THE INFLUENCE OF WORD WALL ON STUDENTS’

VOCABULARY MASTERY OF ELEVEN GRADE AT SMA

NEGERI 1 TARAKAN

THESIS

BY:
RISMA FEBRIYANTI
2040601010

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO TARAKAN UNIVERSITY
TARAKAN
2024
 CHAPTER I
INTRODUCTION

A. Background of The Study

English is more than merely a language because it is used as a
common language in most nations. Even though each nation, area, and
community have its own language, a lot of people decide to study English
after learning their mother tongue because english is crucial for achieving
many different professional and personal objectives. English is getting more
and more useful in the digital era, and it's becoming essential to go around the
internet. English is chosen above other dialects and is thought to be more
advanced than Chinese. Which is used less frequently than English based on
the Ethnologue predicts that by 2021 English will be the most widely spoken
language worldwide. English is used by 1.34 billion individuals worldwide,
whether it is their first or second language. Mandarin Chinese is the second
most spoken language in the world, with 1.12 billion speakers (Ethnologue,
2021). Furthermore, English is spoken and is acknowledged as an official
language in 61 other countries based on (Wikipedia). Nishanti (2018) asserts
that learning English is crucial since it would make it possible to
communicate effectively with people all over the world. This viewpoint is
further supported by David Crystal's book "English as a Global Language,"
second edition, which claims that politicians from many nations speak English
as a global language. In foreign cities, signage, advertisements, hotels, and
restaurants are typically written in English, which facilitates communication
for individuals who are able to understand (David Crystal’s, 2016). Thereby,
knowing and mastering English not only makes it easier to accomplish
professional and personal objectives, but it also makes it possible to
communicate successfully in a world that is becoming more interconnected.
 English is very important because English is also one of the
compulsory subjects taken at the secondary school level. In mastering English
students need to learn all the skills in English such as: listening, speaking,
reading and writing especially vocabulary. One of the key elements of
language acquisition, vocabulary plays a fundamental part in the four
language abilities of speaking, reading, writing, and listening. It also becomes
a prerequisite for learning English according to Anggraini (2018). The totality
of words that comprise a language is its vocabulary based on Hornby (2000)
asserts that a language's vocabulary is its entire of words. Prior to studying
English proficiency. The first thing he needs to do is study vocabulary. One of
the most crucial aspects of teaching any language is building vocabulary;
students must constantly pick up new words as they study sound systems and
structures. Hadijah et al (2020) state that acquiring vocabulary is a crucial first
step towards enhancing children' future language use . It implies that in order
to support their ability to master English, learners should possess a large
vocabulary. Ghalebi et al. (2021) to contend that vocabulary to be more
talented crussial in other aptitudes such as listening, speaking, reading, and
writing. Acquiring vocabulary can facilitate pupils' English language studies
and aid in their mastery of other language components. When learning foreign
languages like English, vocabulary is more frequently emphasised in books
and in the classroom setting (Özdemir, 2021). Thornbury & Wilkins, (2002).
Say that very little can be said about someone without grammar, but nothing
can be said without vocabulary. Another source of inspiration is Nunan
(2000). claims that vocabulary learned in the early stages of learning and
using English as a second or foreign language is more beneficial to the user.
Therefore, when studying English as a second or foreign language, it is crucial
that students concentrate on building their vocabulary as the primary
foundation. Students will be more comfortable communicating with
individuals from all over the world and will be able to advance their language
abilities more quickly if they have large vocabulary.
 Lack vocabulary is one of the biggest obstacles that students face
when they want to learn and become fluent in English . Speaking, listening,
reading, and writing are all part of learning English, and mastering vocabulary
is a critical first step towards being proficient in all four areas. In generaly
there are so many problems faced by students when studying English, students
frequently experience fear or hesitation, particularly when they realise how
crucial it is to acquire a sufficient vocabulary. A vocabulary is not just a list of
words that they have learned; rather, it is the product of language users
collaborating to create word-forming letter units. Penny (1991) asserts in this
sense, vocabulary encompasses not just individual words but also knowledge
of how they are paired and utilised within the context of the language being
studied. Tran & Tanemura, (2020) said the challenge for English learners is to
master a lot of vocabulary, which of course cannot be learned instantly. A
well-versed vocabulary helps pupils read, write, talk, and listen in English
more proficiently. In summary, a limited vocabulary not only makes it harder
for pupils to understand and grasp the language, but it can also make it harder
for them to engage and communicate with others. As a result, putting
measures in place that emphasise vocabulary development is crucial to
guaranteeing that students succeed in reaching the highest level of language
competency.
Based on the preliminary study conducted at SMA Negeri 1 Tarakan,
the researcher found a number of problems, especially related to students'
ability in English especially in vocabulary mastery. When the researcher
taught, researcher realized that students' abilities were still low, as seen from
the tendency of students to use Indonesian when speaking in English. This
situation suggests that further efforts are needed to expand students'
vocabulary. During the observation, the researcher noted that the students
faced difficulties in expressing thoughts or ideas about vocabulary, and
sometimes even had difficulty expressing their ideas. However, the researcher
also found that the students had the potential to expand their vocabulary. It is
important to note that, despite the constraints in students' abilities, there is
potential that can be recognized. By identifying students' potential and
difficulties, learning efforts can be focused on improving their English
language skills more holistically. Learning media play a significant part in
helping pupils grasp and become proficient in words. Teachers must employ a
variety of learning resources during the teaching and learning process in order
to effectively address issues that come up during the process. Furthermore,
according to Salsabila et al. (2020), the accuracy with which learning models
and media are applied is another factor that determines learning success. In
addition to making classes easier to understand, the usage of applications can
benefit students' motivation and behaviour in the classroom in addition to
helping them learn more vocabulary according to Srisermbhok, Waluyo
(2020). Using the right educational materials can help to motivate and
stimulate learning activities. Stickler et al (2020) have verified that employing
applications to enhance vocabulary acquisition can boost students' proficiency
and give them chances to interact with others. The use of digital media in
education is becoming more and more common in the current digital era.
According to Ramadhani et al (2019), digital media particularly applications
and software can be a useful tool for helping students' vocabulary grow.
Teachers can use technology to create dynamic and interesting learning
environments that will appeal to pupils psychologically and increase the
attraction of learning overall. Thus, the choice and application of efficient and
cutting-edge learning resources has a significant impact on vocabulary growth
in addition to the teaching and learning process.
There are so many learning media that can teacher use. Selecting the
right learning resources is essential when instructing pupils in vocabulary.
Every media has benefits and drawbacks, and the Wordwall App is the
creative answer that is the subject of this study. This free software according
to Sari & Yarza (2021), is that basic alternatives are free of charge. and has
fun features and customisable quizzes with educational resources. According
 to Khairunis (2021), Wordwall is a digital gamification platform that is
intended to offer quizzes and games for the purpose of material evaluation.
Students only need to click on the URL that the instructor provides to access
the many instructional game elements; they are not required to download the
application. Furthermore, word wall materials can be printed in PDF format,
which helps students who are limited by a network. Word wall media is
adaptable since it may be used for online learning learning scenarios like
pandemics.as well as face-to-face (PTM). Because word walls allow for
competition, students are more driven to learn. According to Lestari (2021),
the word wall in this programme is a helpful learning resource in addition to
being a fun assessment tool. With the Word Wall app, students may access it
on their laptop or smartphone and engage in interactive exercises featuring
visual, audio, and animation features. According to Hasram et al. (2021),
Wordwall is a good tool for kids to practice their vocabulary. Siti Fatimah's
(2020) research revealed an 82.5% success rate in raising pupils' language
knowledge at SMPN 44 Surabaya. Similar findings were found in a study
conducted by Ni Nyoman Arsini, Made Hery Santosa, and Ni Putu Era
Marsakawati (2022), which employed questionnaires and observation and
revealed favourable student answers. The application of Wordwall App creates
dynamic and fun learning, increasing student engagement. Thus, the use of
this learning media not only overcomes the shortcomings of other media, but
also enriches students' learning experience through an innovative technology-
based approach.
Based on the explanation above, the researcher is interested in raising
the title "The Influence of Word Wall on Students' Vocabulary Mastery of
Eleven Grade at SMA Negeri 1 Tarakan".

B. Research Limitation
Through problem identification of this study used samples from the
eleventh-grade student group at SMA Negeri 1 Tarakan. The primary goal of
 this study is to use the Word Wall approach to examine students' mastery of
vocabulary. The author concentrates on overall vocabulary knowledge. It is
anticipated that using data from SMA Negeri 1 Tarakan eleventh grade
students will give a representative image of how the Word Wall technique
affects vocabulary learning. This study delves deeply into the qualitative
understanding of students' experiences and how they affect vocabulary
development overall, in addition to examining the quantitative element.

C. Research Problem
Based on the preliminary study that the researcher conducted at SMA
Negeri 1 Tarakan, several issues are noted:
1. How does word wall influence students' vocabulary mastery?

D. Research Objective
The aims of this research to find out the influence of word wall on
student's vocabulary mastery.

E. Significance of The Research

Three categories can be used to categorize the importance of this
research: teachers, students, and researchers:
1. The Teacher
Teachers can gain knowledge from this study about how well Word
Walls work as a teaching technique to enhance students' vocabulary
development. By introducing this technique into the curriculum or
learning sessions, teachers can assess and modernize their teaching
strategies.
2. The Students
Word Walls can be used in this study to help pupils increase their
vocabulary. Students can increase their language proficiency and
comprehension by using word visualization.
 3. The Researcher
This research can add to the body of knowledge in the fields of
education and psycholinguistics by examining how Word Walls affect
students' vocabulary growth. The findings of this study may supplement
current understanding and serve as a foundation for additional research in
this field.

F. Definition of Copy Terms

Wordwall is a visual learning technique in which vocabulary, or key
terms are arranged and posted on the classroom wall. These terms are
typically accompanied by illustrations, explanations, or sample phrases. The
objectives of Word Wall are to offer students with an immediately accessible
visual reference during the learning process, enhance their vocabulary, and
establish a learning environment rich in language.
The words that a person understands and uses in a given context are
referred to as their vocabulary. Understanding words, being able to employ
them in sentences, and being able to comprehend new words in various
contexts are all components of mastering vocabulary. Gaining more
vocabulary can help with reading comprehension, communication, and
language proficiency in general.
 CHAPTER II
LITERATUR REVIEW
A. Theoretical Review
1. Vocabulary
1.1 The Definition of Vocabulary
A person's collection of words or terminology that they are
familiar with and can use in a given situation is referred to as their
vocabulary. A person's vocabulary is their collection of words, phrases,
and expressions that they may use to convey ideas, communicate,
comprehend, and react to written or spoken information. Mastering
vocabulary in language acquisition entails knowing the definitions of
the terms, pronouncing them correctly, and being able to apply them in
a variety of communication situations. Building one's vocabulary is
crucial to improving one's ability to read, write, listen, and speak a
language.
The definition of vocabulary has been defined by numerous
writers. Penny Ur (1991) define the context of a foreign language,
vocabulary goes beyond single words and includes expressions like
"post office" and "mother-in-law," in addition to multi-word idioms
like "call it a day." It is a useful convention to refer to vocabulary
items instead of words since it recognizes the variety of linguistic
expressions. Conversely, Laurie Bauer (1998) asserted that vocabulary
is about words and their origins, transformations into other categories,
relationships between them, and applications in our everyday lives.
Renandya and Richards (2002) state one of the main building blocks
of language proficiency is vocabulary, which also serves as a major
 foundation for learners' ability to reading, writting, speaking, and
listening.
Taking from the aforementioned description, the researcher
deduces that vocabulary is a crucial component of language
acquisition in English, as it serves as foundational knowledge for
mastering the four language skills of speaking, writing, listening, and
reading. Vocabulary, according to Hatch and Brown (1995) is a list or
collection of terms for a certain language or a list of words that have a
meaning and are employed in that language. There would not be a
language if people were unable to effectively communicate and
express their views.

1.2 Kinds of Vocabulary

Receptive and productive vocabulary are the two primary
categories into which Aebersold and Field (1997) divide vocabulary
when it comes to vocabulary learning. A group of words that pupils
can comprehend and identify when they come up in a context but are
unable to actively utilize while speaking or writing is referred to as
receptive vocabulary, also known as passive vocabulary. Though they
frequently don't know how to utilize these terms, students generally
know what they imply. Conversely, pupils who possess productive or
active vocabulary are able to articulate the words correctly, recognize
them, and utilize them in both written and spoken language. As a
result, even if pupils may understand some vocabulary words, not all
of them are always applied effectively in speaking and writing.
Celce-Muria and Olshthain (2000) divided vocabulary into
content and function words in accordance with Aebersold and Field.
There are many different kinds of vocabulary, Judy K. Montgomery
(2007) distinguishes four categories of vocabulary: speaking, reading,
writing, and listening:
1. Listening vocabulary
The words that someone hears and comprehends through listening,
whether from other people or from other objects, are all considered
to be part of their listening vocabulary. In addition, people can hear
their parents' words or the words of other people when they are
conversing. Listening vocabulary is the set of words that one
learns from hearing what others have to say or from someone else's
understanding. Understanding spoken language in audio
recordings, lectures, presentations, and conversations is made
possible by listening vocabulary. It facilitates understanding of the
context, meaning, and tone of what is being spoken by the listener.
By identifying known words and phrases, listeners are able to
follow along and take in information from spoken conversation.
2. Speaking vocabulary
The words that people use while they speak are known as speaking
vocabulary. Due to its ease of usage, people's speaking vocabulary
is far more limited than their hearing vocabulary. Speaking
vocabulary enables people to express their ideas, opinions,
feelings, and thoughts vocally. It makes it easier to interact and
communicate with others in a variety of settings, including talks,
presentations, debates, and more. Vocabulary is used by speakers
to modify their language for various audiences, contexts, and
formality levels.
3. Reading vocabulary
The words that are understandable or recognised when reading text
are known as reading vocabulary. People who can read vocabulary
are able to comprehend written material in a variety of genres,
styles, and difficulty levels. Vocabulary helps readers understand
the meaning, tone, and purpose of written content, such as books,
articles, essays, and the like. With the use of vocabulary, readers
 can deduce, forecast, and interpret from the context and substance
of the text.
4. Writing vocabulary
The words that can be used and understood when writing is known
as writing vocabulary. Because some written terms are relatively
difficult to translate into speech, many written words do not
frequently appear in speech. Writing vocabulary enables people to
express their ideas, debates, stories, and thoughts in written
language. By carefully selecting words that appropriately reflect
their intended meaning, writers utilise vocabulary to accurately and
precisely deliver their message. Writing creativity is aided by
vocabulary, which provides a variety of words and expressions to
convey style, nuance, and imagery.

The explanation provided above covers a wide range of words

that the students should have been familiar with. As a result, in order
for the students to utilize the language effectively, they need to have a
large enough vocabulary.

1.3 Teaching and Learning Vocabulary

The process of teaching and learning vocabulary in a language
is referred to as teaching and learning vocabulary. It includes
techniques and approaches to assist people in comprehending,
recalling, and using words appropriately. Renandya and Richards
(2002) concur that historically, the importance of vocabulary
instruction and learning has been minimized in the context of second
language programs. But there has been a noticeable change recently,
characterized by a resurgence of curiosity about the fundamentals of
language and its vital role in the dynamics of teaching and learning.
Vocabulary learning has historically received only passing attention in
many language programs and textbooks because there isn't a specific
curriculum that addresses its crucial significance. David Nunan (2002)
asserts vocabulary learning has evolved to become more important,
since it is now acknowledged as the foundational knowledge required
to master all four language abilities. Therefore, understanding new
terms has become essential, and students may face significant
obstacles in their quest to become fluent in English without it.
Teaching vocabulary to learners of foreign languages involves
the following processes (Thornbury, 2002):
a. Pictures
This is a form of instructional tool. Board drawings, wall and chart
graphics, flashcards, magazine illustrations, and any other type of
non-technical visual representation can all be considered pictures.
Images can be utilised to clarify vocabulary terms.
b. Mnemonics technique
The key word strategy is the most well-known mnemonics method.
Creating an image that usually relates the pronunciation of a word
in the second language to its meaning in the first language is
required for this.
c. Word card
The usage of word cards is arguably the most fruitful vocabulary
strategy, aside from the key word approach. Compared to the key
word strategy, it may even be more successful. It can be
challenging for certain students to "imagine," but word cards can
be taught to all students.
d. Word wall
Green is the one who devised the word wall technique. It is
intended to push and inspire first-language learners in elementary
and secondary education to expand their vocabulary and assimilate
new words. The set of six words is displayed on filled wall panels,
each of which has a different backdrop colour that relates to a
different curricular goal. Every panel comprises high frequency
English words and lexical elements chosen from lists of
vocabulary that correlate to classroom readers. This method is
employed by Green in a variety of classroom lessons that support
individual, pair, small group, and full class education.

Thornbury devided in seven steps to teach vocabulary using

word wall:
1. Text or topic selection
Selects a relevant text or topic to teach vocabulary to
students. This could be a reading text, an article, a story, or
a specific topic being studied.
2. Key Vocabulary Identification
Identify key vocabulary that he wants to teach students.
This may include words that are important in the chosen
text or topic.
3. Creating Wordwall Activities
Use the Wordwall platform to create interactive activities
involving the selected vocabulary. This could be a pun,
quiz, puzzle, or any other activity that captures the attention
of the students.
4. Introduction to the Activity
Introduce the Wordwall activity to students and explain its
purpose and rules. The examples of vocabulary use in
relevant contexts.
5. Activity Implementation
Students will participate in the Wordwall activity already
prepared. They will interact with the vocabulary through
the games or exercises provided.
6. Monitoring and Correction
 Monitor student progress throughout the activity. Provide
feedback or corrections when needed to help students
understand and use the vocabulary correctly.
7. Reflection and Repetition
After the activity, Thornbury reflect with students on what
has been learned. This activity can be repeated or extended
in subsequent lessons to reinforce vocabulary
understanding.
Considering the justification provided, Word walls are thought
to be the best method for learning vocabulary because of the
previously mentioned explanation. According to Renee Chaves (2007)
one useful tactic for increasing pupils' vocabulary attention span is
enabling them to see and use the words they are accountable.

1.4 Problem of Vocabulary

The large number of vocabulary words can be difficult for
pupils, and many of them have difficulty articulating or remembering
the words. Simply using the word 'vocabulary' can create confusion.
Teachers will occasionally consult a list of the most common words in
the English language according to Hiebert, Kamil (2005). Thornbury
(2002) asserts some words are more challenging than others for
additional reasons, such as:
1. Pronunciation
Studies indicate that learning vocabulary that are hard to
pronounce also makes student harder to learn.
2. Spelling
Errors in spelling or pronunciation are often the result of sound
spelling mismatches, which can also affect a term.
3. Length and complexity
 It doesn't seem like learning long words is any harder than learning
short ones. However, high frequency terms are generally short in
English, which means that learners are more likely to encounter
them, which enhances their "learnability."
4. Meaning
When two terms have similar meanings, students are prone to mix
them up. An example of a make and do would be making breakfast
and scheduling an appointment, but also doing the housework and
filling out a questionnaire. Multi-meaning words like "still" and
"since" can also be problematic for students.

1.5 Level of Vocabulary

The level of vocabulary that a person is familiar with and can
use fluently in a language are referred to as their vocabulary level. A
widely used benchmark for determining language competency levels is
the Common European Framework of Reference for Languages, or
CEFR. According to Brian North (2014) there are six levels are used
to classify linguistic proficiency:
1. A1 (Beginner): Students at this level are able to utilise simple
words and phrases and have a basic vocabulary. They are able
to introduce themselves and others, comprehend basic
sentence.
2. A2 (Elementary): Students at this level can comprehend and
apply words and phrases linked to common subjects, and they
have a larger vocabulary. They are able to communicate in
basic and normal duties and provide details about their
upbringing, the immediate environment, and urgent needs.
3. B1 (Intermediate): Students at this level are able to
comprehend the essential ideas of unambiguous standard input
on topics they frequently come across at work, in the
 classroom, during leisure time, etc. When visiting a place
where the language is spoken, they are capable of handling the
majority of problems that may come up.
4. B2 (Upper-Intermediate): Students at this level are able to
converse in intricate situations and comprehend materials that
are lengthier and more challenging. They are able to create
short, coherent texts about subjects that they are familiar with
or find interesting.
5. C1 (Advanced): Students at this level are able to understand a
broad variety of subjects, both inside and outside of their
particular subject area. They are able to speak fluently and
without much effort, expressing their thoughts in any
circumstance.
6. C2 (Proficient): Students are able to comprehend and
communicate knowledge on a wide range of subjects, whether
or not they are technical. They are able to speak clearly and
easily on a variety of disagreements and points of view.
Based on the previously provided explanation The CEFR is a
well recognised benchmark for assessing language competency, and it
serves as the foundation for these levels. And based on preliminary
study conducted on eleven grade students in SMA Negeri 1 Tarakan
are at beginner or A1.

1.6 Aspect Vocabulary

Besides the level of vocabulary there are also several aspects
according to Lado (1974), there are a number of factors that need to be
taken into account when learning vocabulary, including the following:
a. Meaning
 Meaning is the fundamental component of a word that helps pupils
understand it and be able to use new words. A single word might
mean many things depending on the situation.
b. Spelling
Spelling is the way a word appears in writing or on paper. There is
a relationship between letters and sound, thus the pupils should
also know what letters and how many there are in each word.
However, different accents, like British and American, might have
distinct spellings of the same word when written down.

c. Pronunciation
Pronunciation refers to the way a word is said aloud and deals with
its sound. Because a word's sound and spelling are unrelated,
pronouncing words in English can be challenging. Occasionally, a
word's spelling and pronunciation can be inconsistent.
d. Word Classes
Word classes are groupings of words. The word classes include
noun, verb, adjective, adverb, pronoun, conjunction, and
preposition, to name a few. Depending on the word, each group
has a different purpose.

1.7 Assessing Vocabulary

There are numerous purposes for assessing pupils' vocabulary
as well as numerous applications for the findings from the assessment.
Some of these uses are summative; at the end of a unit or course, they
assess the knowledge that students have already acquired (Margaret G.
McKeown, Paul D. Deane, Ren R. Lawless, 2017). For example, in an
effort to enhance instruction, researchers frequently use vocabulary
acquisition as a means of assessing students' prior knowledge. They
can also be used formatively, giving teachers formative data about
their students' progress that guides their decisions about what and how
to teach each week, day, or even within a single class (Margaret G.
McKeown, Paul D. Deane, Ren R. Lawless, 2017). To gauge whether
students will comprehend the language in an upcoming reading
assignment, for instance, a teacher could quiz pupils on vocabulary
terms as they are being taught. As previously explained, evaluating
vocabulary is essential to comprehending kids' language progress and
pinpointing areas in which they might require more help. Additionally,
it can assist educators in customising their lessons to fit the demands
of each student and guarantee that learners are ready for challenges in
the classroom and in the workplace down the road. Vocabulary
assessment is a useful tool for monitoring student progress, making
informed instructional decisions, and assessing how well instructional
tactics are working. This is consistent with Nation's (2002) assertion
that while teaching vocabulary, teachers should focus solely on the
words that are used the most.
Nation (2022) lists a few possibilities for testing pupils'
vocabulary. Vocabulary assessments come in four varieties: diagnostic,
short-term, long-term, and proficiency. For various assessment goals,
the format, scheduling, and substance of each type of exam are
modified.
First, a diagnostic type of assessment is a preliminary
evaluation that is intended to gauge students' vocabulary knowledge
and assign them to level-appropriate study groups. A type of
diagnostic evaluation known as the Vocabulary Level Test is typically
administered within a 20–30-minute period at the start of a course or
learning programme. The purpose of the test is to determine the
vocabulary that pupils have learnt and to gauge how well they
comprehend various word frequency levels. As such, it helps teachers
 identify the unique learning requirements of each student and organise
the curriculum based on their comprehension level.
The second type of assessment is called short-term
achievement, and its goals are to track learners' progress, inspire them,
and direct modifications to their learning. The 10-minute tests come in
a variety of easy-to-prepare formats and assess different facets of
vocabulary knowledge. Throughout the course of the learning process,
the tests are given either weekly or every two weeks. Vocabulary
chosen by the students or from the course materials makes up the test's
content.
The third type of assessment is long-term achievement. Its
goals are to assess the extent and quality of vocabulary taught during
the learning process and to assist in lesson planning. Multiple-choice,
matching, and yes/no tests can all be given throughout the course of 30
to 40 minutes. Two times during the lesson—once at the start and once
at the conclusion—the test is given. A selection of the learning
material's vocabulary is tested.
The final category that Nation (2022) discussed is an
evaluation of vocabulary proficiency in English. The purpose of this
kind of evaluation is to ascertain the extent of students' vocabulary and
assign them to suitable study groups. A vocabulary size test is one
possible exam style. It typically lasts 30 to 40 minutes and can be
given once or twice, at the start or end of the learning programme. The
terminology used in the test was chosen based on frequency counts.

2. Word Wall
1.1 The Definition of Word Wall
Word walls are collections of words that are put up on a
classroom wall, bulletin board, chalkboard, or whiteboard and to make
the phrases easily readable from every student seating location, they
 are printed in a large typeface. Cronsberry (2004) asserts both the
teacher, and the students make frequent references to these words
during a unit or term in a range of activities. Word walls are described
as collections of words that are arranged in a methodical manner and
are hung on a wall. Renee Chaves Dejager (2007) states, word wall is
described as "a collection of words displayed on a wall that is
systematically organised, it is more than just a showpiece; it is a tool.
Word walls are visible, tangible representations meant to encourage
conversation of the targeted words being studied, according to
Brabham and Villaume (2001). In the other hand, Southerland, LeDale
(2011) describes a word wall as an arrangement of words on a
classroom wall or bulletin board that serves as a visual reminder of the
content being taught. It is clear from the definition above that a word
wall is a word that is written on the wall and can be utilised as a
teaching tool. Students will benefit greatly from word walls when
acquiring vocabulary.

1.2 Teaching Vocabulary Using Word Wall

Word wall is a type of online learning media that is used to
display high frequency words which can be sight words or words that
are frequently used in class that are crucial for students to understand
and be able to use. The researcher chose the method used by
Thornbury in implementing wordwall:
- Make the words stick in pupils' memory by selecting important
terms to put on a word wall based on the context of the book.
- Make the words useful by incorporating the word wall into regular
lessons. Students will naturally become more proficient in using
the word wall in the classroom if it is included into their everyday
lessons.
- Reflect with students on what has been learned.
 Word wall games like these are employed by researchers to
enhance pupils' vocabulary mastery, such as:
1. Make word clustering.
At this stage, students are given the task of grouping a number of
words into categories based on similarity in meaning. The

researcher will provide a list of different words, and students

should work individually or in small groups to identify words that
have the same or similar meaning. For example, if given the word
"nice," students will look for other words such as "good,"
"gorgeous," or "captivating," which have similar meanings. This
activity is designed to increase students' vocabulary, strengthen
their understanding of synonyms, and help them recognize nuances
in language. In addition, this activity can also encourage discussion
among students about how and why certain words can be
considered to have the same meaning.
Picture 1.1 Screenshot template of Word Wall
2. Matching word
At this stage, students are given the task of connecting words with
their meanings using the Wordwall interactive platform. The
researcher will create a series of quizzes or games containing new
words along with a list of definitions or synonyms that must be
connected to the right word. Students are then required to match
each word with its correct definition or meaning, either by
 selecting the appropriate option or by dragging the word into the
right definition box. This activity allows students to learn in a
more fun and interactive way, as well as providing a variation from
traditional learning methods. Using Wordwall, students can work
independently or compete with classmates in a quiz or game
format to see who can connect words and their meanings with the
best accuracy.
Picture 1.2 Screenshot template of Word Wall
3. Missing word
At this stage, students are given a picture that contains a hidden
word or sentence. The students' task is to type each letter in the
picture correctly. If students type the wrong letter, they will get a
penalty, and they cannot make more than 9 mistakes per picture. If
students make more than 9 mistakes, the game will end, and they
will have to start all over again. The researcher will monitor this
process to ensure students are working carefully and not just
guessing randomly. In addition, the word wall learning used will
provide immediate feedback every time students make a mistake,
so they know how many times they can still try before the game
ends. With this approach, students are encouraged to focus, be
careful, and use their spelling skills carefully. It also encourages
students to pay attention to details and improve their ability to
recognize word and sentence patterns.:
 Picture 1.3 Screenshot template of Word Wall

Based on the explanation above, it can be concluded that there

are various methods and games that can be used to help students in
mastering vocabulary. Teachers have many choices of methods to
create an interesting and effective learning atmosphere. One of the
ways that can be applied is by utilizing platforms such as Wordwall.
Through Wordwall, teachers can create interactive games and
activities that focus on vocabulary acquisition, such as word-matching
quizzes, crossword puzzles, or connecting words with their definitions.
With this approach, teachers can express their creativity in designing
learning that is fun and can increase student participation. Therefore,
the use of this platform not only helps students to enrich their
vocabulary, but also gives teachers the freedom to explore various
teaching techniques according to their style and ability.

1.3 The Advantages and The Disadvantages of Word Wall

Students can build critical and active reading and writing skills
by using this word wall media. Below are the advantages and
disadvantages of using a word wall according to Wagstaff (1999):
a. The advantages of using word wall
1. The media is adaptable and suitable for pupils at different skill
levels
2. Engaging and not boring
3. Innovative and capable of piqueung curiosity for studying
English vocabulary
b. The disadvantages of using word wall
1. It requires more time to complete.
2. Since this medium is visual in nature, it can only be viewed.

B. Relevant Studies
 Five studies that are relevant to this topic have been found by the
researcher.
First, research from Khairi Ramadhan, Hetty Zaharani (2021) entitled
"The Effect of Word Wall Media on Students' Vocabulary Mastery" describes
how Bina Satria Medan Private Junior High School class VIII students'
vocabulary mastery is affected by the use of word wall media, and how the
size of the wordwall technique affects student vocabulary mastering.
Purposive sampling was employed in experimental study by Khairi Ramadhan
and Hetty Zaharani in order to acquire data. Sixty students made up the
research sample, thirty of whom were in the experimental class and thirty of
whom were in the control class. 30 multiple-choice questions were employed
in the pre- and post-test by the researchers . According to the results, the
experimental class's average post-test value was 84.26, while the control
class's average post-test value was 81.67. It is clear that word wall has a
significant impact on students’ vocabulary mastery. The similarity with this
research is that both use pre-experiment research methods. The difference
with this research is the research object and the number of research samples.
Steps to teach vocabulary using word wall media in Ramadan and Zaharani's
research, they pasted paper containing vocabulary on the wall and then gave
an explanation of the word written on the paper.
Second, research from Heni Okta Darma, Merry Prima Dewi, Loli
Safitri, Widya Safitri (2023) entitled "The Effect of Word Wall Media on
Student's Vocabulary Mastery at the 7th Grade of SMPN 3 Kec. Pangkalan
Koto Baru" This attempt to help the seventh-grade students of SMPN 3 Kec.
Pangkalan Koto Baru with their vocabulary by providing instruction utilising
word wall media. A quasi-experimental design including 25 students in the
experimental class and another 25 in the control group was employed by the
researcher in conjunction with a quantitative methodology. The researcher
found that word wall has an impact on students' vocabulary mastery based on
the average values of the experimental class, which is 83, and the control
class, which is 55.08. The similarity with this research is that both use
experimental research methods. The difference is the object of research and
the number of samples using two classes. The findings from the study showed
that students who used the word wall media were more interested in learning
vocabulary. They memorized new words more easily. Because with word wall
media, students are encouraged to produce as much language as possible. In
addition, word wall media uses real objects in teaching vocabulary.
Third, research from Nofita Tamba, Fiber Yun Almanda Ginting, Anna
Stasya Prima Sari (2022) with the title "Improving Students' Vocabulary
Mastery Through the Application of Word Wall Strategy to the Tenth Grade
Students' of SMA GKPI Pamen Medan" in order to increase the word wall
strategy's ability to help students learn vocabulary. Two cycles (cycle 1 and
cycle 2) of classroom action research (CAR), were used in this study. Both a
pre- and post-test were employed by the researcher. As evidenced by the
scores, which include an acquisition of 67.63 in cycle 1 (45% of students
scoring 75) and 83.33 in cycle 2 (91% of students scoring 75), the researcher's
findings support the idea that using the word wall method can help students to
improve their vocabulary. The similarity with this study is that it only uses
one class as a sample and the difference from this study is the difference in
research methods. They apply the wordwall strategy using steps from
Thomkins, starting with brainstorming and asking students to write one
difficult word and then putting it into the word wall then the researcher puts
words that are commonly used by students into the word wall after that the
researcher gives practice exercises so that the words are read or spelled
correctly.
Fourth, research from Nurul Humairah Kahar, Sultan Baa (2021) with
the title "Using Word Wall Medium to Improve Students' Junior Secondary
School Vocabulary Mastery". The purpose of this study is to ascertain whether
or not seventh-grade students at Campalagian Junior High School in Polewali
Mandar, West Sulawesi, can increase their vocabulary mastery through the
usage of word wall media. Pre-experimental research was conducted. Using
the cluster random sampling technique, 23 students were selected, and the
data were analysed using descriptive statistics, along with pre- and post-test
writing. With the t-test being greater than the t-table value of 114.1 > 2.074, it
can be concluded that using word wall media can help pupils expand their
vocabulary. The similarity with this study is that it uses the same research
method and research design, namely pre-experiment using one group pretest
and posttest and the difference from this study is the object of research. The
findings of this research that word wall materials can raise pupils' vocabulary
development. The use of this material greatly improved the pupils' vocabulary
scores.
Fifth, research from Umar, Rosnani Abdul Rahman, Pujalinda
Mandarsari, Mawarwati, Syaifuddin Amir (2023) with the title "Using Word
Wall Websit as A Strategy to Improve Students' Vocabulary Mastery". The
purpose of this study is to determine whether using the Word Wall website
significantly improves the vocabulary mastery of SMPN 2 Majene eighth
grade pupils. A random sample technique by lottery was utilised to select 27
students for this quasi-experiment, which employed a quantitative
methodology. The study's average pre-test score was 55.41, and the average
post-test score was 85.56. Therefore, it can be said that using the word wall
website is a useful method for helping students who are just starting to learn
vocabulary. The similarity of this research is the same method used, namely
the experimental method and the difference from this research is the research
design that uses quasi-experiments using two classes as control and treatment
and also different research objects. Steps to teach vocabulary using word wall
media in this research first, the researcher explains how to use the word wall
second, the researcher conducts the learning and teaching process using
wordwall according to the material being used third, the researcher asks
students to complete the game that has been given by the researcher using the
 link, such as matching words, crosswords, and the last the researcher conducts
an evaluation.

C. Theoretical Framework
Since vocabulary is the foundational knowledge needed to acquire the
four English language abilities, it is one of the most crucial parts of language
learning. Learning new terminology will make it easier for students to pick up
language skills. On the other hand, kids with little vocabulary will struggle to
write independently, comprehend texts, and communicate in English. As a
result, having a large vocabulary is essential to being able to communicate
effectively in written and spoken English. Nevertheless, the practice of
learning vocabulary thus far reveals certain issues: the majority of students
require a variety of strategies and approaches to learn English, the majority
are not very motivated to learn the language, and the majority have trouble
memorising new terms. thereby, it is recommended that efforts be made to
make vocabulary study more engaging and assist students in expanding their
vocabulary in light of the issues previously described. A word wall is a wall
with words written on it that is meant to serve as a teaching tool. Additionally,
according to Gaines and Tully (2008) it is one of the methods that can assist
pupils in strengthening their vocabulary recall, particularly with regard to new
vocabulary. According to the rationale given above, the researcher believes
that using word walls to help children improve their vocabulary can be a
successful strategy.
 Picture 2.1 Theoretical Framework

D. Hypothesis
This study's theoretical hypothesis can be understood as follows:

Null Hypothesis (Ho) : There was no significance effect after word

wall used on students' vocabulary mastery in
the eleven grade of SMA Negeri 1 Tarakan.

Alternative Hypothesis (Ha) : There was significance effect after word wall
used on students’ vocabulary mastery in the
eleven grade of SMA Negeri 1 Tarakan.
 CHAPTER III
RESEARCH METHOD

A. Research Method
Quantitative research methodologies were employed by the researcher.
Experimental research is the category under which this study falls. One of the
most effective research techniques used by researcher is experimental
research. In order to determine the influence of word walls on students'
vocabulary learning, the researcher conducted experiments. An experimental
design involves the systematic manipulation of one or more variables to assess
the effects of the modification on a result or outcomes of interest. According
to Creswell (2018) by keeping all other factors constant, an experiment
isolates the effects of this alteration. Creswell (2018) also assert the objective
of quantitative research uses an experimental design, is to assist the researcher
in drawing conclusions about the correlations between variables and how the
sample results might apply to a larger population of interest.

B. Research Design
Pre-experimental research is the category for this type of study design.
One group experiment was carried out by the researcher using pretest and
postest. In one group, the pre-test was administered before the treatment was
given, and there was also a pre-test and post-test design. According to
Cresswell (2008), the pre-test measures the traits that the researcher evaluates
for experiment participants prior to the group receiving treatment, and the
post-test measures some of the traits that the researcher evaluates for
experiment participants following treatment. The following are test
illustrations from one group pre-test and post-test design:
 Table 1.1
Pretest Treatment Posttest
O1 X O2

O1 : Pretest before using word wall.

X : Treatment using word wall.
O2 : Posttest after using word wall.

The researcher employed a quantitative technique in this study. The

focus of this method is on analysing numerical data, or numbers, by statistical
processing. This research is a procedure for ascertaining knowledge that
employs numerical data as a technique of obtaining information that you wish
to know from the study's findings.

C. Setting of the Research

The study was carried out at SMA Negeri 1 Tarakan. The address of
this school is Jalan Ki Hajar Dewantara No. 18, West Tarakan, Tarakan, North
Kalimantan. There are ten eleventh grade classrooms in this school. This
study was carried out in the second semester, which ran from April to May of
2024.

D. Population and Sample of the Research

The population is the total number of individuals used to gather data.
The participants in this research were students from SMA Negeri 1 Tarakan
grade XI, there are 34 pupils in all. This experiment only uses 1 class as a
sample. One group is included in the pre-experiment design and is only
measured once the therapy is administered (Barak Ariel, Matthew, Bland,
Alex Sutherland, 2022).
Since this study is pre-experimental in nature, purposive sampling is
used in its sample selection process. This means that the sample is chosen by
 the researcher rather than drawn at random from the public. Groups in this
pre-experimental design are drawn from pre-existing groups rather than being
randomly assigned. Out of the 10 classes that are currently in use, the authors
of this study chose class XI-A as the sample.

E. Variables of the Research

Variables are study subjects that are the focus of the investigation. A
pair of variables exist: the independent variable (X) and the dependent
variable (Y).
Whereas the independent variable influences the factors that lead to changes
in the dependent variable, the dependent variable is the focal variable whose
existence is influenced by other variables (Widyanto, 2013). Two factors are
included in this study, which are as follows:
1. Independent variable (X)
The variable that influences how the dependent variable
changes. The independent variable in this study is the use of word
wall as a media to improve students' vocabulary mastery.
Throughout the investigation, word walls were used to teach
vocabulary in order to conduct research.
2. Dependent Variable (Y)
The variable that is affected by the independent variable.
The dependent variable in this study is the improvement of
students' vocabulary mastery by using word wall.

F. Techniques of Collecting the Data

One significant aspect of this research that can be identified is data
collection. There are two methods by which the information can be gathered:
1. Research Instrument
The instrument plays a crucial role in research by measuring
variables. Additionally, according to Cresswell (2018) there are a number
of procedures involved in constructing the instrument, including deciding
its purpose, reading relevant literature, formulating test questions, and
testing those questions on people who are similar to the test subjects. The
researcher uses three instruments to collect data:
1.1 Observation
Observation is one method of data collection. To complete the
primary data, the researcher employed observation as preliminary data.
The researcher attempted to comprehend an ongoing process, issues
that arose, and the traits of the teacher and students during the English
teaching and learning activity in the classroom by means of
observation. In addition, the researcher performed an informal
interview with the English teacher and the students in order to support
their viewpoint and opinions of the classroom. It is done to find out
about the classroom environment, learner characteristics, subject
matter, and possible teaching methods for English.
1.2 Fill The Blank Form in Pretest
The researcher gives a pretest to the pupils. Creswell (2018)
states that a pretest give a measurement of a quality or trait you
evaluate on study subjects prior to their application of a treatment. The
researcher wants to find out knowledge of the students. The researher
also interest to see how far the pupils progress in comprehending the
vocabulary related to character descriptions prior to the researcher
administering the treatment. To compare the scores of the experimental
and control classes, the students took a pretest. Students are asked to
fill in some blank sentences. Both the pretest and the posttest had the
identical question from the researcher.
1.3 Fill The BlankForm in Pretest
After the pupils had treatment, the researcher administered the
posttest to them. Following a treatment, experiment participants are
given a posttest to gauge a certain trait or quality. A pre-test is
 provided to students to determine their comprehension of the content
on describing people, which was presented by the researcher using a
word wall.

2. Validity and Reliability

This study acknowledged the possibility of biases and reactions
when performing qualitative research. Also, in order to prevent the two
risks, the researcher attempted to ensure the validity and reliability of the
data in the following ways:
1.1 Validity
One of the key criteria for evaluating a test's validity is its
validity. A test is legitimate, according to Anderson (1975), if it
measures the things it is supposed to measure. "validity" refers to
something that is suitable or acceptable. The ability of the instrument
under consideration to measure the subject under discussion is known
as validity. The degree to which the researcher's conclusions align with
the content of the learning materials is what determines whether the
research findings are valid.
Anderson (1975) also argues that a test can be considered
authentic when it measures the same thing as the object being tested.
The researchers used content validity as the reliability metric in this
study. To verify whether the instrument materials were accurate, the
experts looked at how well they matched the actual classroom
instruction. Pearson's product-moment correlation approach was used
in this study to test whether the items were accurate.
 rxy : The correlation coefficient between variable X and
variable Y, the two variables being correlated
N : Number of students
X : Scores obtained by students on test items that will be
tested for validity
Y : Total score obtained by each student

ΣX : Number of scores in the X distribution

ΣY : Number of scores in the Y distribution

ΣX2 : Sum of squares of scores in the X distribution

ΣY2 : Sum of squares of scores in the Y distribution

(Source: Suharsimi Arikunto 3rd edition)

According to the formula Df=n 2 at 5% significance level, Df =

n 2, valid questions are found by comparing rxy with valid questions.
If the rxy equals or exceeds the valid question, the question is
considered genuine.
Multiple tests with differing degrees of difficulty should be
employed for a more in-depth analysis and assessment of each
instrument.
a) Level of Difficulty
Based on complexity and ease of difficulty index is a number
that tells the researcher how difficult or easy a task is. Using
the difficulty index, researchers can measure how difficult a
question is by assigning a value between 0 and 1. The formula
for determining the difficulty index is as follows.

P : Difficulty index
B : Number of students with correct answers
Interval of Difficulry Level
JS : Total number of students
Range of Difficulty Level Catagories
0,00 - 0,32 Difficult
0,33 - 0,66 Medium
0,67 - 1,00 Easy

(Source: Suharsimi Arikunto revised edition 1999)

b) Discrimination Index Test

Differentiating power exam (bottom group): This assesses test
takers' capacity to discern between high achievers (top group)
and those who perform poorly. The question differential power
index can be computed using the following formula.

D : Differentiating power
JA : Number of upper group participants
JB : Number of lower group participants
BA : The number of upper group participants who
answered correctly
BB : The number of lower group participants who
answered correctly
PA : Proportion of upper group participants who
answered correctly
PB : Proportion of lower group participants who
answered correctly

Discriminating Power Interval

Discriming Power Interval Criteria
00,0 – 0,20 Low
0,21 – 0,40 Adequate
0,41 – 0,70 Good
0,71 – 1,00 Excellent
1.2 Reliability
One of the key criteria for evaluating a test's validity is its
validity. A test is legitimate, according to Anderson (1975), if it
measures the things it is supposed to measure. Dr. Imam (2021) also
asserts that if a research instrument's test results are persistent or yield
consistent results on a measureable variable, then the instrument has a
high level of dependability. The K-R.20 formula that will be used to
calculate test reliability in this study, as follows:

r11 : Overall reliability test

P : Proportion of subjects who answered the item correctly

q : Proportion of subjects who answered the item incorrectly

Σpq : The sum of the product of p and q

N : Number of items

S : standard deviation of the test (standard deviation is the root

of variance).
(Source: Suharsimi Arikunto 3rd edition)
The provisions are:

If rcount is greater than rtable then the instrument becomes reliable.

If rcount is smaller than rtable then the instrument is not reliable
G. Techniques of Analysis the Data
Data analysis is currently evaluating data from all respondents who
have provided information. The data is broken down into groups based on the
characteristics and types of respondents who participated in the study. This
study aims to determine whether the vocabulary mastery of eleventh grade
students have improved or not. Researchers also divide into 2 stages in
analyzing data, namely the prerequisite test which aims to determine
normality and homogeneity test to prove the effect as well as the N-gain test
for improvement.
1. Prerequisite Test
A. Normality Test
Dr. Imam (2021) states that the purpose of this normality
test is to determine whether the residual value or difference in the
study has an abnormal or normal distribution. Researchers can
determine if the data distribution is random or normal by
employing a normality test. The purpose of the test is to ascertain
the kind of data that has been gathered and whether it is typical or
non-typical. If the data is from a normal distribution, a
homogeneity test ought to be performed on it. The Kolmogorov-
Smirnov test can be used to determine if the data is normal or not
at a specific level of validity. The data would be shared on a
regular basis was then revealed. The statistical software SPSS 23.0
made this research possible.
B. Homogeneity Test
To determine whether or not the samples taken from the
same population have aligned variances, the homogeneity of
variance test should be employed. According to Dr. Imam (2021)
This test is carried out to see and find out whether the variants of
the population have the same value or not. The homogeneity test in
this investigation was carried out using SPSS 24.0 and the Levene
 statistical approach. The following is necessary for homogeneity
testing:
The provisions are:
The data is homogeneous if the significance value is greater than
0.05.
If the significance level is less than 0.05, it indicates that the data is
not uniform.
2. T-test
The SPSS 23.0 Paired Sample T-test programme is used for the hypothesis
test, according to Duwi Priyatno (2010), on the pretest-posttest results in
the class at a significance level of 0.05.15 using word wall, this test
compares the mean score before treatment (pretest) to the mean score after
treatment (posttest) to estimate the difference.
The hypotheses used are:

Ho : There is no significant difference between the mean pretest

score and the mean posttest score.
H1 : There is a significant difference between the mean pretest
score and the mean posttest score.
3. N-gain Test
The N-Gain test aims to determine the effectiveness of using a particular
treatment in one group pre-test and post test design research by calculating
the difference between pre-test and post test scores. So that researchers
can find out whether word wall can improve students' vocabulary mastery
or not.

Table Classification of N-gain

Presentase (%) Interpretation
<40 Ineffective
40 - 55 Less effective
56 -75 Moderately effective
>76 Effective