ELTIN JOURNAL: p-ISSN 2339-1561

Journal of English Language Teaching in Indonesia e–ISSN 2580-7684

USING KUBIS TO IMPROVE VOCABULARY FOR SEVENTH-

GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 1 JEUMPA

ABSTRACT
Vocabulary is the first language component that students should master. However, many
students faced problems in mastering vocabulary. The students at SMP Negeri 1 Jeumpa
are still poor in vocabulary acquisition; they cannot use vocabulary in simple oral and
written communication. This study tried to implement the Kubis application to increase
students’ vocabulary mastery and to find out the obstacles students face in learning by
using the Kubis application. The subjects involved 89 students. The students’ results
showed that Kubis significantly improved students’ vocabulary mastery by improving the
mean score of pre-test 43 and improved in post-test 77.5. This means that students can
easily remember vocabulary through Kubis because it has features such as games, puzzles,
etc. However, there are some obstacles students face when using Kubis; most students face
technological barriers, including when using Kubis. Second, Kubis is not appropriate for
students who are actively learning. Third, parental permission is lacking to spend extended
time on their smartphones. Lastly, students prefer accessing gaming and English learning
applications when using their mobile phones.
Keywords: Kubis Application, Vocabulary, Improve, Obstacles

A. INTRODUCTION
English is a global communication language that is pivotal in various aspects of
international discourse (Crystal, 2022). Proficiency in English opens up academic
opportunities, enhances career prospects, and promotes cultural exchange. Furthermore,
English influences other languages and cultures, shape global communication, and foster
social mobility (Montgomery & Crystal, 2022). With its pervasive presence in various
fields, English remains an essential tool for personal, professional, and social development.
Therefore, learning English is very important.
Students should master vocabulary to acquire a good performance in English, as it
has a significant influence on effective language proficiency. Vocabulary has always had a
significant role in language learning. It is defined as a set of words that a person,
community, or language possesses and uses for communication. It encompasses the entire
range of words and expressions that individuals understand and employ in their spoken and
written language (Jackson & Amvela, 2000). Vocabulary mastery is crucial to their ability
to speak and write effectively. Hence, vocabulary is an inherent part of language learning
as it is paramount and a cornerstone for effective and comprehension communication
(Fletcher & Miller, 2021).
Vocabulary mastery allows students to express thoughts, ideas, and emotions effectively
(Hiebert & Kamil, 2021). Proficiency in vocabulary is essential for all language skills:

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reading, writing, listening, and speaking. Learning language acquisition is an extensive and
nuanced vocabulary that contributes significantly to one's ability to understand and convey
meaning.
Vocabulary is the main point for students to perform well in using English. It
provides the necessary tools for learners to construct sentences, engage in conversations,
and comprehend written or spoken texts (Phye, 2022). A rich vocabulary enhances
linguistic competence, enabling individuals to articulate their thoughts precisely and
clearly. Furthermore, vocabulary plays a crucial role in language fluency (Bender &
Larkin, 2022). This fluency is vital in real-life communication scenarios, where choosing
the right words swiftly and accurately is essential for effective interaction. A well-
developed vocabulary enables learners to engage with complex subject matter, express
sophisticated ideas, and participate effectively in intellectual or professional discourse
(Wells & Valcourt, 2022). Effective vocabulary acquisition involves memorization and
understanding words' usage, context, and nuances. Exposure to diverse linguistic contexts,
regular reading, and active conversation participation all contribute to expanding
vocabulary.
According to Richard (2002), vocabulary is a core component of language
proficiency and serves as the main foundation in determining how well a person can speak,
listen, read, and write. For students, possessing a rich vocabulary is essential in facilitating
their English learning journey, as it greatly improves their overall learning capabilities. To
communicate effectively, students need to have adequate vocabulary (Huyen, 2014). Good
vocabulary development becomes a crucial element in learning English, directly impacting
overall language proficiency.
Vocabulary mastery is still difficult for students since they learn English as a foreign
language. Based on the phenomena, the main challenge in English language learning at
SMPN 1 Jeumpa is students' lack of vocabulary, which affects the problem in all aspects of
English skills. When students are poor in vocabulary, they feel English learning is
extremely hard. To solve students' problems, teachers can employ various teaching
methods that are engaging, interactive, and tailored to the diverse learning styles of their
students. Mobile application activities, games, and real-life contextual examples can make
the learning experience more engaging and relatable. Integration of technology, such as
interactive vocabulary applications or online resources, can also provide students with a
dynamic and personalized learning environment (Chapelle, 2023).
According to Kame’enui dan Baumann (2022), media development in learning
vocabulary has changed rapidly. It has transitioned from conventional methods to
advanced media technology. Initially, conventional media such as textbooks, flashcards,
and printed materials were the primary resources for vocabulary acquisition (Mishra &
Sharma, 2023). These traditional methods are insignificant today because students like
applications more than printed learning tools.
In addition, the media of learning vocabulary shows progress using computer-assisted
technology, such that the advent of audio-visual media marked a significant shift in
vocabulary learning. Video materials, including educational tapes and language learning
programs on television, introduced visual context to vocabulary, enhancing

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comprehension. However, these media forms were still one-directional, limiting the
learner's interaction and control over the pace of learning (Nation, 2021).
Technology can be used by teachers in the process of teaching and learning
vocabulary by providing innovative and interactive tools. Vocabulary learning
applications, online platforms, and software leverage multimedia elements, such as audio,
visuals, and interactive exercises, to create engaging and personalized learning
experiences: computer-assisted Language Learning (CALL) and Mobile-Assisted
Language Learning (MALL). CALL refers to using computer technology in language
teaching and learning, while MALL involves using handheld mobile devices for language
learning. Although both approaches have been employed, CALL is evident in its
dominance. Additionally, the use of CALL has been prevalent in English education, but
over time, as students have acquired smartphones, learning has shifted to MALL.
Smartphones’ convenience and flexibility have driven this shift to MALL. Unlike
traditional computer labs, which may have limited access, students can seamlessly
integrate language learning into their daily lives through mobile devices. MALL
applications allow students to engage in vocabulary learning during commutes, breaks, or
any other free time. As a result, MALL accommodates the changing technological
landscape and aligns with the dynamic and mobile-oriented preferences of contemporary
students, fostering a more integrated and continuous language learning experience.
Mobile applications designed for language learning offer a convenient and
accessible platform for users to enhance their vocabulary mastery; for example, the Kuis
Bahasa Inggris (Kubis) application, Kubis, one of MALL’s components, enables access
without an internet connection. Kuis Bahasa Inggris, or English Quiz (Kubis), is an
interactive game designed to improve understanding and mastery of English. In this game,
users can test their abilities through multiple-choice quizzes. Players must select the
correct answers corresponding to the given words or questions. The game offers various
question themes, including Animals, Plants, Nature, House, and more. Each theme consists
of progressively challenging levels, containing 20 challenging levels. Therefore, Kubis
serves as an effective tool to expand vocabulary and deepen English language
comprehension. Using Kubis, users can access various language learning resources
integrated into MALL through their mobile devices without requiring internet access.
Previous research on the use of mobile phone applications has been conducted by
Aulia et al. (2020), which showed that using the Duolingo application significantly
improves students' ability to master English vocabulary. Based on experience, learning
with media applications is an exciting way to enhance students' vocabulary. Imran (2023)
tried to conduct research by applying the Babble application, which showed that the
Babble application could improve students’ vocabulary mastery better than a conventional
method. Then, similarly, Khrisna (2023) suggested Beelinguap as another application for
learning vocabulary.
Therefore, mobile application has a significant effect on improving vocabulary. In
response, the writer is interested in exploring one of the MALL applications known as
Kubis (Kuis Bahasa Inggris) in enhancing students’ vocabulary at SMP Negeri 1 Jeumpa.
However, the Kubis application has not been previously studied despite its various

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intriguing features that can be explored. The writer is highly interested in implementing
this Kubis application and examining its effectiveness in improving students' vocabulary.
Thus, the research questions guiding this study are: (1) Can the Kubis application improve
students’ vocabulary mastery? and (2) what obstacles do the students encounter in learning vocabulary
using the Kubis application?

C. METHOD
The study uses experimental research with one subject group conducted at Junior High
School 1 Jeumpa for the seventh class, Aceh Barat Daya. An experiment manipulates an
independent variable to observe its effect on a dependent variable, allowing it to establish
cause-and-effect relationships (Creswell, 2019). The population is all the 7th-grade
students at Junior High School 1 Jeumpa. The total number of population is 90 students.
The sample is part of the population experimenting with Kubis to improve students’
vocabulary mastery. The writers applied the purposive sampling technique in selecting the
sample, by this process all students are taken as samples. Moreover, the sample is
separated into three classes. Class VII.1 consisted of 30 students, Class VII.2 consisted of
30 students and the students of class VII.3 consisted of 29 students.
The data collected from the pre-test and post-test are likely quantitative, representing
numerical values. However, qualitative information is also obtained to find out students’
difficulties in learning vocabulary by using Kubis. Subsequently, the writer uses statistical
analysis, particularly the t-test, to compare the means of the pre-test and post-test scores.
The t-test is a statistical method used to determine if there is a significant difference
between two means. The Statistical Package for the Social Sciences (SPSS, 26 version) is
employed for data analysis.
D. FINDINGS AND DISCUSSION
4.1 The Improvement of Students’ Vocabulary Mastery by Using Kubis Application to
Improve Students’ Vocabulary Mastery
This study tried to determine the result of the implementation Kubis Application to
improve students’ vocabulary mastery at SMP Negeri 1 Jeumpa. The findings of this
research firstly focused on the pre-test result to know the students’ vocabulary before
treatment. The statistical formula of the pre-test is shown in the following table:

Tabel.1 Descriptive Statistical Data of Pre-Test

No Descriptive statistical Score
1 Minimum 10
2 Maximum 75
3 Mean 43
4 Std. Deviation 16.42

The data pre-test as shown in the table above provided the baseline performance and
distribution of scores among the students. The minimum score of 10 indicated that there
were students who scored relatively low on the pre-test. Vocabulary mastery levels among
the students, with some potentially starting from a weaker foundation. The maximum score
of 75 demonstrated that there were students who performed exceptionally well on the pre-

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test. The mean score of 43 showed a measure of central tendency, indicating the average
performance of the students as a whole. The data obtained showed that the mean was
closer to the middle of the minimum and maximum scores, suggesting a somewhat
balanced distribution around the midpoint. The standard deviation of 16.42 quantifies the
spread of scores around the mean. A higher standard deviation indicates greater variability
in scores among the students.
The next was the discussion of the post-test. It was given to know the students’
vocabulary mastery progress after treatment. The descriptive statistical formula was as
follows:
Table 2. Descriptive Statistical Data of Post-Test
No Descriptive statistical Score
1 Minimum 60
2 Maximum 100
3 Mean 77.5
4 Std. Deviation 12.41

The statistical data showed that the minimum score achieved by students on the
post-test was 60. This indicated that even the lowest performing student scored above half
of the total possible points. The maximum score achieved was 100, implying that some
students performed exceptionally well on the post-test. The mean score of 77.5 students
performed relatively well on the post-test. This indicated Kubis's application helped
improve students’ vocabulary mastery. It is also supported by the result of a study by
Fadiah Lestari, Eliza, and Darmawati (2023), that mobile phones, including Kubis, are
useful tools for learning English, particularly in the context of vocabulary mastery. It
implies that the features and capabilities of Kubis can enhance the learning process and
help students improve their English vocabulary skills. Moreover, Kubis is a convenient and
accessible platform for practicing vocabulary through various interactive and engaging
activities, enabling learners to study English vocabulary anytime and anywhere. As a
result, Kubis is an effective aid in facilitating English language learning, offering students
additional resources and opportunities to expand their vocabulary knowledge.
Based on the students' score results, there was a difference in the mean scores
between the pre-test and post-test assessments. Specifically, the mean score on the pre-test
was 43, while the mean score on the post-test increased to 77.5. This indicates a substantial
improvement of 34.5 points between the two assessments. The increase in the mean score
from the pre-test to the post-test suggests that students made significant progress in their
understanding and mastery of vocabulary after implementing Kubis. It is in line with
Mahdi’s statement Kubis can help students improve their English vocabulary and
consequently their language proficiency. Also, this is supported by studies from Aulia et al.
(2020); Imran (2023); and Khrisna (2023).
Based on students’ responses, there were several reasons that the students liked
Kubis's application First, Kubis is an interactive and engaging activity designed
specifically to enhance vocabulary acquisition. Such activities include quizzes, games,
flashcards, and interactive lessons, which cater to different learning styles and preferences,
making the learning process enjoyable and effective. It is in line with the statement by
Emily Chen (2021), that Kubis provides an enjoyable and effective platform for students to
learn vocabulary.

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Second, Kubis is an offline application, the students can play everywhere and
anywhere without frustration about internet data. This statement is supported by Permana
(2019), many students prefer offline applications over online ones due to the convenience
of not requiring data usage. Whether it's studying on the go during commutes or in areas
with limited internet access, offline applications offer a reliable solution for uninterrupted
learning. This preference highlights the importance of accessibility and convenience in
educational technology, as students seek solutions that align with their needs and lifestyles.
Last, Kubis helped students not only learn the meaning of words but also
understand how they are used in context, facilitating deeper comprehension and application
of vocabulary knowledge. It based on Hamilton (2021) said that Kubis has proven
instrumental in facilitating students' comprehension of vocabulary beyond mere definitions
by providing a contextual understanding of word usage. By bridging the gap between
theoretical knowledge and practical application, Kubis empowers students to develop a
deeper understanding of language and effectively apply their newfound vocabulary in
diverse contexts.
4.2 Obstacles Do the Students Encounter in Learning Vocabulary by Using Kubis
application
The findings of this study can be discussed as the obstacles to students using the
Kubis application First, one significant obstacle is technological barriers. Based on the
result of the student's statements technological barriers encompass challenges related to
access, proficiency, and compatibility with devices. For instance, some students lack
access to smartphones, hindering their ability to engage with the Kubis application
effectively. Additionally, students with limited technological literacy or unfamiliarity with
mobile applications struggle to navigate the features and functionalities of Kubis, impeding
their learning experience.
Since Kubis is a digital application, not all students have access to the technology.
The discrepancy in access could hinder students from using the Kubis application,
disadvantaging students from lower-income backgrounds or those in rural areas with
limited infrastructure. Additionally, students encountered technical difficulties while using
the application, disrupting their learning process and causing frustration. As stated by
Hasan (2016), students often face problems in using learning applications, including Kubis
because they have limited access, and not all students are ready to pay best mobile.
The second obstacle in using Kubis is the potential for passive learning, which
refers to a learning approach where students are more passive recipients of information
rather than actively engaging with the material. According to Kumar (2022), students with
are passive learning style have a good reason for learning by using mobile applications.
Kubis, like many online learning platforms, presents content in a way that encourages
passive consumption, such as through lengthy readings, recorded lectures, or multimedia
presentations without opportunities for active participation or interaction. Most students
stated that they express a preference for understanding concepts through direct classroom
instruction rather than learning by using Kubis.
Passive learning involves receiving information without actively processing or
engaging with it in a meaningful way. Instead of actively participating, asking questions, or
critically analyzing the material, passive learners may passively consume content without
fully understanding or internalizing it. While Kubis offers interactive features and gamified

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elements to engage students, it is not appropriate for active learning. Asifayanti et al.,
(2021) also claimed that mobile applications are not appropriate for active learning since
students preferred learning in kinesthetic learning. Furthermore, students have varying
learning styles, paces, and preferences, but Kubis does not cater to students with active
learning.
The third obstacle faced by students when using Kubis is the lack of parental
permission to spend extended periods with their smartphones. Students stated that their
parents have strict rules about how much time they can spend on their phones. It can be
frustrating because sometimes they need to access Kubis for assignments or to
communicate with classmates, but they have to limit their time on the phone.
Many parents limit how much time their children can spend on their smartphones,
which can hinder students' ability to access and utilize Kubis effectively. Since Kubis
likely requires students to use their smartphones for extended periods to engage with
course materials, complete assignments, or participate in online discussions, parental
restrictions on smartphone usage may prevent students from fully utilizing the platform. As
a result, students may encounter difficulties accessing and fully utilizing the Kubis
application to improve their vocabulary skills. As stated byAbdurahman et al., (2023),
parents who act as primary teachers can positively impact a child's development. Parents'
guidance also dramatically influences their child's development; the students feel their
limitation on internet use because parents' control can hinder their learning.
The last obstacle faced by students in using Kubis includes the perception that
Kubis lacks the same level of engagement as popular mobile games like Mobile Legends,
leading to a lack of motivation to engage with the application for learning purposes
actively. According to the student's statements, students sometimes felt more like a chore.
It doesn't have the same level of excitement or motivation. When they access the
Handphone, they play other games, such as mobile Legend.
Based on the situation, students encountered distractions or competing priorities,
such as religious studies or other activities, which can divert their attention away from
using Kubis consistently for vocabulary mastery. Mariam (2023) pointed out that students
may prefer different games over those offered in Kubis due to various factors such as the
perceived level of entertainment, engagement, and social interaction provided by those
games. Games outside of Kubis, like popular mobile games or gaming platforms, often
offer immersive experiences, competitive elements, and social connectivity that are more
appealing to students. Additionally, the perceived educational value of games in Kubis
may not be as immediately evident or rewarding compared to the instant gratification and
enjoyment provided by other games. The cases can hinder students from learning
vocabulary by using Kubis.

E. CONCLUSION
There is a significant difference in students’ vocabulary mastery when using the
Kubis application. The students can easily remember the meaning of words using Kubis
features such as games, puzzles, etcetera. Nevertheless, the Kubis application has some

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challenges. Those include parental consent on electronic use, such as mobile phones. The
obstacles students face in using Kubis are: first, most students face technological barriers
including in using Kubis. Second, Kubis is inappropriate for students with active learning,
especially students who prefer teachers’ explanations. Third, parental permission is lacking
to spend extended time on their smartphones. Lastly, students prefer accessing gaming and
English learning applications using mobile phones.

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