THE EFFICACY OF JAMBOARD TO BOOST SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT IN SMPN 1 GANDUSARI BLITAR

Dewi, Putri Ulfa. 2024. The Efficacy of Jamboard to Boost Seventh Grade
Students’ Vocabulary Achievement in SMPN 1 Gandusari. Thesis, English
Education Department, Undergraduate Program, Islamic University of
Balitar Blitar. Advisors: (1) Dian Fadhilawati, M.Pd. (2) Nita Sutanti,
M.Pd.
Keywords: Jamboard, Vocabulary Achievement, Descriptive text, Pre�Experimental Research
This study aimed to determine the efficacy of Jamboard to boost seventh�grade students' vocabulary achievement in SMPN 1 Gandusari. In this study, the
researcher wanted to find out how the efficacy of the Jamboard was in vocabulary
achievement of seventh-grade students' describing places, especially in finding
meaning, synonyms, and antonyms.
This research used a one-group pretest and post-test pre-experimental design
to determine the efficacy of Jamboard in vocabulary achievement of seventh�grade students at SMPN 1 Gandusari with a total of 32 students. The research
procedure includes 3 important steps: pre-test, treatment, and post-test. To obtain
data researchers use tests. Before the test is tested on respondents, trials are first
carried out at the same level to determine the reliability and validity of the test.
Researchers analyzed the data using paired sample t-tests with SPSS 25.
The results showed that students' achievement in learning vocabulary
achievement of descriptive text increased from the pre-test 63.63 to 92.25. In
addition, from the results of the paired sample t-test, it is known that the value of
Sig. (2-tailed) is < 0.05. This means that there is a significant difference between
learning outcomes in the pre-test and post-test data. Therefore, it can be concluded
that Jamboard is efficacy in the vocabulary achievement of seventh-grade
students' describing places at SMPN 1 Gandusari.
Based on the results of this study, it is suggested that teachers use Jamboard
in learning English so that students learn the material in a fun way. In this case,
teachers can use Jamboard to teach other topics. Furthermore, it is suggested that
students’ study and review vocabulary describing places material which they must
study regularly anywhere and everywhere. In addition, it is suggested that future
researchers be able to conduct studies or research on using Jamboard to find out
student or teacher responses to using Jamboard for learning other topics or to
conduct comparative studies by comparing the use of Jamboard for learning
vocabulary such as Duolingo, Baamboozle, Beelingoapp, etc.