The Effect Of Explicit Vocabulary Application (EVA) On Student's Achievement And Appeptance In Learning Explicit English Vocabulary

• Main Author: Zakaria, Zailina
• Format: Thesis
• Language: English; English
• Published: UTeM 2016
• Subjects: Q Science (General); QA76 Computer software
• Online Access: http://eprints.utem.edu.my/id/eprint/18839/1/The%20Effect%20Of%20Explicit%20Vocabulary%20Application%20%28EVA%29%20On%20Student%27s%20Achievement%20And%20Appeptance%20In%20Learning%20Explicit%20English%20Vocabulary%2024%20Pages.pdf; http://eprints.utem.edu.my/id/eprint/18839/2/The%20Effect%20Of%20Explicit%20Vocabulary%20Application%20%28EVA%29%20On%20Students%E2%80%99%20Achievement%20And%20Acceptance%20In%20Learning%20Explicit%20English%20Vocabulary.pdf; http://eprints.utem.edu.my/id/eprint/18839/; https://plh.utem.edu.my/cgi-bin/koha/opac-detail.pl?biblionumber=101728

The purpose of this study was to investigate the effects of mobile learning application on students’ achievement and acceptance in learning explicit English vocabulary in KPTM Bangi. A mobile phone application that was called Explicit Vocabulary Application (EVA) was developed for this purpose to be used by the experiment group students in learning the topic. The independent variable was the EVA application, while the dependent variables were the students’ achievement in test and presentation, and the perception of the students after using the EVA. Their achievement was measured using pre-test, post-test scores, and presentation scores, while the perception was measured by using a questionnaire. A total of 36 students from two classes of semester one who enrolled in January 2016 were selected in this study. They were divided into two groups: control group and experiment group, which each group consisted of 18 students and the students that belong to the experiment group was required to have android smartphone in order for them to be able to use the application. The findings indicate: (1) no significant difference between the pre-test scores of the control group and the experiment group, (2) a significant difference between the pre-test and post-test scores after using the application, (3) a significant difference between presentation scores between the control group and the experiment group, (4) a significant positive impact on students who used the application. Overall the findings clearly indicate that the students that used the application have better achievement than those who did not in their test and presentation. Through this study, the EVA is proven to influence the students’ learning and motivation.