Penguasaan Kosakata Bahasa Jerman melalui Pembelajaran Berbasis Quizlet dan Non-Quizlet: Studi Kuasi-Eksperimental

Abstract

Purpose – This research set out to investigate the application of Quizlet as a Mobile-Assisted Vocabulary Learning (MAVL) tool for teaching German vocabulary to eleventh-grade students at a senior high school in Indonesia.
Methods – This study adopted a quasi-experimental method within a quantitative research framework, structured around a Nonequivalent Control Group Design. Two intact classes formed the basis of comparison: an experimental class (n = 29) that learned through Quizlet-based instruction and a control class (n = 24) that received conventional teaching, both over three meetings on the same vocabulary theme. To measure learning outcomes, pretest and posttest data were collected and further tested using the Wilcoxon Signed Rank Test along with the Mann-Whitney U Test.
Findings – Statistically significant pretest-to-posttest gains emerged in both the control class (n = 24) and the experimental class (n = 28, with complete pretest–posttest data), a finding supported by Wilcoxon Signed-Rank Test results (p < 0.001 in each group). The two classes also differed significantly at pretest (p = 0.004), indicating unequal initial vocabulary mastery. No significant difference between the experimental and control groups' posttest scores was detected when tested with the Mann-Whitney test, yielding a p-value of 0.579. A comparable pattern was observed in the N-Gain scores, which also showed no significant difference (p = 0.715) and produced a very small effect size (r = 0.051). Separately, student responses toward the use of Quizlet, as measured through a questionnaire, reached 82.61%, placing it in the highly positive category; this result reflects students perceptions of the tool and should not be read as evidence of superior learning outcomes.
Research Implications – Quizlet is a viable, well-received supplementary tool for German vocabulary learning, but this study found no statistical evidence that it is more effective than conventional instruction; the findings should therefore be interpreted cautiously considering the two groups' unequal initial vocabulary mastery.