Nama : Adita Chyindiana putri

Kelas : TBI B /6

NIM : 932212518

Proposal Outline

Tittle

The effect of using Quizlet to learning Vocabullary

Background

1. The method to learning Vocabullary

2. Implementing Quizlet to learning Vocabullary
3. The result and effect of using Quizlet to learning Vocabullary

Research Question

1. What the problems of the student to learn Vocabullary ?

2. How to implementing Quizlet to learning vocabullary ?

Literature Review

a) Definition Vocabullary learning

Vocabulary learning constitutes a significant role and place in the EFL context due to several
reasons. First, human being‘s language is based on vocabulary, whereas grammar provides the
overall patterns (Pan & Xu, 2011). Thus, vocabulary is an essential element of language to
convey the message to the listener. Lack of knowledge in terms of grammar or syntax may
distort communication; however, without having the necessary vocabulary knowledge, it is
excessively hard for foreign language learners to communicate or express themselves (Sanosi,
2018). Second, vocabulary mastery promotes the other productive and receptive skills such as
speaking, listening, writing and reading (Cahyono & Widiati, 2008). In the foreign language
learning context, lexical competence plays a crucial role in all language skills (Nation, 2001, cited
as Alqahtani, 2015) Last, unlike other parts of a language like phonology or syntax, vocabulary
does not have certain rules for the learners to follow while acquiring (Alqahtani, 2015). To
conclude, learning vocabulary is essential in the EFL learning context while it is also viewed as
one of the main problematic areas in the learning process.

b) Quizlet

Quizlet may strengthen the motivation of EFL learners due to several reasons. First, there are
different modules in Quizlet consisting of flashcards, games, collaborative activities and tests. These
modules include different activities like matching, multiple-choice questions, writing, voice
recording,and listening. These contain different activities and help learners access the right
vocabulary learning tools for their insufficiency in vocabulary. In this way, their self-efficacy can
become higher since they realize they have more potential in the target language. Second, Quizlet
provides learners to acquire the vocabulary by completing different tasks while gamifying the
whole process (Sanosi, 2018). This feature of the application may lower the learners' affective
filters and consequently their anxiety levels and increase motivation levels. Last, when learners
fulfill their basic mastery in language, vocabulary learning happens more coincidentally by reading
and using digital media (Deng & Trainin,2015). In this sense, Quizlet comprises the intentional
learning environment with instant feedback, autonomy, and fun which raises the basic proficiency
in the target language. Therefore, learners can move one step further to engage more in the target
language in their daily lives. In other words, the more learners are engaged, the more they can find
out their interests eagerly in the target language by learning at their own pace and allowing more
self-control on their learning process (Anjaniputra &Salsabila, 2018). To conclude, Quizlet may be
influential in increasing learners’ levels of motivation levels; however, research lacks the
relationship between the use of Quizlet and vocabulary learning motivation, as given below.
However, before presenting a synthesis of research, a theoretical background is provided.

c) Effect using Quizlet on Vocabullary learning

Research shows that the use of Quizlet has an impact on the learners' vocabulary learning
motivation. As an example, given that studies had mainly focused on the link between the use of
Quizlet and the learners' vocabulary learning motivation, Anjaniputra and Salsabila (2018) aimed
to show the application of the Quizlet in vocabulary learning at the tertiary level and to reveal
the learners' responses towards that by implementing classroom action research. The data of
this descriptive study were collected by classroom observation, tests and interviews from 30
studentswho form a class of the fourth year students taking the Complex Vocabulary Subject.
They concluded hat Quizlet fostered learners' engagement and persistence in vocabulary
learning in addition to that they enjoyed and found it beneficial. In another study, Baptist (2018)
tried to find out whether 11th grade students in an inclusion class using Quizlet for vocabulary
mastery outperformed students taught with a more traditional approach to vocabulary quizzes.
In other words, they aimed to findwhether the results differed for students with disabilities
compared to typically developing studentsand whether students enjoyed and benefited from
completing the Quizlet treatment for mastering vocabulary. The study designed as two groups
experiencing different treatments, Group 1 having index cards and Group 2 having Quizlet, to
master vocabulary and switching the treatments after almost 9 weeks. As a result, they stated
that the data collected from 60% of the students (23 out of 3also 70% of the students with
disabilities showed an improvement in their mean vocabulary quiz score. In addition, the
responses of many students revealed a clear joy and benefit from the Quizlet. Another study by
Dizon (2016) aimed to examine the efficacy of using Quizlet to improve vocabulary learning. The
participants consisted of nine Japanese university EFL students who studied Coxhead’s (2001)
academic vocabulary list via Quizlet over the course of 10 weeks. It was found that students also
had positive perceptions of Quizlet to study vocabulary and thought it was useful and practical.
 In another study, Davie and Hilber (2015) examined the relationship between the attitudes of
engineering students and Quizlet to learn vocabulary items. The initial data were collected by a
questionnaire for 68 students and later 10 students, five males, and five females were
interviewed at the end of the semester. They concluded that even if there was not any significant
difference in theirvocabulary scores, students' interviews emphasized the efficacy, the
convenience the fun of Quizlet.

Research method

a) Research design
The study is characterized as analytic-deductive since it limits the focus to one specific factor
affecting one aspect of the whole language learning process. In this study, the aim is to
demonstrate the possible relationship between Quizlet as a factor that is considered to have an
impact on vocabulary learning motivation in the Turkish EFL context. It employs a one-group
experimental research design with pre- and post-tests because it targets to control subordinate
variables that may have an impact on the homogeneity of subjects (Seliger & Shohamy, 1989).

b) Reasearch instrument

The study was conducted to the sophomore students taking the English for PsychologyII course
in the Psychology Department of a state university in Turkey. The sample group consisted of
4students. The gender distribution of the participants was %73 female (33 out of 45) and %27 male
(12 out of 45). The mean age of the participants was 20.0 ranging from the 19 to 22. The students'
English proficiency levels are heterogeneous from elementary (A2) to advanced (C1). The levels
were specified according to the Common European Framework of Reference for Languages
(CEFR)standards taken from TrackTest English (2012). The time spent on social networking sites was
2-5 hours (57.8%), 1-2 hours (28.9%), 5-8 hours (6.7%), and less than an hour in a day (6.7%).
Moreover, they studied English 0-1 hour (64.4%), 1-3 hours (13.3%), 3-5 hours (13.3%), while 8.9%
did not study during the day

c) Thecnique of data collection

The data collection tools were a background questionnaire and the motivation scale. The
background questionnaire was designed to collect data about students' age, gender, Englislevel and
the time spent daily on studying and on social networks. The second tool was the Vocabulary
Learning Motivation Scale (VLMS) developed by Ersoy and Boyacı (2018). The scale included 24
items related to the motivational factors affecting their vocabulary learning habits. The
questionnaire was Likert-type assessed on a scale one to five (strongly disagree = 1, disagree = 2,
neutral = 3, agree = 4, strongly agree = 5).

d) Techniques of data analysis

A three-step procedure was followed in this study: (1) administration of the pre questionnaire, (2)
practicing the vocabulary items uploaded to Quizlet, (3) re-administration of the questionnaire. The
administration of the pre questionnaire and the instruction on how to use Quizlet were actualized
in the second week of the Spring semester of 2019. After the pre questionnaire was administered,
the students were asked to practice the vocabulary items taken from the topics covered in the
lesson and uploaded to Quizlet every week. The process went on for five weeks in the same way.
Later, the same questionnaire was re-administered to the students as the post questionnaire in the
eighth week of the Spring semester of 2019. Table 1 shows the weekly topics covered and the
expected process the students followed on Quizlet.

References

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be

taught.International Journal of Teaching and Education, 3(3), 21-34.

Anjaniputra, A. G. & Salsabila, V. A. (2018). The merits of Quizlet for vocabulary learning at tertiary
level. Indonesian EFL Journal, 4(2), 1-11.