The Effectiveness of Memrise Application toward Students' Adjective Mastery

. This research was conducted because it was discovered that students had difficulty learning vocabulary, especially adjectives, and it was set against the background of several student problems. For instance, utilizing continuous paper-based learning to teach vocabulary resulted in boredom and could demotivate students. Dealing with that, one alternative solution was provided to the problem by implementing the memrise media to be tested in the learning process to teach adjectives. The research objective was to know the effectiveness of using memrise towards students' adjective mastery. Thus, this research used a quasi-experimental design and chose two classes by using cluster random sampling as the sample. The research instrument was tests, the results of which were analyzed using an independent sample t-test. The hypothesis testing results revealed that a significant value of 0.025 was obtained with a significance of α = 0.05. Thus, there was effectiveness in using memrise application toward students' adjective mastery. Furthermore, the N-Gain score for the control class was 0.46, while for the experimental class was 0.58. Therefore, it could be stated that the memrise can be used and is effective as learning media for adjectives mastery for seventh grade students of SMP N 3 Pringsewu.

can communicate the quality of a person or object. In fact, it is impossible to describe the appearance of any object without employing adjectives (Leech, 2014).
Adjectives have been defined in various ways. For Dykes (2007), the word "adjective" itself was from the Latin ad jacere, meaning "throw to" or "add". In the grammatical sense, this means adding the characteristics of something, that is, qualifying it. Adjectives in the English dictionary employ "adj" to classify adjectives in a short word form. Rozakis, (2003) and Tamara (2007) have proposed different definitions. According to Rozakis, adjectives are often easy to identify as they answer questions such as "which one?", "what kind of thing are you talking about?" or "how many are there?" In most cases, a one-word adjective appears before the words it modifies. Adjectives describe, clarify, limit, and modify nouns or pronouns. Tamara, on the other hand, defines an adjective as a part of speech that indicates the quality or state of a substance or thing commonly known as a noun. In grammatical categories, it has only the degree of comparison. So, it was concluded that an adjective is one of the word classes that provides a brief description of pronouns and nouns by adding their characteristics, denoting their quality, and modifying them to make them clearer or more detailed.
In junior high school, particularly in seventh grade, teachers are responsible for teaching adjectives. Seventh grade students encounter adjectives regularly when describing things, providing information about the functions of people, animals, or things, and writing descriptive text. However, the adjectives typically used by students at this level are simple adjective words rather than adjective phrases or clauses.
There are differences in classifying the kinds of adjectives (Thomson, (1997); Tamara (2017) ;Rozakis, (2003) ;Rao, (2016). First, Tamara grouped them based on their morphological composition and their semantic characteristics. Second, for distributive adjectives to kinds of adjectives, whereas Rao does not include them, but he does include adjectives of number to kinds of adjectives. According to the kinds of adjectives that several experts explained, in this research, the limitations were only four kinds of adjectives because the use of adjectives here was for creating simple descriptive text. The four kinds of adjectives are adjectives of quality, adjectives of quantity, possessive adjective and adjective of number.
As educators, it's essential to make adjective lessons more engaging and enjoyable for students. One effective approach for teaching adjectives is introducing a list of adjectives from a book and utilizing various media, such as the internet, for a more interactive learning experience (Berliani & Katemba, 2021). For instance, the Memrise application is an excellent tool for both teachers and students to enhance their vocabulary, particularly in adjectives, as those things are inseparable with learning English (Korlu & Mede, 2018).
Memrise is one of the online learning media in the form of a mobile application that can be accessed with Android and iOS devices through the website www.memrise.com and also through the play store or the like. It is used by Zhang, (2019) to refer to a vocabulary-focused online language-learning platform with an algorithmic review system in the form of a flash card. Memrise has been crowned the top-ranked flashcard and spaced repetition system. Moreover, Zhang points out that the website claims memrise is built on three scientific principles that help users learn new words. The first principle is elaborate encoding which purpose to connect between new words and their meanings using mnemonics, etymologies, funny videos, photos, example sentences. The second principle is choreographed testing that purpose is to keep learning interesting and strengthen the user's memory. The In learning adjective, theoretically, Bolton and Goodey had been able to show that problems related to adjectives are experienced by many students. Such as:

1.
Students found it difficult to differentiate between adjective and adverb.

2.
Students sometimes put adjectives after the noun, and they often put them in the wrong order. They often put adverbs in the wrong position.
3. Students confused adjectives which are similar, one ending in -ing, the other in -ed.

4.
Students often confused the forms of the comparative and the superlative.
They also forget to use "than", or add a superflous "more."

5.
Students often confused the forms of the demontratives adjective.

6.
Students sometimes confused possesive adjective and pronouns, and make them agreed with a plural noun.

8.
Students tend not to use "a lot of", and they confused the use of adjective quantity like much/many, few/little.
Still relating to the problems related to adjectives above, the other adjective problems were also found at school. Based on the preliminary research conducted in SMPN 3 Pringsewu in the seventh grade, by interviewing the teacher, it was found out that there are many difficulties experienced by students in learning vocabulary, especially for learning adjectives. The students thought that English was difficult to learn. Basically, the teacher assumed that students had difficulty regarding the vocabulary that turned out to be limited (lack of vocabulary). This limitation is factored in because most of the students are less motivated in remembering the meaning of new vocabulary and grouping the new words into word classes.
The teacher observed that many students were reluctant to read and use dictionaries to explore new vocabulary. Furthermore, distinguishing between verbs, nouns, and adjectives was a challenge for students since some English words have multiple meanings in Indonesian. Another issue was the continued use of paper-based learning, which could lead to student disengagement and boredom. Therefore, this research aims to address these challenges by incorporating the memrise application in teaching adjectives at the junior high school level. Memrise offers numerous features that can benefit students in the learning process.
Research about memrise application and adjective mastery had actually been done by many researchers. First, based on the research that had been conducted by Arifin (2020) Referring to the explanation above, this research wanted to know the effectiveness of using memrise application toward students' adjective mastery. Therefore, it was entitled "The Effectiveness of Memrise Application toward Students' Adjective Mastery."

B. RESEARCH METHOD
This study employed a quantitative research method using a quasi-experimental design. The design utilized a control group pre-and post-test design, with one experimental class receiving treatment using the memrise application, and a control class receiving no treatment. The population for the study consisted of all seventhgrade students in the first semester of SMPN 3 Pringsewu during the academic year 2022/2023, with a total of 150 students divided into five classes. The sample group was selected from two classes, namely VII-1 and VII-5, totaling 60 students. Prior to administering the tests, validity and reliability tests were conducted. The pre-test was administered before treatment, while the post-test was administered after treatment. IBM SPSS 25 (Statistical Package for the Social Sciences, version 25) was used for data analysis, including normality and homogeneity tests, hypothesis testing, and normalized gain testing.

The Result of Experimental and Control Class
This research used two classes as the sample. The first, class VII-5 was the experimental class, which was given treatment three times using the memrise application as an adjective learning media. The second, class VII-1 was the control class, in this class the treatment using the memrise application was not provided, but the class used dictionaries and power points to teach adjectives through the lesson of descriptive text. The same materials, assignments, and learning activities were provided to both classes. However, the results showed that there were difference between the scores of the pre-test and post-test in both classes. The results of the two classes were presented in detail in the following The result indicated that the students had relatively low adjective abilities, with a mean pre-test score of 47.78 in the experimental class and 47.11 in the control class.
The means of both classes were slightly different, so it can be said that they have the same level of knowledge in adjective mastery. After the treatment was given, the score was higher. The results of students' ability to master adjectives can be seen from the mean post-test scores of both classes. In the experimental class, the mean post-test score was 78.89, while in the control class, the mean post-test score was 71.82.

The Result of Validity and Realibility Test
To

Result of a Hypothetical Test
To find out whether there were differences in student learning results on adjective mastery between the experimental class, which had the treatment using the memrise application, and the control class, which was not treated with the application, it was calculated with the help of IBM SPSS 25 with a significance level (2-tailed) of 0.05 and obtained hypothesis test data in the following table: Hypothesis testing was carried out with an independent sample t-test. the results of the significance level of hypothesis testing with homogeneous variance were 0.025. Thus, Ha was accepted and Ho was rejected because 0.025 < 0.05 with the provisions of sig < α = 0.05, so it can be concluded that there is effectiveness in using memrise application towards students' adjective mastery.

Normalized Gain (N-Gain) Test
The N-Gain test was conducted because, based on the previous t-test analysis, there was a significant difference in the mean post-test results of the two classes.
To calculate the N-Gain test, this research used IBM SPSS 25, so it could see the effectiveness of the memrise application that she previously used as a treatment in the experimental class. The results of the N-Gain test calculations can be seen in the table below: In the experimental class, the N-Gain test score was 0.58, or 58%. While in the control class, the results of the N-Gain test got a score of 0.46, or 46%. Based on the category of distribution of N-Gain scores, the two classes with scores of 0.58 and 0.46 fell into the medium category. Meanwhile, based on the category of interpretation of the effectiveness of the N-Gain score, the score of 58% in the experimental class was included in the "effective enough" interpretation, and the score of 46% in the control class was included in the "less effective" interpretation

Discussion
Several procedures had already been completed to conduct this research. The first was to conduct preliminary research, the second was to enter a letter to the school to meet and discuss with the English teacher, then continue to conduct the content and construct validity tests. After that, a pre-test was given for two classes. Then teach an adjective three times for each class. Giving treatment to teach adjectives for the experimental class with the memrise application and teaching adjectives for the control class without using treatment but using dictionaries and a power point. these assumptions were fulfilled, it continued with the next procedure, namely testing the hypothesis using an independent sample t-test to find out whether the memrise application had effectiveness on the adjective or not. Based on the frequency table, a significance value of 0.025 was obtained. This means that Ha was accepted, and it can be stated that there is effectiveness in using memrise application towards students' mastery of adjective. The last procedure was to conduct N-Gain after proving its effectiveness to know how effective the memrise application was. The result was that using the memrise application medium was effective in improving the students' mastery of adjectives. It is also supported by the results of some previous research.
There were some impacts from the implementation of using the Memrise application as media when the researcher taught in a class. However, in conducting this research, there were several research limitations. For example, the data collection method used was only from the results of students' test score data, later, treatment was only given three times in four meetings based on permission granted by the school where the research was conducted; and the last limitation was that it could not control things that were beyond her reach in analyzing students' seriousness in learning adjectives when the research was being conducted. Even so, in general, the students enjoyed following the instructions, so the teaching and learning process ran well.

Conclusion
Based on the data analysis, there was effectiveness of using memrise application towards students' adjective mastery of first semester seven grader students of SMPN was 0.025. Less than = 0.05. It meant that Ha was accepted and Ho was rejected.
Furthermore, based on the results of the gain normalization test, the N-Gain score for the control class is 0.46 (46%), with a less effective interpretation, while for the experimental class it is 0.58 (58%), with an effective enough interpretation.
Therefore, it can be stated that the memrise application can be used and is effective as a learning media for the mastery of adjectives for seventh grade students of SMP N 3 Pringsewu.

Suggestion
In this research, there are still limitations to the research that has been conducted; therefore, it is suggested that further researchers conduct this research using additional research instruments, such as questionnaires, so that they can better support the findings from the research conducted. In addition, it is also suggested that future researchers should use a longer period of time to provide treatment using the memrise application in the classroom so that the results are as expected. And the last recommendation is that future researchers are advised to conduct similar research on other skills or components such as writing, listening, reading, or writing speaking skills or vocabulary and grammar to improve English teaching.