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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 02 No. 01, March 2021, pp. 344 - 352 

Available online at: 

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The use of seamless learning strategy on student vocabulary mastery 

Muhammad Berlin Al Ausi1, M Luthfi Abdillah2 

English Lecturer, English Department, Institut Keislaman Abdullah Faqih Gresik 
berlindoeng@gmail.com

1
, luthfiabdillah07@gmail.com

2
 

 

ABSTRACT 
This study aims to see empirical evidence of the effect of unlimited learning on students' vocabulary mastery. 
Researchers used experiments in class 1 MTs Darussalam Gapluk Purwosari Bojonegoro. It aims to 
increase students' awareness by expanding their room from home and school to their everyday lives. 
Seamless learning allows for continuous learning experiences in several environments, such as school or 
home, while seamless learning is spread across multiple environments. Seamless learning is a flawless 
network where learning takes place anywhere and anytime. Some of the benefits of using a seamless approach 
include: 1) students can study classes and time without limits, 2) students can study at any time, and 
anywhere 3) integrated learning between formal and non-formal education. Based on the post-test outcome, 
the average post-test score was 82.6667, while the pretest average was 52000. It means that the average 
post-test is 52000. The score is higher than the Pretest. 
 
Keywords: seamless learning, vocabulary mastery. 

 

I. INTRODUCTION 

Vocabulary is one of the word 

expressions that should be learned. 

Vocabulary is crucial because we can talk, 

distance, and listen to learn vocabulary first. 

Lack of encouragement and most learning 

systems in English vocabulary also makes it 

difficult for students to understand and 

master English (Wu, 2018). As a result, to 

help students learn English vocabulary in an 

ever-evolving period, teachers need to update 

their time and adapt it to their teaching. 

Mobile and Internet technologies help 

formal and informal study processes, 

individual and social, and physical and 

virtual learning environments (Wong & 

Looi, 2011), which are conducive to 

"boundless research-based science learning" 

or "boundless scientific research" (Song & 

Kong, 2014). 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:berlindoeng@gmail.com
mailto:luthfiabdillah07@gmail.com


 

345 

 

In this sense, educators support a 

paradigm change from teaching-centered 

teaching to instruction-centered learning. 

The latter approach helps learners to develop 

skills in the 21st century through daily 

learning. Twenty-first-century skills include 

a wide variety of general skills required to 

overcome the daily challenges of the twenty-

first century, including analysis skills, 

critical thinking skills, communication 

skills, and teamwork skills (Kong & Song, 

2013). Good quality self-study will lead to 

heated communication, debate, and 

improved problem-solving skills(Yarbrough, 

2018)(Hwang, Lai, & Wang, 2015) 

Good quality self-study will lead to 

heated communication, debate, and 

improved problem-solving skills. As a result, 

in the reverse classroom process, students 

behave as Productive learners and use expert 

assistance to explain relevant 

concepts(Masriadi, 2019). This method is 

beneficial at this time for students to learn, 

particularly now that the coronavirus has 

not yet been resolved. School teachers should 

create meaningful Learning experiences 

intended to help students understand 

fluently and quickly, in particular, to link 

what they have learned in school with What 

they've encountered in their everyday lives. 

Some of the benefits of using a seamless 

approach include: 1) students can study 

classes and time without limits 2) students 

can study at any time, and anywhere 3) 

integrated learning between formal and non-

formal education(Hamid, Setyosari, & 

Kuswandi, 2019).  

II. LITERATURE REVIEW 

A. Seamless learning 

Seamless learning is described as a 

continuous learning experience in various 

contexts(Chan et al., 2006). It aims to 

enhance students' awareness by extending 

their room from home and school to their 

everyday activities (Song, 2018). Seamless 

learning allows continuous learning 

experience in several settings, such as school 

or home(Milrad et al., 2013), while seamless 

learning is spread through various 

environments (Toh, So, Seow, Chen, & Looi, 

2013). Seamless learning is seamless 

networking, where learning occurs 

anywhere and at any time (Safiah, Degeng, 

Setyosari, & Ulfa, 2020). 

Seamless learning refers to the 

seamless integration of the learning 

environment in several dimensions, 

including formal and informal learning 

contexts, individual and social learning, and 

the physical and virtual world (Toh et al., 

2013) through various processes and spaces. 

Study (inside or outside the classroom). 



 

346 

 

Combines the two learning models and 

combines the two, optimizing the benefits of 

each environment. It improves students' 

learning tasks through structured and 

interactive learning (L. H. Wong & Looi, 

2011).  

Thus, learning that utilizes seamless 

learning can assist students in completing 

assignments and learning experiences in an 

informal environment that impacts overall 

student achievement (L.-H. Wong, 2013). 

Thus formal and informal learning 

complements each other in achieving 

learning objectives. 

It also underlines the need to design 

activities both inside and outside the 

classroom. In addition, it allows students to 

apply the skills they have gained in school to 

daily life. The seamless learning model is 

continuously applied both in terms of time, 

location and meaning. It is important to 

design seamless learning by the Islamic 

economic system to realize the learning 

process. It is necessary to use seamless 

learning to help students understand the 

vocabulary that is blocked by structures and 

spaces, and the approach will "sew" two 

different dividers. 

B. Vocabulary Mastery 

Vocabulary is the cumulative number 

of words that students have learned to create 

a language of communication(Kholis & Aziz, 

2020). The role of vocabulary in foreign 

language learning cannot be ignored. A rich 

vocabulary can help students learn English 

and their four fundamental skills., which 

involve listening, speaking, reading, and 

writing. The value has been demonstrated by 

Thanh Huyen & Thi Thu Nga(Rohani1 & 

Pourgharib, 2013), who describe vocabulary 

as a language aspect combining four language 

skills, like listening, speaking, reading and 

writing while studying a foreign language. In 

addition, (Hornby, Gatenby, & Wakefield, 

1963) defines vocabulary in 3 directions, 

which includes (a) the total number of terms 

that make up the language; (b) any word that 

a person knows or uses in books, subjects, 

etc. (c) a list of words having their 

meaning(Richards & Renandya, 2002). The 

value of vocabulary has been noted, stating 

that vocabulary plays an important role in 

learning foreign languages and that language 

skills can influence how well learners speak, 

listen, read, and write. (Utami, 2014), 

however, it underlines the value of 

vocabulary for communication by asserting 

that communication at the survival level can 

occur very intelligently when people simply 

put words together-without applying any 

grammar rules. It was once. In this sense, 

vocabulary is considered one of the key 

factors that offer a lot of power to people's 



 

347 

 

communication(Ikhlas, 2019). Therefore, 

vocabulary should be an integral aspect of 

language learning, and a great deal of focus 

should be placed on putting it into effect. 

III. METHOD 

In this exploration, the scientist used 

quantitative analysis that implemented a 

pretest plan with one Pretest and post-test 

structure and non-randomized. (Suen & Ary, 

1983) argues that experimental research is 

the only discovery approach that can 

evaluate the theory of cause and effect 

relationships. This research design would 

like to address classroom problems related to 

learning the language of instruction. The 

Pretest was offered to the under-study before 

treatment. The post-test was given to the 

post-treatment undergraduates to find out 

the motivation of students and students' 

skills in writing descriptive texts. 

The design suggests that the instructor 

gave them a pretest before using seamless 

and then gave them a post-test after 

promoting seamless everyday use. 

A. Population and sampling 

This exploration is the first grade of 

Mts Darussalam Gapluk Purwosari 

Bojonegoro that consists of 30 students. 

B. Data collection 

In this study, researchers used a 

questionnaire and Pretest, and post-test. The 

researcher made 15 statement items related 

to unlimited learning in vocabulary mastery. 

Researchers also collected information on 

Pretest and post-test ratings. Specialists give 

a pretest before the learning process and 

provide a post-test after the learning 

procedure is complete. 

C. Data analysis technique 

After collecting the information from 

the questionnaire and the Pretest and post-

test scores, the researcher analyzed the 

information. The researcher used a 

quantitative analysis approach using a 

statistical method. This technique is used to 

consider the extraordinary distinction in 

vocabulary abilities of students before and 

after smooth learning. The researcher used 

the application of IBM SPSS Statistics for 

windows to analyze data. 

In the analysis of the results, the 

researcher checked the normality before 

measuring the t-test to assess the normal 

distribution. 

IV. RESULT 

This section presents the subtleties of 

the inquiry and the details obtained during 

the information analysis process. Look at the 

mastery of vocabulary before and after using 



 

348 

 

seamless learning by using a t-test. Before the 

t-test was computed, the analyst tried the 

normality of the details. 

A. Pretest 

Pretest that given to the students 

before applying seamless learning on 

vocabulary mastery. The result of the 

students' score in the Pretest can be seen as 

follows: 

 N Mini

mum 

Maxi

mum 

Mean Std. 

Devia

tion 

PRETEST 
30 40,00 70,00 52,0000 8,469

01 

Valid N 

(listwise) 

30     

 

B. Post-Test 

Post-test that is given to the students 

after applying seamless learning. The post-

test is done to know about the final score and 

the differences before and after applying 

Cooperative-project based online learning. 

The result of the students' score in Post-Test 

can be seen as follows: 

 

 N Mini

mum 

Maxi

mum 

Mean Std. 

Deviatio

n 

POSTTEST 30 70,00 90,00 82,6667 6,91492 

Valid N 

(listwise) 

30     

 

C. Final Inquiry 

In this study, the researcher used T-

Test to analyze and detect differences 

between Pretest and post-test. 

Paired Samples Statistics 

 Mean N Std. 

Deviation 

Std. 

Error 

Mean 

Pair 1 
PRETEST 52,0000 30 8,46901 1,54622 

POSTTEST 82,6667 30 6,91492 1,26249 

 

The Pretest and post-test speaking 

scores are shown in the table to react to the 

purpose of this report. Referring to Table 1, 

30 students participated in this study. The 

results show that the student's average 

pretest score is 52,0000, and the average 

post-test score is 82.6667. As shown in Table 

1, the statistical analysis results show that 

there are significant differences between pre-

and post-test scores. The findings support 



 

349 

 

the hypothesis that "the effect of seamless 

learning on vocabulary mastery." 

 

 Paired Differences t df Sig

. 

(2-

tail

ed) 

Mea

n 

Std. 

Devi

ation 

Std. 

Error 

Mea

n 

95% 

Confidence 

Interval of the 

Difference 

Lower Upp

er 
   

Pair 

1 

PRET

EST- 

POST

TEST 

-

30,66

667 

10,14

833 

1,852

82 

-

34,456

11 

-

26,87

722 

-

16,55

1 

29 ,00

0 

 

From the table, the value to be 

considered (Sig. 2 followed) is 0.000, the 

value <0.05, then the critical value and the 

value obtained is -16,551 at the fundamental 

level of 0.05 and the level of opportunity 34. 

It indicates there is something to be 

considered in seamless learning. (Field, 

2004)explains, "If the value is less than 0,05, 

the mean of the two conditions is 

substantially different." 

V. DISCUSSIONS 

Concerning research conducted in the 

first grade of Mts Darussalam Gapluk 

Purwosari Bojonegoro, it is considered that 

there is a major difference between student 

vocabulary mastery taught using seamless 

learning and those taught not using seamless 

learning. Based on the findings of the post-

test estimate, the average post-test score was 

82.6667, while the pretest average was 

52000. It means that the post-test average 

score is higher than the Pretest.  

Researchers have found that there was 

a major impact of smooth learning on 

vocabulary mastery. It can be seen from the 

test hypothesis that indicates the existence 

of Sig. (2 tailed) 0.000 lower than the 0.05 

degree of importance. It means that Ha is 

welcomed while Ho is denied. 

VI. CONCLUSION 

Based on the results of the research and 

discussion mentioned, it can be concluded 

that there are differences in vocabulary 

learning among students. It appears to be 

shown that the significant value (Sig. 2 

tailed) is 0.000, the value is <0.05, so it is 

significant. 

As seen from the post-test results, most 

students are more advanced in their learning 

process—proven evidence in the table 

indicating good outcomes. 

The findings have shown that seamless 

learning can enhance learning outcomes. It is 

consistent with the findings of research 

conducted by (Song & Kong, 2014)which 



 

350 

 

show that learning experiences using 

seamless learning can improve learning 

outcomes. Furthermore, seamless learning is 

also successful in enhancing field 

observation efficiency(Hung, Hwang, Lin, 

Wu, & Su, 2013). There is a consistency of 

learning experiences in different situations 

or environments of smooth learning. 

Seamless learning architecture tends to 

affect awareness of the student's overall 

progress(L.-H. Wong, 2013). Informal 

learning allows the group to assist in the 

teaching of digital social skills of students. 

When in social interaction, students appear 

to gain a deeper understanding of the 

concepts taught(Alcántara, 2014) 

Interviews with students and the 

community on the benefits of using 

mobile/cellular technologies were performed 

in the design of informal learning (L.-H. 

Wong, 2013). Cell phones are designed to 

meet users' needs and across formal and 

informal boundaries (Impedovo, 2011). There 

are many benefits associated with mobile 

devices, such as portability, timeliness, 

independence, and encouragement to 

learn(Zakaria, Abas, Masrom, Mohdali, & 

Mohamed, 2019). There are two features of 

cellular learning: 1) the ability to take place 

in a mobile environment and 2) the ability to 

recreate student learning skills(L.-H. Wong, 

2013). 

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