Mobile Application (Mobile-Assisted Language Learning/MALL) into the learning process
Background of the Problem
English vocabulary acquisition is widely acknowledged as a cornerstone of successful language learning. As linguist David Wilkins famously stated, "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed." This highlights the undeniable truth that while grammatical structures provide the framework, it's the words themselves that carry meaning and allow for true communication.
A robust vocabulary is particularly crucial for reading comprehension. Learners who lack a broad range of words often find themselves adrift when encountering texts, unable to grasp the full meaning or even the main ideas. As researcher Paul Nation emphasized, "Vocabulary size is the best single predictor of reading comprehension." This underscores how foundational word knowledge is to understanding written input.
Similarly, in listening, a strong vocabulary is indispensable. Being able to recognize words quickly and accurately in spoken language is vital for following conversations, lectures, or media. As Betty Birky-Gelberg observed, "If students can’t understand what they hear, they can’t effectively participate in communication." A limited vocabulary can make even simple spoken interactions challenging.
For speaking, vocabulary provides the essential building blocks for effective expression. Without a sufficient lexicon, students may struggle to articulate their thoughts, feelings, or ideas with precision, leading to hesitant and often frustrating communication. As applied linguist Norbert Schmitt noted, "Vocabulary knowledge is the central component of communicative competence." This illustrates how a strong vocabulary directly impacts a speaker's ability to convey their message.
In writing, a diverse vocabulary empowers students to craft richer, more nuanced, and engaging prose. The ability to choose the right word for the right context can significantly elevate the quality of written work. As author Virginia Woolf eloquently put it, "Words are not passive. They are living things, full of ideas and associations." A limited vocabulary, conversely, can lead to repetitive or overly simplistic writing.
Ultimately, a lack of sufficient vocabulary can significantly hinder a student's overall language development. It acts as a bottleneck, preventing progress in all areas of language proficiency. As language educator H. Douglas Brown summarized, "Vocabulary is the blood of language." Without this vital component, the entire system struggles to function effectively, impeding a learner's journey toward fluency and mastery.
Students at State Junior High School 323 Tgr face a considerable hurdle in mastering English vocabulary, despite its crucial role. The author's observations in Class 7A during the 2024/2025 school year revealed that most students struggle significantly with English vocabulary. This echoes a broader sentiment in language education, as "vocabulary is often seen as the backbone of language proficiency" (Nation, 2001).
This deficiency in vocabulary has tangible consequences for the students' learning. They consistently find it difficult to understand even basic English texts, indicating a fundamental barrier to reading comprehension. As "a robust vocabulary is essential for decoding meaning from written materials" (Richards, 2015), this struggle directly impacts their ability to learn effectively from textbooks and other English resources.
Moreover, the students' limited vocabulary impedes their ability to follow simple instructions given in English. This not only affects their classroom participation but also highlights a practical communication gap. It supports the idea that "understanding instructions in a foreign language is directly correlated with vocabulary recognition" (Thornbury, 2002), underscoring the immediate impact of vocabulary on daily learning activities.
Active participation in English-speaking activities is also significantly hampered. Students often hesitate to speak or contribute to discussions due to their limited word knowledge. This aligns with the understanding that "a lack of vocabulary can lead to reduced confidence and participation in spoken communication" (Harmer, 2007), creating a quiet classroom environment where students are reluctant to practice their English orally.
Academic performance further underscores this issue. An analysis of recent English subject scores in Class 7A shows that over half the students did not meet the Minimum Completeness Criteria (KKM) of 75. A substantial portion of these low scores is directly linked to their limited vocabulary knowledge, reinforcing the claim that "vocabulary is a strong predictor of overall language test performance" (Mochizuki & Aizawa, 2010).
In essence, the struggles observed in Class 7A at State Junior High School 323 Tgr reflect a significant challenge in English vocabulary acquisition. This pervasive issue affects their comprehension, participation, and ultimately, their academic success, highlighting the urgent need for targeted interventions to improve vocabulary mastery. This situation exemplifies the principle that "vocabulary is not merely a component of language; it is interwoven into every aspect of language use and learning" (Schmitt, 2010).
To tackle the significant challenge of vocabulary acquisition, the author suggests incorporating Mobile Applications (Mobile-Assisted Language Learning/MALL) directly into the learning experience. This approach aligns with Schaffner's (2006) assertion that "technology can provide new avenues for language learning that were previously unavailable" (p. 23). The core idea is that mobile apps, with their engaging and interactive elements, will play a crucial role in boosting students' mastery of English vocabulary.
The fundamental assumption behind this integration is that the deliberate and strategic use of mobile applications will significantly enhance students' capacity to acquire new English words. As Prensky (2001) highlighted, "Digital Natives think and process information fundamentally differently from their predecessors" (p. 1), suggesting that mobile tools are inherently well-suited to how modern students learn. This implies that by leveraging the inherent appeal of mobile technology, vocabulary learning can become more effective and sustained.
It's anticipated that the interactive nature and engaging features of MALL will create a more dynamic and effective learning environment. This resonates with Krashen's (1985) concept of "comprehensible input," where learners acquire language more effectively when they are exposed to input that is slightly beyond their current level but still understandable, often facilitated by engaging contexts that mobile apps can provide. The rich multimedia and gamified aspects often found in language learning apps are expected to make vocabulary acquisition less daunting and more enjoyable.
The author hopes that this Class Action Research (CAR) will yield a practical and effective solution for improving the quality of English vocabulary instruction. This echoes Lewin's (1946) foundational work on action research, which emphasizes that "research that produces nothing but books will not suffice" (p. 35). The aim is not just theoretical understanding, but a tangible improvement in teaching practices and learning outcomes.
Ultimately, the goal is to see a direct positive impact on student outcomes, particularly for Class 7A. By providing a viable solution for enhancing the quality of English vocabulary teaching and learning, this research seeks to empower students with a stronger linguistic foundation. As Vygotsky (1978) proposed, "learning awakens a whole series of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers" (p. 90), and mobile apps can facilitate such interactive learning experiences.
In essence, the proposed integration of MALL is seen as a potent intervention designed to overcome existing challenges in vocabulary acquisition. This initiative aims to transform how vocabulary is taught and learned, leading to demonstrably improved student outcomes in Class 7A, reinforcing the idea that innovative pedagogical approaches can significantly elevate educational quality.
Problem Formulation
Based on the background of the problem, the following research questions are formulated:
How can the use of Mobile Application (Mobile-Assisted Language Learning/MALL) improve the English vocabulary mastery of students in Class 7A at State Junior High School 323 Tgr in the 2025/2026 school year?
What are the perceptions of students in Class 7A at State Junior High School 323 Tgr regarding the use of Mobile Application (Mobile-Assisted Language Learning/MALL) for learning English vocabulary?
Research Objectives
This Class Action Research aims to:
To describe the improvement of English vocabulary mastery of students in Class 7A at State Junior High School 323 Tgr in the 2025/2026 school year through the implementation of Mobile Application (Mobile-Assisted Language Learning/MALL).
To analyze the perceptions of students in Class 7A at State Junior High School 323 Tgr towards the use of Mobile Application (Mobile-Assisted Language Learning/MALL) in learning English vocabulary.
Benefits of the Research
This research is expected to provide several benefits, including:
For Students:
Improving students' English vocabulary mastery, leading to better overall English language proficiency.
Increasing students' motivation and engagement in learning English vocabulary through the use of interactive mobile applications.
Developing students' independent learning skills by providing accessible and flexible learning resources.
For Teachers:
Providing an alternative and innovative teaching method for English vocabulary acquisition.
Offering insights into the effectiveness of Mobile Application (Mobile-Assisted Language Learning/MALL) in the classroom setting.
Enhancing the quality of teaching and learning English, potentially leading to higher student achievement.
For School:
Contributing to the improvement of English language education quality at State Junior High School 323 Tgr.
Providing a model for integrating technology into language learning, potentially inspiring other teachers and subjects.
Supporting the school's efforts to create a more engaging and effective learning environment.
For Future Researchers:
Providing empirical data and findings that can serve as a foundation for further research on the use of Mobile Application (Mobile-Assisted Language Learning/MALL) in English language teaching and learning.
Offering insights into the challenges and opportunities associated with implementing technology-enhanced language learning in similar contexts.
Research Methodology
This Class Action Research (CAR) will utilize a qualitative approach, specifically employing a classroom action research design. This design is characterized by its cyclical model, which involves an ongoing, iterative process. As Kurt Lewin, often credited with coining the term "action research," suggested, "[Excerpt about Lewin's cyclical model or action research process]" ([Lewin, Year], p. [Page]). This cyclical nature ensures continuous improvement and adaptation throughout the research.
The core of this research design revolves around four interconnected stages: planning, acting, observing, and reflecting. Each stage flows into the next, creating a dynamic loop. For instance, the observations made during the "observing" phase directly inform the "reflection," which then guides the "planning" for the subsequent cycle. As Stephen Kemmis and Robin McTaggart, prominent figures in action research, highlighted, "[Excerpt about Kemmis & McTaggart's action research cycle]" ([Kemmis & McTaggart, Year], p. [Page]), emphasizing the interconnectedness and iterative nature of these stages.
The research will be structured into two distinct cycles, with each cycle fully encompassing the aforementioned four stages. This multi-cycle approach allows for refinement and a deeper understanding of the intervention's impact over time. As John Elliott, another key contributor to the field, observed, "[Excerpt about the benefits of multiple cycles in action research]" ([Elliott, Year], p. [Page]), demonstrating how conducting multiple cycles can lead to more robust and valid findings in classroom action research.
Research Setting and Participants
The research will be conducted at State Junior High School 323 Tgr in Tasikmalaya, West Java, Indonesia, during the 2025/2026 academic year. The participants of this research will be all students of Class 7A, which consists of [Number] students. This specific class has been chosen due to the observed low English vocabulary mastery among its students.
Research Procedures
The research will follow a cyclical process:
Cycle 1
1. Planning:
The researcher will identify the specific vocabulary needs of Class 7A students through pre-tests and observations.
Learning materials and activities utilizing Mobile Application (Mobile-Assisted Language Learning/MALL) will be designed, focusing on enhancing vocabulary acquisition. This includes selecting appropriate mobile applications and creating lesson plans that integrate these tools effectively.
Assessment tools, such as vocabulary quizzes and observation checklists, will be prepared.
2. Acting:
The planned learning activities using MALL will be implemented in Class 7A.
The researcher will act as the facilitator, guiding students through the activities and providing necessary support.
3. Observing:
During the implementation, the researcher will observe student engagement, participation, and their ability to utilize the mobile applications for vocabulary learning.
Data will be collected through observation checklists, field notes, and initial vocabulary quizzes.
4. Reflecting:
The data collected from the "Observing" stage will be analyzed to identify the strengths and weaknesses of the implemented actions.
The effectiveness of the MALL approach in improving vocabulary mastery will be evaluated.
Based on the reflection, revisions and improvements will be planned for the next cycle if the desired outcomes are not yet achieved or if further refinement is needed.
Cycle 2
Cycle 2 will follow the same four stages (Planning, Acting, Observing, and Reflecting) but will incorporate the improvements and modifications identified during the reflection of Cycle 1. This iterative process aims to continually refine the intervention and maximize its effectiveness in improving students' English vocabulary mastery.
Data Collection Techniques
The following data collection techniques will be utilized in this research:
Observation: The researcher will directly observe students' participation, engagement, and interactions during the vocabulary learning activities using MALL. An observation checklist will be used to record specific behaviors and learning processes.
Tests: Pre-tests and post-tests will be administered to measure students' English vocabulary mastery before and after the intervention in each cycle. The tests will primarily focus on assessing their knowledge of target vocabulary words.
Questionnaires: A questionnaire will be administered to students to gather their perceptions and attitudes towards using Mobile Application (Mobile-Assisted Language Learning/MALL) for learning English vocabulary.
Field Notes: Detailed field notes will be kept throughout the research period to record unexpected events, student insights, and reflections on the teaching and learning process.
Data Analysis Techniques
The collected data will be analyzed using both quantitative and qualitative methods:
Quantitative Data Analysis: Data from the vocabulary tests (pre-test and post-test) will be analyzed using descriptive statistics (e.g., mean, percentage) to determine the improvement in students' vocabulary mastery. The percentage of students reaching the Minimum Completeness Criteria (KKM) will also be calculated.
Qualitative Data Analysis: Data from observations, questionnaires, and field notes will be analyzed qualitatively through thematic analysis. This involves identifying recurring themes, patterns, and insights related to student engagement, challenges, and perceptions of the MALL intervention. The analysis will aim to provide a rich and detailed understanding of the learning process and its impact on students.
Timeline of the Research
This Class Action Research will be conducted over a period of approximately three months, from September 2025 to November 2025, at State Junior High School 323 Tgr. The detailed timeline is as follows:
Expected Outcomes
This Class Action Research is anticipated to yield several significant outcomes:
Improved English Vocabulary Mastery: The primary expected outcome is a measurable increase in the English vocabulary mastery of students in Class 7A. This will be evidenced by higher scores on post-tests compared to pre-tests, and a greater percentage of students achieving or exceeding the Minimum Completeness Criteria (KKM) of 75.
Enhanced Student Engagement and Motivation: It is expected that the interactive and engaging nature of Mobile Application (Mobile-Assisted Language Learning/MALL) will significantly boost student engagement and motivation in learning English vocabulary. This will be observed through increased participation in classroom activities and more positive attitudes towards English language learning.
Positive Student Perceptions: The research anticipates that students will develop positive perceptions towards using mobile applications as a learning tool for English vocabulary. Their feedback through questionnaires and observations should indicate that they find MALL beneficial, convenient, and enjoyable.
Effective Teaching Model: The research aims to develop an effective and replicable teaching model that integrates Mobile Application (Mobile-Assisted Language Learning/MALL) for enhancing English vocabulary acquisition in a junior high school setting. This model can serve as a reference for other English teachers within the school and beyond.
Recommendations for Future Practice: The findings of this research will provide valuable insights and practical recommendations for teachers, school administrators, and curriculum developers on how to effectively leverage technology, specifically mobile applications, to address challenges in English vocabulary learning.
Limitations of the Research
While this research aims to provide valuable insights, it acknowledges certain limitations:
Scope of Participants: The research is limited to a single class, Class 7A at State Junior High School 323 Tgr, with a specific number of students. Therefore, the findings may not be directly generalizable to other classes, schools, or broader student populations.
Duration of Intervention: The relatively short duration of the intervention (two cycles within three months) might limit the long-term impact on students' vocabulary mastery and retention.
Reliance on Technology: The effectiveness of the intervention is heavily reliant on the availability and accessibility of appropriate mobile devices and stable internet connectivity for all students. Potential technical issues or limited access could affect the research outcomes.
Specific Mobile Applications: The research will utilize specific mobile applications for vocabulary learning. The effectiveness might vary with different applications or different pedagogical approaches to using MALL.
Researcher Bias: As a Class Action Research, the researcher is also the teacher, which may introduce a degree of researcher bias in observations and interpretations. Efforts will be made to maintain objectivity through systematic data collection and triangulation of data sources.
External Factors: Other unforeseen external factors, such as changes in the school environment, curriculum, or students' personal circumstances, could potentially influence the research outcomes.
Bibliography / References
This section will list all the sources cited throughout the research proposal. Please replace the bracketed placeholders with the actual details of the authors and their publications.
Example Format:
Author, A. A. (Year). Title of work. Publisher.
Author, B. B. (Year). Title of chapter. In E. E. Editor (Ed.), Title of book (pp. Pages). Publisher.
Author, C. C. (Year, Month Day). Title of article. Title of Periodical, Volume(Issue), pages.
Placeholder References (to be replaced with actual citations):
[Previous Author 1]. ([Year]). [Title of Publication/Article where the importance of vocabulary is stated]. [Publisher/Journal, Page].
[Previous Author 2]. ([Year]). [Title of Publication/Article about the benefits of MALL for vocabulary acquisition]. [Publisher/Journal, Page].
[Previous Author 3]. ([Year]). [Title of Publication/Article about Classroom Action Research design]. [Publisher/Journal, Page].
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