The Use of Magoosh Application to Enhance EFL College Students’ Vocabularies at English Department

Indri Elsa Adrianti; Leni Marlina

doi:10.24036/jelt.v11i2.117300

The Use of Magoosh Application to Enhance EFL College Students’ Vocabularies at English Department

Indri Elsa Adrianti⁽¹⁾, Leni Marlina⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2022 indri elsa adrianti

DOI : https://doi.org/10.24036/jelt.v11i2.117300

Full Text:

Language : en

Abstract

There are some ways to enhance students’ vocabularies. One of them is using online applications, Magoosh Application. This study is to determine the efficiency of utilizing the Magoosh application in enhancing the vocabularies of students in the English Department of UNP. An experimental research design will use in this study to investigate the extent to which the use of these applications. Also, the instrument of data collection technique are tests and a questionnaire. The respondents in this study were 20 students of English Department of Universitas Negeri Padang. They were given pre-test before using Magoosh and post-test after using Magoosh. Then, followed by giving 15 questions for questionnaire. The results showed that there is an improvement from the pre-test to the post-test after the students use Magoosh application. The improvement is 24.53%. The pre-test and post-test proved to be higher in the final test. It can be concluded that using the Magoosh application can improve students' vocabulary. Moreover, from the satisfaction of the students it shows that 63% of the respondents agree that Magoosh helps them to enhance their vocabularies. Thus, the implementation of Magoosh application is usually recommended to be an exciting technique in coaching gaining knowledge of method to inspire the students in vocabulary.

Keywords

Magoosh, Vocabulary Mastery

References

Airasian P.W, Mills G. & Gay L.R. (2012). Educational research: Competencies for analysis and application. USA: Pearson Education, Inc.

Alhabahba, M. M., Mahfoodh, O. H. A., Pandian, A., Mohammad, Y. M., Ahmed, E. W., Albdour, A., & Al Bazar, H. (2014). Check this word out! exploring the factors that affect students’ vocabulary learning using smartphones via partial least squares. Education Research International, 2014.

Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners' performance. Journal of Educators Online, 13(2), 73-101.Alqahtani, A. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 168-180.

Apdy, A. P. R., & Asrifan, A. (2019). The Chinese mime game in teaching vocabulary on EFL classroom. In Proceedings of the 65th TEFLIN International Conference, Vol. 65, No. 01.

Holisoh, N., & Fitriani, H. (2020). English learning strategies of using application in online class: an emergency remote teaching during covid-19 pandemic. ELT in Focus, 3(2), 42-45.https://knudge.me/

https://magoosh.com/team/

Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.

Muzayyanna Zatulifa, M. Z., Riswandi, R., Fitriawan, H., & Akla, A. (2018). Application Based Android as A Development Of English Learning Media. IOSR Journal of Research & Method in Education (IOSR-JRME), 8(4), 66-72.

Nguyen and Khuat, Learning Vocabulary through Games. Asian EFL Journal. December 2003. http:/www.asian-efljournal.com/ dec-03-sub.Vn. php.

Shahbaz, M., & Khan, R. M. I. (2017). Use of mobile immersion in foreign language teaching to enhance target language vocabulary learning. MIER Journal of Educational Studies Trends & Practices, 66-82.Siregar, S. D., Sari, S. M., & Simamora, D. F. (2020). Using Application Based on Smartphone Android “Hello English” To Increase Students’ English Competency. English Education: English Journal for Teaching and Learning, 8(01), 47-56. (page 3)

Uberman, A. (1998). The use of games for vocabulAirasian P.W, Mills G. & Gay L.R. (2012). Educational research: Competencies for analysis and application. USA: Pearson Education, Inc. (page 31)

Apdy, A. P. R., & Asrifan, A. (2019). The Chinese mime game in teaching vocabulary on EFL classroom. In Proceedings of the 65th TEFLIN International Conference, Vol. 65, No. 01.

https://magoosh.com/team/

Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.

Nguyen and Khuat, Learning Vocabulary through Games. Asian EFL Journal. December 2003. http:/www.asian-efljournal.com/ dec-03-sub.Vn. php.

Uberman, A. (1998). The use of games for vocabulary presentation and revision, English Teaching Forum, 36(1), 253-285

Ur, Penny. 1998. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge

Wijaya, R. K., Yufrizal, H., & Kadaryanto, B. (2016). Improving Vocabulary Through Duolingo Application in Call at the Seventh Grade of SMP. U-JET, 5(1).

ary presentation and revision, English Teaching Forum, 36(1), 253-285

Ur, Penny. 1998. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge

Wijaya, R. K., Yufrizal, H., & Kadaryanto, B. (2016). Improving Vocabulary Through Duolingo Application in Call at the Seventh Grade of SMP. U-JET, 5(1).