THE USE OF THE WORD RELAY APP TO IMPROVE STUDENTS' VOCABULARY MASTERY OF VII GRADE STUDENTS AT SMPK ST. ISODORUS LEWOTALA
DOI:
https://doi.org/10.51878/language.v6i4.15853Keywords:
Vocabulary Mastery, Word Relay App, Classroom Action Research, English LearningAbstract
Vocabulary mastery constitutes a foundational linguistic pillar in English as a Foreign Language (EFL) education, yet seventh-grade students at SMPK St. Isodorus Lewotala consistently faced acute challenges in word retention and active classroom engagement. This classroom action research examined how the integration of the Word Relay App could improve students' vocabulary mastery and classroom participation across two instructional cycles. The participants comprised 20 seventh-grade students selected purposively during the ongoing academic year. Data were gathered through 30-item vocabulary achievement tests, structured observation checklists, and field notes over three weeks of classroom intervention. The quantitative data were analyzed by calculating individual means, median scores, and the classical mastery percentage against the school's Minimum Mastery Criterion (Kriteria Ketuntasan Minimal / KKM) of 75. The findings indicated progressive achievement, as the mean vocabulary score increased from 58.25 (25% mastery) in the pre-cycle to 74.50 (75% mastery) in Cycle I, and reached 82.25 (85% mastery) in Cycle II. Concurrently, systematic classroom observations documented marked behavioral shifts, with students' active engagement and learning confidence rising from 35.00% to 83.75%. In conclusion, the sequential game-based mechanics of the Word Relay App provided repetitive contextual exposure that meaningfully supported junior high school students' vocabulary acquisition.
ABSTRAK
Penguasaan kosakata merupakan pilar linguistik mendasar dalam pembelajaran bahasa Inggris sebagai bahasa asing (English as a Foreign Language / EFL), namun peserta didik kelas VII di SMPK St. Isodorus Lewotala secara konsisten menghadapi kendala yang cukup berat dalam retensi kata serta keterlibatan aktif di kelas. Penelitian tindakan kelas ini mengkaji bagaimana integrasi aplikasi Word Relay dapat meningkatkan penguasaan kosakata dan partisipasi belajar peserta didik di kelas melalui dua siklus pembelajaran. Partisipan penelitian terdiri atas 20 peserta didik kelas VII yang dipilih secara purposif pada tahun ajaran yang sedang berjalan. Data dikumpulkan melalui tes hasil belajar kosakata yang memuat 30 butir soal, lembar observasi terstruktur, dan catatan lapangan selama tiga minggu intervensi pembelajaran. Data kuantitatif dianalisis dengan menghitung rata-rata individu, nilai median, serta persentase ketuntasan klasikal berdasarkan Kriteria Ketuntasan Minimal (KKM) sekolah yaitu sebesar 75. Temuan penelitian menunjukkan adanya peningkatan hasil belajar yang progresif, di mana nilai rata-rata kosakata meningkat dari 58,25 (ketuntasan 25%) pada prasiklus menjadi 74,50 (ketuntasan 75%) pada Siklus I, dan mencapai 82,25 (ketuntasan 85%) pada Siklus II. Secara bersamaan, observasi kelas yang terstruktur mencatat perubahan perilaku yang nyata, dengan meningkatnya keterlibatan aktif dan rasa percaya diri peserta didik dari 35,00% menjadi 83,75%. Kesimpulannya, mekanisme berbasis permainan beruntun pada aplikasi Word Relay memberikan paparan kontekstual secara berulang yang mendukung pemerolehan kosakata peserta didik tingkat sekolah menengah pertama secara bermakna.
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