The Use of Quizlet As A Learning Medium To Improve English Vocabulary Mastery For Eleventh Grade in Sman 4 Yogyakarta

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE USE OF QUIZLET AS A LEARNING MEDIUM TO

IMPROVE ENGLISH VOCABULARY MASTERY FOR
ELEVENTH GRADE IN SMAN 4 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Elisabeth Jeny Christanti
Student Number: 141214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
THE USE OF QUIZLET AS A LEARNING MEDIUM TO

IMPROVE ENGLISH VOCABULARY MASTERY FOR
ELEVENTH GRADE IN SMAN 4 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Student Number: 141214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2018
i
ABSTRACT
Christanti, Elisabeth Jeny. (2018). The Use Of Quizlet As A Learning Medium To
Improve English Vocabulary Mastery For Eleventh Grade In SMAN 4
Yogyakarta. English Language Education Study Program, Department of
Language and Arts Education, Faculty of Teaching Training and Education,
Yogyakarta: Sanata Dharma University.
Quizlet application is one of the most recent educational technologies in

the form of online flashcard that is useful to stimulate vocabulary learning among
students. The students in SMA N 4 Yogyakarta are also expected to improve their
vocabulary mastery by memorizing and understanding words through the Quizlet
application.
In this research, the researcher aims to analyze the use of Quizlet in order
to improve students’ vocabulary mastery. There are three research questions: (1)
What are the students’ and teachers’ perceptions on the use of Quizlet as learning
media for eleventh grade students of SMAN 4 Yogyakarta?; (2) How is Quizlet
implemented as a learning media for eleventh grade students of SMAN 4
Yogyakarta in learning and understanding English vocabularies and (3) How does
the Quizlet application improve the vocabulary skills of the eleventh grade
students of SMA N 4 Yogyakarta?
To conduct this research, the researcher used of qualitative and
quantitative methods. The participants for this research are the eleventh grade in
SMAN 4 Yogyakarta especially in the science 4 class. The researcher firstly
observed the participants, collected data from the questionnaire, and tested the
participants by conducting pre-test and post-test. The observations were used in
order to know the implementation Quizlet as the students’ learning medium. The
questionnaire were used to figure out the students’ perception on the use of
Quizlet. The pre-test and post-test were used to point out the improvement of the
students’ vocabulary mastery. The researcher uses Gibson et al.’s theory (2009)
on the factors that influences perception and Hornby’s theory (2000) on the
vocabulary mastery.
Three major findings are as follows: (a) most of the students found that the
use of Quizlet as the learning media relevant; (b) the implementation on the use of
Quizlet was reached maximally; and (c) the average score between the pretest and
posttest were increasing (17.06 points). In conclusion, the students admitted that
they were motivated in learning vocabulary by using that application. Thus, the
students could reach better understanding and get better score because it was
effective medium. The recommendation of this research was the science eleventh
grade students are suggested to be more active and motivated in learning English
especially the vocabulary.
Keywords: students’ perception, Quizlet application, vocabulary mastery
vi
ABSTRAK
Christanti, Elisabeth Jeny. (2018). The Use Of Quizlet As A Learning Medium To
Improve English Vocabulary Mastery For Eleventh Grade In SMAN 4
Yogyakarta. Program Studi Pendidikan Bahasa Inggris. JPSB.FKIP. Yogyakarta:
Sanata Dharma University.
Aplikasi Quizlet adalah salah satu teknologi pendidikan terbaru dalam
bentuk flashcard online yang berguna untuk merangsang pembelajaran kosakata
di kalangan siswa. Para siswa di SMA N 4 Yogyakarta juga diharapkan untuk
meningkatkan penguasaan kosakata mereka dengan menghafal dan memahami
kata-kata melalui aplikasi Quizlet.
Dalam penelitian ini, peneliti bertujuan untuk menganalisis penggunaan
Quizlet untuk meningkatkan penguasaan kosakata siswa. Ada tiga pertanyaan
dalam penelitian ini: (1) Apa persepsi siswa dan guru tentang penggunaan Quizlet
sebagai media pembelajaran untuk siswa kelas dua SMAN 4 Yogyakarta?; (2)
Bagaimana implementasi penggunaan Quizlet sebagai media pembelajaran untuk
siswa kelas 2 SMAN 4 Yogyakarta dalam mempelajari dan memahami kosakata
bahasa Inggris dan (3) Bagaimana aplikasi Quizlet meningkatkan keterampilan
kosakata siswa kelas dua SMA N 4 Yogyakarta?
Untuk melakukan penelitian ini, peneliti menggunakan metode kualitatif
dan kuantitatif. Para peserta untuk penelitian ini adalah siswa kelas dua di SMAN
4 Yogyakarta khususnya di kelas sains 4. Peneliti pertama mengamati peserta,
mengumpulkan data dari kuesioner, dan menguji peserta dengan melakukan pre-
test dan post-test. Observasi digunakan untuk mengetahui implementasi Quizlet
sebagai media pembelajaran siswa. Kuesioner digunakan untuk mengetahui
persepsi siswa tentang penggunaan Quizlet. Pre-test dan post-test digunakan untuk
menunjukkan peningkatan penguasaan kosakata siswa. Peneliti menggunakan
teori Gibson et al (2009) tentang faktor-faktor yang mempengaruhi persepsi dan
teori Hornby (2000) tentang penguasaan kosakata.
Tiga temuan utama adalah sebagai berikut: (a) sebagian besar siswa
menemukan bahwa penggunaan Quizlet sebagai media pembelajaran yang
relevan; (b) penerapan penggunaan Quizlet telah tercapai secara maksimal; dan
(c) skor rata-rata antara pretest dan posttest meningkat (17,06 poin). Sebagai
kesimpulan, para siswa mengakui bahwa mereka termotivasi dalam mempelajari
kosakata dengan menggunakan aplikasi itu. Dengan demikian, siswa dapat
mencapai pemahaman yang lebih baik dan mendapatkan skor yang lebih baik
karena itu adalah media yang efektif. Rekomendasi dari penelitian ini adalah
siswa kelas dua IPA disarankan untuk lebih aktif dan termotivasi dalam belajar
Bahasa Inggris khususnya kosakata.
Keywords: students’ perception, Quizlet application, vocabulary mastery
vii
Always Try Our Best To Reach Our

Dreams, Without Tilting Our Head!
I dedicated this Thesis to:
My father Fransiscus Xaverius Paijo and

my mother Monica Eny Widayatun
viii
ACKNOWLEDGEMENTS
First of all, I would like to thank my Jesus Christ and Mother Mary who are
always at my side to pass all of the processes in writing my thesis. I thank them
because of their blessings that I could survive through the ups and downs of my
life. They always give me spirit and strengthen whenever I almost give up. They
reminds me to be grateful for everything that I already had and realize that
everything is possible as long as we work hard and do our best.
My sincere gratitude goes to my best thesis advisor Markus Budiraharjo,
S.Pd., M.Ed., Ed.D. for his guidance, encouragement, patience and some jokes
during the processes of writing my thesis. I could finish my thesis because he
never stops to give advices, comments, feedbacks, motivations and suggestions
for me. I also would like to thank my beloved academic advisor Patricia
Angelina Lasut, S.Pd., M.Hum. for her care to all of the students, especially
ELESP students in class A (2014). I would like to deliver my gratitude for her
who guides me in these four years of my study.
My greatest thanks go to Bapak Jaka Tumuruna M.Pd., the headmaster of
SMA N 4 Yogyakarta who had given permission to me to conduct the research. I
also would like to thank Ibu Dwi Kusrini S.Pd., the English teacher who helps
me during the research. My special gratitude goes to all the participants in class
XI Science 4 for their cooperation in the research.
I dedicate this thesis for my beloved parents, Fransiscus Xaverius Paijo
and Monica Eny Widayatun. I am so grateful to have both of them in my life. I
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want to deliver my greatest gratitude for their endless love, prayer, spirit and
support for me within my process to finish my thesis. I also thank my sister Lydia
Feny Christantianti, my brother in law Febri Purnomo Putro and my brother
Hilarius Jony Christanto, who always give me support
My gratitude also goes to my beloved and energetic friends Nurul Gusnita,
Hedwigis Rosario, Indah Novi Sari and Maria Wangi. My four years of study
will not be this meaningful without all of them. I thank them for their love, spirit,
jokes, patience, supports, times, experiences and unforgettable moment we have
shared together. I also would like say thanks for my beloved and unconditional
friends “Nyol Family”, Marcela Nanda, Fransisca Putri, Lucia Venty, Maria
Putri, Maria Yolanda and Elizabeth Charlotte.
My special thanks go to Dimas Yogi Sayogya, whose love, patience,support
and caring are sincerely given to me in every condition. I thank him for his
understanding and listening to me as my human diary during the process of
finishing my thesis.
Finally, I would like to thank to all people whose names could not be
mentioned for the support and prayers.
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................ i
APPROVAL PAGE .............................................................................. ii
STATEMENT OF WORK’S ORIGINALITY .................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI................................... v
ABSTRACT ........................................................................................... vi
ABSTRAK............................................................................................... vii
DEDICATION PAGE .......................................................................... viii
ACKNOWLEDGEMENTS ................................................................. ix
TABLE OF CONTENTS ..................................................................... xii
LIST OF FIGURES .............................................................................. xiii
LIST OF APPENDICES ...................................................................... xiv
CHAPTER I INTRODUCTION ......................................................... 1

A. Research Background ................................................. 1
B. Research Problems ..................................................... 6
C. Problem Limitation ..................................................... 6
D. Research Objectives ................................................... 7
E. Research Benefits ....................................................... 8
F. Definition of Terms ................................................... 9
CHAPTER II REVIEW OF RELATED LITERATURE ................. 11

A. Theoretical Descriptions ............................................. 11
1. Perception .............................................................. 11
2. Quizlet Application/Digital Flashcards.................. 15
3. Vocabulary Mastery ............................................... 18
B. Theoretical Framework ............................................... 29
CHAPTER III RESEARCH METHODOLOGY .............................. 32

A. Research Method ........................................................ 32
B. Research Setting ......................................................... 33
C. Research Participants .................................................. 33
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D. Instruments and Data Gathering Techniques .................. 34

E. Data Analysis Techniques............................................... 37
F. Research Procedure ......................................................... 38
CHAPTER IV RESEARCH RESULTS AND DISCUSSION .......... 41
A. The Students’ Perceptions on the Use of Quizlet ............ 41
1. Students’ Perceptions on the Use of Quizlet in General
.................................................................................... 42
2. Students’ Perceptions on the Use of Quizlet
Based on the Appearance ........................................... 45
Based on the Content .................................................. 49
Based in Improving Vocabulary ................................. 52
B. The Implementation of the Use of Quizlet ...................... 56
C. The Quizlet Application Improves the Vocabulary Skills
......................................................................................... 61
1. The Analysis of the Pretest and Posttest
Average Calculation ................................................... 61
2. The Analysis of the Significance (T-test) Calculation
Between the Average Value of Pre-test and Post-test 62
CHAPTER V CONCLUSION AND RECOMMENDATIONS ....... 65
A. Conclusion ...................................................................... 65
B. Recommendations ........................................................... 67
REFERENCES ...................................................................................... 69
APPENDICES………………………………………………………… 73
xii
LIST OF FIGURES
Figure Page
2.1 The sample of Perception Pyramid ......................................................... 12
4.1 The Questionnaire Results of the Students’ Preference in Digital
Facilitation .............................................................................................. 42
4.2 The Questionnaire Results of the Students’ Perceptions on the Use of
Quizlet Based on the Appearance ............................................................... 46
4.3 The Questionnaire Results of the Students’ Perceptions
on the Use of Quizlet Based on the Content…………………………… 49
4.4 The Questionnaire Results of the Students’ Perceptionson the Use of
Quizlet Based in Improving Vocabulary ……………………… ........... 52
xiii
LIST OF APPENDICES
Appendix Page
APPENDIX A Letter of Permission................................................. 74
APPENDIX B Blueprint of Observation, Questionnaire
and Observation ...................................................... 76
APPENDIX C The Observation Sheet............................................ 83
APPENDIX D The Observation Results......................................... 85
APPENDIX E The Questionnaire Sheet......................................... 87
APPENDIX F The Questionnaire Results...................................... 91
APPENDIX G The Interview Guide for Students………………... 107
APPENDIX H The Students’ Interview Results………………….. 109
APPENDIX I The Interview Guide for Teacher ........................... 113
APPENDIX J The Teacher’s Interview Results ............................ 115
APPENDIX K The Pre-test and Post-test Sheets ............................ 118
APPENDIX L The Pre-test and Post-test Results .......................... 120
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CHAPTER I
INTRODUCTION
This chapter presents the introductory part of this research, which consists
of six parts. They are research background, research problem, problem limitation,
research objectives, research benefits and the definition of terms used in this
research.
A. Research Background
English is one of the compulsory subjects in Indonesian Senior High
School curriculum. The students in every school in Indonesia should follow
compulsory subjects such as English Language lesson. Starting from the fifth
grade of elementary school, they have been taught the basic knowledge about
English to make them familiar and accustomed with the materials. Based on the
curriculum 2013, the average time of English class for high school students,
especially eleventh grade, is around 3-4 hours in a week.
In fact, it is difficult to deny that many senior high school students
demonstrate poor vocabulary mastery. Vocabulary acquisition is considered as
one of the keys of the English development or proficiency. There are three general
reasons why students could not master the vocabulary. The first reason is; learning
vocabulary intensively is not provided in English curriculum for Senior High
school. The second reason is that teachers do not provide vocabulary materials in
the learning process. The last reason is that students feel bored with the media
1
which is used by the teacher.
This thesis attempts to provide a solution to solve the problems mentioned
above through the adoption of Quizlet application. According to Andrew
Sutherland, Quizlet is a tool for studying which can help the students learn
anything. In line with this, there are three reasons why Quizlet was chosen. The
first reason is because Quizlet is an effective learning medium which can be used
in the learning process. Second, Quizlet is an interesting medium especially in this
digital era. Lastly, Quizlet contains of online flashcards which helps the students
memorize vocabulary easily.
According to Crystal (2003), English is global language. This is one of the
factors that requires students in Indonesia to have to learn English. Lately, the use
of English has become more common in variety of media, both on television
programs, videos from the internet, and also on the radio. It all shows that the
English language is very close to technology, economic, education and all the
aspects that influence the progress of the nation and even the globalization era.
Through the media, English teachers can teach all the language skills such as
listening, reading, speaking and writing to the students. The four language skills
should be mastered by the students. Besides the four language skill, the students
also have to master the elements of English language.
In addition, there are elements of the English language that must be
fulfilled, one of them is vocabulary. Vocabulary is one of the important factors
that can help learners in mastering the English language. Vocabulary also has an
important role for students. Vocabulary is not just about mastering the language,
but also can have a better language quality. It is highly impossible that a learner
can master a single language without mastering the vocabulary first.
According to Burton (1982) a stock of words in a language that can
support the students to learn the skills of language is called as vocabulary. It
means that vocabulary holds a major role for students who learn English.
Vocabulary is the basic knowledge or the base to learn English. When the students
have limited vocabulary, they will find some difficulties in improving even
mastering the other aspects such as the English language skills. The students will
easily improve their skills in listening, reading, speaking and writing when they
understand the vocabulary. It shows that vocabulary should be learnt by the
students rather than the other aspects. It is basic for communication and also
important for the acquisition process (Krashen, 1981).
Further, Wilkins as cited by Thornbury (2002) stated that without knowing
any vocabulary, it is impossible to convey something. On the other hand, without
knowing any grammar we can still convey something (p.13). Those statements
mean, if the students do not know any vocabulary it will cause them inability to
say anything in English. Whereas, if the students do not know any grammar, they
still could say anything using English language. However, by this explanation it
seen, if learn vocabulary is needed for the students to learn more about English.
Besides that, some of students also have to face other problems in learning
English lessons. Students are easily bored, even feel sleepy when they have to
learn English lesson in the class. The case above is sometimes caused by their lack
of intention in paying attention to the English teachers. In addition, the students

are also lazy in the teaching strategy that used by their teachers in delivering the
material. Most English teachers are still not using technology or even just
teaching in the same way.
In this digital era, almost all the students focus more on gadgets or
smartphones that they have. It is the reason why all students give their high
expectation to the English teachers. The students expect that the teacher will
provide learning materials using technology, especially in studying vocabulary.
Margono (2010) establishes that media, such as games, songs, pictures, cards
cassettes, tapes, radio, television, videos, films, overhead projector slides, and
examples are now commonly used in teaching English particularly in improving
vocabulary mastery of the students.
The students need a real medium that can help them in memorizing the
vocabularies. Flashcard is one of the media that can be used by the English
teachers to teach their students about vocabularies. According Azhar Arsyad
(1997), a flashcard is a small card containing an image, a text or a symbol mark
that reminds or guides a student to something related to the image.
Therefore, this research focuses on improving the students’ mastery of the
vocabularies, especially in SMA N 4 Yogyakarta. The researcher asked the
students to use Quizlet application while learning the vocabulary. Quizlet
application is one of the forms of flashcard in the form of an online application.
As Azhar Arsyad has said, the Quizlet application can also help students in
remembering and guiding their vocabulary. Although this flashcard is online, this
application can still display a real flashcard, which contains images, texts and
even symbols.
According to Haycraft (1978) flashcards can be used for consolidating
vocabulary, practicing structure and words order or a variety of games. It
means the students have to memorize and understand the vocabularies that
available in the Quizlet which have prepared by the teacher. Furthermore, there
would be a weekly test which is to gain information how many words or
vocabularies that students could memorize and understand. The weekly test also
held using Quizlet application, so both of the students and the teachers might
measure the improvement of the students.
Moreover, Altman, Valenzi, and Hodgetss (1985) illustrate that the way
people perceive on something, whether in positive or negative way, influences
their behavioral responses (p. 85). Thus, if all students perceive the presence of
Quizlet application that is used online to assist them in mastering vocabulary,
their response will be very positive. Conversely, if all students cannot perceive the
presence of Quizlet application that is used online to assist them in mastering
vocabulary, their response will be very negative.
The researcher conduct this research with the intention to analyze and
explore the perception of the students and the teacher about the implementation of
Quizlet as learning media for eleventh grade students of SMAN 4 Yogyakarta to
improve their skill in memorizing and understanding the vocabulary. Besides that,
the researcher will gain suggestions from the students and the teachers who used
Quizlet as their teaching and learning process.

B. Research Problem
The purpose of this study is to show one of the big changes in the
education that related to the modern technology. The modern technology that used
by the researcher is Quizlet. There are two research questions that help the
researcher to seek the answers of this study. These are the following research
questions of this study:
1. What are the students’ and teachers’ perceptions on the use of Quizlet as
learning media for eleventh grade students of SMAN 4 Yogyakarta?
2. How is Quizlet implemented as a learning media for eleventh grade
students of SMAN 4 Yogyakarta in learning and understanding English
vocabularies?
3. How does the Quizlet application improve the vocabulary skills of the
eleventh grade students of SMA N 4 Yogyakarta?
C. Problem Limitation
SMA N 4 Yogyakarta is one of favorite schools for students which is
located in Yogyakarta city. SMA N 4 Yogyakarta has facilities completely that
can support the process of teaching and learning activities. Facilities that can
support the process of learning activities that exist are desks, chairs, blackboards,
markers, whiteboard eraser, projector screen, projector, and internet connection
via Wi-Fi. Main facilities that support the researcher in this research are projector,
projector screen and also Wi-Fi connection. These three things can help
researchers to access one free application called Quizlet. However, the researcher
limits the subject on the Quizlet application. Actually, Quizlet application can be
accessed by everyone in school including all of the students and the English
teacher. In this case, the researcher chooses class XI IPA 4. The reason why the
researcher chooses that class is because the students have various levels of
understanding in receiving the materials. It is proved and seen in the learning and
teaching process, and also their test score. There are some students who could
understand the materials fast and easily. Meanwhile, the rest of the students needs
longer time to receive and understand the materials that given by the teacher. The
researcher focuses on three main points. The first point is the implementation of
Quizlet application as the learning media in English lesson. The second point is
the students’ and teachers’ perceptions about the use of Quizlet application as the
learning media in English lesson. The last point is the improvement of students’
vocabulary skills after use Quizlet application as the learning media in English
lesson.
D. Research Objectives
Related to the research problems above, there are three main objectives
that described in this research. The first objective is to find out the students’ and
teachers’ perceptions about the use of Quizlet application as the learning media in
English lesson. The second is to inquire how the implementation on the use of
Quizlet application as the learning media in English lesson. The last objective is to
observe the improvement of students’ vocabulary skills after use Quizlet
application as the learning media in English lesson.

E. Research Benefits
This research is addressed to present the contributions that beneficial for
the English Language teachers of SMA Negeri 4 Yogyakarta, other researchers,
and English Language Education Study Program
1. English Language teachers of SMA Negeri 4 Yogyakarta
This research provides the perception of the students in SMA N 4
Yogyakarta about the implementation of Quizlet as learning media in mastering
vocabulary. The result of the students’ perception could be the reflection or the
guidelines for the teachers when they will prepare the materials. Besides that, this
research also provides English teachers’ perception about the implementation of
Quizlet as learning media in mastering vocabulary. It aims to give teachers an idea
that there is a growing technology, and they must be more prepared not to stay out
of date so that later the teachers will be able to use technology as a medium of
learning more smoothly.
2. Other researchers
This research assists other researchers who will conduct research that is
almost similar to the use of flashcards / online flashcards with the aim of
improving students' vocabulary skills.
3. English Language Education Study Program

The researcher contributes a research that present how to improve
vocabulary skills by using technology, especially Quizlet application to one of the
educational institutions that is English Language Education Study Program.
F. The Definition of Terms
In this part, the researcher would explain about the definition of perception,
Quizlet application and also vocabulary mastering.
1. Perception
Wagner and Hollenbeck (1995) argued that: "We human beings have five
senses through which we experience the world around us; sight, hearing, touch,
smell and taste. Perception is the process by which individuals select, organize,
store and interpret the information gathered from these senses ". In addition,
according to Pareek (1996) perception can also be defined as the process of
receiving, selecting, organizing, testing, interpreting, and reacting to the design of
the senses or data. In this research, the researcher focuses on the views or
perceptions of students and teachers. The researcher refers to find out their
reaction and response with the use of Quizlet applications as a learning media,
especially in the eleventh grade students.
2. Quizlet application
Quizlet is committed to being a safe and supportive learning environment
for all students.Quizlet is for learning and for teaching. Quizlet provide tools that
empower and enable people to study any subject, anywhere, anytime, in effective
and engaging ways. It means that Quizlet is the application which similar with the
10
physic flashcards, but this is online flashcards. Online Flashcards contains of list
of words, pictures, and sounds. Quizlet provides some beneficial contents such as
learning, flashcards, writing, spelling, quiz or test, and also matching. Andrew
Sutherland is the founder of Quizlet.
3. Vocabulary mastery
The main topic of this research is the vocabulary mastery by the students
as the English language learners. Moreover, as Harmer Jeremy said (Longman:
New Edition, p.156), Vocabulary mastery is very important in learning English.
By having a high vocabulary it will help the students learn the four basic skills of
English. In learning a language, vocabulary plays an important role because it
carries content to convey ideas or information. The decision about what
vocabulary to teach and learn will be heavily influenced, then, by information the
students can get about frequency and use. But this information will be assessed in
the light of other considerations such as topics, function, structure, teach ability,
needs and wants. so based on one theory above, a student will be fluent and fluent
in using English when he is able to master the vocabulary itself, because
vocabulary has a big role. Thus, based on the theory above, a student will be able
to use English fluently when he is able to master the vocabulary itself, because
vocabulary has a big role.

CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, there are two main parts that will be discussed, namely
Theoretical Descriptions and Theoretical Framework. For this part, the researcher
will discuss the concepts which related to the research. The concepts are: (1)
Perception, (2) Quizlet Application/Digital Flashcards, and (3) Vocabulary.
Furthermore, theoretical framework discusses the theories that will be used to
solve the problems in this research.
A. Theoretical Descriptions
In this section, the researcher provides some theories which are used in this
research. Those include perception, flashcards, Quizlet Application/Digital
Flashcards, vocabulary mastery and Characteristics of Senior High School
students.
1. Perception
a. Definition of Perception
Perception is essentially a process of judging a person against a particular
object. According to Young (1956) perception is an activity of sensing,
integrating and giving judgments on physical objects and social objects, and the
sensation depends on the physical stimulus and social stimuli that exist in the
environment. Sensations of the environment will be processed together with
things that have been previously learned either in the form of expectations, values,
attitudes, memories and others. Besides that, Branca (1965) suggests: perceptions
11
12
orientate reactions to stimuli. They have in past been determined by the past
history and the present attitude of the perceiver. Meanwhile, according to Walgito
(1981), perception is a psychological process and the result of sensing and the last
process of consciousness, thus forming the process of thinking.
Figure 2.1 The sample of Perception Pyramid
a. Factors Influencing Perception
Gibson et al. (2009, pp 98-101) defined six factors which influence
perception such as (1) stereotyping (2) selectivity (3) self-concept (4) situation (5)
needs (6) emotion. Those factors are explained as follows:
1) Stereotyping
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Gibson et al. (2009, p.100) defined a stereotype as “an overgeneralized,
oversimplified, and self-perpetuating belief about people’s personal
characteristics”. Another definition of stereotype is told by Altman et al (1985,
p.91) “the process of categorizing people or things based on limited amount of
information”. Robbins (2001, p.128) defined stereotyping as “judging someone on
the basis of one’s perception of the group to which that person belongs”.
2) Selectivity
In this factor, a person chooses certain stimuli around him/her and filters
other stimuli. That is the reason why people can perceive something differently.
Every person has different thought on seeing something. Gibson et al. (2009,
p.100) stated that selectivity is selection of certain information which makes
someone comfortable. He or she may ignore the negative information.
3) Self-concept
Self-concept is meant as a way someone feels about and perceives his or
her self. Self-concept becomes a factor influences perception because the way
someone sees his or her self will affect perception around him or her. Moreover,
according to Gibson et al. (2009, p.100), someone who has well self-concept
(understands his or her self) is easier to see other accurately. It is also stated that
someone’s characteristic will influence when she/he identifies other’s
characteristics.
4) Situation
Situation also becomes another factor which influences perception.
Situation which includes someone’s experience in the past can affect what he or
14
she perceives. Gibson et al. 2009, p.101) added that situation truly influences
perceptual accuracy and here situation is about time and people around. Robbins
(2001, p.129) defined that situation also affect perception. It is said that people
will have different perception on the same thing because she/he sees that thing in
a different situation. He adds that situation can also be seen as time, location, light
and beat.
5) Needs
“Perceptions are significantly influenced by needs and desires.” Usually
someone does something which she or he likes or needs (Gibson, 2009, p. 101).
Further, Robin as cited by Indriyani states “the needs can stimulate individual and
may strongly influence their perception.” So, someone will do what they want to
eat, learn what they want to learn and do whatever they want to do.
6) Emotion
A person’s emotions can influence in forming perception. When someone
feels she/he gets benefits from something, she/he will tend to form positive
perception. However, when someone sees that there is no beneficial from
something she/he will have negative perception in his or her mind.
Those are the five factors which influence someone’s perception in
viewing something.
b. Types of Perception
The process of understanding the stimuli or stimuli obtained by the senses
causes the perception to be divided into several types:

15
1) Visual perception:Visual perception is derived from the sense of sight.
This perception is the earliest perception developed in infants, and affects infants
and toddlers to understand the world. Visual perception is the main topic of the
discussion of perception in general, as well as the perception that is usually most
discussed in daily context.
2) Auditory perception: Auditory perception is derived from the sense of
hearing that is the ear.
3) Perceptions of perception: Perception of perception is derived from the
tactile senses of the skin.
4) Olfactory perception: The perception of smell or olfactory is derived from
the sense of smell that is the nose.
5) The perception of taste: The perception of taste or taste derived from the
sense of taste is the tongue.
2. Quizlet Application/Digital Flashcards
The word technology is often understood by ordinary people as something
in the form of machinery or matters related to machinery, but actually educational
technology has a broader meaning, because education technology is a combination
of human elements, machinery, ideas, procedures, and management (Hoba, 1977)
then that understanding will be more clear with the explanation that technological
is essentially the application of other organized knowledge or knowledge into
practical tasks (Galbraith, 1977). The existence of technology should be
interpreted as an effort to improve the effectiveness and efficiency and technology

16
cannot be separated from the problem, because the technology was born and
developed to solve the problems faced by humans. In this regard, educational
technology can also be viewed as a product and process (Sadiman, 1993). As an
educational technology product is easy to understand because it is more concrete
like radio, television, projector, overhead projector (OHP) and so on. As an
educational technology process is abstract. In this case, educational technology
can be understood as a complex, integrated process involving people, procedures,
ideas, tools, and organizations to analyze problems, find ways to address
problems, implement, assess and manage problem solving covering all aspects
human learning (Aect, 1977). In line with this, then the birth of education
technology was born from the existence of problems in education.
The success of learning done in one educational activity is how students
can learn, by identifying, developing, organizing, and using all kinds of learning
resources. Thus the effort to solve problem in the educational technology
approach is to utilize learning resources. This is in accordance with marked by
changing the terms of educational technology into learning technology. In the
definition of learning technology it is stated that "educational technology is the
theory and practice of design, development, utilization, management, and
evaluation of resources and processes for learning" (Barbara, 1994).
On the other side, the word media is derived from the Latin medius which
is literally meaning "middle", "intermediary" or "introduction". About the limits
media of Gerlach and Ely as quoted by Arsyad argued that, the media when
understood in outline is a human, material, or event that builds conditions so

17
students are able to acquire knowledge, skills, or attitude. More specifically, the
media in teaching and learning defined as graphic, photographic, or electronic
tools for process and rearrange visual information or verbal.
Flashcards are small cards containing images, text, or symbols that alert or
direct students to something related to the image. Flashcards are usually 8 x 12 cm
in size, or can be adjusted to the size of the class faced.
According to Rudi Susilana and Cepiriyana flashcard is a learning media in
the form of picture cards measuring 25 X 30 cm. The pictures on the flashcard are
a series of messages presented with the description of each image.
According Kasihani, flashcards are teaching aids as picture paper which
has 25x30. The pictures are handmade, pictures or photos which is stick on the
flashcard.
From some of the opinions above, it can be concluded that the flashcard is
an effective learning card which has two sides with one side containing images,
text, or symbols and other symbols in the form of definitions, drawings, answers
or descriptions that help remind or direct students to something related to the
image on the card. Flashcards are usually 8 x 12 cm, 25 X 30 cm, or can be
adjusted to the size of the class faced.
Flashcard is a graphic media that is practical and applicable. From the
definition of flashcard above is an effective learning card has two sides with one
side containing images, text, or symbols and other symbols in the form of
definitions, description pictures, answers, or descriptions that help remind or

18
direct students to something related to the image on the card. Thus, it can be
concluded that the flashcard has the following characteristics:
a. Flashcard in the form of an effective picture card.
b. Has two front and rear sides.
c. The front side contains pictures or symbols.
d. The back side contains definitions, description pictures, answers, or
descriptions.
e. Simple and easy to make.
Flashcard media is an effective learning card containing images, text, or
symbols that are used to help remind or direct students to something related to the
image, text or symbol marks on the card, and to stimulate students' thoughts and
interests so that the learning process takes place .
3. Vocabulary
a. The Definition of Vocabulary
There are some definitions of vocabulary proposed by linguist experts,
Hornby (2000) defines vocabulary as: (1) all the words that a person knows or
uses; (2) all the words in particular language; (3) the words that people use when
they are talking about a particular subject; (4) a list of words with their meaning.
It means that a language that people used to talk a certain topic consists of a
number of words. Vocabulary is part of a language that underlies the
understanding of the language itself as stated by Nunan (1991) that vocabulary is
more than list of target language words.

19
Vocabulary is part of the language system. In addition, the quality of
learners’ vocabulary influences the four language skills. Moreover Renandya
(2002) proposed that vocabulary is an important part of language proficiency and
grants much of the basis for how well learners listen, speak, read, and write. He
said that learners can achieve less than their potential without an extensive
vocabulary and strategies for acquiring new words.
Furthermore, Thornbury (2002: 14) stated that vocabulary means a large
collection of items. He added that learning vocabulary is important because it
enriches someone’s knowledge of words. In line with Thornbury, Stahl (2005)
defined vocabulary as knowledge; the knowledge of a word not only implies a
definition, but also how that word fits into the world. Vocabulary knowledge is
not something that can over the course of a lifetime.
From these definitions, vocabulary is part of language system that people
used to communicate which consists of a large collection of items. Vocabulary is
knowledge of how the words fit into the world.
b. Kinds of Vocabulary
According to Madya (1994), there are two types of vocabulary. They are
productive and unproductive vocabulary. The active vocabulary is the vocabulary
made up of words that one uses in speaking and writing. On the other hand, the
unproductive vocabulary is composed of words which one understands when one
hears or reads them, and does not ordinarily use in one’s speaking and writing or
in one’s daily life.

20
In addition, Nation (2001) also divides vocabulary into two types. They are
receptive vocabulary and productive vocabulary. Receptive vocabulary uses
distinguishing the form of a word while listening or reading and retrieving
meaning. Then productive vocabulary is used to express a meaning through
speaking or writing and producing the appropriate spoken or written word form.
According to Tarigan (1986), there are seven classifications of basic
vocabulary. Basic vocabulary deals with words which have small possibility adopt
from other languages. They are:
1) Kinship: father, mother, son, daughter, brother, sister, etc.
2) Parts of the body: hand, hair, nose, hand, etc.
3) Pronouns: I, you, we, they, she, etc.
4) Numbers: 1, 2, 3, 4, 5, etc.
5) Verbs: walk, eat, drink, sleep, etc.
6) Adjective: sad, happy, sleepy, angry, etc.
7) Universal matters: water, land, sun, moon, animals, etc.
Furthermore, the National Reading Panel (NICHD, 2000) identified four
types of vocabulary – listening vocabulary, speaking vocabulary, reading
vocabulary, and writing vocabulary. Listening vocabulary is all the words people
can recognize when listening to speech. This vocabulary is aided in size by
context and tone of voice. Speaking vocabulary is all the words people can use in
speech. Due to the spontaneous nature of the speaking vocabulary, words are
often misused. This misuse – though slight and unintentional – may be
compensated by facial expressions, tone of voice, or hand gestures. Reading

21
vocabulary is a list of words or vocabularies that people use when they are
reading. And the last is writing vocabulary, that is, all the words used by people to
express their ideas in written form. In another word, vocabularies which are
developed in each skill functions in different usage.
c. Roles of Vocabulary
Vocabulary has an important role in the language learning. As a linguist
David Wilkins in Thornbury (2002: 13) stated that “without grammar very little
can be conveyed, without vocabulary nothing can be conveyed”. Thus, if language
structures make up the skeleton of language, then it is vocabulary that provides
the vital organs and the flesh (Harmer, 1991). It means that learning vocabulary is
very important. One should know a certain amount of vocabulary in order to be
able to use the language productively. It is not only for communicating orally, but
also in written form.
In addition, The Report of the National Reading Panel (2000) in John and
Shane (2004) concluded, “The importance of vocabulary knowledge has long
been recognized in the development of reading skills. As early as 1924,
researchers noted that growth in reading power rely on continuous growth in word
knowledge” (pp. 4–15). It means that to master the language skills someone needs
to master the vocabulary first.
To show how important vocabulary is, Bromley (2004) stated that
vocabulary holds some important roles in teaching-learning process. They are as
follows:
22
1) Promoting fluency.
Students who are understand many words read more quickly and easily
than those who are not.
2) Boosting comprehension.
3) Improving achievement.
Students with large vocabularies score higher an achievement tests than
those with small vocabularies.
4) Enhancing thinking and communication.
A large vocabulary allows for communicating in ways that are precise,
powerful, persuasive, and interesting.
In conclusion, learners have to pay a greater attention to the vocabulary
teaching because the knowledge of vocabulary is very important. The teacher
must have an effective and efficient method in order to make the goal of teaching
of vocabulary successful. Someone will be able to improve achievement and
enhance communication if he/ she can master vocabulary well
d. Vocabulary Mastery
Vocabulary is needed by people to understand the meaning of words and it
helps them to express precisely (Burton, 1982: 98). Limited vocabulary mastery
can give bad influences in the teaching-learning process of a language.
Furthermore, mastering vocabulary well is important for the language learners.
Vocabulary mastery is a gradual process. To reach out the good vocabulary
mastery someone needs to follow the process. It can be defined as through
knowledge of the words of a language. The learners’ vocabulary mastery is

23
indicated by their ability in producing and understanding the words in their daily
life.
Furthermore, Krashen and Terrel (1983) stated that vocabulary mastery is
also very important for the acquisition process. Acquisition depends significantly
on the comprehensible input. The comprehensibility is dependent directly on the
ability to recognize the meaning of key elements in the utterance.
Cameron (2001) said that learning word is not something that is done and
finished yet. To master vocabulary is to learn new words, meaning to increase
vocabulary. The learning includes the pronunciation, the meaning, the spelling,
the usage, and the part of speech of the words. She also adds that learning words
is a cycle process of meeting new words and initial learning, followed by meeting
those words repeatedly, each time extending knowledge of what the words mean
and how 30 they are used in the foreign language. This means that every time
learners meet those familiar words again, they in directly improve their
knowledge about the words.
Vocabulary mastery of course relates to what kinds of words learners have
to master. According to Nation (2008), the most important group of words is the
high frequency words of the language. These words occur very frequently in all
kinds of uses of the language. They are needed in formal and informal uses of the
language.
He also adds that the high frequency words have the following
characteristics: (1) each high frequency words occur very often; (2) the high
frequency words are useful. They are also important for both receptive and
24
productive use, for both oral and written, and for both formal and informal use;
(3) the high frequency words make up a very large proportion of the running
words in all kinds of texts and language use; (4) they are a relatively small group
of words (2,000) that could be covered in a school teaching program over three to
five years.
Mastering vocabulary is one of the learners’ needs in order to understand
the language. In English teaching-learning process, mastering vocabulary well can
help the students to understand the lesson.
For senior high school students, they are expected to master at least the
first 1,000 of high frequency words. In addition, according to Nation (2001: 13)
the high frequency words is very important because these words cover a very
large proportion of the running words in both spoken and written texts.
Furthermore, by 31 mastering at least the high frequency words can help the
students in understanding the target language.
e. The Learning of Vocabulary
Learning a language means learning its vocabularies. Vocabulary is used
for communication both in spoken and written while the language is used to share
information and ideas, and also deliver massages. It shows that the language and
vocabulary is complete each other. Furthermore there will no language acquisition
or language learning without understanding its vocabulary, either in the first or
second language (Kweldju, 2004).
Furthermore, Wilkins (in Thornbury, 2002, p. 13) emphasized that
vocabulary learning is very important. He says without grammar very little can be
25
conveyed, without vocabulary nothing can be conveyed. Students may
communicate using English productively if they master certain amount of words.
Nevertheless, learning words is not something that is done and finished yet
(Cameron, 2001). Learning vocabulary is learning new words together with the
pronunciation, the spelling, the part of speech, the meaning, and also the use of
those words. She also said that learning vocabulary is a cyclical process of
meeting new words and initial learning, followed by meeting those words
repeatedly, each time extending knowledge of what the words mean and how they
are used in the foreign language. It means that every time the students meet those
words they are indirectly improve their knowledge about the words.
Nation (2001), stated that “vocabulary learning cannot be left to itself”.
This should be well prepared. He described how to maximize vocabulary learning
from communicative task as presented below.
1) Make sure that the target vocabulary is in the written input to the task and
occurs in the best place in the written input.
2) Design the task so that the written input needs to be used.
3) Get each learner in the group actively involved.
4) Ensure that the vocabulary is used in ways that encourage learning.
5) Make an observation checklist for monitoring the activity, and if possible,
use it.
Meanwhile, Brown (in Cameron, 2001) describes five essential steps in
vocabulary learning based on research into learners’ strategies. The five essential
steps are having sources for encountering new words, getting a clear image
26
whether visual or auditory or both, for the forms of new words, learning the
meaning of the words, making a strong memory connection between the forms
and meanings of the words and using the words.
As mentioned earlier that learning vocabulary includes the understanding
of the forms of new words. Related to this, learners are expected to know how a
word is pronounced and how it is written. These are key parts of the words
knowledge. Several ways can be done by the teacher to attend to word forms.
First, students listen and repeat what the teacher says. Second, the students
observe the written form such as word spelling, the first and last letters, etc. Third,
the students notice grammatical information such as giving attention to the article
used in plural 33 or singular nouns. Fourth, students copy and organize the new
words in language activities (Cameron, 2001).
In learning a foreign language, “learners are not only expected to know
many new words but they are also expected to remember the new words and their
meanings” (Thornbury, 2002, p.23). In fact, learning is remembering. Without
remembering, what they have learned is wasteful. Learners can remember new
vocabulary if they can memorize the new words in the long term memory. In line
with Cameron (2001) stated long term memory can help them to recall the new
words when needed.
f. The Teaching of Vocabulary
Teaching vocabulary is not easy. The teacher needs a good preparation
before teaching vocabulary in the classroom. Depending on the teaching goal, a
teacher is required to have knowledge about what words to be taught. The teacher
27
may refer to the levels of vocabulary described by Beck et al. (2002) when
deciding which words to teach.
1) Level I Words
These are words that are used over and over in everyday speech. Since they
are used in a variety of contexts, virtually all students learn them. Level I words
are sometimes referred to as ‘conversational speech’.
2) Level II Words
These are likely to be learned only through reading or through instruction.
They have been referred to as the vocabulary of educated persons, as ‘academic
vocabulary’, and as ‘instructional vocabulary’.
3) Level III Words
These are words associated with a particular field of study or profession.
These words make up the technical vocabulary or jargon of a field.
4) Level IV Words
These are words that are interesting but so rare and esoteric. They are
probably not useful even in most educational environments.
In line with Beck et al., Nation (2001) states that there are some principles
for teachers in the teaching of vocabulary.
1) High frequency words should be taught to the students because they are
important enough to deserve time in class.
2) Academic words should be taught to the learners with academic purpose.
3) Technical words are only learnt while the students are studying the content
matter of the certain subjects.

28
4) Low frequency words may be taught after the students have a good control
of the high frequency, academic and technical words. The teacher should
not spend much time to teach low frequency words because it is wasting-
time. But the teacher may give the students strategy to learn it.
1) Guessing meaning from context
2) Learning from word cards
3) Using word parts
4) Using dictionary
Thornbury (2002) suggested some implications in teaching vocabulary.
They are:
1) By building networks of association the learners need tasks and strategies
to help them organize their mental lexicon.
2) The learning of new words involves a period of ‘initial fuzziness’ and the
teacher needs to accept it.
3) Learners need to wean themselves off a reliance on direct translation from
their mother tongue.
4) Words should be presented in their typical context so that learners can get a
feel for the meaning, register, collocations, and syntactic environments of
those words.
5) Teaching should direct attention to the sound of new words, particularly
the stress.
6) Learners should aim to build vocabulary range as quickly as possible.
7) The learning of words should involve the learners.

29
8) Learners need multiple exposures to words and they need to retrieve words
from memory repeatedly.
9) Multiple decisions about words should be made by the learners.
10) If new words are used to express personally relevant meaning, they may be
reinforced.
Often a teacher needs to give attention to a word without too much
interruption to an activity that is going on. Nation (2001) suggests several ways of
quickly giving attention to a word.
1) Use an L1 translation.
2) Use a known L2 synonym or a simple definition in the L2.
3) Show an object or picture.
4) Give a quick demonstration.
5) Draw a simple picture or diagram.
6) Break the word into parts and give the meaning of the parts and the whole
word (the word part strategy).
7) Give several example sentences with the word in context to show the
meaning.
8) Comment on the underlying meaning of the word and other referents.
Life is short but vocabulary is long, and acquiring it takes time, even in
one’s own language (Wakely: 2003). This means that vocabulary of any language
is huge and its acquisition takes time, even for native speaker. So there should be
efforts to improve students’ vocabulary.
B. Theoretical Framework
30
The researcher uses the theories about perceptions, digital media/ online
flashcards, and also vocabulary mastery. The researcher aims to know the
difference of students’ perception that would be determined by their experience
during the process and their sensory toward the environment that happened in the
process.
Toward the implementation of Quizlet as learning media, the researcher
uses perceptions theories to find out the factors that cause the students to have a
certain perceptions. The students would consider that memorizing vocabularies by
using Quizlet would improve their vocabulary mastery.
It is one example of positive perception from the implementation of
Quizlet. When the students have positive perception toward the implementation of
Quizlet as learning media to improve vocabulary mastery, their behavioral
responses will be positive. On the opposite, when the students have negative
perception toward the implementation of Quizlet as learning media to improve
vocabulary mastery, their behavioral responses will be negative about anything
that related to it. In this case, if the students have negative responses they would
always refuse or ignore to learn words from Quizlet or Online flashcards and as a
result their vocabulary mastery is not improved. On the other hand, if the students
have positive behavioral responses, finally the vocabulary mastery of the students
could be improved, and in the end each student would success in facing their quiz
even examination.
The second research question focuses on the implementation of Quizlet or
online flashcards in order to maximize the use of digital learning media. It is done
31
to help the students to have better ways in using that media so they could also
improve their vocabulary mastery. The researcher employed observations and
interviews session to gather the data.
The third research question discusses about the Quizlet application which
improves the students’ vocabulary skill. In this part, the researcher executed pre-
test and post-test to gain the data. It also aims to measure the students’ vocabulary
skill whether before using Quizlet or after using Quizlet.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the method which is used in this research to answer
the research problems. It is divided into six parts, which are research method,
research setting, research participants, instruments and data gathering technique,
data analysis technique, and research procedure.
A. Research Method
This research is using mix-method research, which is a method by
combining two forms of approach in research that is qualitative and quantitative.
Mixed research is a research approach that combines qualitative research with
quantitative research (Creswell, 2010).
Meanwhile, Sugiyono (2011) supported the previous statement with his
theory, as the following:
Mix methods is a research method by combining between two research
methods at once, qualitative and quantitative in a similar activity, so that
will be obtained more comprehensive data, valid, reliable, and objective
(p.18).
The researcher uses mixed-method in order to expand and deepen the
understanding the idea of this research. In addition, the researcher employed
questionnaire and interview to obtain the data from the participants. Besides that
32
33
the researcher also used observation which was done before distributing the
questionnaire and doing the interview.
B. Research Setting
The research was set up in SMA Negeri 4 Yogyakarta. SMA Negeri 4
Yogyakarta is located in Jalan Magelang, Karangwaru, Tegalrejo, Karangwaru,
Tegalrejo, Kota Yogyakarta, Daerah Istimewa Yogyakarta. The research was done
in the second semester of the academic year. The researcher chose to do the
research in beginning of the second semester of academic year because on that
semester, the eleventh grade students learned more about English vocabulary than
ever before, for the preparation of their exams. This research was held in October
2017 - March 2018.
C. Research Participants
The participants of this research were the eleventh grade students in SMA
Negeri 4 Yogyakarta. In this study, the researcher only focused on eleventh grade
students who were majored in science. The observation was done in a science
classroom. In this case, the researcher chose class XI IPA 4. The reason why the
researcher chose that class was because the students had various levels of English
skills. It was proved and seen in the learning and teaching process, and also their
test scores. There were some students who could easily and quickly understand
the materials. While, the rest of students needed longer time to understand the
materials that were given by the teacher. The results of the students were obtained
34
when the researcher did the internship program there. The data were also acquired
by doing an interview to the English teacher who was in charge of teaching the
class. It was intended to gather data of the use of Quizlet as teaching media to
improve English vocabularies mastery for eleventh grade students in the state
Senior High School 4 Yogyakarta.
D. Instruments and Data Gathering Technique
The researcher used three techniques to gather the data that support this
research. They were observation, questionnaire and interview.
1. Observation
Observation is one of the gathering techniques that can be done by
researchers to find out the important events or facts which are related to the
research that being run, so the data are more accurate. Besides that, by doing the
observation the researcher will also be helpful to know the real situation in the
classroom and even the characters of each student. Observation is a data collection
technique, where researchers conduct direct observations to research objects to
look closely at the activities performed (Ridwan, 2004). Observation is a
technique of collecting data conducted through an observation, accompanied by
record-keeping of the state or behavior of the target object (Fathoni, 2006). The
observations made must be natural as possible without any prepared scenario. The
observation process in this research was done to answer the research problems.
The observation was held in October 2017. Before it, the researcher prepared the
list of the things that had to be observed. The researcher took notes and
35
observation checklist in order to help to analyze the data. The aim of the using
observation checklist was to ease the research. During the observation process, the
researcher followed the learning and teaching activities from beginning until the
end of the class. However, the researcher did not join as the participants in the
class. The main task of the researcher was only to observe the activities, not to
join the class activities. There were two parts of the observation process in this
research which were helpful for gain deeper data. The first process was observing
the learning process especially to the students in the class. Next, the second part
was observing the students’ learning process in the class while using Quizlet
application.
2. Questionnaire
The researcher also used questionnaire to gather the data for this research
about the students’ and teacher’s perception. According to Suroyo Anwar (2009)
questionnaires or questionnaires are a number of questions or written statements
about factual data or opinions related to the respondent's self, which are
considered facts or truths that are known and need to be answered by the
respondent. the researcher used questionnaire. The questionnaire consisted of
several questions which were related to the use of Quizlet as the learning media.
These questionnaires were distributed to the participants in March 2018 after the
observation process was done. Then, the questionnaire was used for the purpose
of seeking answers to the research problems described above.

36
There were two types of questionnaire which were used for this research.
The first type was close-ended questions. Likert scale was used by the researcher
for this part, in which the value of each column is from 1 up to 4. Basically, Likert
scale was used by using 5 options on each column, but in this case, the researcher
dropped one option that was neutral with the aim of avoiding the respondents
answered arbitrary. Here, the value of each column concerned the following
agreement, the low value was represented negative answer and high value
represented positive value:
1 = for totally disagree
2 = for disagree
3 = for agree
4 = for totally agree
Furthermore, the second type of the questionnaire was open-ended
questions. The researcher provided around two questions about the use of Quizlet
as learning media to improve vocabulary skills. This part was conducted to look
for the students suggestions that related to the use of Quizlet.
3. Interview
Interview was conducted after the researcher distributed the questionnaire
into the participants of this research. Susan Stainback (1988) states interviewing
provide the researcher a means to gain a deeper understanding of how the
participant interpret a situation or phenomenon than can be gained through
observation alone. This interview process was done in order to gain the deeper
37
information. Besides that, this interview was aim to recheck the data that had been
collected by the participants, and the researcher could prove if the data was valid.
The researcher interviewed the students and also the English teacher. During the
interview, the researcher asked some questions that were related to the students
and teacher. The interview was held in February at the school, on the break time.
The duration of the interview was 5 minutes – 10 minutes for each participant. In
this phase, the researcher only chose 10 students which had good and interesting
answer of the questionnaire that had been distributed. The interview was held
using Bahasa Indonesia to avoid misunderstanding between the researcher and the
participants.
E. Data Analysis Technique
In this research, the researcher carried out some of the ways that could help
researcher to analyze data. The researcher analyzed the data from the
questionnaire which had been distributed. The first thing which was done by the
researcher was to count the answer of each part from the questions in the
questionnaire. The researcher looked for the degree of the agreement of each item.
Then, the second one was that the researcher calculated the raw data from the
questionnaire into the percentage then interpreted the result. After that, the next
step which was done by the researcher was to count the average score of the each
degree of agreement. The results illustrated a state, which was a tendency in every
item that was existed.
The formula was:

38
∑ 𝑛
x 100%
∑ 𝑥
∑ 𝑛 = the number of the students based on the degree of agreement
∑ 𝑥 = the number of all students
On the other hand, this research also consisted of open-ended
questionnaire. There were 2 questions in the open-ended parts which was the form
of written answer. This open-ended questionnaire was aimed to gain more
information about students’ and teachers’ perception while using Quizlet as the
learning media. The researcher expected to get the answer of the perception by
looking at their suggestion in that question.
F. Research Procedure
In this study, there were several stages of procedure that must be passed by
the researcher before getting the required data. There were 7 procedures that must
be executed as below:
1. Asking Permission
Before conducting the research, the researcher accomplished the teaching
field training program in SMA Negeri 4 Yogyakarta. While finishing the report of
that activity, the researcher was asking permission to the English teacher who was
being observed.
2. Observing the Students

39
After getting permission from the English teacher, the researcher started to
observe the students’ activity in the class. The researcher observed the students in
usual condition which learned about vocabulary without using Quizlet. Then, the
researcher also observed the students who were learning English vocabulary by
using Quizlet.
3. Distributing the Questionnaire
After accomplishing the observation, the researcher distributed the
questionnaire to the participants.
4. Interviewing the Students
Next, after participants filled the questionnaire, there were 10 participants
who had interesting answers. The 10 participants were chosen to become the
interviewers.
5. Interviewing the English Teacher
The next step was interviewing the English teacher who was teaching in
the class. The interview was aimed to gain more information about the use of
Quizlet as the learning media.
6. Analyzing the Data
After gathering all of the data from observation, questionnaire and
interview, the researcher analyzed the data which had been collected.
7. Reporting the Result

40
The last procedure was the researcher reported the data which had been
analyzed. The researcher concluded and wrote the students’ and teachers’
perceptions about the use of Quizlet as the learning media in improving the
vocabulary skills of students.

CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In order to answer the three formulated research questions, the researcher
presents and discusses the data in this chapter. There are three parts discussed in
this chapter. Each part of the discussion presents the answer of each research
question. In the first part, the researcher discusses the first research question
which investigates the students’ and teachers’ perceptions on the use of Quizlet.
Then, the second part discusses the second research question which focuses on the
implementation of using Quizlet. Meanwhile the third part discusses the last
research question which concentrates on the Quizlet application which improves
the students’ vocabulary skills.
A. The Students’ Perceptions on The Use of Quizlet
This part describes the first research question. It is about the perception of
second grade students in class XI Science 4 on the use Quizlet application. To
obtain the data, the researcher used questionnaire in the form of close-ended
questions and also interview. In the close-ended questionnaire, the researcher
provided thirty statements which was aimed to gain information related to the
students’ perception on the use Quizlet application. Next, the researcher also
interviewed ten respondents was aimed to verify the answers of the respondents in
the questionnaire. All of the respondents’ responses were attached on the
Appendix F.
41
42
1. Students’ Perceptions on The Use of Quizlet in General
To acquire the second grade students’ perception on the use of Quizlet in
general, the researcher used questionnaire in the form close-ended questions and
also interview to gather the data. The results of the questionnaire showed in the
table 4.1 while the interview would be presented afterward.
The Questionnaire Results of the Students’ Preference in Digital Facilitation
Figure 4.1
Figure 4.1.
Note: SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree
The first statement showed if most of second grade students needed
Quizlet to improve their English vocabulary skills. It was found 30 students
(77.9%) realized that they needed Quizlet to help them in improving their
vocabulary mastery. But there were still 4 students who did not realize that they
needed Quizlet. Next, the highest answer in this part was related into the students
43
who agreed that learning media really helped them in developing their vocabulary
skill. In the figure 4.1., the whole students’ presented that the use of digital
facilitation would help them in improving their vocabulary mastery with the
average score 86.8%.
The third statement of the questionnaire was about their conviction if
Quizlet as a learning medium could help them in memorizing and understanding
English vocabulary to improve their vocabulary skills. There are 83.1% students
who stated if they agreed with this statement. Furthermore, on the fourth
statement, most of the second grade students were interested when they using
Quizlet as their learning media. There were 31 students put their interest in
learning English vocabulary by using Quizlet. This statement had the lowest
average score in this part. Then, the twenty-two statement pointed out that there
81.6% students who were motivated in learning English vocabulary by using
Quizlet (a medium which was not monotonous). Related to the results, the
researcher found that most of the students were interested and motivated well by
using Quizlet in learning English vocabulary to improve their skills.
Further, the researcher also did an interview in order to verify the answers
of the respondents on the questionnaire. In the first statement, there were 30
students who agreed if Quizlet was useful to improve their vocabulary skills. They
said if they always faced some difficulties in understanding some vocabularies, so
they needed Quizlet to help them in improving their vocabulary skills. The
students were very happy because they knew what application that could help
them improved their skill. Those who gave positive response also said if the
44
vocabulary in the Quizlet was very helpful and useful for them. Besides that, the
students also recognized that they got a lot of new vocabulary items and it helped
them to understand English materials.
Meanwhile, there were 4 students who did not agree if they needed Quizlet
to improve their vocabulary skills. Those 4 students who were not interested in the
use of Quizlet mentioned if laziness was the main reason. The students also gave
contrary statement with the students who gave positive response. They stated if
Quizlet was not really helping them, because Quizlet only contained pictures,
voices and definition. They said that the vocabulary in the Quizlet was rarely used
so they thought that it would be useless for them to read and learn using Quizlet
application.
Through the interview results, the researcher also knew if almost all of the
students were not suppressed to use Quizlet in order to improve their vocabulary
skill. The students also were not hesitated to use Quizlet. They realized if Quizlet
was an application which was useful for their own need. Most of the respondents
illustrated if the use of Quizlet in the class would help them a lot in every case.
In addition, most of the respondents were very happy in using Quizlet.
They were feeling happy because the use of Quizlet in the class gave them more
new vocabulary and knowledge for them. Based to the data gathered, the
researcher found and related the data to the theory of perception. In this case, the
data is related to the theory of factors influencing perception which are suggested
by Gibson et al. (2009, p. 101; as cited in Putrianti). This factor is called emotion
45
factor. They state that someone will tend to form positive perception when they
feel or get something. But, when someone do not feel or get something, they will
have negative perception in his or her mind.
Based on the questionnaire and interview results, the researcher concluded
most of the respondents considered good perception on the use of Quizlet
application. It was proven from the respondents’ answers which stated if they
were happy, interested, not suppressed and not hesitated to use Quizlet as learning
media. Further, related to the factors influencing perception, there is one factor
which is called as need. Gibson et al. (2009, p.101) inform that a person will do
what they want and need to do. According to Gibson et al, someone’s need could
influence someone’s perception. Both factors emotion and need were shown the
respondents realized if they needed to learn vocabulary by using Quizlet
application which made them were happy, interested, not suppressed and not
hesitated.
2. Students’ Perceptions on The Use of Quizlet Based on the Appearance
In this part, to obtain the students’ perception on the use of Quizlet based
on the appearance the researcher investigated the students by close-ended
questionnaires and also interviews. There were five questions which would gain
more on the appearance of the Quizlet. Then, the interview would be discussed
afterward.
46
The Questionnaire Results of the Students’ Perceptions on the Use of Quizlet

Based on the Appearance
Figure 4.2.
The seventh statement presented the 32 students (79.4%) who agreed if
they could memorize and understand vocabulary easier by using pictures and
voices in Quizlet. While, there were 2 students who did not agree if the pictures
and voices that they used in Quizlet could help them in memorizing and
understanding vocabulary easier. Related to the statement, the researcher found
almost all students were enjoying Quizlet as an effective learning which could
stimulate students thought such as memorizing and understanding vocabulary
easier.
47
Based on the interview result, the researcher concluded that online
flashcard in the Quizlet application which was used by the students had interesting
appearance. It was in line with Rudi Susilana and Cepiriyana who stated that
“flashcard is a learning media in the form of picture cards measuring 25 X 30 cm.
The pictures on the flashcard are a series of messages presented with the
description of each image”. In the Quizlet application, the students had a learning
media in the form online flashcard which contained pictures, description of each
image and voices. They also added that pictures, description of each image and
voice was one of the effective learning to stimulate students' thoughts and
interests in learning process. It was same as Nation’s theory (2001) who described
this strategy in Learning Vocabulary in Another Language that a learner wrotethe
foreign word on one side of a small card, and its translation of the first language
on the other.
Then, the students also agreed if the pictures and voices in Quizlet made
English seemed more fun and interesting to be learned. It was proved in the
second statement, all of students with the average score 81.6% who claimed if by
using Quizlet, English seemed more fun and interesting to learn. These statement
in line with Marpaung’s theory (2012) that implementing the flash cards could be
fun, colorful and creative ways to aid in memory and retention of vocabulary
words.
Moreover, the third statement in this part was the highest statement which
had high average score around 84.6 %. It discussed about Quizlet was not
outdated especially in this digital era showed all of students agreed with that
48
statement. In line with this, Sadiman (1993) stated that educational technology
couldalso be viewed as a product and process. Quizlet was one of educational
technology which could be viewed as a product (online flashcard) and process in
this digital era. These was also proved by Valk et al, as cited by Kim (2013) who
mentioned that the use of digital media with cellular phone among the students in
developing countries could improve the access to learning material and education
service, particularly in rural and remote areas.
In the next statement, there were 80.9% students stated if Quizlet was to
be used for all people including students and teachers. The students pointed out if
they could use Quizlet easily. Related to this statement, the success of learning
done in one educational activity was how students could learn by identifying,
developing, organizing, and using all kinds of learning resources. Based on the
interview result which related to this point, the respondents claimed if they did not
find any heavy obstacle in using Quizlet. The students could enjoy using Quizlet
and it mean that the students could learn by identifying, developing, organizing,
and using all kinds of learning resources.
After that, related to the students’ who claimed if Quizlet was newest
application which was easy to use, fun and interesting, there were 34 students with
the average score 81.4% who showed their interest to always use Quizlet. Even,
the whole students regarded their positive perception on the appearance of Quizlet
that they used. The students stated if they would always use Quizlet. Referred to
this, the researcher concluded if the students were interesting to always use
Quizlet because it contained pictures, voices and description of each image which
49
was fun and easy to use, to help them in comprehending and memorizing
vocabulary.
3. Students’ Perceptions on The Use of Quizlet Based on the Content
To obtain data of students’ perception on the use of Quizlet based on the
content, the researcher used questionnaire and also interview. In this part, there
are 8 close-ended questions. Further, the results of interview would be discussed
afterwards.
The Questionnaire Results of the Students’ Perceptions
on the Use of Quizlet Based on the Content
Figure 4.3.
The first statement in this part was the third position which had the highest
average score. There were 33 students or around 81.6% agreed if they could use
Quizlet wherever to improve their vocabulary skill. The next statement number
50
also showed there were 33 students agreed if Quizlet could be used by them
whenever in order to improve their vocabulary skill. Referring to Brown (2000),
one main advantage of flash card based instruction was that, they could be taken
almost anywhere and studied whenever one wanted. Besides that, the students also
claimed if they agreed with the fifth statement which showed Quizlet could be
accessed by the students easily and for free. The average score of this statement
was 82.4%. The researcher pointed out the same finding between the three
statements in the questionnaire and in the interview. Based on to the interview
result, the respondents were agreeing if the use of Quizlet was a flashcard online
which could be used wherever, whenever, easily and free.
Next, in the third statement, it showed there were 33 (80.1%) students were
having the same direction which was they were able to measure their ability in
comprehending English vocabulary by using Quizlet. While, there was only 1
student who did not put their mind in the same direction. In addition, all of the
students in that class with the average score around 80.9 % claimed if they hadthe
same minded in the fourth statement. They were able to review their English
vocabulary that they had learned by using Quizlet.
Furthermore, there were 34 students (79.4%) said if they were agreeing
with the statement which stated the students could practice more in pronouncing
the vocabulary properly when using the Quizlet. Then, in the seventh statement,
there were 34 students with the average score 77.9% agreed when they using
Quizlet, they could practice themselves to memorize while spell the vocabulary
correctly. The last statement which had the highest average score 82.4%. There
51
were 33 students who realized if Quizlet was really help them in preparing
themselves with the materials if there was a vocabulary quiz or test.
In fact, most of the students gave their positive perception on the content of
Quizlet. In line with the statements above, Thornbury (2004) stated that much of
development of new approaches to language teaching was ‘word-centered’. It also
should be noted that teaching vocabulary was supposed to not only consisted of
teaching specific words but also aimed at providing learners with strategies
necessary to speed up their vocabulary knowledge (Hulstjin, 1993, cited in Morin
& Goebel, 2001). He added that learning vocabulary was important because it
enriched someone’s knowledge of words. However, related to this, the
respondents were showing their answer in interview moment if they felt helped to
prepare themselves by reviewing the vocabulary, practicing how to spell the
words while memorize it, and practicing how to spell the word. Besides that, the
respondents also said if they could know how their improvement in memorizing
vocabulary by using Quizlet.
4. Students’ Perceptions on The Use of Quizlet Based in Improving
Vocabulary
In this part, the researcher investigated the students’ perceptions on the use
of Quizlet based in order to improve the students’ vocabulary skill. The researcher
provided twelve statements to obtain the data from the students. The researcher
also interviewed the students to clarify the answers of the questionnaire. Table 4.4
presented the results data from the questionnaire. The result of interview would be
discussed afterward.
52
The Questionnaire Results of the Students’ Perceptionson the Use of Quizlet
Based in Improving Vocabulary
Diagram 4.4.
In the first statement in this part, there were 31 students (75.7%) who
admitted if they became more active and independent after using Quizlet. Then,
there were 31 students with the average score 75.0% who agreed with the next
statement which showed if the students were feeling more confident after using
Quizlet as learning media for English vocabulary. The similarity between

53
statements number eleven and twelve was there were 3 students who claimed if
they disagreed with the statement.
Related to this, Bromley (2004), stated that vocabulary held some
important roles in teaching-learning process. It meant, most of students realized if
vocabulary that they had learned by using Quizlet was really helpful for them, not
only for improving vocabulary skill, but also made them more active, independent
and confident.
The researcher found the same result on the next statement; there were 31
students (75.0%) who presented if they more understood English text because
they had mastered vocabulary after using Quizlet. The rest were 3 students chose
to answer disagree. The students who gave answer disagree were clarifying their
reason was laziness. They said if they did not interest with the English lesson at
all.
Referred with this, vocabulary knowledge could predict the knowledge of
readers (Dale, 1965). Besides that, Hague (1987) also stated that the readers
should know vocabularies for better understanding and be motivated to follow
his/her learning. Based on the results, the students had been realizing if
vocabulary knowledge was the important things if they wanted to develop their
reading skills. The students realized if they became more understand after their
vocabulary skill was increasing by using Quizlet.
This statement was the lowest rank which had average score 69.1%. There
were only 24 students stated if they began to listen to others who spoke English
54
easily because they had mastered the vocabulary after using the Quizlet. In other
side, there were 10 students who still claimed if they disagreed with that
statement. Next, the results of the fifth statements in this part showed score with
average 76.5% if there were 31 students agreed that they began to be brave to
speak English when they could master the vocabulary easily after using Quizlet.
After that, the statement number six which showed there were 30 students
(78.7%) who claimed if they no longer had trouble in translating a sentence
because hampered by vocabulary after using Quizlet.
In line with this, as a linguist David Wilkins in Thornbury (2002, p.13)
stated that without grammar very little could be conveyed, without vocabulary
nothing could be conveyed. Furthermore, vocabulary as one of the knowledge
areas in language played a great role for learners in acquiring a language
(Cameron, 2001). The researcher concluded most of the students began to increase
their reading, listening, writing and speaking skill after the students mastered the
vocabulary. Based on the interview, the respondents also said if they realized that
vocabulary was the key for them to increase their English skills such as reading,
listening, writing and speaking skill.
The next was statement which had highest average score in this part. The
average score for this statement was 78.7% which showed 33 students agreed if
they could master the vocabulary that was often used in English lessons better.
Another statement which similar was the seventh statement; it presented the
average score around 75.0% or 31 students who were feeling if they were able to
master the vocabulary that was often used in senior high school students’
55
worksheets better after using Quizlet. Then, the next statement also showed 30
students (75.7%) who agreed if they became more understand the vocabulary that
was often used by the teacher after using Quizlet.
Referred with this, Beck et al., Nation (2008:13-14) stated that there were
some principles for teachers in the teaching of vocabulary. The principles were the
high frequency words should be taught to the students because they were
important enough to deserve time in class; academic words should be taught to the
learners with academic purpose; technical words were only learnt while the
students were studying the content matter of the certain subjects; and low
frequency words might be taught after the students had a good control of the high
frequency, academic and technical words. The researcher prepared the Quizlet
with the vocabulary which related with the principles about the high frequency
words and academic words. The students could learn the vocabulary which had
provide in Quizlet. The students accustomed to understand the high frequency and
academic words.
Furthermore, the next statement was about there are 75.0% students who
claimed they more understood the function of each vocabulary which was often
used after using Quizlet. Besides that, the 30 students (73.5%) also agreed if they
did not only know the definition of the word but also understand how to use the
vocabulary appropriately in the statement number twenty-eight. In the last
statement which was the second position had reached the high average score, there
were 33 students (77.2%) stated if they understood more vocabularies than before
by using Quizlet.
56
In line with this, Cameron (2001) said that learning word was not
something that was done and finished yet. Learning vocabulary was learning new
words together with the pronunciation, the spelling, the part of speech, the
meaning, and also the use of those words. In addition, the interview results
showwed if the students admitted they did not only understand more vocabularies
than before, but also knew the definition and function appropriately after using
Quizlet. One of the most important factors that affected language learning was
vocabulary knowledge and it was agreed that vocabulary knowledge helped
language learning improvement (Martin-Chang & Gould, 2008).
Based on the data gathered from the questionnaire and interview, it showed
the second grade students in SMA Negeri 4 Yogyakarta perceived positive
perception on the use Quizlet which aimed to improve their vocabulary skill. They
were interested on the use Quizlet. They thought that learning vocabulary by using
Quizlet would help them understand the whole English materials that were given
by their teacher. Besides that, according to Decarrico (2001) who stated that
words should not be learnt separately or by memorization without understanding.
The students also could understand the meaning of the English materials that they
should be learnt. They realized if they could understand the meaning of the word
and know the function of each word; it would help them to express themselves.
B. The Implementation of the use of Quizlet
In order to gather the data about the advantages of using Quizlet in the
second grade students in SMA Negeri 4 Yogyakarta, the researcher assigned the
class observation and interview. The researcher did the observation twice, the first
57
observation did before using Quizlet and the second did during the students using
Quizlet. In both of observations, the researcher took notes on all teaching and
learning activities which were done in the class.
During the first observation, the researcher focused on the students’
activities which only used students’ worksheet. Based on the observation, the
students’ activities in the class were only done their exercise on the worksheet and
discussed the answer together with the teacher. Besides that, sometimes the
students also asked to the teacher if they found difficult words or vocabulary. In
that time, the teacher only answered the short meaning without any explanation. It
caused the students still got confused sometimes.
On the other hand, during the second observation the researcher still focu
on the students’ activities which used students’ worksheet and flashcards online
on Quizlet. Based on the second observation, the students’ activities were likely to
do their students' worksheet while opening online flashcards on Quizlet if they
found new or difficult vocabularies. The students were answering the questions in
students’ worksheet; then if they found difficult vocabulary, they would look for
the provided flashcards and found the description of that word. Most of the
students in the class used Quizlet. However, there were some students who did not
open Quizlet to find the meaning; they instead opened their online dictionary.
The teacher often asked the students to open and use Quizlet if they found
difficult vocabulary. Besides that, the teacher also encouraged the students to
discuss the difficult vocabulary together by using Quizlet as the guideline, to

58
make sure if all of the students had the same understanding the meaning of the
word. All of the students also could access the Quizlet whether in their
smartphone or their laptop.
In addition, the students read all of the vocabularies which provided while
looking at the picture and definition. Then, they also sometimes listened to the
voice recording which could help the students to pronounce the word correctly.
They accustomed to be more brave and active in using English language after they
had learned high frequency and academic vocabulary in the Quizlet. The students
seemed enjoy the Quizlet; they did not hesitate and suppressed in using a
vocabulary since use Quizlet.
Based on the observation result above, it showed if Quizlet application
which categorized as online flashcard was implemented well. The use of Quizlet
application was not really maximal because there were several students who did
not involve in the activity. But as far as this, Quizlet application was almost reach
the word success, it was presented by most of students in the class put their
interest in using Quizlet. The students also were very attracted when using
Quizlet. In line with this, based on Komachali and Khodareza, flash card was a
cardboard consisting of a word, a sentence, or a simple picture on it. It could be
concluded that the flashcard was an effective learning card had two sides with one
side containing images, text, or symbols and other symbols in the form of
definitions, drawings, answers or descriptions that helped them in reminding to
something related to the image on the card. So, the students could use online
59
flashcard in Quizlet as an effective learning which had pictures, voices and
description of each picture.
After conducting the observations in the class, the researcher did an
interview with the teacher who taught in that class. The researcher did an
interview to gain more information about the implementation of Quizlet and also
the teacher’s perception on the use of Quizlet in order to improve the students’
vocabulary skill. The teacher stated that actually, it was the first time for her to
use application like Quizlet. The teacher also admitted, if during this time she was
just using dictionary whether it’s printed or even online. The teacher just knew if
application Quizlet was one of application which provided online flashcards. The
teacher said, in the beginning she thought if Quizlet would be hard to be used, but
after she tried to use Quizlet, it was not as she imagined. Quizlet application was
easy to use, but sometimes it was disturbed by the internet connections.
On the other hand, based on the interview, the researcher found that the
implementation of Quizlet had been already maximal enough, even though there
were still some things that should be fixed. Sometimes the teacher found some
obstacles in the learning process while using Quizlet. The teacher often asked the
students to open and use Quizlet to find the meaning of the words, but in the next
meeting the teacher did not ask the students to review the vocabulary. The teacher
never reviewed the vocabularies that had been learned in the class, except there
was the same vocabulary which also found out in the next exercise. In addition,
the students also only focused on memorizing the vocabularies that had been
examined in the pre-test. The pretest and the posttest had done before and after
60
they used Quizlet application. The pretest and posttest were about the finding
meaning of each vocabulary which provided by the researcher.
According to the English teacher, actually she had planned if she wanted to
add more exercise for the students. The exercise was related to the main purpose
of this research which was to improve the students’ vocabulary skill. The exercise
was in the form of making a sentence using vocabulary which provided in the
Quizlet application. She said if the exercise were needed to help the students to
apply each word which they had been learned into a sentence. It was needed
because actually some words had more than one meaning and sometimes it made
the students get confused. It also aimed to assure if the students could use the
words correctly. Based on the findings, the researcher concluded if the Quizlet
application had not been completed enough. The Quizlet application did not have
complete content. The English teacher should provide additional exercise. It was
in line with Gerlach and Ely as quoted by Arsyad argued that, the media when
understood in outline was a human, material, or event that built conditions so that
the students were able to acquire knowledge, skills, or attitude. The Quizlet
application should provide more exercise to make the students acquire the
knowledge of vocabulary correctly.
In general, the teacher stated that it was useful and helpful to implement
online flashcards in Quizlet application to the second grade students. Besides it
improved the students’ learning activity especially in learning vocabulary, it also
improved her skill in using technology as the teaching and learning media.
Further, the finding was related to educational technology could be understood as

61
a complex, integrated process involving people, procedures, ideas, tools, and
organizations to analyze problems, found ways to address problems, implement,
assess and managed problem solving covering all aspects human learning (Aect,
1977). The teacher felt if the use of Quizlet application was one effective way to
teach vocabulary to the students in second grade. Besides that, the teacher also
could assure if the students had enough knowledge about vocabulary when they in
the third grade. The teacher still could use Quizlet application to help the students
in reviewed the vocabulary after they had been in the third grade later.
C. The Quizlet Application Improves The Vocabulary Skills
In this section, the researcher presented the data to answer the third
research question which asked about the improvement of the students’ vocabulary
skill on the use of Quizlet. The researcher presented and analyzed the result of
pre-test and post-test. The pretest was done by 34 respondents from the second
grade students before the method was not given by the researcher. Then, the
researcher gave the method about the online flashcard in Quizlet application.
After the method was given, the researcher gave the posttest to the respondents.
1. The Analysis of the Pretest and Posttest Average Calculation
After the respondents done the pretest and posttest which related to with
the English vocabulary skill, the researcher obtained the scores of each student.
Then the researcher found that there was a difference (d) between the result scores
of pretest and posttest. The calculations of the pretest and posttest results were
attached on appendix….
62
Furthermore, after obtained the data from the calculation pretest and
posttest scores, the researcher sought the average scores of pretest and posttest,
with the following calculation:
2740
a. Average scores of Pretest (X) = = 80.59
34
3320
b. Average scores of Posttest (Y) = = 97.65
34
Based on the calculation above, the researcher concluded that before the
method of the using Quizlet was implemented, the level of students’ mastery to
the material were showed by the results as related to the pretest average score
which was 80.59. Meanwhile, the average score that showed the level of students’
mastery to the materials was increasingly to 97.65. It showed in the posttest
average score.
In addition, from the results of the average calculation that had been
gathered above, it was known if the students’ mastery level was increasing after
the students using Quizlet as the learning media. The difference score between
pretest and posttest was of 17.06 points. Thus, it showed that teaching English
vocabulary by using Quizlet application which was in the form of online
flashcards was effective.
2. The Analysis of the Significance (T-test) Calculation between the
Average Value of Pretest and Posttest
This analysis was aimed to confirm whether there was any significant
distinction between the value of pretest and posttest or not. The researcher
63
examined the hypothesis by doing Hypothesis test which was the null Hypothesis
with the following criteria such as:
H0 (Null Hypothesis) :There is no significant difference with the students’

thitung < ttabel scores after the method was given.
H∆ (Alternative Hypothesis) : There is significant difference with the students’

thitung > ttabel scores after the method was given.
The formulas that had been used to find out t score as follows:
a. Calculate the Mean of Pretest and Posttest
𝑡𝑜𝑡𝑎𝑙 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 −𝑡𝑜𝑡𝑎𝑙 𝑝𝑟𝑒𝑡𝑒𝑠𝑡

Md = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
3320−2740 580
= = = 17.06
34 34
The average score between pretest and posttest is 17.06.
b. Calculate the Standard Deviation

(∑ 𝑑) 2
∑ 𝑥2 𝑑 = ∑ 𝑑2 -
𝑁
(0) 2
= 10,655.88 - = 10,655.88
34
From the calculation, the researcher found the result of the standard
deviation was 10,655.88
c. Calculate the t score

𝑀𝑑
thitung =
∑ 𝑥2 𝑑
√
𝑁 (𝑁−1)
17.06
=
10,655 .88
√ 34 (33)
17.06 17 .06 17.06

= = = = 5.54
√
10,655.88 √9.4972 3.08
1,122
64
The result from the calculation above presented if the thitung in this research
was about 5.54. Meanwhile, the researcher found if the amount of ttabel was 1.69
from the 34 data which gathered. Based on the calculation results, the data showed
that thitung average score between pre-test and post-test after using Quizlet as
learning media which aimed to improve the students’ vocabulary skill was bigger
than the score of ttabel which was 5.54 > 1.69 for 5%. In line with this, H0 or null
hypothesis was refused because there was significant difference between the
students’ scores pretest and posttest after the students using online flashcards in
Quizlet application
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusion and recommendation of the research.
The conclusions are derived from the findings of the research based on the
research questions formulated in the first chapter. The recommendations are
proposed to English teachers and the future researchers who are interested in
similar research.
A. CONCLUSION
This research was conducted by three objectives; first was to investigate
the students’ perception on the use of Quizlet. The second was to look for how the
implementation of Quizlet. Then, the third was to know how Quizlet could
improve students’ vocabulary skill. Therefore, there would be three part to be
concluded.
1. The Students’ Perceptions on The Use of Quizlet
Based on the questionnaire and interviews results, it was found if the
eleventh grade students in SMA N 4 Yogyakarta perceived positive perception on
the use of Quizlet. The students thought and felt if the use of Quizlet as the online
flashcard was useful and it made them easier to understand the English materials.
The students also felt if the use of Quizlet could help them in doing English
exercise. They were not suppressed and hesitated while they learned the English
vocabulary through the Quizlet. Even, they felt very happy because they could
65
66
understand, read, write and speak English easier. The students realized that
learning vocabulary through read the online flashcard in Quizlet was their need, in
order to achieve their vocabulary skill better.
As the results, SMA N 4 Yogyakarta especially the eleventh grade students
were motivated to continue the use of Quizlet in order to help them in improving
their vocabulary skill. However, they admitted if some weaknesses of the use of
Quizlet became the obstacle that decreased their pretension to improve their
vocabulary skill.
2. The Implementation of the use of Quizlet
Based on the observation and the interview results, the researcher
concluded that the implementation of Quizlet was good enough. Although Quizlet
which categorized as the application that contained online flashcards had some
weaknesses. The implementation of Quizlet was used in every meeting of the
English subject, whether it used for discussion and weekly quiz. Further, the
students often reviewed the vocabulary in the Quizlet. The researcher also found
that the Quizlet application could help the students in improve their vocabulary
skill.
In line with this, the teacher explained if the implementation of Quizlet
application helped the students in memorizing vocabulary well. Besides that, the
teacher also stated that the eleventh grade students had improved because the
implementation of Quizlet, even it was significant. However the implementation

67
of Quizlet application should be made more interesting. So, the students’
vocabulary mastery could be improved maximally.
3. The Quizlet Application Improves The Vocabulary Skills
Based on the pretest and posttest, the researcher found that most of the
students in the science eleventh grade students were increasing their vocabulary
mastery. It was proved by the total average score between pretest and posttest.
The difference score between pretest and posttest was of 17.06 points. Thus, it
showed that teaching English vocabulary by using Quizlet application which in
the form of online flashcards was effective.
B. RECOMMENDATION
1. Recommendation for English Language Teacher of SMA N 4
Yogyakarta
In this digital era, the teacher should be more often in using such a learning
media which related with the technology. The teacher can use technology as their
learning media for teach any materials. Implementing Quizlet application for
improving the students’ vocabulary mastery is one new learning media that can be
used. Besides the Quizlet is the newest application, it also can be used easily and
effectively by everyone include the teacher and students. The teacher can make
exercises in order to help the students to understand the words through the Quizlet
application. Then, the teacher still should ask the students if they find any
difficulties, and it is better to discuss together. In addition, the English Language
teacher also can give motivation to the students about the importance of
68
vocabulary mastery. So, the students will have high willingness in learning
vocabulary through Quizlet application.
2. Recommendation for Students of SMA N 4 Yogyakarta
The Science eleventh grade students are suggested to be more active in
learning English especially the vocabulary. They can ask to the teacher if they
find difficulties or get confused in understanding the words. It will be better, if the
students ask more often, because it will help them in finishing the exercise easier.
The Science eleventh grade students also recommended to motivate themselves in
learning vocabulary.
3. Recommendation for Future Researchers
For the future researchers, it is recommended to be more focus on the
English flashcards since this kind of learning media is good to help the students in
improving their vocabulary mastery. Furthermore, the future researchers can do
similar research about the implementation of education technological in order to
improve the vocabulary mastery. The future researchers also should specify the
research subject by choosing other students. Thus, it can be maximize the use of
certain educational technology in order to improve students’ vocabulary mastery.

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APPENDICES
73
APPENDIX A
The Letter of Permission
74
75
75
APPENDIX B
The Blueprint of Observation,
Questionnaire and Observation
76
77
No. Theories Observation Statement Interview Guide
1. Theory of 1. Saya 1. Bagaimana

perception: membutuhkan menurut anda
aplikasi Quizlet tentang
According to untuk penggunaan
Wagito (1981) meningkatkan aplikasi
states that kemampuan Quizlet
kosa kata dalam selama ini?
perception is a
Bahasa Inggris.
psychological 2. Penggunaan
process and media
the result of pembelajaran
sensing and dapat
the last membantu
process of meninggkatkan
keterampilan
consciousness,
kosa-kata saya.
thus forming 3. Penggunaan
the process of media
thinking. pembelajaran
Quizlet dapat
meningkatkan
kemampuan
saya dalam
menghafal dan
memahami
kosa-kata
bahasa Inggris.
2. Theory of 4. The topic 4. Saya lebih 1. Bagaimana
perception and the tertarik belajar menurut anda
materials kosa-kata tentang
Visual are provided bahasa Inggris penggunaan
perception in Quizlet dengan aplikasi
(type of application menggunakan Quizlet
of each media Quizlet. selama ini?
perception):
student. 7. Saya lebih 3. Apakah anda
Visual mudah dalam merasa
perception is mengingat dan terpaksa
derived from memahami menggunakan
the sense of kosa-kata aplikasi
sight. This bahasa Inggris Quizlet dalam
perception is dengan rangka
menggunakan peningkatan
the earliest
gambar maupun kemampuan
perception kosa-kata
78
developed in suara pada Bahasa

infants, and aplikasi Quizlet Inggris?
affects infants
and toddlers to
understand the
world.
3. Theory of 1. All the 10. Aplikasi 3. Apakah anda

educational students can Quizlet dapat merasa
technology: access the digunakan terpaksa
Quizlet oleh saya menggunakan
According to application. dengan mudah aplikasi
Sadiman 2. The students dan gratis. Quizlet dalam
only access 19. Aplikasi rangka
(1993),
the Quizlet Quizlet tidak peningkatan
educational application ketinggalan kemampuan
technology whether in zaman kosa-kata
can also be the terutama pada Bahasa
viewed as a smartphone zaman digital Inggris?
product and or laptop. ini.
process.
4. In this case, 8. All the 5. Saya dapat 2. Apakah

educational students are me-review penguasaan
technology attracted to kosa-kata kosa-kata
use Quizlet bahasa Inggris Bahasa
can be
application. yang telah Inggris anda
understood as 9. All the saya pelajari meningkat
a complex, students try dengan sejak
integrated to menggunakan menggunakan
process understand aplikasi aplikasi
involving the Quizlet. Quizlet?
people, vocabularies 6. Saya dapat
and the menggunakan
procedures,
definition. aplikasi
ideas, tools, Quizlet
and kapanpun
organizations untuk
to analyze meningkatkan
problems, find kemampuan
ways to kosa-kata
saya.
address
7. Saya lebih
problems, mudah dalam
implement, mengingat
79
assess and dan

manage memahami
problem kosa-kata
bahasa Inggris
solving
dengan
covering all menggunakan
aspects human gambar
learning. maupun suara
(Aect, 1977). pada aplikasi
Quizlet.
8. Saya bisa
mengukur
kemampuan
saya dalam
memahami
kosa-kata
bahasa Inggris
dengan
menggunakan
aplikasi
Quizlet
9. Saya dapat
menggunakan
aplikasi
Quizlet
dimanapun
untuk
meningkatkan
kemampuan
kosa-kata
saya.
5. Theory about 12. The students 11. Ketika saya 2. Apakah
vocabulary: try to be bisa penguasaan
brave in memahami kosa-kata
As a linguist using kosa-kata
Bahasa
David Wilkins English dengan mudah
after saya mulai Inggris anda
in Thornbury meningkat
listening to berani untuk
(2002: 13) sejak
the berbicara
stated that vocabularies menggunakan menggunakan
“without bahasa Inggris aplikasi
grammar very 12. Saya merasa Quizlet?
little can be lebih percaya
conveyed, diri setelah
without menggunakan
aplikasi
80
vocabulary Quizlet
nothing can be sebagai media
conveyed”. pembelajaran
kosa-kata
bahasa
Inggris.
13. Saya lebih
mudah
memahami
teks bahasa
inggris karena
sudah lebih
menguasai
kosa-kata
setelah
menggunakan
aplikasi
Quizlet.
14. Saya lebih
mudah
mendengarkan
orang bicara
bahasa inggris
karena sudah
lebih
menguasai
kosa-kata
setelah
menggunakan
aplikasi
Quizlet.
15. Saya bisa
melatih
pengucapan
saya dalam
mengucapkan
kosa-kata
bahasa Inggris
dengan baik
dan benar
ketika
menggunakan
aplikasi
Quizlet.
16. Saya bisa
melatih diri
81
saya untuk
menghafal
kosa-kata
dengan
pengejaan
yang tepat.
17. Aplikasi
Quizlet yang
digunakan
dapat
membuat saya
lebih aktif dan
mandiri.
6. Theory of Saya tidak 2. Apakah
Vocabulary hanya penguasaan
mastery: mengetahui kosa-kata
definisi dari Bahasa
Vocabulary is setiap kata Inggris anda
needed by namun juga meningkat
people to jadi sejak
understand the memahami menggunakan
meaning of cara aplikasi
words and it menggunakan Quizlet?
helps them to kosa-kata
express yang benar.
precisely Saya lebih
(Burton, 1982: memahami
98). fungsi dari
setiap kosa-
kata yang
sering
digunakan.
7. Theory of 23. Saya lebih
Vocabulary menguasai
mastery: kosa-kata
yang biasa
According to digunakan
Nation (2008: dalam
pelajaran
7), the most
bahasa Inggris
important dikelas.
group of 24. Saya lebih
words is the menguasai
82
high kosa-kata
frequency yang sering
words of the digunakan
dalam lembar
language.
kerja siswa
SMA.
APPENDIX C
The Observation Sheet
83
84
No. Statement The Observation Sheet Yes No Notes

All the students can access the Quizlet
1.
application.
The students only access the Quizlet
2. application whether in the smartphone
or laptop.
The students only use Quizlet
3.
application as a learning source.
The topic and the materials are
4. provided in Quizlet application of each
student.
The students and teacher are
5. discussing about the vocabularies from
Quizlet application.
The students read all of the
6. vocabularies which provided while
looking at the picture and definition.
The students listen to the recording of
7.
the vocabularies.
All the students try to understand the
8.
vocabularies and the definition.
All the students are attracted to use
9.
The students sometimes ask the
10.
teacher if they still find difficulties.
The students can easily understand the
11. vocabularies by using Quizlet
application.
The students try to be brave in using
12. English after listening to the
vocabularies.
The students are starting to
13. comprehend the high frequency and
academic vocabularies.
The students are starting to master the
14. vocabularies which often used in the
worksheet.
The students do not hesitate and
15. suppressed in using a vocabulary since
use Quizlet application.
APPENDIX D
The Observation Results
85
86
No. Statement The Observation Sheet Yes No Notes

All the students can access the Quizlet
1.
application. √ They easily access the Quizlet.
The students only access the Quizlet Most of students open Quizlet
2. application whether in the smartphone √ by using their smartphone, the
rest by using laptop.
or laptop.
The students only use Quizlet
3.
application as a learning source. √ They no longer open their
online dictionary.
The topic and the materials are

4. provided in Quizlet application of each √ The vocabulary which in their
worksheet are provided.
student.
The students and teacher are
5. discussing about the vocabularies from √ Sometimes, they discuss
together.
The students read all of the The students usually read the
6. vocabularies which provided while √ definition first before look at
the picture.
looking at the picture and definition.
The students listen to the recording of The students listened to the
7.
the vocabularies. √ recording only if they really
unfamiliar with the vocab.
Yes, they read the vocab, then
All the students try to understand the
8.
vocabularies and the definition. √ the definition and they look at
the picture to make sure their
comprehension.
All the students are attracted to use
9.
Quizlet application. √ They put their interest and they
look enthusiastic.
The students sometimes ask the They ask to the teacher if they
10.
teacher if they still find difficulties. √ still don’t understand after read
the definition.
The students can easily understand the They know the definition of
11. vocabularies by using Quizlet √ the word, so they easily
understand.
application.
The students try to be brave in using
12. English after listening to the √ They start to speak using
English.
vocabularies.
The students are starting to
13. comprehend the high frequency and √ They understand about what
their teacher was said.
academic vocabularies.
The students are starting to master the
14. vocabularies which often used in the √ There are some students who
are lazy to learn English.
worksheet.
The students do not hesitate and
15. suppressed in using a vocabulary since √ The students are using the
Quizlet with enthusiasm.
use Quizlet application.
APPENDIX E
The Questionnaire Sheet
87
88
A. Identitas Responden
Nama :
No. Absen :
No. Hp :
B. Petunjuk Pengisian
1. Bacalah terlebih dahulu petunjuk pengisian sebelum Saudara mengisi
pernyataan - pernyataan berikut.
2. Pilihlah salah satu jawaban yang paling sesuai dengan kondisi atau
keadaan yang sebenarnya, lalu berilah tanda ( X ) pada kotak alternatif
jawaban yang tersedia.
3. Altenratif jawaban yang tersedia adalah:
SS = Sangat Setuju
S = Setuju
KS = Kurang Setuju
TS = Tidak Setuju
C. Kuesioner
No. Pernyataan SS S KS TS
Saya membutuhkan aplikasi Quizlet untuk
1. meningkatkan kemampuan kosa kata 4 3 2 1
dalam Bahasa Inggris.
Penggunaan media pembelajaran dapat
2. membantu meninggkatkan keterampilan 4 3 2 1
kosa-kata saya.
Penggunaan media pembelajaran Quizlet
dapat meningkatkan kemampuan saya
3. 4 3 2 1
dalam menghafal dan memahami kosa-
kata bahasa Inggris.
Saya lebih tertarik belajar kosa-kata
4. bahasa Inggris dengan menggunakan 4 3 2 1
media Quizlet.
Saya dapat menggunakan aplikasi Quizlet
5. dimanapun untuk meningkatkan 4 3 2 1
kemampuan kosa-kata saya.
Saya dapat menggunakan aplikasi Quizlet
6. kapanpun untuk meningkatkan 4 3 2 1
kemampuan kosa-kata saya.
89
Saya lebih mudah dalam mengingat dan

memahami kosa-kata bahasa Inggris
7. 4 3 2 1
dengan menggunakan gambar maupun
suara pada aplikasi Quizlet
Saya bisa mengukur kemampuan saya
dalam memahami kosa-kata bahasa
8. 4 3 2 1
Inggris dengan menggunakan aplikasi
Quizlet
Saya dapat me-review kosa-kata bahasa
9. Inggris yang telah saya pelajari dengan 4 3 2 1
menggunakan aplikasi Quizlet.
Aplikasi Quizlet dapat digunakan oleh
10. 4 3 2 1
saya dengan mudah dan gratis.
Aplikasi Quizlet yang digunakan dapat
11. 4 3 2 1
membuat saya lebih aktif dan mandiri.
Saya merasa lebih percaya diri setelah
menggunakan aplikasi Quizlet sebagai
12. 4 3 2 1
media pembelajaran kosa-kata bahasa
Inggris.
Saya lebih mudah memahami teks bahasa
inggris karena sudah lebih menguasai
13. 4 3 2 1
kosa-kata setelah menggunakan aplikasi
Quizlet.
Saya lebih mudah mendengarkan orang
bicara bahasa inggris karena sudah lebih
14. 4 3 2 1
menguasai kosa-kata setelah
Saya bisa melatih pengucapan saya dalam
mengucapkan kosa-kata bahasa Inggris
15. 4 3 2 1
dengan baik dan benar ketika
Saya bisa melatih diri saya untuk
16. menghafal kosa-kata dengan pengejaan 4 3 2 1
yang tepat.
Ketika saya bisa memahami kosa-kata
17. dengan mudah saya mulai berani untuk 4 3 2 1
berbicara menggunakan bahasa Inggris
Dengan aplikasi Quizlet bahasa Inggris
18. terlihat lebih menyenangkan untuk 4 3 2 1
dipelajari.
Aplikasi Quizlet tidak ketinggalan zaman
19. 4 3 2 1
terutama pada zaman digital ini.
Aplikasi Quizlet sangat praktis untuk
20. 4 3 2 1
semua kalangan baik murid dan juga guru.
90
Aplikasi Quizlet sangat membantu siswa

21. dalam menyiapkan materi apabila ada test 4 3 2 1
atau quiz kosakata.
Aplikasi Quizlet dapat memotivasi siswa/i
22. dalam belajar karena media yang 4 3 2 1
digunakan tidak monoton.
Saya lebih menguasai kosa-kata yang
23. biasa digunakan dalam pelajaran bahasa 4 3 2 1
Inggris dikelas.
Saya lebih menguasai kosa-kata yang
24. sering digunakan dalam lembar kerja 4 3 2 1
siswa SMA.
Saya lebih memahami kosa-kata yang
25. sering dipakai oleh guru ketika sedang 4 3 2 1
mengajar.
Saya tidak lagi mengalami kesulitan
26. mengartikan sebuah kalimat karena 4 3 2 1
terhambat sebuah kosa-kata
Saya lebih memahami fungsi dari setiap
27. 4 3 2 1
kosa-kata yang sering digunakan.
Saya tidak hanya mengetahui definisi dari
28. setiap kata namun juga jadi memahami 4 3 2 1
cara menggunakan kosa-kata yang benar.
Saya memahami lebih banyak lagi
29. kosakata setelah menggunakan aplikasi 4 3 2 1
Quizlet.
Saya akan terus menggunakan aplikasi
30. Quizlet untuk membantu memahami dan 4 3 2 1
menghafal kosakata lainnya.
APPENDIX F
The Questionnaire Results
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
APPENDIX G
The Interview Guide for Students
107
108
The Interview Guide for Students
1. Bagaimana menurut anda tentang penggunaan aplikasi Quizlet selama ini?
2. Apakah penguasaan kosa-kata Bahasa Inggris anda meningkat sejak
menggunakan aplikasi Quizlet?
3. Apakah anda merasa terpaksa menggunakan aplikasi Quizlet dalam rangka
peningkatan kemampuan kosa-kata Bahasa Inggris?
4. Apakah anda mengalami kesulitan dalam menggunakan aplikasi Quizlet?
5. Apa hambatan anda dalam menggunakan aplikasi Quizlet?
6. Apakah anda mempunyai kritik dan saran dalam penggunaan aplikasi
Quizlet?
7. Apa saran anda agar penguasaan kosa-kata Bahasa Inggris lebih menarik
sehingga dapat lebih banyak mengingat, menghafal dan memahami kata?

APPENDIX H
The Students’ Interview Result
109
110
1. Interview Guide Bagaimana menurut anda tentang penggunaan
aplikasi Quizlet selama ini?
Respondent Answer
Aplikasi quizlet sangat membantu dan mudah

1
digunakan
Aplikasi Quizlet menarik, mudah digunakan dan
2
sangat membantu para penggunanya termasuk saya.
Biasa aja sih, cuma mudah digunakan aja. Soalnya aku
3
agak males buat ngafal-ngafalin.
Aplikasi Quizlet sangat menarik dan tentunya mudah
4
digunakan oleh semua penggunanya.
Udah bagus ya, Aplikasi Quizlet mudah digunakan dan
5
juga menarik, lumayan pokoknya.
2. Apakah penguasaan kosa-kata Bahasa Inggris anda meningkat sejak
menggunakan aplikasi Quizlet?
Respondent Answer
1 Iya pastinya dong, betambah kok kosakataku.
2 Bertambah dong mbak, lumayanlah bertambahnya.
3 Iya sedikit sih mbak.
Bertambah mbak karena itu kosakatanya sering keluar
4
di test.
5 Iya bertambah lumayan banyak mbak.
3. Apakah anda merasa terpaksa menggunakan aplikasi Quizlet dalam
rangka peningkatan kemampuan kosa-kata Bahasa Inggris?
Respondent Answer
Nggak ada paksaan sama sekali kok mbak, aku seneng
1
malahan bisa tau aplikasi baru.
Tidak mbak, sama sekali tidak ada paksaan, aku
2 seneng bisa dapat sesuatu yang baru, makasih ya
mbak.
Gak terpaksa sih, cuma agak males aja. Hehe maaf ya
3
mbak.
Aku enggak merasa dipaksa kok mbak, kan malah jadi
4
tahu.
111
Sama, aku juga gak terpaksa kok, karena lumayan

5
nambah pengetahuanku.
4. Apakah anda mengalami kesulitan dalam menggunakan aplikasi
Quizlet?
Respondent Answer
Enggak ada kesulitan kok mbak, soalnya instruksinya
1
jelas.
Lumayan agak susah sih mbak, soalnya ribet diawal
2
gitu, tapi abis itu ya lama-lama bisa.
3 Agak bingung ya mbak, tapi yaudah gitu.
Diawal-awal pas mulai itu agak bingung mbak karena
4 harus register dan login itu kan mbak, tapi setelah
login lancar kok mbak.
5 Kalo aku sih hanya kesulitan diawal penggunaan saja,
setelah digunakan tidak ada kesulitan
5. Apa hambatan anda dalam menggunakan aplikasi Quizlet?
Respondent Answer
Cuma satu mbak penghambatnya, koneksi internet
1
mbak.
Menurutku sih hambatannya saat harus register dan
2
login untuk bisa buka kosakatanya
3 Internet mbak itu hambatannya.
Karena harus online aplikasinya, jadi ya internet itu
4
mbak hambatannya.
Menurutku sih tampilannya agak bikin bingung, antara
5 yang di hp sama di laptop/computer itu sedikit
berbeda.
6. Apakah anda mempunyai kritik dan saran dalam penggunaan aplikasi
Quizlet?
Respondent Answer
Menurutku aku gak punya kritik, karena aplikasinya
1
mudah digunakan dan sudah sangat keren plus menarik
2 Wah aplikasinya sudah bagus jadi tidak ada kritik deh.
3 Tidak ada, karena aplikasinya sudah oke
112
Kalo aku nggak ada juga, karena aplikasinya sudah

4
lengkap dan oke.
5 Mungkin bisa ditambah lagi fitur kosakatanya
7. Apa saran anda agar penguasaan kosa-kata Bahasa Inggris lebih
menarik sehingga dapat lebih banyak mengingat, menghafal dan
memahami kata?
Respondent Answer
Kalau saran dari aku sih, selain pake aplikasi quizlet
1 mungkin bisa ditambah praktikin ngucapin langsung
vocabularynya
Menurutku, seseorang itu akan lebih mudah
mengingat, memahami, dan menghafal sesuatu kalau
2
mereka berfikir itu menyenangkan, jadi terus gunain
dan tambahin gambar-gambar yang menarik perhatian.
Kalau dari aku, setelah menggunakan aplikasi Quizlet
3 harus diadakan games ‘mencongak’ biar lebih
dipahami.
Kalau menurutku, lebih banyak menggunakan
4
permainan supaya lebih menarik
Ditambahin game yang seru beserta gambar-
5 gambarnya atau cerita bergambar kalau saran dari aku
sih mbak.
APPENDIX I
The Interview Guide for Teacher
113
114
The Interview Guide for Teacher
1. Bagaimana menurut anda tentang penggunaan aplikasi Quizlet selama ini?
2. Menurut anda, apakah penguasaan kosakata Bahasa Inggris siswa-siswi
mengalami peningkatan sejak menggunakan aplikasi Quizlet?
3. Menurut anda, apakah online flashcards yang ada pada aplikasi Quizlet
sudah memenuhi standard sebagai media pembelajaran yang baik untuk
siswa SMA?
4. Menurut anda, adakah hambatan dalam penerapan aplikasi Quizlet selama
ini?
5. Menurut anda, apa saran lain yang berkaitan dengan cara penggunaan
aplikasi Quizlet untuk menambah penguasaan kosakata pada siswa?

APPENDIX J
The Teacher’s Interview Results
115
116
1. Bagaimana menurut anda tentang penggunaan aplikasi Quizlet
selama ini?
Kalau menurut saya sebagai seorang guru, penggunaan aplikasi Quizlet sangat
membantu saya terutama dalam mengajar siswa-siswi yang tumbuh dan
berkembang di jaman teknologi. Saya jadi bisa menyesuaikan materi kosakata
dengan menggunakan teknologi.
2. Menurut anda, apakah penguasaan kosakata Bahasa Inggris
siswa-siswi mengalami peningkatan sejak menggunakan aplikasi
Quizlet?
Ya sudah lumayan ya kalau menurut pandangan saya. Bisa terlihat juga dari
pretest dan posttest yang mbak berikan itu. Tapi ya belum semua siswa
meningkat mbak. Semua itu balik lagi ke siswanya mbak, mereka mau serius
atau tidak.
3. Menurut anda, apakah online flashcards yang ada pada aplikasi
Quizlet sudah memenuhi standard sebagai media pembelajaran
yang baik untuk siswa SMA?
Kata-kata yang ada di aplikasi memang sudah lumayan sesuai dengan kata-
kata yang biasa dikeluarkan dalam buku latihan siswa, akan tetapi belum
semuanya. Sama satu lagi mbak, itu akan sesuai apabila tidak ada kesalahan
pengetikan, tapi kemarin pas saya liat vocabnya sudah benar semua sih mbak.
117
4. Menurut anda, adakah hambatan dalam penerapan aplikasi
Quizlet selama ini?
Hambatannya utama sih kalau menurut saya itu ya koneksi internetnya mbak,
karena kadang di kelas itu suka susah sinyal wifinya, dan mungkin yang
kedua karena saya baru pertama kali pakai aplikasi ini mbak jadi belum terlalu
lancar.
5. Menurut anda, apa saran lain yang berkaitan dengan cara
penggunaan aplikasi Quizlet untuk menambah penguasaan
kosakata pada siswa?
Anak itu kan seharusnya bukan saja hanya menghafal kata dan kemudian tau
artinya. Karena beberapa kosakata kan ada yang memiliki lebih dari satu arti,
kadang di konteks A kita pakai arti yang ini, tapi di konteks B atau lainnya
kita menggunakan arti yang berbeda. Nah kadang itu juga membuat siswa
bingung, jadi menurut saya selain membantu siswa dalam menghafal, kita
juga harus membantu siswa dalam mengimplementasikan kata-kata itu.

APPENDIX K
The Pretest and Posttest Sheets
118
119
SCORE:
Pre-Test in Mastering Vocabularies
Name/Absen:……………………..…… /……..
1. Admire ----- a. Memahat
2. Amuse ----- b. Mengikuti
3. Attract ----- c. Mengagumi
4. Annoy ----- d. Terluka
5. Bark ----- e. Menyamarkan
6. Beg ----- f. Membujuk
7. Bend ----- g. Mengonggong
8. Bleed ----- h. Menghancurkan
9. Carve ----- i. Menciptakan
10. Chop ----- j. Menghibur
11. Cling ----- k. Meyakinkan
12. Compare ----- l. Menyokong
13. Destroy ----- m. Memohon
14. Disguise ----- n. Berpegangan
15. Encourage ----- o. Menarik
16. Follow ----- p. Menentang
17. Invent ----- q. Menjengkelkan
18. Persuade ----- r. Memotong
19. Resist ----- s. Membandingkan
20. Sustain ----- t. Membengkokan
APPENDIX L
The Pretest and Posttest Results
120
121
122
123
124

The Use of Quizlet As A Learning Medium To Improve English Vocabulary Mastery For Eleventh Grade in Sman 4 Yogyakarta

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE USE OF QUIZLET AS A LEARNING MEDIUM TO

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

THE USE OF QUIZLET AS A LEARNING MEDIUM TO

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

Quizlet application is one of the most recent educational technologies in

Keywords: students’ perception, Quizlet application, vocabulary mastery

Keywords: students’ perception, Quizlet application, vocabulary mastery

Always Try Our Best To Reach Our

I dedicated this Thesis to:

My father Fransiscus Xaverius Paijo and

everything is possible as long as we work hard and do our best.

My sincere gratitude goes to my best thesis advisor Markus Budiraharjo,

during the processes of writing my thesis. I could finish my thesis because he

never stops to give advices, comments, feedbacks, motivations and suggestions

who guides me in these four years of my study.

My greatest thanks go to Bapak Jaka Tumuruna M.Pd., the headmaster of

SMA N 4 Yogyakarta who had given permission to me to conduct the research. I

XI Science 4 for their cooperation in the research.

I dedicate this thesis for my beloved parents, Fransiscus Xaverius Paijo

and Monica Eny Widayatun. I am so grateful to have both of them in my life. I

Feny Christantianti, my brother in law Febri Purnomo Putro and my brother

Hilarius Jony Christanto, who always give me support

My gratitude also goes to my beloved and energetic friends Nurul Gusnita,

jokes, patience, supports, times, experiences and unforgettable moment we have

Putri, Maria Yolanda and Elizabeth Charlotte.

My special thanks go to Dimas Yogi Sayogya, whose love, patience,support

understanding and listening to me as my human diary during the process of

mentioned for the support and prayers.

Elisabeth Jeny Christanti

CHAPTER I INTRODUCTION ......................................................... 1

CHAPTER II REVIEW OF RELATED LITERATURE ................. 11

CHAPTER III RESEARCH METHODOLOGY .............................. 32

D. Instruments and Data Gathering Techniques .................. 34

English is one of the compulsory subjects in Indonesian Senior High

School curriculum. The students in every school in Indonesia should follow

especially eleventh grade, is around 3-4 hours in a week.

In fact, it is difficult to deny that many senior high school students

demonstrate poor vocabulary mastery. Vocabulary acquisition is considered as

vocabulary intensively is not provided in English curriculum for Senior High

which is used by the teacher.

This thesis attempts to provide a solution to solve the problems mentioned

above through the adoption of Quizlet application. According to Andrew

in the learning process. Second, Quizlet is an interesting medium especially in this

memorize vocabulary easily.

According to Crystal (2003), English is global language. This is one of the

of English has become more common in variety of media, both on television

also have to master the elements of English language.

In addition, there are elements of the English language that must be

fulfilled, one of them is vocabulary. Vocabulary is one of the important factors

can master a single language without mastering the vocabulary first.

According to Burton (1982) a stock of words in a language that can

support the students to learn the skills of language is called as vocabulary. It

understand the vocabulary. It shows that vocabulary should be learnt by the

important for the acquisition process (Krashen, 1981).

Further, Wilkins as cited by Thornbury (2002) stated that without knowing

any vocabulary, it is impossible to convey something. On the other hand, without

of intention in paying attention to the English teachers. In addition, the students