STUDENTS’ PERCEPTIONS TOWARD LINGODEER APPLICATION IN LEARNING ENGLISH VOCABULARY MASTERY AT THE EIGHT GRADE OF SMP NEGERI 1 GONDANG TULUNGAGUNG

SILVIA SUKMA ANGGRAENI, 126203213201 (2025) STUDENTS’ PERCEPTIONS TOWARD LINGODEER APPLICATION IN LEARNING ENGLISH VOCABULARY MASTERY AT THE EIGHT GRADE OF SMP NEGERI 1 GONDANG TULUNGAGUNG. [ Skripsi ]

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Abstract

Vocabulary is a fundamental component in language acquisition, serving as the building block for mastering essential skills such as speaking, listening, reading, and writing. Without adequate vocabulary, students face challenges in understanding and expressing ideas effectively. However, traditional methods of vocabulary learning, such as rote memorization, often result in boredom and disengagement among learners. To address this issue, educators are increasingly integrating digital applications like Lingodeer, which offers a more engaging, interactive, and personalized learning experience. The purpose of this study is to investigate students’ perceptions of the Lingodeer application as a tool to enhance English vocabulary mastery among the eight grade students at SMP Negeri 1 Gondang Tulungagung. The research employed a quantitative descriptive survey method, with a sample of 40 students from class VIII-A selected through purposive sampling. Data were collected through a structured questionnaire containing 20 items using Likert-scale that focusing on students’ perceptions of both benefits and challenges of using the application. The findings reveal that students generally held positive perceptions toward the Lingodeer application. The total mean score for all items was 39,96. They appreciated its user-friendly interface with the total 57,5% in agree responses, interactive exercise with the total 55,5% in agree responses, 42,5% in agree responses in engaging animations and the ability to learn vocabulary at their own pace. Features such as immediate feedback 70 % in agree responses, gamified elements 45,0% in agree response, and 47,5% agree responses in audio recordings by native speakers were found to enhance vocabulary retention and make learning more enjoyable. The average mean scores on perception indicators ranged from “agree” to “strongly agree.” Despite the positive reception, some students reported challenges with the total mean score was 33,62 including repetitive content in neutral responses, internet dependency, and occasional lack of motivation to continue independently. Nevertheless, these issues did not significantly diminish their overall favorable view of the application. In conclusion, the Lingodeer application is perceived as an effective and engaging tool for enhancing English vocabulary mastery among junior high school students. The results suggest that incorporating such technology in language education can improve students’ learning experiences and outcomes.

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