THE IMPACT OF EDUCANDY APPLICATION ON JUNIOR HIGH SCHOOL STUDENTS ‘ VOCABULARY MASTERY
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Abstract
This study examined the impact of the Educandy application on eighth-grade students' vocabulary proficiency in recount texts and the significant differences in vocabulary mastery resulting from the use of Educandy as a digital learning tool at SMPN 3 Brebes. A quantitative quasi-experimental design utilizing a pre-test and post-test control group was implemented. The sample consisted of 64 students (32 in the experimental group; 32 in the control group). The experimental group acquired vocabulary using the Educandy application, whereas the control group learnt without it. Data were gathered utilizing a validated and reliable multiple-choice vocabulary assessment (30 questions) and evaluated by descriptive statistics, normality and homogeneity tests, paired-sample t-tests, and an independent-sample t-test. The experimental group's mean score rose from 65.03 (pre-test) to 73.59 (post-test), whereas the control group's score grew from 62.97 to 65.00. The paired-sample t-test revealed a significant enhancement in the experimental group (t = -7.265, p = .000), while the independent-sample t-test demonstrated a significant disparity between groups on the post-test (t = -3.900, p = .000). The data demonstrate that the Educandy application significantly enhances pupils' vocabulary mastery. Consequently, using digital learning programs like Educandy can function as an effective alternative technique to improve vocabulary acquisition in junior high school environments.
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References
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