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A pre-experimental design was applied, with a sample of 34 students selected via purposive sampling. Data were collected using pretest and posttest measures, and analysis employed SPSS 24. Results show a low pre-test mean score of 49.00 and a substantially higher posttest mean score of 79.24, supporting the conclusion that smartphone use is efficient for vocabulary improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mobile-smartphone-in-foreign-language-teaching-apps-for-teaching-students-vocabulary/420229/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mobile-smartphone-in-foreign-language-teaching-apps-for-teaching-students-vocabulary/420229.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine whether first-year MTs As'adiyah Putra 1 Sengkang students can expand their vocabulary through mobile smartphone use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data and students selected?",{"text":117,"@type":113},"A pre-experimental design was used; first-year students served as the population, and 34 students were sampled using purposive sampling. Pretest and posttest were used to collect data.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results of the vocabulary test scores?",{"text":121,"@type":113},"The pre-test mean score was 49.00, while the posttest mean score increased to 79.24, with reported standard deviations of 15.47 and 10.95.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},420229,1790717127,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Indonesian Journal of Research and Educational Review Volume 1, No. 3, 2022, pp 407-414  \ne–ISSN 2809-3682 p–ISSN 2809-7505  \n[https://doi.org/10.51574/ijrer.v1i3.395](https://doi.org/10.51574/ijrer.v1i3.395)  \n\n| MOBILE SMARTPHONE IN FOREIGN LANGUAGE TEACHING: APPS FOR TEACHING STUDENTS’ VOCABULARY\u003Cbr>Yusuf Razaq 1, Muhajirah Idman 2, Ummul Khair 3, Andi Firmah 4\u003Cbr>1, 2, 3, 4 Institut Agama Islam As’adiyah Sengkang, Indonesia |  |  |\n| --- | --- | --- |\n| Article Info | ABSTRACT |  |\n| Article history:\u003Cbr>Received February 17, 2022 Revised March 19, 2022 Accepted March 20, 2022\u003Cbr>Keywords:\u003Cbr>Foreign Language Teaching Mobile Smartphone Students Vocabulary\u003Cbr>Corresponding Author: |  | This study focuses on determining whether or not students at MTs As'adiyah Putra 1 Sengkang's first year can expand their vocabulary through the use of mobile smartphones. The pre-experimental design was used by the researcher. First-year students at MTs As'adiyah Putra 1 Sengkang during the academic year 2020–2021 made up the population of this study. The class of 34 students served as the sample for the purposive sampling technique. The pretest and posttest were used to collect the data. The results of the students' test scores were determined by utilizing SPSS 24 to evaluate the test's data. According to the researcher's findings, the pre-test mean score was bad (49.00), but the posttest mean score was extremely high (79.24), with a standard deviation of 15.47 and 10.95, respectively. Therefore, the researcher came to the conclusion that employing a mobile smartphone was efficient for increasing vocabulary in first-year MTs Putra 1 As'adiyah Sengkang.\u003Cbr>Copyright © 2022 ETDCI.\u003Cbr>All rights reserved. |\n| Yusuf Razaq,\u003Cbr>Institut Agama Islam As’adiyah Sengkang, Indonesia [Email:](Email: yusufrazaq21@gmail.com)[ ](Email: yusufrazaq21@gmail.com)[yusufrazaq21@gmail.com](Email: yusufrazaq21@gmail.com) |  |  |\n\n1. INTRODUCTION  \nStudying vocabulary is an integral part of learning a language and cannot be isolated  \nfrom it. The secret to mastering English skills is vocabulary. The components must be learned by students who desire to acquire a target language. Vocabulary is a fundamental linguistic element that students can utilize to explore their emotions and thoughts while learning English (Broughton et al., 2002; Walqui, 2006; Siregar et al., 2021; Satriani et al., 2022; Hasbi et al., 2022). Learning new vocabulary can help students improve their ability to learn English. In addition, pupils will be proficient in linguistic abilities like reading, listening, speaking, and writing (Hamer & Rohimajaya, 2018; Hao et al., 2019; Amiruddin & Razaq, 2022; Munawir et al., 2022) .  \nThe foundation of language proficiency is vocabulary, which plays a crucial role in language learning. One of the biggest issues students in English language programs face is vocabulary (August et al., 2005; Blachowicz et al., 2006; Elhamdi & Hezam, 2020; Hashim et al., 2022) . Because of their restricted language, individuals are unable to communicate their views. The students become too indolent to learn English as a result. The truth is that without language development, kids cannot express their thoughts, sentiments, and emotions. It should be obvious to everyone that students learning  \nEnglish as a second language are encouraged to expand their vocabulary in order to develop their language abilities.  \nStudents must study vocabulary because they understand how important vocabulary building is. However, students actually encounter certain difficulties when learning it. Despite the fact that they have extensively examined it. Building a vocabulary is therefore challenging. To increase students' vocabulary, teachers need to create innovative teaching strategies (Dean & Hubbell, 2012; Klimova & Polakova, 2020; Ruzmetova et al., 2020) . As a teaching tool, some teachers have employed computers, video players, and tape players. However, it is unable to engage students in l","cbCaiknyxjgd5wx3","https://ap.wps.com/l/cbCaiknyxjgd5wx3","pdf",745473,"English","# Article Info\n## Article history\n## Abstract\n## Keywords\n# Introduction\n## Vocabulary as a core language skill\n## Challenges in vocabulary learning\n## Technology and smartphone-based learning\n# Literature Review\n## Smartphones and learning apps\n## Features supporting vocabulary acquisition","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine whether first-year MTs As'adiyah Putra 1 Sengkang students can expand their vocabulary through mobile smartphone use.\"},{\"question\":\"How were the data and students selected?\",\"answer\":\"A pre-experimental design was used; first-year students served as the population, and 34 students were sampled using purposive sampling. Pretest and posttest were used to collect data.\"},{\"question\":\"What were the key results of the vocabulary test scores?\",\"answer\":\"The pre-test mean score was 49.00, while the posttest mean score increased to 79.24, with reported standard deviations of 15.47 and 10.95.\"}]","MOBILE SMARTPHONE IN FOREIGN LANGUAGE TEACHING: APPS FOR TEACHING STUDENTS’ VOCABULARY | PDF",1790620028]