The researcher conducted a research on “the effectiveness of using u-
dictionary to increase students' vocabulary mastery in the eighth grade of junior
high school” The purpose of this research was to determine the effectiveness of
using U-Dictionary to increase students' vocabulary mastery in the eighth grade
and to find out whether the use of this learning media can increase vocabulary
before the treatment is given and the post-test is given after the treatment to
determine the increase of students' vocabulary. The researcher used saturated
sample, the researcher selected a sample as much as the population consisting of
30 students. They are 8th grade students of SMPN 2 Palakka. The results of this
research show that there is a significant increase in vocabulary in students, this
can also be proven by the sig. (2-tailed) of 0.00 < 0.05. This indicates that HI is
accepted and H0 is rejected. It is assumed that there is a significant difference
between students' vocabulary after the treatment. This is evidenced by the high
average score of students' post-test compared to the pre-test. It means that the use
of U-Dictionary in vocabulary learning is effective.
A. Conclusion
Based on the research results and data analysis presented in the
previous chapter, it can be stated that the use of the U-Dictionary application
proved to be very effective in improving the vocabulary mastery of students
in class VIII of SMPN 2 Palakka. A significant increase can be seen from the
comparison of pre-test and post-test results, where there was an increase in
the average score from 39.23 to 76.13. The changes in the distribution of
students' scores also show a real positive impact, where the number of
students who fall into the low score category is less after using U-Dictionary.
Statistical analysis through paired t-test further strengthened this conclusion,
which showed a highly significant difference between the pre-test and post-
test scores.
In addition to the score improvement, the use of U-Dictionary also
succeeded in increasing students' motivation and active participation in
vocabulary learning. The app's ease of use and interactive features, especially
the pronunciation feature, contribute to students' enthusiasm in learning new
vocabulary. This shows that the integration of learning technology such as U-
Dictionary can be an effective strategy in improving students' interest and
learning results in English vocabulary learning.
While the results of this study are very promising, it is important to
remember that the successful use of U-Dictionary also depends on other
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factors such as teacher guidance and proper integration in the learning
curriculum. Further research with a larger sample and longer duration may be
needed to confirm these findings and explore its long-term effects. However,
this study has made an important contribution in understanding the potential
of learning technology in improving students' vocabulary acquisition and is
expected to encourage further innovation in English language teaching in this
digital era.
B. Suggestion
Based on the findings and conclusions of this study, some
suggestions can be made for various parties related to English language
learning, especially in vocabulary teaching:
1. For English Teachers:
Teachers are advised to integrate the use of U-Dictionary or
similar apps in the vocabulary learning process. This can be done by
designing learning activities that involve the use of the app, both inside
and outside the classroom. Teachers also need to provide clear guidance to
students on how to use the app effectively for self-learning.
2. For Schools:
Schools are recommended to support the use of learning
technology such as U-Dictionary by providing adequate infrastructure,
such as stable internet access and necessary devices. In addition, schools
can also consider organizing training for English teachers on the use of
technology in language learning.
3. For Students:
Students are encouraged to utilize U-Dictionary or similar apps as
self-study aids outside of class hours. Consistent use of these apps can help
improve their vocabulary acquisition significantly.
4. For Curriculum Developers:
The results of this study show the importance of technology
integration in language learning. Therefore, it is recommended that
curriculum developers consider incorporating the use of language learning
apps such as U-Dictionary into the English curriculum, especially for
vocabulary teaching.
5. For Future Researchers:
For future research, it is recommended to conduct a study with a
larger sample and longer duration to confirm and extend the findings of
this study. In addition, future research can also focus on other aspects of
language learning, such as the effect of using U-Dictionary on English
speaking or writing skills.
6. For App Developers:
Based on students' positive responses to U-Dictionary, language
learning app developers are advised to continue improving features that
support vocabulary learning, such as interactive exercises, educational
games, and learning progress tracking features.
7. For Education Policy Makers:
The results of this study can be taken into consideration for policy
makers to encourage the use of technology in language learning in schools.
Policies that support the integration of technology in education, including
providing access to quality learning apps, should be considered.
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By implementing these suggestions, it is hoped that the quality of
English vocabulary learning can be improved, ultimately improving students'
overall English proficiency.

STAR20240304

304/2024

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