Using Bright–English for Beginners Application to Enrich Students’ Vocabulary

Abstract

The main problem for Indonesian English learners is the lack of vocabulary. During the teaching and learning process, most students often need more time to complete the tasks given by the teacher. Students have to translate the text word by word because their vocabulary is limited. It takes a long time, so achieving learning objectives is less effective. In practice, language is complex for students to understand. This study aims to analyze whether the Bright – English for Beginners application can enrich students' vocabulary or not. It is quantitative research with a pre-experimental design with one group pre-test and post-test. This research was conducted on class VII students consisting of 22 students. The methods used to collect data are observation, interviews, and tests. The instruments used to analyze the data are questionnaires and question sheets in analyzing the data obtained using descriptive statistics. The study results were that there was a statistically significant difference between the pre-test (before treatment) and post-test (after treatment). The mean pre-test score was 34.62, while the mean post-test was 88.25. Post-test achievement is higher than pre-test achievement. The findings of this study reveal that the use of the Bright – English for Beginners application significantly enriches students' vocabulary. As a result, it can be concluded that the Bright – English for Beginners application effectively improves students' vocabulary.

Pictures as a Learning Media in Teaching Vocabulary

“…In its application, this picture is used as a medium for teaching vocabulary to students, where the picture is a pictures about animals, things around the school, part of the body, and also combined with several things related to the type in part of speech. This makes students interested in the pictures that have been provided, in line with (Ristyani & Nurhayati, 2020), (Liando et al, 2021), (Mozes & Liando, 2020), (Agama & Singaraja, 2020), (Kurniati et al, 2020) and (Nurdini, 2018). From this data, it can be clearly seen that there is an increase from the students' pre-test to post-test.…”

“…Especially in English, the use of books that are mostly filled with long sentences and monotonous verbal explanations by the teacher will make it difficult for students who are just learning this language. Therefore, Liando, Mangare & Olii, (2021) stated that there is a need for more innovative learning media that are tailored to the needs of both the characteristics of the subjects and also the characteristics of students. The difficulties experienced by students in increasing English vocabulary may be overcome by using learning media.…”

Elementary School Students' Perceptions of Learning Vocabularies Using Short Stories

“…Vocabulary is one of factor that support in English teaching learning process. English proficiency may be attained if there is more interaction by listening, reading, speaking, and writing and one of the important is vocabulary (Liando et al, 2021). Mastering vocabulary is essential to mastering the English language since it is the main tool for communication.…”

Unpacking Taboo Words in Game Chats: A Content Analysis of MLBB Games

“…Since technology developed rapidly in the modern era in which people live, enabling individuals all over the world to connect (Liando et al, 2021), people now can interact using modern electronics through electronic gadgets such as smartphones and tablets, making it easier for them to interact and socialize because of technology (Lengkoan et al, 2022). People are under pressure to adopt new lifestyles and thus technological advances.…”