IMPROVING EIGHTH GRADE STUDENTS' VOCABULARY MASTERY THROUGH MEMRISE: A CLASSROOM ACTION RESEARCH AT MTS NURUL IHSAN TEMPEH

khoiro, kholifatul (2025) IMPROVING EIGHTH GRADE STUDENTS' VOCABULARY MASTERY THROUGH MEMRISE: A CLASSROOM ACTION RESEARCH AT MTS NURUL IHSAN TEMPEH. Undergraduate thesis, universitas kh ahmad siddiq jember.

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Abstract

Key word: Memrise Aplication, Vocabulary Mastery
Learning vocabulary through the Memrise application is essential to
implement at MTs Nurul Ihsan, as many eighth-grade students still struggle to recall
basic English vocabulary commonly used in daily activities and often have
difficulty understanding information in English texts. This research was conducted
to help improve students' vocabulary mastery in a more engaging, supportive, and
accessible learning environment.
This study aimed to improve students’ vocabulary mastery using the
Memrise application. The focus was on how students developed their understanding
and retention of vocabulary through interactive and contextualized digital learning.
The research was conducted using Classroom Action Research (CAR) based on the
model developed by Kemmis and McTaggart, which involves four stages: planning,
acting, observing, and reflecting. The study was carried out in a single cycle
consisting of three meetings. The research subjects were 19 eighth-grade students
at MTs Nurul Ihsan Tempeh, comprising 7 male and 12 female students. The
instruments used in the research included a vocabulary test (multiple-choice),
observation sheets, and interviews.
The findings indicate that the use of Memrise was successful in improving
students’ vocabulary mastery. The average score increased from 58 in the pre-test
to 77.4 in the post-test. Furthermore, the percentage of students achieving the
minimum passing grade (≥73) rose significantly from 15.7% in the pre-test to 79%
in the post-test. These results meet the criteria of success established in the study—
namely, that at least 75% of students should pass and that there should be a notable
improvement in average scores.
Based on these outcomes, it can be concluded that the use of Memrise is
effective in enhancing students’ vocabulary, particularly in learning past tense
verbs. The application’s features, such as visual aids and interactive repetition,
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helped students relate the material to real-life contexts. Additionally, students
demonstrated increased enthusiasm, engagement, and participation during the
lessons, further supporting the effectiveness of Memrise in this learning setting

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