The effectiveness of Memrise application and learning motivation on vocabulary mastery of eighth grade junior high school students' in Cirebon

Abstract

This research investigates the effectiveness of the Memrise application and learning motivation on vocabulary mastery of eighth grade junior high school students in Cirebon. A quantitative method was employed involving 186 students from SMPN 10 and SMPN 14, with data collected through questionnaires and vocabulary tests. The descriptive results indicated that students demonstrated moderate engagement with the Memrise application (M = 18.57, SD = 3.081), relatively higher levels of learning motivation within the moderate to high category (M = 19.15, SD = 3.092), and moderate achievement in vocabulary mastery (M = 18.52, SD = 3.008). These findings suggest that while students’ use of the application and vocabulary performance were at a moderate level, their motivation to learn tended to be stronger, approaching the higher spectrum. Inferential analysis confirmed that both the Memrise application and learning motivation exerted significant positive effects on vocabulary mastery, with their combined influence accounting for 28.3% of the variance. This demonstrates that digital learning tools, when supported by strong motivational factors, can substantially improve students’ vocabulary mastery. The study highlights the importance of integrating technology-based platforms with motivational strategies in English language teaching to promote more effective and sustainable learning outcomes.