Electronic Theses and Dissertation

In teaching vocabulary, teachers generally only use textbooks or printed worksheets. the use of hellotalk provides an interactive and communicative environment that allows students to learn new vocabulary through direct interaction with native speakers and other learners. the sample of this study was 30 students in class viii-1 at smpn 10 banda aceh in the 2025/2026 academic year. the purpose of this study is to find out whether the use of the hellotalk application has a significant impact on students’ english vocabulary learning. this research is quantitative, with a pre-experimental one-group pre-test and post-test design. the instrument used in this research was a vocabulary test with 20 questions before and after treatment. the data were analyzed using descriptive statistics and inferential tests. the results of this study indicate that the use of the hellotalk application is effective in improving students’ english vocabulary mastery. there was an increase in the mean score from 53.83 in the pre-test to 89.00 in the post-test. the wilcoxon sign rank analysis shows that asymp. sig. (2-tailed) = 0.001, which is smaller than α = 0.05. it can be concluded that the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. the researcher proposes that the hellotalk application is a suitable medium for teaching vocabulary because it provides authentic communication, contextual learning, and digital interaction that help students acquire and retain new words. keywords: hellotalk application, vocabulary learning, mobile-assisted language learning.

In teaching vocabulary, teachers generally only use textbooks or printed worksheets. The use of HelloTalk provides an interactive and communicative environment that allows students to learn new vocabulary through direct interaction with native speakers and other learners. The sample of this study was 30 students in class VIII-1 at SMPN 10 Banda Aceh in the 2025/2026 academic year. The purpose of this study is to find out whether the use of the HelloTalk application has a significant impact on students’ English vocabulary learning. This research is quantitative, with a pre-experimental one-group pre-test and post-test design. The instrument used in this research was a vocabulary test with 20 questions before and after treatment. The data were analyzed using descriptive statistics and inferential tests. The results of this study indicate that the use of the HelloTalk application is effective in improving students’ English vocabulary mastery. There was an increase in the mean score from 53.83 in the pre-test to 89.00 in the post-test. The wilcoxon sign rank analysis shows that Asymp. Sig. (2-tailed) = 0.001, which is smaller than α = 0.05. It can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. The researcher proposes that the HelloTalk application is a suitable medium for teaching vocabulary because it provides authentic communication, contextual learning, and digital interaction that help students acquire and retain new words. Keywords: HelloTalk Application, Vocabulary Learning, Mobile-Assisted Language Learning.