THE IMPLEMENTATION OF HELLO ENGLISH IN TEACHING

VOCABULARY AT INDONESIAN JUNIOR HIGH SCHOOL

1
Indah Libriana, 2Kisman Salija, 3Muhammad Basri Jafar
English Department of the Faculty of Language and Literature
State University of Makassar
[email protected]

ABSTRACT
This research aims to find out (1) the way of Hello English implementing in
teaching vocabulary, (2) the teacher’s perception about Hello English in teaching
vocabulary and (3) the impact of Hello English toward students’ vocabulary
achievement. This research applied qualitative method. The participants of this
research were one English teacher and one class with amount 30 students of second
grade of Junior High School 1 Bajeng. The data of this research were collected by
observation, interview and questionnaire. The obtained data were analyzed in four
major phases namely data collection, data reduction, data display and drawing
conclusion. The result of this research revealed that (1) the implementation of Hello
English in class 2B Junior High School 1 Bajeng was held active and smooth and
could build the interaction between teacher and students, quite effective during the
learning implementation and the students would not have trouble although they did
not have internet quota because they still could use the application, teacher
combined between material from text book and Hello English lesson; (2) teacher
perceived that apply Hello English as her new teaching method was her correct
choosing because it could help students more interest in learning English and it
made teacher easier to serve the material to students ; and (3) the impact of Hello
English for students were make students easier to access English lesson, helping
students to find out unknown vocabulary and make them easier to use vocabulary
into a sentence.
Keywords: Hello English, vocabulary, teaching and learning implementation

INTRODUCTION
Vocabulary was one crucial element in learning English as a foreign.
Wilkins in Panese (2017) said that without grammar very little can be conveyed,
but without vocabulary nothing can be conveyed. It shows that vocabulary gives a
big contribution to the students to perform their language skill better. McCarthy &
O’Dell (2008) stated a very important aspect of learning vocabulary is to organize
the words and expressions. It will help students to remember about vocabulary
better. People who know how important to learn English and how important
English for their future will understand how important vocabulary itself.
 One of the aims of teaching English was to enhance students to be able to
understand English words which they might find in their environment. In fact,
students often found problems in learning the words. So it needed more teacher’s
attention to make the transfer of the vocabulary process easier to grasp and more
fun to learn. To do this hard job, teachers were hoped to have ingenuity in teaching
by using any kind of teaching aids that already exist in their environment. Increasing
the students’ ability especially in vocabulary achievement, the teachers had to think
how to make students easier to achieve their proficiency in English. One way to
make students enjoyable to master their vocabulary is apply vocabulary with easily
and interesting to be learned.
Recently, students’ most interest thing was their smartphone. That was why
the researcher looks for an interest application for studying English, especially in
vocabulary. According to Hidayati (2019) through the application, the students can
be easier to learn and achieve their mastery vocabulary. They could learn English
from their smartphone and more often to practice although they are not in school.
Though the application from smartphone, students also could be easy to access the
application and learn English eventhough without their teacher. Then, more often
the students using the application, more easier for them to apply English vocabulary
in their daily life.
As an adding, Yuliawati (2018) stated that in this Smartphone era where
everything is using mobile, there were already found many mobile language
learning which might be users motivated to learn English wherever and whenever
independently. The students did not have to only in the class and depend on their
teachers, but they also could learn English with theirselves in their home.
One of the English smartphone application was Hello English. Maylan
(2018) said that Hello English is an education application in smartphone which
could help users in understand English. Hello English has donwloaded more that
10 million users and became the best google application in 2016. The researcher
formulated three research problems as follows:
1. How was the Hello English application implemented in teaching vocabulary at
Indonesian Junior High School?
2. How did the teacher perceive about the Hello English application in teaching
vocabulary at Indonesian Junior High School?
3. How did the Hello English application impact on the students’ vocabulary
achievement at Indonesian Junior High School?

REVIEW OF RELATED LITERATURE

Some researchers had reported their researches related to vocabulary
mastery and the using of application. These were their findings that include the
similarities and differences with the current research.
 Hidayati (2019) her research with the title “Students’ Motivation to Learn
English Using mobile Applications: The Case of Duolingo and Hello English” did
research about using mobile application. She compared the implementation of
Duolingo and Hello English application in the same time. She concluded that most
of the students use both Duolingo and Hello English interchangeably. Only a few
students that decided to use only one app of either Duolingo or Hello English
because they found using two apps at the same time was challenging. The students
also seemed to enjoy the excellence affordances offered by these mobile soft-wares.
In numerous literature, mobile apps were repeatedly highlighted for offering
flexibility and practicality.
Ranta (2019) under the title “The Impact of Technology Hello English
Application in EFL Classroom”. She found that Hello English application was an
effective media in teaching simple past tense by showing the result that the
experimental class increased students’ score significantly. She concluded that by
using Hello English application as media in teaching English as foreign language
could be new acceptance atmosphere in the classroom. Technology was potential
in improving students’ motivation, vocabulary, and better scores.
Yuanita (2019) with the title “The Implementation of Hello English
application as English Learning Media to Teach Speaking Skill in Tourism Major
at the Tenth Grade Students at SMK Negeri 1 Karanganyar”. In her research, she
concluded that in applying material, the teacher divided the learning process into
three parts such as pre-teaching, while teaching (included observing step, question
and answer step, gathering information or trial step, step of association or
information processing, communication step) and post-teaching.
All the studies that had been mentioned before were related to the
researcher’s study because those researchers explained the influence in using Hello
English application. They thought that using mobile application is recent method
with deals as favorite learning media.
However, There was a difference between the studies above and the study
that researcher has conducted. It was the researchers before apply Hello English in
the learning process by themselves and focus on difference proficiency while the
researcher in this study conducted the research by observed teacher who has used
Hello English continued as the learning media and focused on the Vocabulary
achievement.

METHOD AND DATA COLLECTION

Research Design
The research method could be interpreted as a way or procedure that must
be taken to answer the research problem. In this study, the researcher conducted the
research by using qualitative research. According to Creswell (2011) qualitative
research is an inquiry process of understanding based on distinct methodological
traditions of inquiry that explore a social or human problem. The researcher will
conduct this research through a case study to achieve the aims of this research.
Yin in Zainal (2007) defined a case study research method as an empirical
inquiry that invertigates a contemporary phenomenon within its real life context;
when the boundaries between phenomenon and context are not clearly evident and
in which multiple sources of evidence are used.
26
Place and Time of Research
The researcher conducted the rerseach in the Junior High School 1 Bajeng.
It is located in Gowa Regency. The school is one of the famous school in Gowa
Regency. The research conducted for less than 2 months which is started from
February 8th 2020 until March 16th 2020.
Source of Research
There were 2 kinds of sources in this research. First was the teacher, and
second were the students. The participants of this research were English teacher and
students in Junior High School 1 Bajeng. The researcher chose one class to be
observed. The class was 2.B with the amount of students as 30 students. The class
was studying English twice a week on every Monday and Saturday.
Instruments of Research
In collecting data, the researcher used three kinds of instruments. Each of the
instruments that used to collect the data was described on table below:
1. Observation
The researcher attended the English class where the teacher was teaching by
using Hello English application. The researcher sat behind the students to watch the
students’ activity while the teacher explained the material. To support the data
observation, the researcher recorded all of the activity of the learning process.
Surely, she did that after get the permission of teachers and the students.
2. Interview
Interview purposed to get the data information detail by the participants. The
researcher interviewed the teachers by using unstructured interview. There were
five questions which have prepared by the researcher but it improved based on the
teacher’s answer.
3. Questionnaire
The questionnaire used for this study was consisted of 20 items.about
students’ interest and their opinion of Hello English commonly as their media in
learning English and their progress in vocabulary ability. To find out the students’
opinion, the answer scale consists of strongly agree, agree, are undecided, disagree
and strongly disagree. However, the researcher omitted the undecided option in
order to avoid misunderstanding because it did not contribute any responses.
 The data were analyzed using interactive model of data analysis. The data
recordings and field note were transcribed into text, then analyzed in the form of
extract, then the last steps the extract data was drawing/verifying to be concluded
by the researcher which concluded the result of the data analysis.

FINDINGS
The findings showed the result of data analysis, as follows:
1. The Implementation of Hello English Application
The teacher was implementing Hello English after explained the material
from text book. She explained chapter from text book and adjusted the material
from Hello English as the contextual conversation to make students easier.
Implementation of Hello English helped teacher easier to prepare the material and
get students’ attention. The learning activity being more fun because students not
only use text book as their media. The learning activity was arranged well and the
students seemed active in response the teacher. By using Hello English, the teacher
did not have to be worried about the example conversation because it was provided
from Hello English. The teacher only had to be creative to relate the text book
material to all the lesson from Hello English.
Fortunately, Hello English application did not need internet network to be
operated. From the observations, the researcher found that using Hello English
application while learning implementation make students more active to response
the teacher and they seemed more enjoyable in learning activity.
2. The Teacher’s Perception about the Hello English Application
From the interview session, the researcher found that in teaching English,
teacher was difficult because students did not have a basic knowledge of English at
all because they have not studied English in elementary school. It made students
thinking that English is hard and became less interest to English lesson.
The teacher’s reason of using Hello English
The teacher wanted to growth students interesting by changing her teaching
method to smarphone based learning because students became addicted to
smartphone.
“…Saya liat anak-anak sekarang dunia nya sudah ada di hp nya, jadi saya pikir
siswa akan lebih senang belajar bahasa Inggris kalau pake aplikasi dari hp. Saya
coba combine pembelajaran dengan penggunaan aplikasi Hello English”
“… Smartphone became children’s world, so I though students will be more
interest to study English if they use application from smartphone. I tried to combine
teaching with using Hello English application”
(Extract 1, interview question 1)
Because of that, teacher choose Hello English which recommend by her
brother as the famous learning English application. Hello English was appropriate
with students because it contained material for the beginner level.
The benefits of Hello English implementation
From interview, the researcher found that using Hello English in the class
gave some benefits for teacher. First, using Hello English application made teacher
easier to teach because students more active and interest in learning process than
the earlier students before teacher did not use Hello English application in learning
process.
“…siswa keliatannya lebih aktif dan lebih tertarik mengikuti proses pembelajaran
dibanding tahun lalu sebelum saya gunakan metode pembelajaran ini.”
“… students are more active and interest to follow learning process than last year
before I used this method.”
(Extract 2, interview number 4)
Second, the interaction between teacher and students were often related
because students like to response teacher questions or intstruction. Third, operating
Hello English did not need internet network. It was easier teacher to ask students
apply Hello English without have to complain about their quota. If teacher used
application which need internet network, it would be difficult because the school
network only could access in teachers room. Last, using Hello English was help
teacher easier in teaching vocabulary because Hello English conversation contained
contextual conversation and teacher could make list of the unknown vocabulary
from the conversation.
“…selalu ada contoh-contoh percakapan, dan kalimat yang dipakai juga
kontekstual, jadi ketika siswa kenal kosakata baru, mereka akan lebih mudah ingat
kosakata itu ketika ada contoh kegiatan sehari-harinya.”
“… there are always the examples, and it is contextual conversation, so when
students know a new vocabulary, they will be easier to remember the word when
it is daily activity”
(Extract 3, interview number 5)
The obstacle in Hello English implementation
The teacher said that the obstacle to apply Hello English in classroom was
the school rules. The school did not permit students to bring phone to school. So
the teacher asked permission to the head master and conselling teacher to allow her
to allow her students to bring phone only in English schedule. Another obstacle was
because not all students could bring phone. But this obstacle could handle by pairing
students strategy.
The effect of Hello English to students
According to teacher, Hello English gave some positive effect to students.
First, students were have less assignment because teacher change it to practice
conversation or do task from Hello English. Second, Hello English conversation
consisted of contextual conversation in daily activity. It would be easier for students
to apply the conversation as often as they were in actual events.
 “..kemampuan kosakatanya meningkat significant dibandingkan saat awal tahun
ajaran.”
“.. their vocabulary proficiency increase significantly than in the beginning of the
year.”
(Extract 4, interview number 9)
Last, students were easier to find out the meaning of unknown word by
dictionary feature from Hello English so their vocabulary collection were increase
significant.
3. The Impact of Hello English application towards the Students’ vocabulary
achievement.
To find the information about the impact of Hello English application
towards the students’ vocabulary achievement, the researcher gave questionnaire
that consists of 20 statements to all of the students in the class. The researcher found
the the impact of Hello English was effective to be used for students’ vocabulary.
Students interest and enthusiasm
The researcher found that by using smartphone as media, students though
learning English was more fun. It induced students to be more interest and
enthusiasm to follow the learning activity.
Smartphone is needed in studying
Statement Frequency Percentage Average
Strongly Agree 21 70% 2,8
Agree 9 30% 0,9
Disagree - - -
Strongly Disagree - - -
Total 30 100% 3,7
It showed that almost all the students have a smartphone and use it mostly
in daily activity although one of them complained because her phone was broken.
The average is 3.7 which means that it is effective to apply smartphone in learning
process.
I think studying by using ‘smartphone’ as media is more fun
Statement Frequency Percentage Average
Strongly Agree 18 60% 2.4
Agree 12 40% 1.2
Disagree - - -
Strongly Disagree - - -
30 100% 3.6
Learning by using smartphone is really recommend for this modern era
where mostly people activities are using phone. The average is 3.6 which means
that it is effective that smartphone made learning process more fun.
Students’ opinion about Hello English
These statements contained students’ opinion whether they agree or
disagree to the use of Hello English. According to the questionnaire, the researcher
found that using Hello English in learning process gave positive impact because it
was easier to apply, it helped students easier in learning English, and they were
agree that the content was related with the text book.
Hello English is easy to operate because it was accessed through
smartphone
Statement Frequency Percentage Average
Strongly Agree 5 17% 0.7
Agree 22 73% 2.2
Disagree 3 10% 0.2
Strongly Disagree - - -
30 100% 3.1
Moreover, using Hello English does not need internet network so the
students still can use without having quota. The average is 3.1 which means that it
is effective to use Hello English because easy to access it.
Study English by using Hello English is more fun
Statement Frequency Percentage Average
Strongly Agree 10 33% 1.3
Agree 19 64% 1.9
Disagree 1 3% 0.1
Strongly Disagree - - -
30 100% 3.3
There was only one student chose disagree because the student might be feel
in trouble because his phone has taken by the teacher for did not obey the teacher’s
rule. The average is 3.3 which means that it is effective to use Hello English because
it is interesting for students
The content from Hello English related with content from text book
Statement Frequency Percentage Average
Strongly Agree 4 13% 0.5
Agree 21 70% 2.1
Disagree 5 17% 0.3
Strongly Disagree - - -
30 100% 2.9
The conversation from Hello English application could be the example of
the material from the text book, however when there was not any suitable
conversation, the teacher could change the sentence form or at least the application
still could be used to open the dictionary. The average is 2.9 which means that the
material from text book and material from Hello English is average related.
Students limited in accessing Hello English
The researcher found that the students knew about all the content from Hello
English the content in Hello English not only about English basic material. Then,
students agree that they were only open the lesson which their teacher suggest.
Students also agreed to not open other application during the learning process.
I only learn the material which the teacher suggested
Statement Frequency Percentage Average
Strongly Agree 7 23% 0.9
Agree 20 67% 2
Disagree 3 10% 0.2
Strongly Disagree - - -
30 100% 3.1
Hello English application is not only for the beginner in learning English,
the feature is quiet complete also for the immediate or advance level. Because of
that, the teacher ask students only to do the basic task which appropriate with
students need and ability. It means that from the table above the researcher revealed
that the application which the teacher applied in the classroom gave positive impact
for the students and also for the learning process.
I did not open any application which not relate with the material during
the learning process
Statement Frequency Percentage Average
Strongly Agree 9 30% 1.2
Agree 19 63% 1.9
Disagree 2 7% 0.1
Strongly Disagree - - -
30 100% 3.2
Before class was started, the teacher will always be remembering them
about the rule. The students cannot do another activity which could disturb the other
students or the learning process. If the students obey the rule, they would get less
time so they might use their smartphone before the break time. On the other hand,
when there is a student who run into the rule, then the teacher would ask them to
sing in front of the class. The average is 3.2 which means that it is effective because
students obeyed teacher’s rule to not open another application except Hello English.
Hello English impact to students’ vocabulary achievement
From the questionnaire, the researcher found that Hello English gave
positive impact toward students’ vocabulary achievement. Students could raise
their vocabulary proficiency by often memorize word, and practice to read and
pronounce the word.
 Hello English application help me to increase my vocabulary collection
Statement Frequency Percentage Average
Strongly Agree 8 27% 1.1
Agree 21 70% 2.1
Disagree 1 3% 0.1
Strongly Disagree - - -
30 100% 3.3
A famous statement that ‘Practice makes perfect’ seems true. Memorizing
vocabulary is easier if we always practice English word. The average is 3.3 which
means that Hello English is effective to help students increase their vocabulary.
I used dictionary feature from Hello English to find out the unknown word
Statement Frequency Percentage Average
Strongly Agree 12 40% 1.6
Agree 15 50% 1.5
Disagree 3 10% 0.2
Strongly Disagree - - -
30 100% 3.3
Actually, there are some dictionary application which do not need internet
network, however Hello English is more complete because it has contained basic
English material and also dictionary feature. The average is 3.3 which means that
dictionary feature from Hello English is effective to help students find out the
unknown word.
I think easier to pronounce English during use Hello English
Statement Frequency Percentage Average
Strongly Agree 5 17% 0.7
Agree 19 63% 1.9
Disagree 6 20% 0.4
Strongly Disagree - - -
30 100% 3
Some of students still had difficulties in pronounce word, because they are
young and beginner. Furthermore, the accent is something influential to induce us
to pronounce word. The average is 3 which means students difficulty in
pronouncing English word are in average scale during the implementation of Hello
English
Listening the conversation from Hello English helped me in increasing my
reading proficiency
Statement Frequency Percentage Average
Strongly Agree 2 7% 0.3
Agree 22 73% 2.2
Disagree 6 20% 0.4
 Strongly Disagree - - -
30 100% 2.9
By listening how the native pronounce the word, students would be able to
read the conversation well. The average is 2.9 which means that using Hello English
is only average toward students’ reading proficiency.
I like playing vocabulary games from Hello English
Statement Frequency Percentage Average
Strongly Agree - - -
Agree 16 53% 1.6
Disagree 12 40% 0.8
Strongly Disagree 2 7% 0.1
30 100% 2.5
This statement was almost balance between students agree and disagree.
There are only 2 kind games, spellathon challenge and quizathon challenge.
Honestly, the researcher thought the games is not too interest but it is also not
appropriate for the beginner. The average is 2.5 which means that Hello English
games is average to be used to practice students’ vocabulary.
Hello English for students practice
The researcher found that after practice the conversation from Hello English
in the class, students agreed that using Hello Enlish could helped in practice English
is daily activity. It gave positive impact to students’ English proficiency.
Conversation from Hello English were easy to apply in daily activity
Statement Frequency Percentage Average
Strongly Agree 3 10% 0.4
Agree 20 67% 2
Disagree 7 23% 0.5
Strongly Disagree - - -
30 100% 2.9
In fact, the teacher trained students to use English in their daily activity by
practice more often. The average is 2.9 which means that the conversation from
Hello English is average to be apply in daily activity.
I will use Hello English continued to growth my vocabulary proficiency
Statement Frequency Percentage Average
Strongly Agree 9 30% 1.2
Agree 16 53% 1.6
Disagree 5 17% 0.3
Strongly Disagree - - -
30 100% 3.1
 Learning English by smartphone application could apply although there was
no teacher or not in classroom. The average is 3.1 which means that Hello English
effective to raise students vocabulary proficiency so that the students will continue
to use it.
I want to recommend Hello English to other friends)
Statement Frequency Percentage Average
Strongly Agree 8 27% 1.1
Agree 18 60% 1.8
Disagree 4 13% 0.3
Strongly Disagree - - -
30 100% 3.2
The Hello English application was good enough as a media in learning
English because the application were much helping in teaching and learning
process. The average is 3.2 which means that Hello English is effective to
recommend to the other students.

DISCUSSION
This part provides further interpretation of the previous findings based on the
teacher and students response.
1. The Implementation of Hello English
After done the observation in the class which the teacher and students used
Hello English, the researcher found that the implementing of Hello English was
effective to increase students interest and made students more active to response
the teacher. In fact, the using of Hello English is a new teaching method which the
teacher tried. However, it got positive reaction from students and could revive
learning process. Similar to Ranta (2019) that using Hello English application as
media in teaching English as foreign language could be new acceptance atmosphere
in the classroom. Technology was potential in improving students’ motivation,
vocabulary, and better scores.
The strength of Hello English
Hello English did not need internet network to be operated. This is really
helpful for the school which did not have internet tools because it still could
implemented. Then, Students’ interest were growing during Hello English
implementation. It could make students more active and attractive to response
teacher. Similarly with Maylan (2018) opinion that the using of Hello English can
help students to understand and enhance carefulness. The application is really
appropriate in English lesson because it made students more active and focus.
The weakness of Hello English
The schools which the researcher observed did not allow students to bring
phone to the school. In contrary, Seroja (2019) stated that using android as the
media in teaching activity is recommended because students always bring their
phone to school so they could learning English anytime.
2. The teacher’s perception to Hello English
Teacher’s perception related with her experience in implementing Hello English,
and based on interview was found that:
The teacher’s reason in using Hello English
It found that the students were less interest to English lesson so she change
her method into smartphone based learning to increase students’ enthusiasm in
classroom. In this research was known that Hello English was the first application
which used in the learning activity. Similarly Yuanita (2019) stated that the role of
the teacher is important to provide motivation for students to understand the
meaning of vocabulary that have been learning in the classroom. However, the
previous researcher has tried another application before she choose Hello English
application.
The benefit in using Hello English
Hello English is contained contextual conversation. Sometimes, when the
students seemed like lose their attention, the teacher would write some vocabulary
and the students had to find out the meaning. The teacher aimed to return the
students’ focus. Similarly, Seroja (2019) found that Hello English application can
be the central of language teacher’s technique in learning English because it
provided complete features in learning English and created an effective learning
English.
The effect of Hello English for students
From interview, the researcher found that Teacher though Hello English
made students more active because the learning process is fun. Similarly Nina &
Aswatun (2017) found that through Hello English android, the students did not feel
to be forced into learning English Vocabulary, they felt happy to learn since they
are put in an enjoyable situation.
3. Hello English impact toward students’ vocabulary achievement
From the questionnaire sheet, the researcher found that:
Building students’ enthusiasm
The researcher found that the students were interesting in using Hello
English because it could access through smartphone. Students became more
enthusiasm during learning process, so that they could easier to understand the
material. Similarly, Yuliawati (2018) got the conclusion that learning English with
mobile android enrich their motivation to learn English independently. Students felt
help in mastery the aspect of English learning, like listening, reading, vocabulary,
and understand the grammar.
In addition, Nina & Uswatun (2017) stated in the research that using Hello
English games has a positive impact on the students’ English competence in
learning vocabulary. The students were enthusiastic, fun, and also enjoy while
learning vocabulary.to keep their enthusiasm, learning activities is expected to be
designed as joyful as possible.
Hello English as new application for students
Mostly students stated that Hello English was their first English application.
They have not use another application to learn English because they were less
interest to English lesson. In the other side, Hidayati (2019) compared about Hello
English application and Duolingo application. She stated in her research that most
of the students use both Duolingo and Hello English interchangeably because they
found using two apps at the same time was challenging.
Hello English features
The researcher found that before use Hello English, students have to bring
dictionary every English meeting. By using Hello English as smartphone based
learning, students did not have to bring heavy dictionary anymore and they would
be easy to find out the new vocabulary by access Hello English dictionary. Same
as Ranta (2019) conclude that students in the gadget era are easier understood to do
exercise by their self. It was indicated that this application effective to encourage
students to learn independently. Nina & Uswatun (2017) conclude that the used of
Hello English games has a positive impact on the students’ English competence in
learning vocabulary. However, the researcher found that students did not like Hello
English games because it was hard to play, only one game which could access and
it made students bored to play the game.
Students practice by using Hello English
From the observation was found that students often pcatice conversation
which their friends. It helped students to memorize vocabulary and apply it in daily
activity. It could grow their vocabulary collection. It was supported by Ranta (2019)
who stated that Hello English potentials to improve students’ motivation,
vocabulary and better scores in teaching learning process. From her research found
that students looked anthusiast tried to do conversation by themselves inside and
outside classroom. In addition to students’ vocabulary achievement, the using of
Hello English also helped students to increase their speaking and reading
proficiency.

CONCLUSIONS
The conclusion of this research were: the first, the implementation of Hello
English in Junior High School 1 Bajeng at class 2.B was going on sincerely.
Students were interest to learn and active to respond the teacher. The
implementation was quite effective during the observation time and the students
would not have trouble although they did not have internet quota because they still
could use the application. It also was combined between material from text book
and Hello English lesson.
The second, the teacher perceived that learning based smartphone could
raise students’ interest in learning. When students’ enthusiasm have grown in
learning activity. Then, the students became conscious to practice their vocabulary.
The last, the Impact of Hello English implementation in learning English were
students were accustomed to do English conversation and practice their
pronunciation, students memorized vocabulary easier because they had aware how
important vocabulary to make them understand the conversation, and training to
read conversation and interpreting the meaning could increasing students’
vocabulary collection

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