DIGITAL JUMBLED LETTERS ACTIVITIES FOR ENHANCING STUDENTS' VOCABULARY MASTERY

Abstract

Abstract

The low level of vocabulary mastery among students at Junior Hight School State 3 Gadingrejo, especially in terms of spelling, understanding, and retention, served as the impetus for this study. Therefore, the purpose of this study was to ascertain how the Digital Jumbled Letters technique affected the vocabulary knowledge of year 7 students at Junior High School State 3 Gadingrejo.

This study used a non-equivalent control group design and a quasi-experimental methodology. The experimental class and the control class, each with thirty students, made up the sample. Mulyiple-choice exams that has already undergone validity and reliability testing were used to collect data for this investigation. With the aid of SPSS, descriptive statistics and hypothesis testing were used to analyse the collected data.

According to the research findings, the experimental class’s mean score (77.03) increased more than the control class’s (63.70), and the independent sample t-test results reveal than the p-value of 0.013 is less then 0.05 as a result, H_a is accepted and H₀ is rejected. Thus, it can be said that Junior High School State 3 Gadingrejo students’ vocabulary development is much enhanced by the use of Digital Jumbled Letters.

Keywords: digital jumbled letters, vocabulary mastery, quasi-experimental.