IMPROVING VOCABULARY AND TAHAJJUD HABIT
USING CHAIN SMS IN TAHAJJUD TIME FOR THE
FIFTH GRADE STUDENTS OF MI AL MUBAROK
WANGKAL SIDOARJO
Muflikh Wakhidi1)
Email: abielonny@gmail.com
Rakhmawati2)
Email: thestarone_777@yahoo.com
Ana Nurul Laila2)
Email: ananurullaila@uinsby.ac.id
1)Madrasah Ibtidaiyah Al Mubarok, Sidoarjo
2)Universitas Islam Negeri Sunan Ampel Surabaya
Abstract. Vocabulary is an important aspect in the process of learning
English because it is needed by the students when they are learning
English language skills. Therefore, teaching English in primary schools
are held to provide students a larger amount of vocabulary than what they
probably have before. This research is designed to improve the students’
vocabulary as well as their Tahajjud (night prayer) habit using Chain SMS
sent during Tahajjud time. The method was selected because it was
believed to be able overcome the problem of limited time at school and
allow students to memorize vocabulary gradually since they will learn
after they have enough rest and after they did they tahajjud prayer. This is
a a Classroom Action Research (CAR) designed in two cycles. The
subjects of this research were 29 students of the fifth grade of MI Al
Mubarok Wangkal in the 2014/2015 academic year. The data of this
research study were obtained through vocabulary test documentation.
The findings of this research indicated that the Chain SMS in Tahajjud
time was successful in improving both the students’ ability in vocabulary
and the students’ Tahajjud habit. The improvement can be seen from the
increase of students’ scores and the students’ individual score percentage
from preliminary study to Cycle 2 both for vocabulary achievement and
Tahajjud prayer habit.
Key Words: Vocabulary, Chain SMS, Tahajjud
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 131
INTRODUCTION
English language has been taught in primary schools to provide
students with the basic knowledge and vocabulary of an international
language. According to the National Education Minister Number 22-
23/2006 on the Standard Content and Standard Competency, the
learning of English in primary schools (SD/MI) is directed to develop
the skills of listening, speaking, reading, writing, and the graduate are
able to communicate and discourse in English at the level of literacy
performance. In the per formative level, people are able to listen,
speak, read, and write with the symbols used. By mastering enough
vocabulary in the early age, the students should be able to master the
English language easier when they go to the higher level of education.
However, based on the researcher experience during teaching
English at MI Al Mubarok Wangkal, the students had low of mastering
vocabulary. It can be seen from the Minimum Completeness Criteria
(KKM), students’ grades, and the results of pre-condition conducted
on students in fifth grade of MI Al Mubarok Wangkal that shows they
have low average of vocabulary ability. Based on the researcher
observation, the low vocabulary mastery can occur for several reasons,
among others, the strategies used by teachers in teaching this language
(instructional design and teaching methods) could be monotonous and
less challenging for students to be able to master the English. In
teaching English, especially vocabulary, teachers in this school used
student worksheet without involving any media. While the teaching
and learning activities, students are required to memorize more than
twenty words in just 10 minutes, and sometimes there is no time to
memorize. This shows that students do not memorize vocabulary
gradually, little by little, but the entire existing vocabulary. Students
were not given enough time to memorize the vocabulary. As the
result, the students only can memorize a little number of the
vocabulary and it is easily forgotten by students. Of course, this needs
to be addressed to maximize the teaching and learning activities.
One way to overcome these problems is to use the chain SMS.
This method can overcome the problem of limited time at school and
allow students to memorize vocabulary gradually. Shuler identified
some opportunities in mobile learning, included SMS. They are
Wakhidi, Rakhmawati, Laila
132 IJET | Volume 5, Issue 1. July 2016
encourage ‘anywhere, anytime’ learning, reach underserved children
because of their relatively low cost and accessibility in low-income
communities, improve twenty-first century social interactions, fit with
learning environments, and enable a personalized learning experience
(Pachler et.al, 2010: 9). The uses of SMS messaging for tutoring is
enabling students to focus on the academic content, to come better
prepared for tutorials and to be more ready to participateactively in
discussions, to ask more questions and more freely at that, to be more
easily absorbed (Abas, et al, 2011: 158).
Lu, (as cited in Motallebzadeh and Ganjali, 2011: 112), found
that the group that was taught vocabulary using mobile media better
than those who use the media in a vocabulary book in one week
duration. In Motallebzadeh, Thornton and Houser also made a
comparative study of the effectiveness of learning vocabulary by email
and via phone, revealed that the groups using mobile media has
reached a vocabulary more than the group using the email medium.
While the group using the email media reach a better vocabulary than
in the group that used the book as a medium of learning vocabulary.
They concluded that mobile media can increase their interest and
encourage more effective student learning opportunities in acquiring
new vocabulary.
Madrasah Ibtidaiyyah Al Mubarok already incorporates English
into the curriculum since 1994. In the span of twenty-one years of
learning English, the school seeks to produce alumnus who are able to
master English well. In addition, as a distinctively Islamic school, this
school also aims to produce students who are able to apply the Islam
value in daily life. Therefore, in the implementation of the Education
Unit Level Curriculum (KTSP), religious values are always integrated
into the learning process, including the subjects in English.
Based on the above reasons, the study focuses on answering the
questions on the students’ vocabulary improvement as well as their
Tahajjud prayer habit when they are encourage to study vocabulary
using Chain SMS in Tahajjud time. This study will only focus on the
fifth grade students at MI Al Mubarok Wangkal Academic Year of
2014/2015.
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 133
THE PRINCIPLES FOR TEACHING VOCABULARY FOR
YOUNG LEARNERS
Vocabulary is an important element in a language besides
pronunciation and grammar. Vocabulary supports the speakers in
communication to express their idea in the target language. The
researcher would like to present several definitions about vocabulary
before giving more explanation.
There are some definitions of vocabulary proposed by linguist.
Hatch and Brown stated that vocabulary is a list or set of words for a
particular language or a list or set of words that individual speakers of a
language might use. It means vocabulary is a series of words used by
individual speakers of certain language. Since vocabulary is a list, the
only system involved is alphabetical order in dictionaries. Here,
vocabulary is written in alphabetical order in dictionaries based on the
system or rule of the foreign language (Hatch, 1995: 1). Different
from the definition above, Ur said that vocabulary can be defined as the
words we teach in the foreign language (2009: 60). It means
vocabulary is written or spoken unit of language as symbol of idea in
foreign language introduced to learners. If a teacher teaches new
words in foreign language, it means the teacher teaches vocabulary. An
item of vocabulary may be more than a single word: for example post
office, mother-in law, which are made up of two or three words but
expressing a single idea.
Based on the definitions above, vocabulary can be defined as a
series of words in the foreign language used to express meaning. Here,
words are symbols in the form of groups of letter represent, either a
physical object or an idea. It can be formed from a single word or
more than one word.
On teaching vocabulary to young learners, Cameron (2005:
81) states several principles, they are:
a. The types of words that children find possible to learn with shift.
b. Vocabulary development is not just learning more words but it is
also importance about expanding and deepening word knowledge.
c. Words and words knowledge can be seen as being linked in
network of meaning.
Wakhidi, Rakhmawati, Laila
134 IJET | Volume 5, Issue 1. July 2016
d. Basic level words are likely to be more appropriate for children, or
when learning vocabulary for new concepts.
e. Children change in how they can learn words.
Looking at the importance of English as foreign language to young
learners, the teaching principles will influence the foreign language
learners’ understanding toward the material that is taught. That is the
reason why the teaching process must be based on an appropriate
strategy referred to the teaching principles. The learners, through a
well teaching process and structurally transferred, will gain a good
English foundation.
The Characteristics of Elementary School Student
In general, the Elementary school students are the children at
the age between six up to twelve years old which are enthusiastic to
know and learn everything (Cameron, 2005: 1). The following are
some general characteristics as the children of that group according to
Scott (1990: 3):
a. They are competent users of mother tongue.
b. They can tell the difference between fact and fiction.
c. They love to play and learn best when they enjoy themselves
seriously and like to think that what they are doing in real work.
d. They are enthusiastic and positive about learning.
e. They rely on the spoken as well as the physical word to
convey and understand meaning.
f. They are able to work with others and learn from others.
g. Their own understanding comes through eyes, hands and ears. The
physical word is dominant at all times.
h. They have very short attention and concentration span.
Harmer (2007: 82) also states some general characteristic of
children, as follows:
a. They respond to meaning even if they do not understand the
words.
b. They often learn indirectly than directly.
c. Their understanding comes not just from the explanation, but also
from what they see and hear and crucially have a chance to touch
and interact with.
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 135
d. They generally display an enthusiasm for learning and curiosity
about the world around them.
e. They have a need for individual attention and approval from
their teacher.
f. They are keen on talking about themselves and responding
well to learning that use themselves and their own lives as main
topic in the classroom.
g. They have limited attention span, unless activities are extremely
engaging can make them easily getting bored, losing interaction
after 10 minutes or so.
Based on the points stated by Wendy and Hammer above, the
researcher assumes that Elementary school students are very
enthusiastic in finding out, understanding and learning everything. It
seems that they like learning something that involves a new thing and
the elements of fun where they can laugh, talk, and feel happy during
the class. The most important thing is that they can enjoy and absorb
the sense of the lesson.
TAHAJJUD
Ibn Manzur in the Lisanul 'Arab explained, said هجد الرجل
which means that if a person sleep at night. The word متهجد
"mutahajjid" is a person who wakes from sleep to perform prayers (as
cited in Muhammad, 1119: 4616). In summary, the definition of
Tahajjud is a person who does sunnah prayer after woke up from his
sleep at night even though they only briefly to have sleep.
Tahajud is done at the beginning, middle or end of the night.
Ibn Hajar explained that the prayer night and sleep time of the Prophet
is different every night. He did not set a specific time for prayer. But
he did it according to the situation that was easy for him (al Atsqalany,
1963: 3).
Meanwhile, the most important time for evening prayer is at
the end of the night. As a hadith was narrated by Abu Hurairah that the
Prophet said:
للَّهاإِلَىالسََّماِءالدُّْنيَاكالَّلَْيَلٍةِحينَيَْمِضيثالاثا َنَااْلَمِلكاأَنَااْلَمِلكاَمْنذَاالَِّذييَْدعاونِيفَأَْستَ يَْنِزُلا لافَيَقاوألا اللَّْيِِلألَوَّ
نِيفَأَْغِفَرلَهافَِلَيََزالاَكذَِلَكَحتَّىياِضيَءالْ َفْجرا ِجيبَلَهاَمْنذَاالَِّذييَْسأَلانِيفَأاْعِطيَهاَمْنذَاالَِّذييَْستَْغِفرا
Wakhidi, Rakhmawati, Laila
136 IJET | Volume 5, Issue 1. July 2016
“Allah descends every night to the lowest heaven when one-third of the first part
of the night is over and says: I am the Lord; I am the Lord: who is there to
supplicate Me so that I answer him? Who is there to beg of Me so that I grant
him? Who is there to beg forgiveness from Me so that I forgive him? He
continues like this till the day breaks.”1
The second hadith which strengthens the above statement is a
hadith of 'Abdullah bin' Amr. He reported that the Prophet said:
نِْصفَالدَّهْ دََكانَيَصاوما يَاِمإِلَىاللَِّهِصيَامادَاوا دَ أََحبُّالص ِ َوَجلََّصِلَةادَاوا -ِرَوأََحبُّالصَِّلَةِإِلَىاللَِّهعَزَّ
ثالاثَاللَّْيِلبَْعدََشْطِرهِ –َعلَْيِهالسَِّلَما يَْرقاداآِخَرهايَقاوما ثامَّ يَقاوما َكانَيَْرقاداَشْطَراللَّْيِلثامَّ
“The best fasting in the eye of Allah is that of David, for he fasted for
half of the age (he fasted on alternate days), and the best prayer in the eye of
Allah, the Exalted and Majestic, is that of David (peace be upon him), for he
slept for half of the night and then stood for prayer and then again slept. He
prayed for one-third of the night after midnight.”2
However, for people who are worried about not being able to
get up late in the evening, then let the evening prayer at the beginning
of time. As for those who believe he can get up the night so that the
main work on the end of the night. Rasulullah said:
لَهاَوَمْنَطِمعَأَْنيَقاوَمآِخَرهافَْلياوتِْرآِخَراللَّْيِلفَإِنَّصَ ِلَةَآِخِراللَّْيِلمَ َمْنَخافَأَْنِلَيَقاوَمِمْنآِخِراللَّْيِلَفْلياوتِْرأَوَّ
ْشهاودَةٌَوذَِلَكأَْفَضلا
“If anyone is afraid that he may not get up in the latter part of the
night, he should observe Witr in the first part of it; and if anyone is eager to get
up in the last part of it, he should observe Witr at the end of the night, for
prayer at the end of the night is witnessed (by the angels) and that is
preferable."3
1Abu Husain Muslim Hajjaj-al-Qusyairi An-Naisaburi, Shahih Muslim, (Beirut:
Dar Ihya at Turats Alrabi, 1954),
2Abu Husain Muslim Hajjaj-al-Qusyairi An-Naisaburi, Shahih Muslim, .. 812
3Abu Husain Muslim Hajjaj-al-Qusyairi An-Naisaburi, Shahih Muslim, .. 519
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 137
RESEARCH METHODOLOGY
This research used Classroom Action Research (CAR) because
the researcher assessed the effectiveness of his own teaching activities
and planed the improvement based on the result of assessment.
For this study test and observation check list are employed.
The test sheet, used to know the improvements of the students’
vocabulary, consisted of multiple choices questions. The researcher
conducted the test w h i c h consists of 2 0 items which should be done
in 30 minutes. The test covered two topics, Hobbies and
Transportation. Simple statistics is applied to know the result of the
test. To analyze the Tahajjud habit improvement in each cycle, the
students were given Students’ Daily Activity as a journal for them to
write what they did during Tahajjud time.
Planning
Firstly the researcher decided the topic of lesson. Secondly, the
researcher made a lesson plan and designed the steps in doing the
action based on the treatment carried out. The researcher made the
scenario of the teaching learning process for the treatment.
One week before the learning process was implemented, a text
message containing 4-5 new vocabulary was sent to the students. This
text message was to be forwarded to one of the last members. SMS
delivery was done every day in five days during Tahajjud time with
different vocabulary every day. Then the researcher prepared a test to
know whether the students’ vocabulary mastery improved or not by
using multiple choice questions.
The researcher then set the success criteria. This research is
able to be called successful if it can exceed the criterion which has been
determined, and fail if it was cannot exceed the criterion which has
been detained. In this research, the research succeeded when there
were two criterions. First, there were 75% numbers of students could
achieve some vocabulary improvement scores from the pre-condition
until the second post-condition in cycle two or they could pass the
Wakhidi, Rakhmawati, Laila
138 IJET | Volume 5, Issue 1. July 2016
target score of the Minimum Completeness Criteria (KKM). The
KKM that must be attained was 70 (seventy) which was adapted from
the curriculum document.4 Second, it is 75% numbers of students
could achieve some Tahajjud improvement scores from the preliminary
study until the last cycle two or they could pass the target score of the
Minimum Completeness Criteria (KKM). The KKM must be attained
score B (61 - 80) which was adapted from the Curriculum Document.5
If the criteria of the action success achieved, it meant that the next
action of the Classroom Action Research (CAR) would be stopped, but
if this condition has not been reached yet, the alternative action would
be done in the next cycle.
Acting
In this step, the researcher did the planning that had made on the
planning step. The researcher conducted classroom activity under
Chain SMS as the treatment. The material that was used in this
treatment was the list of vocabulary that was send by SMS.
Observing
The observation was done during teaching and learning process. The
researcher was the observer in the classroom. The researcher observed
and wrote down the process happen during the action. In the end of
the meeting, the researcher given vocabulary test (post-condition) to
know whether the students’ vocabulary had improve through the use
Chain SMS or not. The result of the post-condition was compared with
the pre-condition result. The result of post-condition also compared to
the criteria of success. Thus, the data of this research was used to be
analyzed for teacher’s reflection.
Reflecting:
In this step, the researcher reflected the cycle that had been doing. The
researcher evaluated the teaching learning process. Then the
researcher reflected by check result of the students’ test. If the
students’ score was less than the success criteria, the cycle revised and
done again using next cycle using revised of the reflecting of the cycle
before.
4Madrasah Ibtidaiyyah Al Mubarok Wangkal, Dokumen Kurikulum Tingkat Satuan
Pendidikan (Sidoarjo: ... ,2014), 146
5Ibid, 149
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 139
RESULTS
The result of post-condition in cycle 2 showed in this figure:
Figure 1 Students' Vocabulary Score Post-condition in Cycle 2
Based on the result of post-condition in cycle 2, it showed that
there were 2 students still low in vocabulary. It has been significantly
reduced as compared with the results of the pre-cycle. We also could
see that the lowest score was 65 or greater 25 point than the pre-
condition result. And the highest score was 100 or greater 20 point
than pre-condition result. From 29 students, there was not any student
got 60 and 2 students got 65, 2 student got 70, 1 student got 75, and 4
students got 80 and 4 students got 85, 8 students got 90, 4 students
got 95, and 4 students got 100. Based on the figure, we known that the
most score obtained by the students was 90.
Whereas to determine the number of students who have
achieved a Minimum Completeness Criteria (KKM), we can see the
figure below:
Figure 2 Students’ Vocabulary Achievement in Post-condition
in Cycle 2
0
5
10
60 65 70 75 80 85 90 95 100
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Students' Score
Wakhidi, Rakhmawati, Laila
140 IJET | Volume 5, Issue 1. July 2016
From the figure 4.7, we knew that students who got equal to
or greater than score 70 were 27 students and 2 students got less than
score 70. Based on the previous description that the students were said
to be completed if they achieved the Minimum Completeness Criteria
(KKM) or got equal to or more than score 70, thus students who
achieved the Minimum Completeness Criteria (KKM) in the cycle 2
were 27 students.
Based on the data, we knew that the mean score of students'
vocabulary mastery in cycle 2 was more than Minimum Completeness
Criteria (KKM) and the number of students who were able to reach
Minimum Completeness Criteria (KKM) more than the criteria of
success in this research. It implied that the criterion has fulfilled in this
cycle.
Furthermore, if we compared the research results in cycle 2 with pre-
cycle the result could be illustrated by the figure below:
Figure 3 Students’ Vocabulary Achievement in Pre-condition and Post-
condition in Cycle 2
Based on the figure, there were 17 students got score less than
70 in pre-cycle and it reduced to 2 students in cycle 2. On the other
hand, there were 12 students got score more than 70 in pre-cycle and
0
20
40
< 70 ≥ 70
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Students ' Score
0
10
20
30
< 70 ≥ 70
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Students' Score
Pre-
condition
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 141
it increased to 27 students in cycle 2. It was an increase on the number
of students who achieved equal to or more than score 70 as many as 15
students from pre-cycle to cycle 2.
The improvement percentage of students who achieved
Minimum Completeness Criteria (KKM) in cycle 2 was derived from
the formula:
𝑃 =
𝑦2 − 𝑦
𝑦
𝑥 100%
𝑃 =
86.38 − 61.90
61.90
𝑥 100%
𝑃 = 39.56%
Thus, there was improvement vocabulary mastery from pre-cycle to
cycle 2.
Students’ Tahajjud Habit Improvement Using Chain SMS
The result of cycle 2 showed in this figure:
Figure 4 Students’ Tahajjud Habit Frequency in Cycle 2
Based on the result in cycle 2, it showed that many students
still low in Tahajjud habit. From 29 students, there was not a student
never did Tahajjud, 4 students did once, 1 student did twice, 1 student
did three times, 15 students did four times, and 8 students did five
times. Based on the figure, we knew that the most of students never
done Tahajjud.
0
2
4
6
8
10
12
14
16
0 1 2 3 4
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Frequency of Tahajjud
Wakhidi, Rakhmawati, Laila
142 IJET | Volume 5, Issue 1. July 2016
Whereas to determine the number of students who have
achieved a Minimum Completeness Criteria (KKM), we could see the
figure 4.15 below:
Figure 5 Students’ Tahajjud Habit Achievement in Cycle 2
From the figure 4.15, we knew that students who got equal to
or greater than score B were 23 of 29 students and 6 students got less
than score B. Based on the previous description that the students were
said to be completed if they achieved the Minimum Completeness
Criteria (KKM) or got equal to or more than score B, the students who
achieved the Minimum Completeness Criteria (KKM) in the cycle 2
were 23 students.
Thus, the percentage of students who passed the KKM score
was calculated using the following formula is79.31%.
Based on the data, we knew that the mean score of students'
Tahajjud habitwasmore than Minimum Completeness Criteria (KKM)
or more than score B. Based on the cycle completeness criteria that it
was called completed if the number of the each student that was
completed reach of 22 students. In this research the number of
students who were able to reach Minimum Completeness Criteria
(KKM) mpre than 22 students. Thus, the second cycle in this research
completed.
Furthermore, if we compared the research results in cycle 2
with pre-cycle the result could be illustrated by the figure below:
0
10
20
30
< Score B ≥ Score B
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Students' Score
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 143
Figure 6 Students’ Tahajjud Habit Achievement in Pre-cycle and
cycle 2
Based on the figure, there were 28 of 29 students got score less than
score B in pre-cycle to 6 students in cycle 2 and it was reduced about
22 students. On the other hand, there was 1 of 29 students got score
more than score B in pre-cycle and it increased to 23 students in cycle
2. It was an increase on the number of students who achieved equal to
or more than score B as many as 22 students from pre-cycle to cycle 2.
And also, there was increase of mean of class score.
The improvement percentage of the students who got score B
in cycle 2 derived from the formula:
𝑃 =
𝑦2 − 𝑦
𝑦
𝑥 100%
𝑃 =
75.17 − 9.66
9.66
𝑥 100%
𝑃 = 966.00%
Thus, there was an significance increase frequency of implementation
Tahajjud in cycle 2 or it was better than the pre-cycle results.
0
10
20
30
< score B ≥ score 70N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Students' Score
Pre-cycle
Cycle 2
Wakhidi, Rakhmawati, Laila
144 IJET | Volume 5, Issue 1. July 2016
DISCUSSION
Chain SMS in Tahajjud time is an effective method in
improving the students’ vocabulary and Tahajjud habit. It is related on
the data analysis of the students’ vocabulary and Tahajjud habit
achievements before implementing Chain SMS in Tahajjud time and
after implementing it.
In improving students’ vocabulary, the researcher could see the
progress or improvement of it. It was figured in this graphic and table
below.
Figure 7 Differences of Test Result
Based on the figure, there were 17 students got score less than
70 in pre-cycle and it reduced to 4 students in cycle 1 and 2 students in
cycle 2. On the other hand, there were 12 students got score more
than 70 in pre-cycle and it increased to 25 students in cycle 1 and 27
students in cycle 2. It was an increase on the number of students who
achieved equal to or more than score 70 as many as 13 students from
pre-cycle to cycle 1 and 25 students in cycle 2. It meant that there was
students’ vocabulary improvement in each cycle using Chain SMS in
Tahajjud time.
Table 1. Test Result
No Test Result
Score < 70 Score ≥ 70
Improvement
Percentage
(%)
Number
of
Students
%
Number
of
Students
%
1 Pre-condition 17 58.6 12 41.4 -
2 Post-condition 4 13.8 25 86.2 40.10%
0
10
20
30
Pre 1 2
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Cycle
Students
score < 70
Students'
Score ≥ 70
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 145
Cycle 1
3 Post-condition
Cycle 2
2 6.4 27 93.1 39.56%
Based on Table 1, it showed that there are 12 students who get
score greater than or equal to 70. It meant that the students who
obtain test score greater than or equal to 70 are less than 22 students of
the whole class and 17 students get score less than 70.
The students’ score on the cycle 1 showed that there were 25
students who get score greater than or equal to 70 and 4 students get
score less than 70. This meant that the criteria of success are achieved
because students who get test score greater than or equal to 65 are
more than 22 students of the whole class. Thus, there was an
improvement students’ vocabulary mastery.
The students’ score on the cycle 2 showed that there were 27
students who get score greater than or equal to 70 and 2 students get
score less than 70.
It meant that the success criteria of vocabulary improvement
was achieved because students who get test score greater than or equal
to 70 are more than 22 students of the whole class. Thus, there was an
improvement students’ vocabulary mastery.
In improving students’ Tahajjud habit, the researcher could see
the progress or improvement of it. It was figured in the graphic and
table below.
Figure 8 Students’ Tahajjud Habit Achievement
0
5
10
15
20
25
30
Pre 1 2
N
u
m
b
e
r
o
f
S
tu
d
e
n
ts
Cycle
Student
s' Score
< B
Wakhidi, Rakhmawati, Laila
146 IJET | Volume 5, Issue 1. July 2016
Based on the figure, there were 28 of 29 students got score less
than score B in pre-cycle to 21 students in cycle 1 and 6 students in
cycle 2 and it was reduced about 22 students. On the other hand, there
was 1 of 29 students got score more than score B in pre-cycle and it
was increased to 8 students in cycle 1and 23 students in cycle 2. It was
an increase on the number of students who achieved equal to or more
than score B as many as 22 students from pre-cycle to cycle 2. It meant
that there was students’ Tahajjud habit improvement in each cycle
using Chain SMS in Tahajjud time.
Table 2 Students’ Tahajjud Habit Achievement
No Cycle
< Score B ≥ Score B
Improvement
Percentage
(%)
Number
of
Students
%
Number
of
Students
%
1 Pre-cycle 28 96.5 1 3.4 -
2 Cycle 1 21 72.4 8 27.5 356.94
3 Cycle 2 6 20.7 23 79.3 966.00
Based on the table 4.2 and figure 4.18, it showed that there
was 1 student who get score greater than or equal to score B. It meant
that the students who obtain score greater than or equal to score B are
less than 22 students of the whole class and 28 students get score less
than score B.
The students’ score on the cycle 1 showed that there are 8
students who get score greater than or equal to score B and 21 students
get score less than score B. This meant that the criteria of success was
not achieved because students who get test score greater than or equal
to score B are still less than 75% students of the whole class. Because
of the cycle 1 the completeness criteria are not achieved, the cycle is
continued to the next cycle. Although the scores achieved did not
achieve the completeness criteria, but in this cycle, the number of
students and the Tahajjud frequency already showed a significant
improvement.
The students’ score on the cycle 2 showed that there were 23
students who get score greater than or equal to score B and 6 students
get score less than score B. This meant that the criteria of success are
Improving Vocabulary and Tahajjud Habit
Volume 5, Issue 1. Juli 2016 | IJET 147
achieved because students who get score greater than or equal to 65
are more than 22 students of the whole class. And if we compared to
the results in pre-cycle, this cycle has reached an amazing significant
improvement.
This research set out to explain the use of the Chain SMS to
improve students' vocabulary and habits Tahajjud. There are two main
questions that attempted to be answered by this research, with regard
to the result achieved in improving vocabulary and Tahajjud habit. The
first question is to know the vocabulary improvement that is achieved
by using the Chain SMS. It showed there was a significant
improvement vocabulary before and after implementation of the Chain
SMS in Tahajjud time in cycle 1and cycle 2. The achievement of
completeness criteria was achieved in the cycle 1. It meant that there
was a students’ vocabulary improvement using Chain SMS in Tahajjud
time.
The results are in accordance with the Lu research. Lu, in
Motallebzadeh, found that the group that was taught vocabulary using
mobile media better than those who use the media in a vocabulary
book in one week duration. In Motallebzadeh, Thornton and Houser
also revealed that the groups using mobile media has reached a
vocabulary more than the group using the email medium (2011: 112).
And it is also in accordance with the results of the Abas research. Abas
stated that SMS could improve the vocabulary ability which better than
using audio and video medium (Abas, et al, 2011: 169).
The second research question focused on improving students’
Tahajud habits. The results showed that the use of Chain SMS in
Tahajjud time can improve students' Tahajjud habit. Based on the
number of whole students who done Tahajjud, using this method
provided a dramatic improvement in improve students’ Tahajud habit.
And based on the Tahajjud frequency, this method showed a
significance improvement. The results also showed that to complete
the completeness criteria Tahajjud needed a greater effort because it
involved the parents’ role for guiding students to carry out Tahajjud.
This research was not without limitations. The limitation was
that the study did not specifically identify how often students learn
vocabulary by phone. Considering to the importance of repetition for
Wakhidi, Rakhmawati, Laila
148 IJET | Volume 5, Issue 1. July 2016
improving vocabulary, the research could not explain whether they use
mobile phones for at a different time and place.
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