THE CORRELATION BETWEEN THE FREQUENCY OF USING JEYA’S ENGLISH HACKS WHATSAPP CHANNEL AND ENGLISH VOCABULARY MASTERY OF THE TENTH GRADE STUDENTS AT MAN 1 BLITAR

FADILLA NILA ERNANDA, 126203211023 and ARINA SHOFIYA, 197705232003122002 (2025) THE CORRELATION BETWEEN THE FREQUENCY OF USING JEYA’S ENGLISH HACKS WHATSAPP CHANNEL AND ENGLISH VOCABULARY MASTERY OF THE TENTH GRADE STUDENTS AT MAN 1 BLITAR. [ Skripsi ]

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Abstract

The rapid development of digital technology has significantly transformed the way students access and learn English. Social media platforms, such as WhatsApp, are increasingly being utilized as alternative and innovative media for English language learning. One of the latest innovations is Jeya’s English Hacks WhatsApp Channels, which offers engaging and accessible content to support vocabulary mastery. This study aimed to determine whether there is a correlation between the frequency of using Jeya’s English Hacks WhatsApp Channel and English vocabulary mastery of the tenth-grade students at MAN 1 Blitar. This research employed a quantitative approach with a correlational research design. The population consisted of 102 the tenth-grade students at MAN 1 Blitar who used the Jeya’s English Hacks WhatsApp Channel. The sample consisted of 34 respondents who were selected through purposive sampling. The instruments used were a questionnaire to measure the students’ frequency of using Jeya’s English Hacks WhatsApp Channel and a vocabulary test to assess the students’ vocabulary mastery. Data were analyzed by using the Pearson-Product Moment Correlation formula in the SPSS 27.0 program. The analysis showed that the correlation coefficient (r) was 0.929 with a significance value of <0.001, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. These results suggest a very strong positive correlation between the frequency of using Jeya’s English Hacks WhatsApp Channel and students’ English vocabulary mastery. Thus, it can be concluded that the more frequently students use the channel, the higher their vocabulary mastery tends to be. This study has limitations, such as a small sample size and the use of purposive sampling, so the results may not represent all students. The implication of this research is that the channel can be considered as an effective medium for autonomous or independent learning to enhance the students’ vocabulary mastery. As a suggestion, future researchers are encouraged to use different research designs or include other English skills, such as reading, writing, speaking, and grammar, to obtain more comprehensive information regarding the effectiveness of Jeya’s English Hacks WhatsApp Channel in English learning.

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