Theoretical Framework

1. Teaching Grammar
a. Definition
Grammar is a rule about word structure to make a perfect sentence.
Grammar is the most important aspect to be studied and explored,
because using the correct grammar will form and build a correct
sentence.1 To  be an  effective language  user, learners should study
grammar  because grammar skills will help learners  to organize words
and messages and make them meaningful. Knowing more about
grammar will enable learners to build better sentences in speaking and
writing performances. A good knowledge of grammar helps learners to
make sentences clear  enough to understand. Improper use of grammar
will not convey meaningful message.
b. The Importance Of Grammar
Based on the research by Yusuf Yulianto and Nurul on their journal’s,
some researcher said that the importance of grammar. the first is from
Hinkel & Fotos said that the teaching of grammar will help the
learners to foster the skills essential for their success in using English.
another is by Savage said there are two important factors of the
teaching grammar: (1) the function of the language functions that
students will use it in their daily life activities, and (2) the
surroundings in which learners use English. not only that, . Not only
that according Gengross said that, learning grammar had the same
sequence of stage. For example, the model text’s presentation, lead-in,
the model text’s reconstruction, text creation and text sharing. These
stages allow the students to comprehend the teaching materials in
grammar. In teaching grammar, these aspects should be see for
teaching and learning grammar not only about grammatical structure

1
Y. C. G. Mali, "Writing gramatical sentences: voices of Indonesian undergraduates in EFL
Classrooms," Jurnal Pendidikan Bahasa dan Sastra, vol. 16. 15-21, 2016.
 merely, they are also used to give meaningful expression both in
context and meaning.2
c. The Rules Of Grammar Teaching
There are six rules according to According to Scott Thornbury as
follows3 :
1) The Rule of Context Teach grammar in context. This can mean
context of language and context of use (meaning). If you have to
take an item out of context to draw attention to it, re-contextualize
it as soon as possible.
2) The Rule of Use.Teach grammar in order to facilitate the learner’s
comprehension and production of real language. Always provide
opportunities for learners to put grammar to communicative use.
3) The Rule of Economy.Minimize presentation time to maximize
practice time.
4) The Rule of Relevance.Teach only grammar that students have
problems with. Find out what they already know.
5) The Rule of Nurture. Teaching doesn’t always cause learning.
Language learning is a gradual process. Provide the right
conditions for grammar learning.
6) The Rule of Appropriacy.Interpret all of these rules according to
the level, needs, interests, expectations and learning styles of your
students.
d. Techniques in Teaching Grammar
there are four techniques that can be applied in teaching grammar as
state by Bezusa in his paper such as 4 :
1) Using Song and Poems
2) Using Games
3) Using Story Telling
2
Yuliyanto and Fitriyati, “Boosting Students’ Interest In Learning Grammar By Using Quizlet.”
3
Teaching English Grammar, “Teaching English Grammar Today ’ s Class” (n.d.).
4
A Bezusa and I Samoylyukevych, “Innovative Techniques for Teaching Foreign Languages,”
Теорія І Практика Навчання … 6, no. 11 (2020): 2018–2021,
http://eprints.zu.edu.ua/30945/1/Збiрник_студ_конф_2020_правка.pdf#page=31.
 4) Using other media
2. Learning Media
The word of ‘’media’’ come from the Latin language and media is
a plural form of the word "medium" which literally means "mediator" is
the source of the intermediary message to the recipient of the
message.According to Heinich cite from Azhar Arsyad , the definition of
media is a communication channel tool. The example of media such as
films, television, charts, computers, applications and printed material. We
can conclude that, media can be considered as a learning media if they
carry messages to others. To achieve learning objectives,Heinich also
correlate between messages and media methods. So, it means the media
can support the learning and teaching process and the media can make it
more interesting.
According to AECT (Association for Educational.
Communications and Technology), learning media are everything that
usually people use to convey learning messages. in other hand learning
Media should be said as a learning component that functions to convey
messages learning that can help provide meaningful experiences for
students. in short, learning media is the things that people used to convey
messages with others. the benefits from learning media such as it will
make easier for students to understand something abstract to be more
concrete. With the media learning is expected to increase student
motivation to learn.
3. Quizlet Application
a. Definition
Quizlet application is  is a free website that lets us to make flash cards
individually or with a group. The cards can then be shared, reviewed
online in a variety of ways, or printed for offline use. In addition to
making our own sets of cards, Quizlet also gives us access to a
database with millions of flashcards ready for use. in other hand, the
site allows groups to be created, allowing students to work and
 communicate within their group. As a powerful study tool, it offers
four modes of learning such as for flashcards, speller, learn, and test.
It also allows us to play competitive games, such as scatter and space
race.5
b. History of Quizlet
According Durratul Khikmah in her journal research, quizlet is
developed by a student from California high school who’s namen
Andrew Sutherland on 2005 . This idea came from his personal
experience when he will learn French.6 after that, this aplication
released to the public in January 2007 on a website. Then, in August
2012 Quizlet was released as a mobile application for ios and for the
android application in August 2013.7
c. Advantages and Disadvantages
There are some advantages and disadvantages by using Quizlet
Application such as follow8:
1) The advantages of Quizlet
a) It functions as a memorization tool to assist students'
learning.
b) It offers a variety of learning modes, including four
study modes and two study games. 
 Flashcard - Creating basic flashcards 
 Speller - Typing what you hear 
 Learn - Learning call-and-response type
 Test -  Generating random tests 
 Scatter game - Matching scattered terms and
definitions
 Space Race game - Typing while memorizing

5
https://sites.google.com/site/ivndanoe/concluding-remarks
6
Hikmah, “Quizlet: A Digital Media for Learning Informatics Terms.”
7
Siti Ismahani, THE EFFECT OF THE QUIZLET APPLICATION ON THE VOCABULARY MASTERY OF
STUDENTS IN CLASS VII MTs AL-WASHLIYAH BAH GUNUNG THESIS.
8
https://sites.google.com/site/ivndanoe/concluding-remarks
 c) It allows students to share their works with others in
Friends and Groups.
d) It is free
e) It is not required to install the software.
f) It can be operated in mobile devices.
2) The disadvantages of Quizlet:
a) Some flashcards made by other users might give
misleading or wrong information. Be aware that the sets
are user created (like all things Web 2.0), so might
include inaccurate information.
b) It might be a problem in ownership of works.
Hypothesis
The definition about hypothesis according to Sugiyono explained that the
hypothesis is a temporary answer to the formulation of the research
problem. In which the formulation of the problem stated in the form of a
question.
In this research, the researcher will use two hypotheses that there are
alternative hypothesis and also null hypothesis. The hypothesis are:
1. Null Hypothesis (H0) : There is no an effect of Quizlet as
learning media in teaching grammar
2. Alternative Hypothesis (Ha) : There is an effect of Quizlet as
learning media in teaching grammar
Research Method
1. Type of the research
The type of the research will use quantitative research approach.
According to Nana S. Sukmadinata , quantitative research based on
philosophy positivism which emphasizes in objective phenomena
that are studied quantitatively or carried out used numbers,
statistical processing, structure, and trial controlled. Meanwhile the
type of research used in the research is a quasi-experimental design
research. the main characteristic of quasi experimental design is is
 the development from true experimental design, which it has a
control group but cannot fully function to control the external
variables which affect the course of the experiment.
2. Time and Location of the Research
This research will be held at SMA N Bantarsari, located in
K.H.Syarbini Street, No.2 Bantarsari. Gandrungmangu.The
research will be held from August until September 2022, in the
academic year 2022/2023.
3. Population and Sample of the Research
The population of this research is the eleventh grade at SMA N
Bantarsari in the academic year 2022/2023. The total of
population is 90 students that consist of 2 classes.
NO CLASS POPULATI
ON
1 XI MIPA 1 30
2 XI MIPA 2 30
3 XI MIPA 3 30
total 90

Table 3.1
The Population of The Research

In this study, samples will take by random sampling technique.

Considerations used in random sampling The techniques are: (1)
students receive material based on the same curriculum with the same
 teacher qualifications (2) Students are at the same level that are xi
grade (3) The age of students in class is same relative (4) the academic
score from the classes are average score , no one is the highest level.
To determine the class to be sample in this research, the
researcher will be draw lots from the entire population as follows:
1. From the three classes, two classes were taken randomly to
be use as sample.
2. Then from the two selected classes to be the sample in
this research, it will be drawn again to determine which
class will be selected as experimental class and a control
class.
3. Then draw again which class will be a group experimental
and control groups with the provisions, if the first lottery
come out it mean it become the experimental group and if
the second draw come out it mean it becomes the control
group.
In addition, there are only three classes so the researcher will use the last
class as a trial class because it is not selected as the control class and
experiment class.
Variable of the Research
In this study there are two variables, namely independent and dependent
variable.
1. Independent Variable (X)
Independent variables are variables that affect or cause
changes in something so that the dependent variable
appears.The independent variable in this study is the Quizlet
application
2. Dependent Variable (Y)
The dependent variable is a variable that is influenced by
independent variable . The dependent variable in this research
is the effect.
Techniques of Data Collection
To collect the data, the tests will be give to students, there are : pre-tests,
and post-tests that will be conducted in both groups in the experimental
and control groups. The research instrument is a test and will adopt from
daily test,midter, final exam and also adapt to the students’ handbook
material. It will validate by the validator and it will try out to trial class
before giving to the sample students.
1. Pre Test
the pre test will obtain by using a test before the researcher
give the treatment. The pre test is the form of multiple choice
test that consist 30 question, and the allocation is 40 minutes.
Then the pre test will be conduct on august 2022 coordinate to
the schedule of the control class and the experimental class.
2. Post Test
In this research, the researcher will conduct a post-test after
students get the treatment and the time allocation is 40 minutes
on September 2022. The post test use same form of multiple
choice test that consist 30 question.

Techniques of Data Analysis

To know the effect of using the quizlet application in teaching , it is intend
that the control group and the experimental group will be compare by
using the t-test, as follow

meaning:
t = Total score
Ma = Mean of experimental group
Mb = Mean of control group
 Da2 = Standard of deviation of experimental group
Db2 = Standard of deviation of control group
Na = Total number of experimental group
Nb = Total number of control group
After obtaining the t-test, the researcher will compare data from the t-test
and t-table. Hypothesis testing uses criteria with a significant level of 5%
(0.05). The conclusion will obtain as follows:
Hα is accepted if> t table or if Sig. (2-tailed) <0.05.
Ho is accepted if <t table, or if Sig. (2-tailed)> 0.05

Structure of the Research

To do systemic research, that is necessary to classify the structure of this
research. This research is divided into five chapters; they will explain as
follows:
Chapter I presents an introduction. It consists of a background of the
study, operational definitions, research question, objectives and
significances of the research method, and structure of the research.
Chapter II explains the theories related to the effect of quizlet as learning
media in teaching grammar.
Chapter III consists of a research method that deals with the research
design, time and place of the research, population, sample, instruments for
obtaining data, and techniques for collecting data, and analyzing data.
Chapter IV presents the research result, which discusses the the effect of
quizlet as learning media in teaching grammar
Chapter V presents the conclusion and suggestion of the research. The
conclusion states the answer to the research questions. Furthermore, the
suggestions for the future research are also available in this chapter.
References
Bezusa, A, And I Samoylyukevych. “Innovative Techniques For Teaching
Foreign Languages.” Теорія І Практика Навчання … 6, No. 11 (2020):
2018–2021.
 Http://Eprints.Zu.Edu.Ua/30945/1/Збiрник_Студ_Конф_2020_Правка.Pdf#
Page=31.
Chaikovska, Olha, And Lesia Zbaravska. “THE EFFICIENCY OF QUIZLET-
BASED EFL VOCABULARY LEARNING IN PREPARING
UNDERGRADUATES FOR STATE ENGLISH EXAM.” Advanced
Education 7, No. 14 (May 14, 2020): 84–90.
Grammar, Teaching English. “Teaching English Grammar Today ’ S Class”
(N.D.).
Hikmah, Durratul. “Quizlet: A Digital Media For Learning Informatics Terms.”
Ijoeel 01, No. 01 (2019): 1–9.
Jentia, Cynthia, Ak Peter, Evie Nisha, A / P Sahathevan, Francisca Lina, Ak
Tujang, & Melor, Et Al. “Quizlet: Putting Grammar In Educational Apps.”
International Invention & Innovative Competition (Iniic)S 2 (2019): 174–
178.
Rejeki, Sri, Diah Kristina, Agus Wijayanto, Universitas Sebelas Maret Surakarta,
And Universitas Muhammadiyah Surakarta. “PERCEPTION OF
VOCATIONAL STUDENTS TOWARD THE USE OF DUOLINGO AND
QUIZLET TO IMPROVE THEIR WORDS BANK.” In INELTAL
Conference Proceedings The International English Language Teachers And
Lecturers Conference, 102–108, 2020.
Sari, Dhany Efita. “Quizlet: Aplikasi Pembelajaran Berbasis Smartphone Era
Generasi Milenial.” Jurnal Pendidikan Ilmu Sosial 29, No. 1 (2019): 9–15.
Setiawan, M Rizky, Nurhidayanto Pancoro, And Setyo Putro. “QUIZLET
APPLICATION EFFECT ON SENIOR HIGH SCHOOL STUDENTS
VOCABULARY ACQUISITION” 4 (2021).
Siti Ismahani, Mpd. THE EFFECT OF THE QUIZLET APPLICATION ON THE
VOCABULARY MASTERY OF STUDENTS IN CLASS VII Mts AL-
WASHLIYAH BAH GUNUNG THESIS, 1968.
Training, Teacher. “Utilizing Learn English Grammar Mobile Application In
Improving The Students ’ Grammar At Smp Negeri 14 Palopo.” STATE
ISLAMIC INSTITUTE OF PALOPO, 2021.
Yuliyanto, Yusuf, And Rokhmah Fitriyati. “Boosting Students’ Interest In
Learning Grammar By Using Quizlet.” In Proceeding Of The 2nd Icollit,
118–121. Surakarta: Universitas Muhammadiyah Surakarta, 2019.
Bezusa, A, And I Samoylyukevych. “Innovative Techniques For Teaching
Foreign Languages.” Теорія І Практика Навчання … 6, No. 11 (2020):
2018–2021.
Http://Eprints.Zu.Edu.Ua/30945/1/Збiрник_Студ_Конф_2020_Правка.Pdf#
Page=31.
Chaikovska, Olha, And Lesia Zbaravska. “THE EFFICIENCY OF QUIZLET-
BASED EFL VOCABULARY LEARNING IN PREPARING
UNDERGRADUATES FOR STATE ENGLISH EXAM.” Advanced
Education 7, No. 14 (May 14, 2020): 84–90.
Grammar, Teaching English. “Teaching English Grammar Today ’ S Class”
(N.D.).
Hikmah, Durratul. “Quizlet: A Digital Media For Learning Informatics Terms.”
Ijoeel 01, No. 01 (2019): 1–9.
Jentia, Cynthia, Ak Peter, Evie Nisha, A / P Sahathevan, Francisca Lina, Ak
Tujang, & Melor, Et Al. “Quizlet: Putting Grammar In Educational Apps.”
International Invention & Innovative Competition (Iniic)S 2 (2019): 174–
178.
Rejeki, Sri, Diah Kristina, Agus Wijayanto, Universitas Sebelas Maret Surakarta,
And Universitas Muhammadiyah Surakarta. “PERCEPTION OF
VOCATIONAL STUDENTS TOWARD THE USE OF DUOLINGO AND
QUIZLET TO IMPROVE THEIR WORDS BANK.” In INELTAL
Conference Proceedings The International English Language Teachers And
Lecturers Conference, 102–108, 2020.
Sari, Dhany Efita. “Quizlet: Aplikasi Pembelajaran Berbasis Smartphone Era
Generasi Milenial.” Jurnal Pendidikan Ilmu Sosial 29, No. 1 (2019): 9–15.
Setiawan, M Rizky, Nurhidayanto Pancoro, And Setyo Putro. “QUIZLET
APPLICATION EFFECT ON SENIOR HIGH SCHOOL STUDENTS
VOCABULARY ACQUISITION” 4 (2021).
Siti Ismahani, Mpd. THE EFFECT OF THE QUIZLET APPLICATION ON THE
VOCABULARY MASTERY OF STUDENTS IN CLASS VII Mts AL-
WASHLIYAH BAH GUNUNG THESIS, 1968.
Training, Teacher. “Utilizing Learn English Grammar Mobile Application In
Improving The Students ’ Grammar At Smp Negeri 14 Palopo.” STATE
ISLAMIC INSTITUTE OF PALOPO, 2021.
Yuliyanto, Yusuf, And Rokhmah Fitriyati. “Boosting Students’ Interest In
Learning Grammar By Using Quizlet.” In Proceeding Of The 2nd Icollit,
118–121. Surakarta: Universitas Muhammadiyah Surakarta, 2019.