The Effectiveness of Guessing Game Using Mobile Assisted Language Learning (MALL) on Students Vocabulary Mastery of The Tenth Grade Students at SMK Islam 1 Durenan in Academic 2016/2017

ABSTRACT Atiqoh, Dewi. Students Registered Number. 2813133029. 2017. The Effectiveness of Guessing Game Using Mobile Asissted Language Learning (MALL) on Students Vocabulary Mastery of The Tenth Grade Students at SMK Islam 1 Durenan in Academic Year 2016/2017. Thesis. English Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Erna Iftanti, S.S., M.Pd. Keywords: effectiveness, vocabulary mastery, guessing game application In teaching vocabulary as found in the preliminary study in SMK Islam 1 Durenan that the students get difficulties to memorize new vocabulary. This is due to the fact that their number of vocabulary is limited because they seldom to read English books and the teaching is still not effective. Therefore, the teacher consider teaching technique which is effective to teach vocabulary. Mobile phone is a popular tool for all ages. Therefore, this tool can be made use for the teaching and learning activity to prove the effectiveness of Guessing Game Application (GGA) to help vocabulary mastery for tenth graded students at SMK Islam 1 Durenan in academic year 2016/2017. Thus, the researcher is then intended to verify that GGA is effective to EFL students to memorize vicabulary easily and increase their achievement in vocabulary mastery. The method used in this research is pre-experimental research design with the population the tenth grade students at SMK Islam 1 Durenan that consist of ten classes (356 students). The sample of this research is class of X- AK consisting of 43 students selected by means purposive sampling. Meanwhile, the instrument used is vocabulary test. The data collected through pre-test and post-test were analyzed by using Paired Sample T-test with SPSS Window 16.0. This study reveals that there are two important points: Firstly, The students’ mean score of their vocabulary mastery before being taught by using GGA is 71.27 and after being taught by using GGA is 88.72. Hence, the difference is 17.47. Secondly, the result of t-test shows that the significant value is 0.000 at the significant level is 0.05. This indicates that GGA is effective to help EFL students to increase their vocabulary mastery. It is able to be pedagogically implemented in teaching vocabulary for the tenth grade students at SMK Islam 1 Durenan. Since this research only used one group pre-test and post-test. Meanwhile, there is no other class as the control group in this research. It is suggested for the future research to conduct the same study by using true-experimental or quasi-experimental