“…For example, studies in which Deng (2010) aimed to determine students' vocabulary learning motivation and their motivation in the reading process, Albodakh and Cinkara (2017) evaluated the relationship between motivation and vocabulary, Genç-Ersoy (2017) examined the effect of gamification on the vocabulary level and vocabulary learning motivation of primary school students, and Kuşdemir (2019) determined the vocabulary learning motivation of primary school students provide essential findings on the subject. In addition to these studies, there are also experimental studies in the literature that aim to learn the effect of technological tools on vocabulary learning motivation (e.g., Anjaniputra & Salsabila, 2018;Davie & Hilber, 2015;Okkan & Aydın, 2020;Sanosi, 2018) and action research studies that try to increase this motivation (Solikhah, 2020). Although some of these studies (Anjaniputra & Salsabila, 2018;Sanosi, 2018;Solikhah, 2020) found that technological applications increased motivation to learn vocabulary, others (Davie & Hilber, 2015;Okkan & Aydın, 2020) found no effect.…”

“…In addition to these studies, there are also experimental studies in the literature that aim to learn the effect of technological tools on vocabulary learning motivation (e.g., Anjaniputra & Salsabila, 2018;Davie & Hilber, 2015;Okkan & Aydın, 2020;Sanosi, 2018) and action research studies that try to increase this motivation (Solikhah, 2020). Although some of these studies (Anjaniputra & Salsabila, 2018;Sanosi, 2018;Solikhah, 2020) found that technological applications increased motivation to learn vocabulary, others (Davie & Hilber, 2015;Okkan & Aydın, 2020) found no effect. This inconsistency among the previous studies makes it difficult to judge the subject clearly.…”

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

“…This statement shows that vocabularies are the main attribute that contributes to language learning. Many studies agreed that obtaining vocabulary is the first step in acquiring language [23][24][25].…”

Applying Youtube Kids to Foster Children Vocabulary Mastery at Ihya Al-Ulum Kindergarten

“…One of the techniques of teaching that can be used by the teacher is using technology, technology can allow the students to work cooperatively, to compete with their friends, to have strategy, to think in a different way, to share knowledge, to learn from others and from mistakes, to work in a less stressful and to allow the students to have fun. Relevant to this, teachers have an essential duty to create and maintain an exciting situation by providing a media that able to increase students' motivation, such as technology, as an English learning media (Solikhah, 2020).…”