[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588932-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588932-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","enhancing-vocabulary-performance-through-mobile-assisted-language-learning-at-a-rural-school-in-indonesia-read-online-free","Enhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia - read online free","","Globalization and the 4.0 industrial revolution make educational technology inseparable from learning systems. Prior studies report that mobile-assisted language learning (MALL) can raise students’ vocabulary in different regions, yet evidence for rural settings in Bandung, Indonesia remains limited. This quantitative experimental study involved 79 grade 8 students in control and experimental groups, using SMS-delivered vocabulary for pre-class synonym and meaning work. Results showed stronger vocabulary performance in the MALL group, indicating technology’s significant impact.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enhancing-vocabulary-performance-through-mobile-assisted-language-learning-at-a-rural-school-in-indonesia-read-online-free/588932/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enhancing-vocabulary-performance-through-mobile-assisted-language-learning-at-a-rural-school-in-indonesia-read-online-free/588932.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study focus on?","Question",{"text":63,"@type":64},"The study addresses difficulties in learning vocabulary, especially for Indonesian students, including motivation and memorization issues. It also considers the need for effective vocabulary strategies in rural schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was mobile-assisted language learning (MALL) implemented in the study?",{"text":68,"@type":64},"The experimental group received 15–20 target words via SMS the day before class. Students were asked to read the words and find synonyms and meanings before coming to the next lesson.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the study results?",{"text":72,"@type":64},"Students in the experimental group achieved better vocabulary performance than the control group. The findings indicate that technology can make a significant difference in vocabulary learning in school.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588932,1792066219,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Acuity: English Language Pedagogy, Literature, and Culture. Vol.6 No.1 2021  \n[https://jurnal.unai.edu/index.php/acuity](https://jurnal.unai.edu/index.php/acuity)  \nEnhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia  \nCaroline V. Katemba  \nEmail ([ctobing@unai.edu](ctobing@unai.edu))  \nFaculty of Education, English Dept.  \nUniversitas Advent Indonesia, Indonesia  \nDOI: 10.35974/acuity.v6i1.2457  \nAbstract  \nLiving in this era of globalization and in the 4.0 industrial revolution, we cannot getaway from technology because it has integrated into our lives and has penetrated the educational system. There were studies done on the use of mobile-assisted language learning (MALL) to improve students’ vocabulary achievement in other parts of the world and also in some urban schools in Indonesia, but this study seeks to find whether the students’ vocabulary improved through the use of MALL at rural school in Bandung- Indonesia. This study was carried out to find the enhancement of using MALL in vocabulary teaching to 79 grade 8 students in Bandung. This study was designed for quantitative and experimental research. The students were separated into two groups, experimental and control groups. A day before coming to class, 15-20 words to learn the following day was sent to the experimental group through a short messages system (SMS) for them to read, find the synonyms and meanings of those words before coming to the class. The result of the study showed that students in the experimental group performed better than the control group. It also proves that technology makes a significant difference in the learning of vocabulary in school.  \nKeyword: Educational Technology, English Language Learning, Smartphone.  \nINTRODUCTION  \nBased on the researcher’s experience, that vocabulary is the most important words tobe learned in the language, without vocabulary learners cannot speak, write, read, or understand what is being said in the listening and speaking process. If we lack vocabulary it may hinder us to understand the words that consisted of the sentences. Language development has become important in the education system for all age levels, especially for the English Language because English is an International Language, and English is useful in our lives for example in Politics, Economics, Social and Education.  \nErkayana and Drower (2012) stated that the nucleus components to learn a language is vocabulary, it means that vocabulary is very crucial when the students want to learn a new language, that is why to increase vocabulary in the English Learning for EFL context, is stronger to understand among the students, as their based knowledge to learn a new language, in other word vocabulary is basic components to arrange sentences in a language.  \nIn a study done by Andrici (2012), she found that students who lack vocabulary, are students with a low capacity to understand the words and also those who lack the motivation to learn the language. In this case, parents and teachers should have good collaboration in  \ngiving motivation to their children/ students. At school, the teacher should use the attractive and interesting method in teaching, and the parents should push and motivate the children t learn.  \nWhen learning English, especially vocabulary, Indonesian students frequently encounter problems because English varies in its structure, pronunciation, and vocabulary from Bahasa Indonesia (the Indonesian language) (Katemba, 2019) . Furthermore, Tanjung (2011) explains that students have a hard time learning vocabulary. They lack motivation, making them not interested in learning vocabulary and most of the students cannot memorize the vocabulary, because they have a low intelligence quotient (IQ) . Therefore, to motivate the students to learn their vocabulary, this study sent target words (the vocabulary) to students directly to their Mobile Phones in a form of Sending Messages. Moreover,","cbCairsIJnfYssMA","https://ap.wps.com/l/cbCairsIJnfYssMA","pdf",276693,11,"English","# Introduction\n## Vocabulary importance and challenges\n## Role of technology and MALL\n## Related studies and research gap","[{\"question\":\"What problem does the study focus on?\",\"answer\":\"The study addresses difficulties in learning vocabulary, especially for Indonesian students, including motivation and memorization issues. It also considers the need for effective vocabulary strategies in rural schools.\"},{\"question\":\"How was mobile-assisted language learning (MALL) implemented in the study?\",\"answer\":\"The experimental group received 15–20 target words via SMS the day before class. Students were asked to read the words and find synonyms and meanings before coming to the next lesson.\"},{\"question\":\"What were the study results?\",\"answer\":\"Students in the experimental group achieved better vocabulary performance than the control group. The findings indicate that technology can make a significant difference in vocabulary learning in school.\"}]","Enhancing Vocabulary Performance Through Mobile Assisted Language Learning at a Rural School in Indonesia - read online free | PDF",28]