CHAPTER I INTRODUCTION

A. Background of Study
Since English language has become the most popular foreign language in Indonesia, every level education
provides English language as a learning subject. In some cases, parents are willing to give extra class for
their children to gain English skills. They expect that their children not only could communicate in English
but they also have a bright future by mastering English. Nowadays, many companies, either international or
national, look for employees with a good English skill as their basic requirement (Handayani, 2016, p.
103&104). The use of technologies in some companies considered that requirement because the most
language used in technologies is English.
Vocabulary is the key aspect in learning a new language. According to Schmitt vocabulary is the core of
language to build communication (Schmitt, 2000, p. XI). Students have to remember a lot of vocabularies
intended to express their meaning right. They were not only remembering words, but also understand the
meaning of the words they used. Learning English become difficult without vocabulary mastery. It is a
serious problem for students because to achieve the fluency, they have to remember a large amount of
vocabulary. By having limited vocabulary, students were not able to achieve language skills - listening,
speaking, reading and writing- well. They cannot express their feeling in both form of spoken and written
effectively. The more words students can remember the more chance for students to master English. When
students know many vocabularies, they will easily use some variety of words on how they communicate
with others as they want.
In fact English is not far from the use of grammar in its application. Grammar is the other crucial
component to learn in mastering English too; but it is not as important as vocabulary. Vocabulary is the
most priority component in learning English. Students without grammar acquisition will perform very little
skills, but students without vocabulary acquisition will perform nothing skills (Thornbury,
12
2002, p. 13). It means English Foreign Language (EFL) learners should know many more vocabularies to
achieve a greater English ability.
However learning a new language is not easy for foreign language learner, especially Indonesian students’
who have different language rule within their mother tongue and English. They have to learn from word to
word with different pronunciation, spelling, meaning, and the word use. Even though Bahasa and English
use the same alphabetic in written form, there are some differences with the way how to pronounce the
word. A conventional teaching and learning process, where teacher explain material in front of classroom
then students listen and take notes from the explanation, was commonly used in Indonesia impacted to the
lack of student’s vocabulary acquisition. Therefore teachers should be more creative in customize their
teaching techniques to motivate the students to gain many vocabularies. Using media was suggested to help
teachers teach vocabulary easily.
Since March 2020, Joko Widodo, as Indonesian president, declared the first case of Covid-19 in Indonesia
(Covid-19, 2020, p. 3), Ministry of Education and Culture decided to do Pembelajaran Jarak Jauh a.k.a PJJ
or online learning. It forced all of the education elements to use high technologies for keeping the teaching-
learning progress work. There are several kinds of software application, either in smartphone or computer,
which can be used by the teachers and students, such as; video conferences (Zoom and/or GoogleMeet),
online classroom management (Google Classroom and/or WhatsApp Group) and online exercises (Google
Form). Technology has got into education field, included language learning, by launching many websites
tools that teachers can use to engage students motivation in mastering English. This web-based tools
concept called Computer Assisted Language Learning (CALL), in which the learners use computer during
they improves their language skill (Beatty, 2013, p. 11).
In addition, children, especially junior and senior high school students are familiar with online video
games. Video game is an electronic game played in computer through a video display in screen
(Bogdanowicz et al., 2010, p. 17). As a developmental of technology raises every day, today, almost all
video game 3
can be installed in smartphone. It means learners were no longer need a big screen of computer anymore to
play video game. There is a simplified way to play video game, through smartphone. During online
learning at home, students got permission to use their smartphone and it also gave them chance to spend
more times playing online video game. People, who play video games, are trying to have fun and escaping
from their any life pressures (Eskasasnanda, 2017, p. 193). Therefore many students play some online
video game because it was fun, exciting and challenging.
To help the language learners mastering lot of vocabularies, teachers should combine their teaching
strategies up to date with the students’ interest. A related concept of technique teaching which combines
among vocabulary acquisition- high technology-and online games are included in web-based learning.
Web- based learning is a long distance teaching-learning process which use web as the main instrument
(McKimm et al., 2003, p. 870). There are several web tools media for learning English, such as Quizlet,
Kahoot, Padlet or others, but there is a specific web tools that presents some games in it while learning,
Wordwall.net. As a part of education games, Worldwall.net serves many kinds of game played
interactively for practicing vocabulary. Through this website, teachers not only can create their own games
by following the templates, they can also use the other teacher’s games (Çil, 2021, p. 22).
Furthermore, wordwall.net implied the same various activities of word wall media strategy, such as
information matching, picture matching and words grouping. The difference is wordwall.net as web tool
use technology, whether word wall media as traditional strategy use the classroom equipment (Wells &
Narkon, 2012). Many researchers, who have already done researches about the use word wall media, found
that traditional word wall strategy success in improving learners’ vocabulary mastery. While among online
learning, teacher can still use word wall media strategy which is replaced by website based, wordwall.net.
Besides that, it can be more enjoyable for the leaners because at the end of the game there will be launched
score. Scores from the whole participants 4
showed in section leaderboard and it will engage leaners to be a winner by trying to answer many more
questions correctly. Therefore leaners have chance to focus and to learn independently through this
website. The games are also easy to be understood, without a lot of rules, so teachers are not necessary to
tell the complicated game rules to learners.
Based on the explanation above, the researcher has eagerness to do a research about the effect of using
Worldwall.net as a web-based tools media for student’s vocabulary acquisition. The researcher wants to
make an experimental research to know whether or not there is an effect between using Worldwall.net. and
student’s vocabulary mastery in MTs Negeri 10 Jakarta. The research title is “The Effect of Using
Wordwall.net on Student’s Vocabulary Mastery”.
B. Identification of the Problem
From the background of the research, the researcher identifies some problem, such as:
1) Students are difficult in memorizing a lot of new vocabulary

2) Students are need variation technique and media for mastering English vocabularies
3) Students have low motivation learning English during online learning

4) Teachers teach vocabulary implicitly in conventional learning

C. Limitation of the Problem

To make this research easy to be understood, the researcher would focus on the students’ vocabulary
mastery using Wordwall.net website. The researcher did not focus on students’ general vocabulary
acquisition, but only focus on the students’ vocabulary about pronoun, noun, adjective and verb, which are
based on the standard competency of Curriculum-13 for the first grade. Then, this study was only
conducted at MTs Negeri 10 Jakarta. Therefore, the result of this study cannot be generalized to all of the
schools in Indonesia. 5
D. Formulation of the Study
Based on the limitation of the study, the formulation of the research question is: “Is there any effect on
vocabulary mastery of the First Grade Students in MTs Negeri 10 Jakarta after using Wordwall.net
website?”
E. Objective of the Study
This research aims to investigate the effectiveness of Wordwall.net as a website tools, whether it
significance to the students’ vocabulary mastery for the first year Junior High School students of MTs
Negeri 10 Jakarta in academic year 2021/2022.
F. Significance of the Study
From this research, the researcher expects that this study will give significances for:
1) The researcher

The researcher got a lot of experiences of teaching English during online learning. Besides that, she creates
a method and teaching activity that effectively give a good result for the students’ acquisition.
2) English teachers

English teachers will be more creative in rolling the classroom by using wordwall.net in their teaching
strategies to reduce students’ boredom in learning English.
3) English learners

Students will get a new media for practicing their vocabulary in simple way and no need worry to become
boring while practicing. There will be any kind of practices from many other teachers in the world that can
be access by the students anytime they want.
4) Future researchers

The future researchers, who will carry out and develop research in the same field, consider using this
research as a reference to conduct their further research. Also, they will complete the similar research more
comprehend than this research.
CHAPTER II LITERATURE REVIEW
A. Vocabulary
1. Definition of Vocabulary
The most crucial thing in learning new language is mastering a large amount of vocabularies its language.
By having much vocabulary, people can easily communicate with the native speakers whether in oral or
written form. Because of that, some experts have defined what is vocabulary based on their own
understanding and perspective.
According to Hornby, vocabulary is a list of words that each of word represents meaning (Ramadhan &
Zaharani, 2021, p. 33). It was quite similar with dictionary form. Learners are learning new words of
foreign language by translating the meaning into their own language first. In case to deliver a right
meaning, learners have to use the appropriate words depends on the situation they were in, and/or with
whom they were talk to. Because vocabulary not only help learners in producing the language
comprehension, but it also become an indicator of the learners language acquisition (Viera, 2017, p. 91).
Vocabulary helps learners to develop their English skill. Another definition of vocabulary comes from
Richard and Renandya, they stated that vocabulary is the central component of language which support
learners’ skill in listening, speaking reading and writing (Rohmatillah, 2015, p. 70). As a central
component, vocabulary became a prior thing to master before going to the next level in language learning.
Based on those definitions, the researcher concludes that vocabulary is a core aspect in language that
consist words with meaning. Language learners have an obligation to memorize vocabulary as much as
possible, in order to make them easier in mastering four basic language skills in English, specifically
listening, reading, speaking and writing.
2. Kinds of Vocabulary
78
According to Ellis and Tomlinson, there are two types of vocabulary; passive/receptive vocabulary and
active/productive vocabulary. Passive/receptive vocabulary is the leaners’ vocabulary acquisition of lexical
items that they have certainly understood, whether active/productive vocabulary is the learners’ capability
in using their understanding of lexical items in oral or written form (AKAR, 2010, p. 16 & 17). Learner’s
knowledge and learner’s capability of using vocabulary were become a different classification. Passive
vocabulary will always be larger than active vocabulary, therefore some learners, sometimes, understand
English in reading and listening, but have difficulty in speaking and writing.
In addition, there are also two kinds of words; content words and function words. Content words are
keywords that help people to understand something by indicating the real-life thing, while function words
are words that express grammatical rules with meaning or no meaning (Haspelmath, 2001, p. 16539). Parts
of speech in content words are noun, adjectives, verbs, and adverb, whether in function words are articles,
preposition, pronouns, modal verbs, conjunction and auxiliary verbs. However, Hatch and Brown classified
all of parts of speech, which were nouns, verbs, adjectives, adverbs, pronouns, preposition, conjunction and
interjections, as a functional category in communication (Hatch & Brown, 1995, p. 218).
Furthermore, there are six kinds of vocabulary, which is more comprehended than previous theory, such as
(Thornbury, 2002, p. 3 - 10);
a. Word Classes

Word class called part of speech that consists of eight elements which play different roles in a text. There
are:
1) Noun

Noun is word that used to indicate names of persons, places, things, ideas, or qualities. There are two kinds
of noun; common noun and proper noun. Common noun refers to things which were not specific, such as
book, pen, table, market. Proper noun refers to specific name of 9
things, such as January, Sunday, Beat motorcycle, Indonesia, Barack Obama (Idaryani, 2015, p. 22 - 24).
Looking to the quantity of the things, noun also divided into two categories, countable and uncountable.
Countable noun refers a noun that can be count easily while uncountable noun refers a noun that cannot be
count (Idaryani, 2015, p. 25 -28). Countable noun also have two types, singular form and plural form.
Singular form used to indicate one thing, sometimes it signed by addition of article “a” or “an”, i.e. a book,
an apple, a motorcycle. Plural form used to indicate thing consists of two or more, sometimes it signed by
addition some suffixes in it words, i.e. chairs, clothes, cats, babies, leaves or different words with the
singular form, i.e. feet (singular form foot), data (singular form datum).
Looking to the object appearances, noun divided into two categories, abstract and concrete noun. Abstract
noun refers a noun described idea, concept, feeling or characteristics, in contrast concrete noun refers a
noun described a real material. Anger, tolerance, love are the example of abstract noun, whether balloon,
egg, laptop, pen are the example of concrete noun.
2) Pronoun

Pronoun is a class of word that replaces a noun that has already been mentioned before. It included I, you,
him, her, me, this, that, they, which, she, he, etc. Pronoun has six categories, such as personal pronoun (I,
you, they, we, she, he, it, me, us, them, him, her), possessive pronoun (my, your, our, their, his, her, its,
mine, yours, his, hers, ours, theirs), reflexive pronoun (myself, yourself, themselves, ourselves, himself,
herself, itself), reciprocal pronoun (each other, one another), relative pronoun (who, whom, whose, which,
that) and demonstrative pronoun (this, these, that, those) 10
3) Verb

Verb is a class of word that conveys action or a state being of the subject. There are eight kinds of verb,
such as: transitive verb (ask, buy, make), intransitive verb (arrive, come, go), irregular verb (choose, feel,
send, write), regular verb (accept, decide, walk), action verb (eat, grow, jump, run), stative verb (deserve,
forgive, impress), linking verb (act, be, look, seem) and causative verb (get, have, let).
4) Adjective

Adjective is a class of word that used to give addition information or describe or modify noun and pronoun.
It places after linking verb or before noun, for examples, old house, green car, pretty girl and so on.
5) Adverb

Adverb is a class of word that modifies verbs, adjectives, or other adverbs. It answered question when,
where, why, how, how much, under what condition (Vachula, 2008, p. 1). There are seven kinds of adverb,
such as adverb of time (early, recently, now), adverb of manner (fast, slowly, quickly), adverb of degree
(enough, so, too, very), adverb of modality (likely, maybe, perhaps), adverb of frequency (always, seldom,
often, sometimes), adverb of place (behind, here, nearby) and adverb of focus (also, even, just, only).
6) Preposition

Preposition is a class of word that link nouns or pronoun to other words for building a preposition phrase in
a sentence. There are six kinds of preposition, such as preposition of time (after, before, since), preposition
of place (above, at, in, on), preposition of movement (inside, into, towards), preposition of manner (by, in,
like), preposition of purpose (for), preposition of measure (by).
7) Conjunction

Conjunction is a class of word that link words, phrase, or clauses to show any relations between them.
There are three kinds of conjunction, such as coordinate conjunction (for, and, nor, but, or, yet, so), 11
subordinate conjunction (although, because, whether, while), correlative conjunction (either … or, neither
… nor, not only … but also).
8) Determiner

Determiner is a class or word that places before noun for the limitation of the noun. There are three kinds
of determiner, such as definite article (the), indefinite article (a, an, any, other), and quantifiers (few, all,
many, some).
b. Word Families

Word family consists of base word and affixation either prefixes or suffixes. It can give new meaning
which called derivative, but also keep the meaning as the base verb, which called inflexion. Inflexion
signed a grammatical rule of tenses used in sentence, for instance, played (past) – plays (present) – playing
(continuous). Those words still have the same meaning, but in different condition. Whereas, derivative
gives different meaning as the base verb, for instance, player – replay – playful.
c. Word Formation

There are three types of word formation, compounding, blend and clipping. Compounding is a process of
combining two or more independent words, such as classroom, teapot, typewriter, hairdryer and so on.
Blend is a process of blending two words to one form new word, such as brunch (breakfast + lunch),
infotainment (information + entertainment). Clipping is a process of shortening the long words, such as flu
(from influenza), email (from electronic mail), and dorm (from dormitory).
d. Multi-word Units

Multi-word unit consists of some words joined as a group and has it meaning, for instance look for, more or
less, a lot of, sort of things.
e. Collocations

Collocation consists of some words in generally built a common phrases, examples, cup of tea, depend on,
do the dishes, spend time, do your best, keep a secret and so on.
f. Words Meaning
1) Homonyms
12
Homonyms are words that have same form of alphabet but have unrelated meanings, for example I like to
look at your painting and Your painting looks like new.
2) Synonyms

Synonyms are words that have similar meaning, such as old – ancient – antique – aged – elderly.
3) Antonyms

Antonyms are words that have opposite meaning, such as; old >< new, tall >< short, big >< small, far ><
near.
3. Vocabulary Mastery
Vocabulary mastery became the prior component that must reached by every language learner. Leaner’s
knowledge about vocabulary caused their skill in expressing something in new language they have taught.
By having huge vocabulary mastery, leaners are able to communicate well and clearly understood with
each other. It is supported by Henry and Pongrantz that mastering a language is not only grasp lot of
vocabularies, but also the phonological system of words in spoken and written form (Syarifudin et al.,
2014, p. 3). It means learners should give their attention to gain vocabulary knowledge and how to speak
the words to deliver their vocabulary knowledge.
If learners achieve vocabulary mastery in high level, they will easily master the four basic skills of
language, which were listening, reading, speaking and writing. They are able to recognize meaning whether
the words in single form, grammar variation, collocation, word formation and meaning relationship (Ur,
1991, p. 60). Even though reaching a high level of vocabulary mastery is not easy, still it can be reached by
memorizing a large amount of vocabulary as the first step of learning a new language.
The higher level of learners’ vocabulary mastery, the more chance for learners achieve their language
acquisition. On the other hand, learners who have low vocabulary mastery, they will get difficulty in
acquisition language because they are hard to figure it out unknown words in some contextual information
(Shefelbine, 1990, p. 73). Therefore teacher should help learners 13
achieve high level of vocabulary mastery by gaining vocabulary understanding as much as possible.
According to Larsen-Freeman & Anderson (2011, p. 33), there are some ways to improve the vocabulary
mastery:
a. Translation of a Literary Passage

Learners translate a reading passage from the target language text to their native language. This activity
stimulates learner’s capability in gaining new vocabulary and grammatical structures. Learners should not
only translate word to word purely, but also they try to express their understanding after reading the
passage. When learners were success to understand the passage, question with the same topic from the
passage are needed to elaborate the learners’ new vocabulary and the learners’ previous vocabulary
knowledge.
b. Antonyms/Synonyms

Learners also can get a lot of vocabularies through the antonyms and synonyms exercise. Teachers give one
set of words then asked the learners to look for the antonyms or synonyms in the reading passage.
c. Fill-in-the Blank Exercise

The other exercise to develop the learner’s vocabulary mastery is fill-in- the blank exercise. The learners
are given a series of words that have some missing words. They will fill it with their new vocabulary
knowledge of some various grammar types, such as verbs, nouns, prepositions or so on.
d. Memorization

The learners are given a list of vocabularies that consist of the target language vocabularies and the native
language vocabularies to be memorized.
e. Use Words in Sentences

In order to show that learners understand the meaning and the use of a new vocabulary item, they make up
sentences in which they use the new words.
f. Composition

The last way to develop the learners’ vocabulary mastery is giving the learners a written test to write a text
about one topic in target language form. 14
Sometimes instead of creating a composition of good paragraph, they need a dictionary to looking for some
new vocabulary that appropriate with their text.
Furthermore in learning English, learners are not only have to learn a lot of words, but also have to
remember them. It refers to the memory about how the learners keep their vocabulary mastery
understanding. The memory works in two following systems; short-term memory (STM) and long-term
memory (LTM) (AKAR, 2010, p. 5). The short-term memory (STM) is the brain capacity in holding a
limited number of information for a few seconds. When a learner heard a new word from the teacher, the
word only keeps in the learner’s mind just for 20-30 seconds. While long-term memory (LTM) is a kind of
filing system, it has a huge capacity with permanent contents duration. However, learners need to work
hard to keep information in LTM. Thornbury had summarized some research findings about how the new
words become permanent information in the long-term memory (2002, p. 24); repetition, retrieval practice,
spacing, pacing, words to use, cognitive depth, personal organizing, imaging, mnemonics, motivation,
attention and affective depth. Those exercises can be done to achieve many vocabularies understanding to
reach great vocabulary mastery.
Hence, vocabulary mastery is a leaner’s capability in comprehending many words that will make them easy
to learn other aspects of English language. It was really an important step for learners, because vocabulary
mastery has effect in long term either inside or outside the learning process. Although after finishing the
English class, learners still use English skill in their life especially in job field. Therefore, learners should
develop their vocabulary mastery through exercises which stimulate their long-term memory of English
vocabularies.
4. Teaching Vocabulary
A successful learner in vocabulary mastery will be achieved depend on the teacher’s teaching methods in
English class. Teaching method is a collection of classroom devices prepared by teachers for finishing the
linguistic objectives 15
(Brown, 2000, p. 16). Teachers should plan their methods before teaching to assume learners to gain the
objectives of language learning at the end of class. Method consists of procedure of how teacher present the
content of a subject effectively (Gill & Kusum, 2017, p. 6694). It means teacher also designs the steps of
how the teaching-learning process for the opening until the end of the class. Moreover, the more efficient
the language teaching methods, the more effective language learning works (Fahriany, M.Pd, 2018, p. 6).
Teacher’s creativity in designing various methods gives effect to learners’ vocabulary acquisition.
There are some steps in teaching vocabulary for foreign language learner (Ur, 1991, p. 63 - 72):
a. Presenting new vocabulary

Presenting new vocabulary becomes the first step in teaching vocabulary. In this step, teachers can use
some kinds of technique in delivering new vocabulary to the leaners. Technique refers to exercises,
activities, or tasks presented in the classroom (Brown, 2000, p.16). The use of technique was not far with
the use of media in teaching too. Media are tools that used by teacher in running the classroom activities.
Based on the students learning style, there are five categories of techniques with each example of media in
teaching vocabulary (AKAR, 2010, p. 27 - 89):
1) Visual techniques

The way can be used are illustration through some media such as; real objects (tickets, advertisements,
forms, brochures, magazines), posters, photos, drawing, maps, film, videos, board games, crossword
puzzles, computer-based technology.
2) Aural techniques

The way can be used are listening some media such as nature sounds, poems, audio from films or videos or
radio programmers, recorded interviews, songs, computer-based technology. 16
3) Verbal techniques

The way can be used are demonstration, contextual form, and activity such as games, riddle, tongue
twisters, contextual guesswork, role-plays, translation.
4) Kinaesthetic, olfactory, gustatory techniques

The way can be used are detailed description such as smelling and tasting.
b. Remembering vocabulary

Memorizing vocabulary is the second step of teaching vocabulary. In this step learners work by their selves
because it can be the important step for learners to achieve their vocabulary mastery. Teacher still can
support them by grouping the vocabularies into some categories for making the learners easier to memorize
the differences between one word and other words.
c. Ideas for vocabulary work in the classroom

In this third step, teacher can make some activities in classroom for motivate the learners use their new
vocabularies. An idea can be used for vocabulary work in the classroom is brainstorming. Teachers can
give a word as a theme, and then learners mention the related words with the theme. There is no sentence
or paragraph, just a circle of associated items with a meaningful context.
d. Testing vocabulary

The last step of teaching vocabulary is testing the learner’s vocabulary mastery. There are many kinds of
test such as, multiple- choice, matching, odd one out, writing sentence, dictation, gap-filling, translation
and sentence completion.
Nowadays, technology has already spread out to every aspect life, even in education field. Teachers also
can take benefits from this developmental for increasing their method of teaching, which called Computer-
Assisted Language Learning (CALL). CALL is defined as a learning process that use computer as a media
for learners in improving their language skills (Beatty, 2010, p. 7). One of technology which has possible
usage in education is 17
computer. Through computer, CALL consists of interactive programs, linguistic and informational
resource, and communication programs (Chapelle, 2010, p. 66). Those programs facilitate all activities in
the classroom, such as interactive programs in delivering material by video online or video conference;
linguistic and informational resource in gaining knowledge beyond the textbook by browsing;
communication programs in asking questions by chatting room.
Furthermore, there are some reasons why teachers should use CALL for their learner, such as; experiential
learning, motivation, enhance student achievement, authentic materials for study, greater interaction,
individualization, independence from a single source of information and global understanding (Lee, 2000,
p. 2 - 3). It proves that CALL gives many benefits either to the teachers or the learners. Teachers may
design an interactive learning process and motivate learners to learn independently.
In addition of variety of CALL applications, Ken Beatty categories it into eight kinds; word processing,
literature, corpus linguistics, computer-mediated communication (CMC), WWW resource, adapting other
material for CALL, mobile telephones and games. The most frequently used of CALL application is
WWW resource, which shortened with web. Web gives benefit in educational field as media in CALL. It
appropriates to supply a successful online learning process. Moreover, learners can access the websites
either by computer or by their smartphones. Hence its characteristics are flexible access through internet
and facilitate online learning. It was known as web-based learning.
B. Web-Based Learning
1. Definition of Web-Based Learning
Web-Based learning is a design of learning process which using web as equipment in online class, such as
email, videoconferencing, and live lectures video streaming (McKimm et al., 2003, p. 870). It consists of
online courses content. As the core of web-based learning, web, which shortened form of 18
World-Wide Web (WWW), defined as a system of internet interrelating documents by using electronic
texts (Jackson, 2009, p. 7). Web is a system of digital technology that presents information through
internet. It consists of many sites in delivering various topics of information. It is called website. Website is
a collection of web pages which are grouped together and usually connected each other (MDN
Contributors, 2021). Also in each site, there will be any pages that presenting the detail part of information.
It is called webpage. Both website and webpage can be access through internet by clicking a link.
According to David, web-based learning is the use of internet that covers all educational instruments
(Cook, 2007, p. 37). Educational instruments, such as lecturing, discussing, practicing, examining and
accessing works below the web, system of internet. It can be said that web-based learning is an electronic
learning or e-learning, because it replace more/less the circumstance of conventional learning process.
In conclusion, web-based learning is a design of learning process in online classroom. It includes the use of
web as the main instrument and several websites to combine different activities of learning.
2. Implementation Web-Based Learning
The use web-based in learning has certainty standard of using high technology, either for the teacher or the
learners. The role of internet also becomes the priority thing in applying web-based on classroom activity.
Khan argued that web-based is not possible applied in traditional classroom, because it has wider range of
new innovation in teaching-learning environment (S. Nam & L. Smith-Jackson, 2007, p. 23). Traditional
classroom environment, which has face to face contact, consists of teacher, learners, textbooks, and several
teacher strategies of teaching. There is no need web-based instrument because in offline learning every
education components can be done directly in school.
On the contrary, web-based is not only for online learning, but also for offline learning. In online learning,
web-based is used for the whole components of education, such as course material, assessment and
exercise, 19
while in offline learning, web-based is used for replicate the online materials to support the face to face
course (McKimm et al., 2003, p. 871). Even though web-based learning made for online class programs,
which apply high technology media where both teacher and students use technology, it also can be applied
in conventional class programs, which apply medium technology media where teacher use technology and
students not use technology. Unfortunately, conventional classroom programs can not apply the whole
school activities component in web-based learning design.
Moreover, looking to the relative effectiveness of web-based learning, there are two fundamental
environment differences, such as (Khalifa & Lam, 2002, p. 350):
a. Distributed Passive Learning (DPL)

In this environment, the web is used to deliver the material in traditional learning way. The material
uploaded by teachers in a web, then learner access it individually anytime and anywhere based on their
circumstances. Also teachers deliver the material in liner form, such as; text file, presentation slide and
videos. It cause the learners become passive in gaining information.
b. Distributed Interactive Learning (DIL)

On the other hand, this environment use web as a learning medium that facilitates leaners to explore new
experience in learning. It serves leaners to explore the learning material by their own pace. Also this
environment gives leaners chance to have some interaction with the teacher and others leaner. There are
many websites required DIL environment in any major of education. Hence, the next discussion will
discuss about websites of DIL environment in language learning.
3. Web-Based of Language Learning
Learning language through websites is not as easy as paper-based in face to face circumstance. It has
interaction limit and individual own understanding which can be difficult for leaners’ to achieve. Then,
learners will get stress and bored along studying. Therefore to covers those constraint, teachers should use
20
some interactive webs. For instance, teacher wants to achieve the writing skill goal; they may use websites
that facilitate writing activity, such as blogger.com, twitter.com, grammarly.com, padlet.com and so on.
When teacher wants to achieve learner’s listening skill, they may use several podcasts from youtube.com or
audio practicing from britishcouncil.org. Teacher also may use bbc.com which presents daily news, to
achieve leaner’s reading comprehension skill.
There is also an application for learning language from the beginner, such as duolingo (Fodor, 2015). It
consists of many materials that can be accessed every time. The materials also cover the important basic
skills of language, such as vocabulary, grammar, and reading, listening, speaking and writing. Vocabulary,
as the priority aspect to master in learning language, has some specific websites that implement lexical
approach, such as (Brinegar, 2021, p. 37-43):
a. edu-games.org

This website provides downloaded worksheets and various games for learning vocabulary, for instance
bingo, crossword puzzle, word scrabble and word scramble. Not only about vocabulary word, has it also
facilitated sentence games and math games.
b. wordwall.net

This website provides more game creation than Edu Games. It presents various games online about
vocabulary such as matching pairs, find the match, unjumble and so on. Leaners can access the game
individually and at the end of the game there will be any score for each player.
c. padlet.com for collaborative writing

This website is an online platform for posting content. It used for collaborative words by writing some
conversation by using chunks.
d. getyarn.io

This website is a streamlines of video content. It used by teacher for demonstrate pronunciation or to show
how words used in context. 21
4. Advantages of Web-Based Learning
As a technology and internet basis, web-based learning gives some benefits for both teacher and learner
especially in online learning. Looking to the method of teaching, it overcomes the long distance physical
learning and looking to the time management, it offers flexibility (Cook, 2007, p. 38). Web- based learning
facilitates learners to access wherever they are existed. The web may cross cities and countries, therefore
teacher and learners still keep doing teaching-learning process without face to face meeting. Besides that,
the web, that used either for delivering material or practicing, can be accessed by learners whenever.
Learners have flexibility in deciding the appropriate time to access the web learning.
In addition, there are also five advantages from the use web-based learning for both circumstances, online
and offline learning (McKimm et al., 2003, p. 872):
a. Gaining related resources from many different formats
b. An efficient way in delivering materials
c. Using the available resources from any location and any time
d. Encouraging learners to be more independent and active in learning process
e. Providing extra sources of materials for conventional program

To sum up, using web-based learning especially in online teaching-learning process gave a lot of benefits
for teacher and students. The most profitable for using web-based learning is flexibility. Flexibility can be
seen as teacher side. They can capable gain so many materials from internet then shares to their students.
While in student side the benefits seen as they can access those materials, shared by their teacher, wherever
they are. Web-based learning has unlimited location reachable. Therefore, web-based learning still
facilitated online chat room in order to build communication along the distance. If there is no online class,
web-based learning also has profit for teaching-learning process to delivering the materials in front of the
classroom. 22
5. Disadvantages of Web-Based Learning
Even though the developmental of technology and internet evolves every day, doesn’t mean there is no
disadvantages follow behind. Web-based learning effects to the learner’s social isolation and spend more
cost (Cook, 2007, p. 39). From the flexibility of location and time, web-based learning leads learners to
study alone often. There is limited interaction and discussion happened within leaner-teacher also learner-
learners. It will be discussion by online, but it makes leaner to spent more cost for paying the internet used.
Furthermore, there are others disadvantage of using web-based learning, whether in online and offline
learning (McKimm et al., 2003, p. 872):
a. Learner’s problem in accessing appropriate computer equipment
b. Learner’s frustration when they have technical problem
c. Needing a necessary affordable devices
d. Needing specific guidance in gaining information

C. Wordwall.net
1. Wordwall.net website
Wordwall.net is a website that presents vocabulary learning through various games by using internet. It can
be access in computer, laptop, smartphone and interactive whiteboard. Teachers use it as an interactive way
to build fun learning in classroom activity. When typing wordwall.net to search engine column of Mozilla
or Google Chrome in our devices, it will launch a homepage of wordwall.net that welcomes the users. In
homepage, it presents a short advertisement, a simple step how to make an activity and a list of templates
that ready used. As a new user, teacher will suggested to sign up automatically by using email or create
new account. It becomes the very beginning step for teacher creates activity in this website. After log in the
account, there will be seven others menu existed in the main bar, there are;
a. Features

In this webpage (www.wordwall.net/features), it shows what wordwall.net has reached out. It includes
eighth features; interactive 23
and printables, creating using templates, switching templates, edit any activity, themes and option, sharing
with teachers, embedding on a website and students assignment.
b. Community

In this webpage (www.wordwall.net/community), it shows many resources of game. There is a search

engine for looking up the materials that have been created and published by other content creators.
c. My Activities

In this webpage (www.wordwall.net/myactivities), it shows the users creation of games. The user can make
new games, delete the games, share the game links, edit game content and duplicate game also show the
QR code of the game.
d. My Results

In this webpage (www.wordwall.net/myresults), it shows the result of the game. The user can share link the
final result of the game to learners, share assignment, change deadline of the game, export to file, delete the
game and show the QR code of the game.
e. Create Activity

In this webpage (www.wordwall.net/create/picktemplate), it shows the templates of interactive games. This

webpage is the core of wordwall.net website, because teacher will use it to create some activity. Then after
pick the template, user enters the content or materials and clicks done. Next the program will automatically
process the game. 24
Picture 2.1 Screenshot of pick templates
Picture 2.2 Screenshot of enter content
Picture 2.3 Screenshot of game
f. Upgrade

In this webpage (www.wordwall.net/account/upgrade), it shows some offers for the user account to
improve the service of 25
wordwall.net. It has some offer for individual plans and school plans. The improvement includes templates
kind, printable service, and unlimited number of games that user can create.
g. Profile

In this menu, it shows basic information about the user, option about language used and log out.
2. The Use of Wordwall.net in Vocabulary Learning
Looking to the homepage of wordwall.net which show the huge number of resources created, it can be
assume that wordwall.net facilitates many materials from any major of education. Because this website
offers interactive games, it influences teachers or education content creator to use it, even the language
teachers. Wordwall.net delivers the game templates that support vocabulary learning. It also has similar
concept with word wall media strategy in conventional teaching-learning process. Word wall is a collection
of words that used as a tool for teaching language concept (Ramadhan & Zaharani, 2021, p. 34). In
conventional learning, teacher makes some papers and in each paper wrote a word. Those papers stick in
front of the classroom, whiteboard, or classroom walls. The word depends on the objectives research.
Researcher will do treatments everyday by mentioning the characteristic then learners will guess the right
word in the wall. From this strategy, many researchers were success in improving learners’ vocabulary
mastery.
That strategy also presents by wordwall.net. The difference is there is no more explanation from teachers in
giving clues of the word. For instance, the similar template is group short. Teacher, as a game maker,
shows list of word then the leaners asked to drop the words into the exist group. Learner will try to
construct their own understanding. Besides that, almost all templates in wordwall.net made for vocabulary
acquisition. Because the games design are look simple for word and too small for paragraphs. The product
of wordwall.net is game that made entertain, therefore it doesn’t serve comprehensive in the high level.
When learners do a mistake in game, by choosing the wrong word categories for instance, they will
remember the 26
mistake and replay the game to win the game. Therefore, the more learners do mistake, the more chance
learners memorize the words.
3. Advantage and Disadvantage of wordwall.net
According to explanation above, wordwall.net should be has advantage and disadvantage as a learning
media, either for the teacher or learner who access it. The advantages of wordwall.net include interesting
features variety, reporting automatic result, providing printable materials and accessing easily (Ar-Rahmah,
2021, p. 42). As a website tool, wordwall.net facilitates many interactive games which by the end of games
it will present score. Score shows the final result from learner’s activity then it sent to the teacher, as a
game maker, automatically. Besides that, teacher also can print out the material in pdf form, in case he
wants to bring it to conventional classroom. Both teacher and learners may access wordwall.net easily
through their smartphones.
However, wordwall.net not only has advantages, but it also follows by disadvantages behind. The
disadvantage of wordwall.net includes prone to fraud (Subekti, 2021). Because learners can freely access
the link whenever and wherever, they have chance to work together or cheat each other without knew by
teacher.
D. Previous Related Studies
Some related studies become the references for this research. The first related study conducted in
elementary level entitled “The Effect of Using Wordwall.net in Increasing Vocabulary Knowledge of 5th
Grade EFL Students”. It wrote by Esra Cila. Wordwall.net is a web-based tool of vocabulary learning that
less known to research. The objective of this study is to investigate the effectiveness of using wordwall.net
in learner’s vocabulary knowledge. By using quantitative data collection method, it conducted in a public
secondary school in Turkey with 9 to 11 years old. There were two classes 27(A) as a control group and
27(B) as an experimental group. To measure the effectiveness, it calculated using paired sample t-test by
comparing the result of pretest (control group and experimental group) and posttest (control and
experimental group). Final result shows that there is significance difference between each groups test
before and after the treatment. 27
As the result of this study (Çil, 2021), it presents that the use of wordwall.net in 5 th grade EFL learners able
to improve their vocabulary mastery.
The second similar research also conducted in year 3 primary school in Malaysia. It wrote by Vanisa
Magasvaran, Jennie Ukat and Melor Md Yunus, with the research entitled “Catch and Keep through
WordWall in Improving Vocabulary Mastery among Year 3 Pupils”. During Covid-19, online educational
game as teaching and learning aids are commonly researched to gain some improvement on student’s
English language vocabulary knowledge (Magasvaran et al., 2021, p. 8). This study aims to investigate
what extent “Catch and Keep” in word wall platform helps in improving student’s vocabulary mastery. The
researchers used pre-test and post-test to measure the student’s vocabulary mastery before and after the
innovation. Then, they also carried out a survey questionnaire to gain the student’s perceptions about
“Catch and Keep”. The result of using “Catch and Keep” through Word Wall platform was positively
impacted the students’ vocabulary mastery improvement.
The third related study conducted in junior high level entitled “Students’ Vocabulary Mastery through
Word Wall at SMPN 44 Surabaya”. It wrote by Siti Fatimah. Wordwall.net is a platform online application
that presents high frequency words. The objective of this study is to describe the effectiveness of word wall
application to improve learner’s vocabulary mastery in learning English. By using classroom action
research, it conducted in SMPN 44 Surabaya with 40 students of class 7-D. There were two cycles which
the first cycle with three meetings using word wall application and the second cycle with three meeting
without word wall application. To measure the effectiveness, this study calculate the difference within
mean of the pre-test and post-test in cycle I and stop in cycle II because it was significantly improved. Final
result shows that there is a significant student’s vocabulary mastery after implementing word wall
(Fatimah, 2020). As the result of this study, it presents that the vocabulary mastery after using wordwall.net
in 7th grade of SMPN 44 Surabaya has improved. 28
Considering the three previous related studies, it proves that wordwall.net, which had been applied in
English learning classroom, had impact as a web-based education tool. Furthermore, wordwall.net has been
frequently researched in outside the capital city of Indonesia. There are still few researches of wordwall.net
in DKI Jakarta English classroom, especially during online learning (PJJ). Therefore, the researcher of this
study tends to know the effectiveness of wordwall.net in leaner’s vocabulary mastery. The differences of
this study from the previous studies are place, time and the circumstance of learning.
E. Thinking Framework
As the core of language, vocabulary mastery plays an important role in learning process to achieve a good
language acquisition. The most popular foreign language in Indonesia is English. It considered because in
this age technology has been increasing continuously and most of them use English as basic instruction.
But learners often feel that memorizing English words is difficult, it makes them unmotivated in
developing their vocabulary mastery. Moreover, since pandemic Covid-19 and online learning applied in
Indonesia, it also decreased the learners’ motivation in memorizing English words because they study alone
at home. Learners have free access in smartphone whenever and wherever. Even in the school time, they
are still distracted to play online video game and abandoned their schools’ activity. Even though school
online learning is an obligation as a student, online game is a prior activity as a teenager.
Therefore, teacher should modify their school online learning activity more interactive and appropriate
with the learner’s interest. Teaching by using conventional technique during online learning made the
students boring and having no clue about what the teacher explain. In case the students’ are losing their
focus, not joining the online class seriously, either they play video game or sleep. Teacher should make
sure the students keep participate actively during online learning. In this research, the experiment of using
wordwall.net was applied to resolve the problem of learner’s vocabulary mastery in junior high school.
This website becomes a web-based language learning to practice and gain vocabulary mastery by playing
some games as the online classroom activity. 29
Games could motivate students’ to be more active and participate in online learning. Because games in
wordwall.net website forced students to show their participation in showing their capability in vocabulary
acquisition, it will engage students to try getting the highest rank by winning the game. The more
frequently students’ play the games, the more new vocabularies they get along the game. Students will
hardly practice to memorize about new vocabularies after getting a feedback from the first game, and then
they play a new game in order to get a higher rank than the game before. That is the reason why
wordwall.net could gave an effect on students’ vocabulary mastery through online English class.
F. Research Hypothesis
Based on the theory that has been explained above and previous studies that have been conducted, the
hypothesis of this research became whether there is a significant effect or not in student’s vocabulary
mastery after using wordwall.net of the first year grade of MTs Negeri 10 Jakarta.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Research
This research took place at MTs Negeri 10 Jakarta which is located at Jl. Perdana No.10, RT 01 RW 01,
Kelurahan Wijaya Kusuma, Kecamatan Grogol Petamburan, Provinsi DKI Jakarta in academic year
2021/2022. The researcher conducted the research to investigate the effect of wordwall.net on student’s
vocabulary mastery on November to December 2021.
B. Method and Research Design
This research was quantitative research with quasi-experimental design. The aimed of this research was to
investigate the effectiveness of wordwall.net as a website tools media learning, whether it significance to
the students’ vocabulary mastery. Furthermore, there are some characteristics of quantitative research
(Creswell, 2012, p. 13):
1. Describing research problem through a description of trends

2. Creating purpose statements, research question and hypotheses specifically

3. Collecting numeric data from a large number of people who used the instruments

4. Analyzing in comparing groups or relative variables by using statistical analysis

Quantitative research has three kinds of designs which are experimental research, correlational research
and survey research. This research used experimental as the research design. Experimental design, as
known as group comparison studies, is a procedure that research determines whether an activity make a
difference in result for participants (Creswell, 2012, p. 21). This design divided group as experimental class
and control class. In experimental class, the class got treatment, while in control class did not get the
treatment.
29 30
This research focused on giving treatment to the experimental class by applying wordwall.net and text-file
explanation to the control class. Afterwards, the researcher observed the result through test. The research
design could be seen as follow:
Table 3.1 Research Design
Pre and Posttest Test Treatment Test
Design of the
study Group
Control Class Pre-test No treatment Post-test
(using text-file)
Experiment Class Pre-test Experimental Post-test
treatment (using
wordwall.net)