This study aims to determine the The Effectiveness of Loklok Application as an
Assisted-Language Learning Media on Vocabulary Learning among eighth-grade
students in English language learning. This study uses a quantitative approach
with a pre-experimental design (pre-test and post-test of one group), involving 30
eighth-grade students at SMPN 6 Watampone as subjects. Data were collected
through vocabulary tests administered before and after the intervention using the
Loklok Application. The results of the study indicate a significant improvement
in students' vocabulary mastery after using the Loklok Application, particularly in
the areas of vocabulary recognition, comprehension, and retention. The average
score increased from 47.57 in the pre-test to 61.00 in the post-test, showing a gain
of 13.43 points. The t-test showed significance of 0.000 (< 0.05), proving that the
Loklok Application is effective as a medium for learning English to improve
students' vocabulary learning. This study implies that the integration of
multimedia-based technology such as the Loklok Application can be an innovative
solution in teaching English vocabulary that is more interactive, engaging, and
supports student independence in learning through audiovisual content and
authentic language exposure.
A. Conclusion
This research provides strong empirical evidence of the effectiveness of
the LokLok application in teaching English vocabulary to eighth-grade students,
with a significant increase in average scores from 47.57 to 61 (p < 0.001). These
findings reinforce constructivist learning theory and multimedia learning theory,
demonstrating that the integration of visual, audio, and interactive elements in
mobile applications can facilitate more effective learning. This research
contributes to the development of a theoretical framework for mobile-assisted
language learning (MALL) and computer-assisted language learning (CALL) in
the Indonesian educational context.
Practically, the LokLok application can be implemented as a learning aid
that complements conventional methods, providing solutions for diversifying
teaching and increasing student engagement. For educational institutions, these
findings support investment in mobile learning technology to improve the
quality of English education. This research has important implications for
learning app developers to design pedagogically sound products, as well as
providing an empirical basis for educational policies to integrate mobile
technology into the curriculum. In the Indonesian context, mobile applications
can be a solution to address the gap in access to quality education.
Further research with a more rigorous experimental design, a more diverse
sample, and long-term retention assessment is needed to strengthen these
findings and optimize the implementation of mobile learning technology in the
future.
B. Suggestion
Based on the findings of this research, several suggestions can be
made to various parties involved in the implementation of technology in
language learning:
1. For English Teachers
Teachers are recommended to integrate the Loklok app as an
innovative vocabulary learning tool into the teaching and learning
process. Implementation can be done gradually, starting with introducing
the app to students, followed by systematic guidance on its use, and
concluding with regular evaluations of students' learning progress.
Teachers should also consider individual differences in how students
respond to learning technology by providing additional support for those
who struggle with adaptation.
However, before using the Loklok app for classroom learning, it is
advisable to filter the application for students to avoid content that is not
age-appropriate.
2. For Students
Students are encouraged to make optimal use of the Loklok app by
allocating consistent time for vocabulary learning through this platform.
Students can develop independent learning strategies by noting down
new vocabulary they encounter, practicing pronunciation through the
audio feature, and applying the learned words in everyday
communication contexts. Active engagement in learning through this app
will maximize the potential for vocabulary improvement.
3. For Schools and Educational Institutions
Schools are advisednto provide adequate technological
infrastructure, including stable internet access and devices that support
the use of learning apps. Schools can also develop policies that integrate
learning technology into the curriculum, provide training for teachers in
the use of learning apps, and facilitate the sharing of best practices among
teachers in the implementation of educational technology.
4. For Further Research
Further research can explore the effectiveness of the Loklok app on
other language skills such as listening, speaking, reading, and writing.
Comparative research between various language learning apps can also
provide more comprehensive insights into the characteristics of the most
effective apps for language learning. In addition, longitudinal research
can be conducted to observe the sustainability of the improvements
achieved by students over a longer period of time.
Further studies could also consider moderating variables such as
learning motivation, learning style, and students' initial proficiency levels
to understand the factors influencing the effectiveness of learning
applications. Research with larger samples and involving schools in
various regions could enhance the generalizability of the findings
5. For Application Developers
Language learning application developers such as Loklok are
advised to continue developing features that can accommodate the
diversity of students' learning styles. The addition of more detailed
progress tracking features, a more engaging gamification system, and
content tailored to the national curriculum can increase the relevance and
effectiveness of the application in the context of formal education in
Indonesia.
Overall, this research demonstrates that the integration of
technology in language learning has significant potential to improve the
quality of education. However, the successful implementation of
educational technology requires synergistic collaboration among various
education stakeholders to create an optimal learning ecosystem for
students.

STAR20250298

298/2025

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