This research evaluates the effectiveness of using Vocabulary.com, a web-based
platform, to improve vocabulary mastery among Junior High School students
learning English as a Foreign Language. Employing a quantitative preexperimental method with a one-group pretest-posttest design, the study was
conducted at SMPN 3 Watampone involving 31 students from Class VIII A. Data
were collected through vocabulary pre-tests and post-tests, then analyzed using
descriptive statistics, normality tests, and paired-samples t-tests. The findings
reveal significant improvement in students' vocabulary mastery following the
intervention. The mean score increased substantially from 52.98 (pre-test) to
65.24 (post-test), representing a 12.26-point improvement. This falls within the
10–15% range considered educationally significant, with a significance value of
0.000 (p < 0.05), confirming statistical effectiveness. The score distribution
shifted markedly, showing reduced "Poor" and "Very Poor" categories while
increasing "Good" and "Very Good" categories. Students progressed from basic to
intermediate and advanced proficiency levels. These results support the
hypothesis that web-based vocabulary learning through Vocabulary.com
effectively enhances students' vocabulary acquisition. The platform's engaging,
adaptive features provide effective tools for vocabulary development in EFL
contexts. However, limitations include the absence of a control group and lack of
long-term retention data. Further research should explore these aspects to validate
the generalizability of findings and investigate productive vocabulary application.
A. Conclusion
This research demonstrates that the effectiveness of web-based
vocabulary learning through the Vocabulary.com platform significantly
improves students‟ English vocabulary mastery. Students taught using
Vocabulary.com achieved better outcomes in learning English vocabulary.
Data collected from 31 students showed a pre-test mean score of 52.98 before
the intervention. After utilizing the platform, the post-test mean score
increased to 65.24, reflecting a 23.2% improvement.
Despite the intervention‟s success, some students remained at the basic
proficiency level, indicating variability in individual outcomes possibly due to
challenges with the monolingual interface or differences in motivation and
engagement. The absence of a control group and the focus solely on
vocabulary recognition limit the ability to attribute improvements solely to the
intervention and to assess long-term retention or productive vocabulary use.
Nevertheless, the findings align with prior research advocating the efficacy of
technology-enhanced learning, reinforcing the potential of web-based
platforms like Vocabulary.com to provide accessible, inclusive, and effective
tools for vocabulary development in secondary school settings. These results
contribute to the growing body of evidence supporting the integration of
digital tools in EFL instruction, particularly for addressing vocabulary
acquisition challenges among Junior High School students.
B. Suggestion
Based on the results of this research, there are several suggestions that
can be made to various related parties.
1. For Teachers: Teachers are encouraged to integrate web-based vocabulary
platforms like Vocabulary.com into their English language curriculum to
complement traditional teaching methods and as part of their regular
instruction, setting clear vocabulary mastery targets (minimum 65% for
intermediate level) and monitoring students' progress toward these
benchmarks. To maximize effectiveness, educators should provide initial
training on platform navigation, particularly for students unfamiliar with
monolingual interfaces, and offer ongoing support to ensure sustained
engagement. Additionally, teachers can leverage the platform‟s Educator
Edition features to monitor individual progress and tailor interventions to
students‟ specific needs.
2. For Students: Students should actively engage with web-based vocabulary
tools to improve their learning experience. They are encouraged to utilize
the platform‟s interactive features, such as personalized quizzes and
progress tracking, to take ownership of their vocabulary development.
Regular practice and reflection on feedback provided by the platform can
further accelerate vocabulary acquisition.
3. For Researchers: Future research should address the limitations of this
research by incorporating a control group to strengthen causal inferences
and exploring the long-term retention of vocabulary gains. Additionally,
researchers could investigate the application of learned vocabulary in
productive skills, such as speaking and writing, to provide a more
comprehensive understanding of the platform‟s impact. Additionally,
researchers should examine the optimal duration and intensity of web-
based vocabulary interventions needed to achieve higher mastery levels
(80% or above) and investigate individual factors that influence
vocabulary learning effectiveness in technology-improved environments.

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