Backup Skripsi

THE EFFECTIVENESS OF TIK-TOK APPLICATION TOWARD
STUDENTS MOTIVATION IN LEARNING VOCABULARY AT 7th

GRADE IN SMP HKBP SIDORAME MEDAN
A THESIS
Submitted to English Department Teacher Training and education Faculty of

HKBP Nommensen University Medan is Fullfilment on The Requirements
for The Degree of Sarjana Pendidikan (S-1)
By:
JUNIARTI RISMAULI
Register number : 19120019
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
NOMMENSEN HKBP UNIVERSITY
MEDAN
2023
A THESIS

HKBP Nommensen University Medan is Fullfilment on The Requirements for The
Degree of Sarjana Pendidikan (S-1)
Oleh:
Nama : Juniarti Rismauli

Npm : 19120019
Jurusan : Bahasa Inggris
Prodi : FKIP
Jenjang : Strata 1 (S-1)
Disetujui Oleh:
Dosen Pembimbing I Dosen Pembimbing II
(Dr.Kammer Tuahman Sipayung,M.Pd) ( Carolina Pakpahan, S.Pd,M.Pd)
Ketua Program Studi
(Dr.Nenni Triana Sinaga,S.S.,M.Pd)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS
UNIVERSITAS HKBP NOMENSEN
MEDAN
2023
HALAMAN PENGESAHAN

NAMA : JUNIARTI RISMAULI

NPM : 19120019
PROGRAM STUDI : PENDIDIKAN BAHASA INGGRIS
JENJANG : STRATA 1 (S-1)
Dinyatakan telah mengikuti ujian akhir (Meja Hijau) dan telah memenuhi syarat
memperoleh gelar SARJANA PENDIDIKAN (S.Pd)
Medan, 2023
Panitia Ujian Akhir Meja Hijau
Dosen Penguji I Dosen Penguji II
(Fenty Debora Napitupulu,S.Pd.,M.Pd) (Usman Sidabutar, M.Hum)
Dekan FKIP UHN Medan Ketua Program Studi
(Dr. Mula Sigiro,M.Si.,Ph.D) (Dr.Nenni Triana Sinaga,S.S.,M.Pd)

TELAH DIREVISI SESUAI DENGAN SARAN DAN PERMINTAAN
DOSEN PENGUJI I DAN II PADA SIDANG MEJA HIJAU GELOMBANG
PERTAMA, 25 AGUSTUS 2023
NPM : 19120019
Fakultas : FKIP
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Tik-Tok application
Toward Sudents Motivation in Learning Vocabulary at 7th grade In SMP
HKBP Sidorame Medan
Disetujui Oleh:
Dosen Penguji I Dosen Penguji II
(Fenty Debora Napitupulu,S.Pd.,M.Pd) (Usman Sidabutar,M.Hum)
Pelaksana Ka.Prodi Bahasa Inggris
MEDAN
2023
SURAT KETERANGAN UNTUK MENGIKUTI MEJA HIJAU
NPM : 19120019
Fakultas : FKIP
Judul Skripsi : The Effectiveness of Tik-Tok application
Toward Sudents Motivation in Learning Vocabulary at 7th grade In SMP
HKBP Sidorame Medan
Disetujui Oleh:
(Dr.Kammer Tuahman Sipayung, M.Pd) (Carolina Pakpahan, S.Pd,M.Pd)
Pelaksana Ka.Prodi Bahasa Inggris
MEDAN
2023
LEMBAR PENGESAHAN BIMBINGAN
A THESIS

HKBP Nommensen University Medan is Fullfilment on The Requirements for
The Degree of Sarjana Pendidikan (S-1)
By:
JUNIARTI RISMAULI
Register number : 19120019
Disetujui Oleh:
(Dr.Kammer Tuahman Sipayung,M.Pd) ( Carolina Pakpahan, S.Pd,M.Pd)
Ketua Program Studi
MEDAN
2023
BERITA ACARA BIMBINGAN PENULISAN SKRIPSI

NPM : 19120019
Judul Skripsi : The Effectiveness of Tik-Tok Application Toward
Students Motivation in Learning Vocabulary at 7th grade in
SMP HKBP SIDORAME MEDAN
Dosen Pembimbing 1 : Dr. Kammer Tuahman Sipayung, M.Pd

No Tanggal Tempat Topik Paraf Pembimbing
pertemuan Bimbingan
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Medan,
Ka.Prodi Pendidikan Bahasa Inggris
(Dr.Nenni Triana Sinaga, S.S.,M.Pd)
BERITA ACARA BIMBINGAN PENULISAN SKRIPSI

NPM : 19120019
Judul Skripsi : The Effectiveness of Tik-Tok Application Toward
Students Motivation in Learning Vocabulary at 7th grade in
SMP HKBP SIDORAME MEDAN
Dosen Pembimbing 1 : Carolina Pakpahan, S.Pd, M.Pd
No Tanggal Tempat Topik Paraf Pembimbing

pertemuan Bimbingan
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Medan,
Ka.Prodi Pendidikan Bahasa Inggris
(Dr.Nenni Triana Sinaga, S.S.,M.Pd)
PERNYATAAN
Judul Thesis
Dengan ini saya menyatakan bahwa skripsi ini disusun sebagai syarat untuk
memperoleh gelar sarjana pendidikan (S.Pd) pada program pendidikan Bahasa
Inggris Fakultas Keguruan Ilmu Pendidikan (FKIP) Universitas HKBP
Nommensen Medan adalah benar hasil karya sendiri.
Adapun pengutipan yang saya lakukan pada bagian-bagian tertentu dari hasil
karya orang lain dalam penulisan skripsi ini saya cantumkan sumbernya secara
jelas sesuai dengan norma, kaidah dan etika penilisan ilmiah.
Apabila di kemudian hari ternyata ditemukan seluruh atau sebagian skripsi
ini bukan hasil karya saya sendiri atau adanya plagiat dalam bagia tertentu, saya
bersedia menerima sanksi sesuai dengan peraturan yang berlaku.
Medan, 2023
Yang Menyatakan
Juniarti Rismauli
ACKNOWLEDGEMENTS
The writer's gratitude goes to God Almighty, because of His blessings and
grace the writer can finish the thesis with the title " The Effectivenes of Tik-Tok
Application Toward Students Motivation in Learning Vocabulary at 7 th
Grade in SMP HKBP SIDORAME MEDAN". This thesis is the final project
submitted to fulfill the requirements for obtaining a Sarjana Pendidikan (S.Pd) at
English Department, Faculty of Teacher and Training Education, University of
HKBP Nommensen Medan.
The writer realizes that the preparation of this thesis would not have been
possible without the help and encouragement from various parties. Therefore, on
this occasion, the writer would like to express her thank and gratitude to:
1. Dr. Kammer Tuahman Sioayung M.Pd as the first consultant for the
guidance, advice, critics, comments and the time given in processing finish
this thesis.
2. Carolina Pakpahan, S.Pd., M.pd as the second consultant for the guidance,
advice, critics, comments, and the time given in processing finish this thesis.
3. Dr. Nenni Triana Sinaga, S.S., M.Pd as the head of the English Teaching
Department for his management department, worthy guidance, generous time,
best advice and comments given in arrangement of this thesis.
4. All the lecturers of the English Department and all the staff’s
administration FKIP for teaching and giving information in this university.
5. Dr. Mula Sigiro, M.Si., Ph.D. as the head of the Faculty of Teacher and
Training at the University of HKBP Nommensen Medan.

6. Her beloved and amazing father, Hasoloan Sihombing who has given love,
attention, motivation, advice, and material and never stops praying for
researchers, so that the writer can finish his study and finish his thesis well.
7. Her beloved and amazing mother, Ramla Rita Lumban Raja who has given
love, attention, motivation, advice, and material and never stops praying for
researchers, so that the writer can finish his study and finish his thesis well.
8. Her beloved brothers, Irvan Manangap Sihombing with his wife Rosinta
Butar-butar, Lambok Sayan Sihombing with his wife Mei Sara Carolina
Br.Nadeak, Andri Efendi Sihombing with his wife Merry Sibarani, then
her beloved youngest sister Evalenta Sihombing, who always support with
financial or spiritual the researcher, when doing the research and until
finishing this thesis. Thank you for all your kindness.
9. Her gorgeous best friend, Erlina Sitorus, Sawina Lusiana Sitanggang, Sari
Raviala Br. Silaban, Agnes Prianti Sianturi, Juniarti Aritonang, S.Kom,
Arifin Nainggolan, and Salman Naibaho who always heard the stories
happy or sad about the researcher and helped the researcher when finishing
her thesis.
10. Her love friend, Enjel Vania Sitinjak, Masta Magdalena Silalahi, Nona
Sony Manihuruk, who always together since the first semester. Thank you
for the happiness and sadness that have passed away.
11. Thankful to her friends at HKBP Nommensen University especially for
Group A’19. Thank you for your friendship as long as study at this university.
12. All parties that the writer cannot mention one by one, who have helped the
researcher to finish this thesis. Thank you for all your kindness.
13. The researcher thanks to herself for being strong, love herself and always
healthy as long in college and finishing the thesis.
14. The last but not least to her beloved idol BANGTAN SONYEONDAN (BTS)
who always gave her motivation to continue her through their songs.
Medan, August 2023
The researcher
Juniarti Rismauli
NPM: 19120019
ABSTRACT
Rismauli, Juniarti. 2023. The Effectiveness of Tik-Tok application Toward Students

Motivation in Learning Vocabulary at 7th grade in SMP HKBP Sidorame Medan
A Thesis
This study aims to determine the effectiveness of the tik-tok application on students'
motivation in learning vocabulary in class VII students of SMP HKBP SIDORAME
MEDAN. This study used two groups, namely class VII -1 with a total of 20 people as
the experimental group and class VII -2 with a total of 20 people as the control group.
This type of research is quantitative with an experimental approach. Data collection
technique using a questionnaire (questionnaire). Data analysis technique using validity,
reliability and independent sample t-test. The results of the study showed that there were
differences in students' motivation in learning vocabulary using the tik-tok application
with students who used conventional learning. This was evidenced from the results of the
questionnaire test for class VII -1 students using tik-tok could increase students'
motivation in learning vocabulary with a value of 78 up to 89 while class VII -2 without
using tik-tok with a value of 54 to 65 . The conclusion of this study can be proven by the
results of the coefficient sig = 0.00 <0.05 and t-count 20.577 > 0,6021 t-table with Ho
being rejected and Ha being accepted. Thus the use of tik-tok on students' motivation in
learning vocabulary at 7th grade in SMP HKBP SIDORAME MEDAN was declared
effective. Suggestions for this study, for teachers the tik-tok application can be used as an
alternative in increasing motivation in learning vocabulary so that students get used to
being active in learning activities, students should not need and be afraid to try to put
their creative ideas into practice.
Keywords: Effectiveness, tick-tock application, motivation
TABLE OF CONTENT
TABLE OF CONTENT...................................................................................i
CHAPTER I.....................................................................................................1
INTRODUCTION...........................................................................................1
1.1 The Background of Study........................................................................1
1.2 The Problems of Study.............................................................................3
1.3 The Objectives of Study...........................................................................4
1.4 The Scope of Study..................................................................................4
1.5 The Significance Of The Study................................................................4
CHAPTER II...................................................................................................6
REVIEW OF RELATED LITERATURE....................................................6
2.1 Theoretical Framework............................................................................6
2.1.1 Definition of vocabulary.......................................................................6
2.1.2 Kinds of Vocabulary............................................................................7
2.1.3 Teaching Vocabulary............................................................................9
2.1.4 Motivation...........................................................................................12
2.1.5 Kinds of Motivation............................................................................13
2.1.6 Tik-tok Applications..........................................................................14
2.1.7 Profile of Zelynafah...........................................................................17
2.2 Previous Research..................................................................................18
2.3 Conceptual Framework..........................................................................21

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2.4 Hypothesis..............................................................................................22
CHAPTER III................................................................................................24
RESEARCH METHODOLOGY................................................................24
3.1 Research Design.....................................................................................24
3.2 Population and Sample...........................................................................25
3.2.1 Population............................................................................................25
3.2.2 Sample.................................................................................................26
3.3 Experimental Research...........................................................................27
3.4 Research Variables.................................................................................27
3.5 The Instrument of Collecting Data.........................................................28
3.6 The procedure for collecting data...........................................................29
3.7 Scoring technique...................................................................................31
3.8 The technique of Analyzing Data...........................................................31
CHAPTER IV................................................................................................33
DATA, DATA ANALYSIS, FINDINGS AND DISCUSSION..................33
4.1 Data........................................................................................................33
4.2 Data Analysis.........................................................................................37
4.2.1 Testing The Hypothesis.......................................................................40
4.3 Research Findings..................................................................................40
4.4. Research Discussion..............................................................................44
CHAPTER V CONCLUSSION AND SUGGESTION.............................48
5.1 Conclusion..............................................................................................48
5.2. Suggestion.............................................................................................48
REFERENCES..............................................................................................49
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APPENDIXES...............................................................................................52
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CHAPTER I
INTRODUCTION
1.1 The Background of Study
Direct instruction in vocabulary should take place throughout class
activities. It is just as crucial as other abilities like speaking, listening, reading,
and writing. “Vocabulary knowledge is frequently seen as a crucial tool for a
second language”, according to ,(Alqahtani, 2015,p.2).
Before producing English vocabulary in speaking or writing, students
must first master it. Then, teachers play a crucial role in exposing students to a
broad range of unfamiliar words. If they don't want to learn it, the new words are
still introduced successfully. Learning vocabulary turns into a challenge that
motivated students will work to solve, whereas uninspired students refuse to even
try to learn it (Grogan et al., 2018). Additionally, one of the factors that affects
pupils' success in learning vocabulary is motivation. Teachers must therefore give
pupils with media that might inspire them and pique their interest in learning
English vocabulary.
Students now frequently learn new words in daily life using various internet
tools, the majority of which are social media platforms. We are all aware that the
phenomena of student social media use exists. The younger generation today
becomes famous on their own. It is quite evident that social media plays a
significant part in enticing people to spend hours on it. Social media today comes
in a wide variety and is used by many people. Among the wide range of online
communication tool, Tiktok have emerged as the most cutting-edge and appealing
platforms for bringing people together around the globe.

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Tik-tok is a platform that features 15s video streams in which are
entertainment based (Basch et al., 2022). Tik-tok is a social media as an
audiovisual medium, that is, a medium that can be seen and seen can hear Tik-tok
is an application that provides special and unique effects to create one. An
interesting short video. The Tik-tok application is a social network and music
video platform. Tik-tok was launched in September 2016 and It has established
itself as the most downloaded application.
In learning, motivation plays a significant influence. Student achievement is
correlated with their mentality, emotions, and behavior. Students that struggle in
school exhibit low levels of motivation. teachers require in order to improve
student achievement motivation, support should be given in the form of rewards
or reinforcement for his accomplishments, focus should be paid to awareness,
feedback should be given, and students should feel capable.
Therefore, motivation in learning can be divided into two categories;
intrinsic motivation and extrinsic motivation. (Denpasar, 2020) stated that
intrinsic motivation comes from within individual. The source of motivation is
internal rather than coming from benefits from the outer world, such as money or
grades. Students that are intrinsically motivated would like the task itself or the
sensation of accomplishment upon finishing or even beginning a task. “extrinsic
motivation is the result of any number of outside factors”. These external
elements include rewards and penalties. Extrinsic motivation does not imply that a
student will not find studying or completing a task enjoyable. It simply means that
even when the activity at hand bears little to no appeal, individuals will still be
motivated by the pleasure they anticipate from some external reward.
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Based on the explanation above, the researcher chose to conduct research
on tik-tok because based on the point of view of the researcher, tik-tok can be
used as a learning medium that can motivated students to learn English, especially
vocabulary, besides that many people think that tik-tok has an influence negative
for children's learning. therefore the researcher intends to provide an
understanding that tik-tok also has positive things in student's learning, for
example in learning vocabulary, they can see videos that present vocabulary
material so that they enjoy the learning process more fun and not monotonous
with books. besides that the tik-tok application is an application that is very
widely used by people around us, therefore researchers want to find out whether
the use of the tik-tok application can motivated the students to learning English
especially vocabulary. Based on the reasons above, the researcher intends to
conduct a research on the Tik-tok Application toward students motivation with the
title: The effectiveness of tik-tok application toward students motivation in
learning vocabulary at 7th grade in SMP HKBP SIDORAME MEDAN.
1.2 The Problems of Study
Based on the background described above, the problem revealed in this
study is as follows:
How is the effectiveness of using Tik-Tok applications toward students'
motivation in learning vocabulary at 7 th grade in SMP HKBP SIDORAME
MEDAN?
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1.3 The Objectives of Study
In accordance with the problem study, the objectives of this study are:
To find out the effectiveness of tik-tok applications toward students
motivation in learning vocabulary.
1.4 The Scope of Study
The scope of study, the writer limited this study as follows :
1. The topic is limited to the effectiveness of tik-tok applications towards
students motivation in learning vocabulary
2. learning vocabulary by zelynafah tiktok channel
3. The study is experimental study
4. The population is limited to the 7 th grade of SMP HKBP SIDORAME
MEDAN.
1.5 The Significance Of The Study
By doing the study, the writer hopes that :
A. For the writer
The researcher hopes that the result of the investigation will be useful and
to improve the knowledge about the effectiveness of tik-tok application
towards students motivation in learning vocabulary .
B. For the teacher
The researcher hopes that the result of this research can improving the way
how the teacher teach.
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C. For the students
The researcher hopes that the students will enjoy following the English
class. They will be easy to understand and to memorable, so that why , it
can improve their vobulary.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
When performing a search, it is very important to clarify all terms relevant
to the search in order to have a clear view of the scene. Terms can serve to give a
limited concept a special meaning in a certain context. They should be interpreted
theoretically to avoid misunderstandings among the author who will elaborate on
important terms for the purposes of this study.
2.1.1 Definition of vocabulary
According to (Hussain, 2018) vocabulary is: (a) The total number of words
that make up a language, (b) Body words know to person or use in a book,
subject, (c) List of words with their meaning, especially are which accompanies a
text book: in a foreign language.
According to the dictionary of Good (Surmanov, 2020), vocabulary is: (a)
The content and function words of language, which are learned so thoroughly that
they become a part of a child‟s understanding, speaking, and writing vocabulary,
(b) The words having meaning when heard or seen even though produced by
individual himself to communicate with others.
According to (Sitinjak et al., 2022), vocabulary was a basic component
that was crucial tolearned when the students want to study about foreign
language. Without having vocabulary, students cannot verbally or writing in
conveying their feelings to another people.
6
Vocabulary learning is an essential part in foreign language learning as the
meanings of new words are very often emphasized, whether in books or in
classrooms. Vocabulary is a linguistics element of language skills (Sipayung,
2021). Vocabulary is the basis for learning a foreign language (Sinaga et al.,
2023).Vocabulary is more complex than the existing defenition.Vocabularies a
sum of words that are used by and understood by students.. vocabulary is part of
the language system that people used to communicate which consists of a
large collection of items (Pakpahan, 2019).
On the other hand, vocabulary is defined as a word list compiled from
certain alphabets with their meaning . In addition, vocabulary can also be defined
as the number of words used to communicate another. Many also have special
connotations that make a difference meaning. In addition, vocabulary is one of the
most important components in English, which helps students to understand the
text.
The writer came to the conclusion that vocabulary is the word that has the
meaning and function of a language, or that vocabulary is the total number of
words that are used to communicate in all aspects of human relationships.
2.1.2 Kinds of Vocabulary
According to (Putri, 2022) “There are two kinds of vocabulary. They are
perceptive and productive vocabulary. Receptive vocabulary refers to the words
that native speakers and foreign learner recognize and understand but hardly ever
use, it is used passively in either listening or reading. Productive vocabulary is
utilized actively either in speaking or writing”. His vocabulary for listening is
typically larger than his vocabulary for speaking, and his vocabulary for reading is
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typically larger than his vocabulary for writing. Thus, it may be said that
vocabulary instruction can be divided into four sections. They are vocabulary for
reading, vocabulary for listening, vocabulary for speaking, and vocabulary for
writing. Reading vocabulary is made up of words that readers come across when
reading. When people converse with one another or watch or listen to the radio or
television, they are using their listening vocabulary. Speaking vocabulary consists
of the terms individuals use in conversation and daily life. The final category is
writing vocabulary, which includes words used when writing essays, reports,
letters, etc.
In relation to kinds of vocabulary, (Putri, 2022) stated that there are four
kinds of vocabulary in the text:
1) Words with high frequency. These words make up over 80% of the text's
running words;
2) Academic terminology. These terms typically account for 9% of the text's
running words;
3) Special terms. These words make up roughly 5% of the text's running words;
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4) Words with low frequency. These are the moderately frequent words that
missed out on the list of frequent terms. They account for more than 5% of the
words in academic writing.
According to (Fachrozi et al., 2021) “There are seven classifications of basic
vocabulary”.
Basic vocabulary focuses on words that may be borrowed from other languages.
As follows:
8
1) Kinship: father, mother, son, daughter, brother, sister, etc.
2) Parts of the body: hand, hair, nose, etc.
3) Pronouns: I, you, we, they, she, etc.
4) Numbers: 1, 2, 3, 4, 5, etc.
5) Verbs: walk, eat, drink, sleep, etc.
6) Adjective: sad, happy, angry, etc.
7) Universal matters: water, land, sun, moon, animals, etc.
National Reading Panel (Kelso, 2022) identified four types of vocabulary
listening vocabulary, speaking vocabulary, reading vocabulary and writing
vocabulary. All the words people can hear when listening to speech are considered
to be in their listening vocabulary. The context and tone of voice help to increase
the size of this vocabulary. All of a person's verbal vocabulary is what they can
use to speak. Words are frequently misused when speaking since the vocabulary is
spontaneous. Even if it is minimal and inadvertent, this misuse can be made up for
through gestures, tone of voice, or facial expressions. A list of words or
vocabularies that readers employ is known as their reading vocabulary. The last is
writing vocabulary, which includes all the words people employ to communicate
their ideas in written form. To put it another way, vocabulary is developed for
each skill function and its associated usage.
2.1.3 Teaching Vocabulary
It is important to know the art of teaching vocabulary. Some vocabulary
teaching techniques (Elyas & Alfaki, 2014) are:
1. Translation - a simple and fast way that teachers use to achieve their goals.
learning english When a student wants to change his mother tongue Some words
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may be difficult to translate. There is no structural equivalent in these two
languages.
2. Sentence Technique: In this technique, sentences are constructed in a way that
clearly conveys the meaning of new words. For example, to teach the meaning of
the word "enormous," a teacher might use the sentence, "The elephant was
enormous, towering over the trees and casting a shadow on the entire field." By
providing a descriptive sentence with context, students can understand the
meaning of the word and its usage.
3. Realia: Realia is a technique where teachers use real objects or materials in the
classroom to facilitate vocabulary instruction. By bringing in actual objects related
to the target vocabulary, students can have a more tangible and concrete
understanding of the words. For instance, if the lesson is about clothing
vocabulary, the teacher can bring in different items of clothing such as a shirt,
pants, shoes, and demonstrate their use and function. However, it is important to
note that this technique has limitations as certain objects may not be feasible to
bring into the classroom, such as items from a plane. In such cases, smaller
objects like pens, notebooks, or clothes can be used as substitutes to enhance
students' understanding of vocabulary related to those objects.
4. Drawings and memes are effective tools that teachers can utilize to teach
vocabulary meanings. By visually representing new words through drawings,
teachers can provide a clear and memorable image for students to associate with
the vocabulary item. This can be done through various means, such as displaying
pictures, wall paintings, or using flashcards.
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When teaching vocabulary related to concepts like "house," "room," "fruit," or
"market," students are encouraged to use images to facilitate their understanding.
These visual representations make it easier for students to grasp the meaning of
the words, as they can visually connect the word with its corresponding object or
concept.
Memes can also be a valuable resource for teaching vocabulary,
particularly for action verbs like "swim," "sit," "walk," and others. Through
memes, students can see humorous or relatable images that depict the action,
making it more engaging and memorable for them. Moreover, students can even
act out the verbs in front of the class, providing a practical and interactive way to
reinforce their understanding.
Additionally, it is important to note that different vocabulary mastery
standards exist for each level, as outlined by the Ministry of Education. These
standards serve as guidelines for teachers to ensure that students achieve the
appropriate level of vocabulary proficiency based on their grade or educational
level (Department of National Education, 2004).
 Mastery of 500 to 1,500 words: This level is applicable for beginner-level
readers in elementary to high school. Students at this level are expected to
have a command of approximately 500 to 1,500 words, which enables
them to understand and engage with age-appropriate texts.
 Mastery of 1,500 to 3,000 words: This level applies to high school
students in their secondary education. At this stage, students are expected
to have a vocabulary mastery of approximately 1,500 to 3,000 words. This
expanded vocabulary allows them to comprehend more complex texts and
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engage in higher-level reading and academic activities.
 Mastery of over 3,000 words: This level is associated with the Advanced
Readers category, typically for students in higher education or at an
advanced level of education beyond high school. Students at this stage are
expected to have a vocabulary mastery of over 3,000 words, enabling them
to engage with sophisticated texts and academic materials.
According to these criteria, it is important for students to achieve a vocabulary
mastery of more than 1,500 words before entering higher education. This is
because the 2,000-word level is considered a limitation for high-frequency words..
It is also mentioned that these words will help students use them Language, both
spoken and written. Therefore, the teacher has to teach them a lot Vocabulary in
the classroom activity.
2.1.4 Motivation
Motivation is very important in the learning process; it fosters desire,
happiness and enthusiasm for learning. Students who have strong motivation will
have a lot of energy to follow the learning and teaching process in the classroom or
outside the classroom. They do it because they get motivated from their family or
friends and from their hearts. They have the desire to achieve their goals with each
other (Uddiniyah & Silfia, 2019). Therefore, the concept of motivate and the
motivation are interrelated. In essence, the motivator is a reason why something is
done. Motives are fictitious constructs that are employed to explain why people
act in certain ways. Motives are distinguished from similar concepts like goals
(the immediate purposes of specific behavioral patterns) and strategies (the means
by which goals are attained in order to meet motives). For instance, a person
12
might go to a restaurant (method) in response to their hunger in order to purchase
food (objective). Typically, motives are thought of as relatively universal
requirements or desires that compel individuals to start intentional action
sequences.
Motivation is the root word motive. Motive shows an impulse that arises
from in someone that causes that person to act to do something. Meanwhile,
motivation is the driving force of an effort that affects behavior someone so that
he moved his heart to act to do something to achieve results or a specific purpose
(Pgri et al., 2020).Motives, objectives, and tactics can all It is challenging to
discern between the two when acquiring cognitive stuff intentionally is required
(as is the case with the material in this book), as the best learning motivation and
learning tactics frequently co-occur. The term "student motivation" is used to
describe how much time and energy students devote to activities that may or may
not be those that their teachers find appealing in the classroom. Student
motivation is based on their subjective experiences, particularly those that relate
to their motivations for participating in lessons and learning activities. This book
advances the claim that teachers' principal motivational objectives and techniques
should be on inspiring students to participate in activities with a motivation to
learn that is, with the desire to pick up the knowledge or skills that the activities
are meant to develop.
2.1.5 Kinds of Motivation
A person's motivation is what propels them to work hard and accomplish a
task.Another way to describe motivation is as a plan or a desire to succeed in life
and prevent failure.To put it another way, motivation is a method for achieving a
13
purpose. Someone who is motivated already possesses the ability to succeed in
life. A variety of definitions have been offered for motivation. The substance isn't
really any different, though by (Denpasar, 2020) defined. Extrinsic motivation and
intrinsic motivation are two ways to categorize motivation. The ultimate objective
in terms of intrinsic drive is to instruction at all levels. Rewarding an action itself
is referred to as intrinsic motivation. Internal characteristics including a child's
inherent sense of interest, urgency, confidence, and satisfaction while completing
a task can serve as sources of motivation. Since they are driven by the activity
itself and not by a goal that is attained at the end or as a result of the activity,
people who are involved in a task out of intrinsic motivation appear to be engaged
and even devoured. Extrinsic motivation, on the other hand, refers to benefits that
are received as a result of an action rather than as a result of the action itself. The
use of external rewards or bribes, such as food, praise, free time, money, or points
toward an activity, results in this drive. These incentives are entirely external in
the sense that they have nothing to do with the person or the task.
2.1.6 Tik-tok Applications
2.1.6.1 Defenition of tik-tok
Teenagers all across the world are very familiar with the transient video-
sharing software tik-tok. Users primarily use this software to record oneself
singing along to a song while finger dancing in a very specific way. tik-tok is a
platform where users may share little music videos. He is also known as Douyin, a
brief vibrato video, outside of tik-tok.
In September 2016, tik-tok was unveiled and debuted for the first time.
The application was instantly accepted in Indonesia at that time. However, many
14
at the time did refer to tik-tok users as alayers. The biased reporting regarding this
application doesn't end there. Tik-tok was restricted in Indonesia in July 2018 by
the country's Minister of Communication and Information, Mr. Rudiantara. The
software is regarded as unsuitable for children. Thousands of user reports and
complaints serve as proof of this features of tik-tok application (Kh & Zuhri,
2022).
1) Recording of sound, recording of sound into a chorus, then incorporated into a
personal account.
2) Video recording, video recording with the phone, and incorporated into a
personal account.
3) Back sound, add the downloaded background voices from tik-tok storage.
4) Edit, correct and edit the drafts of the video that were made.
5) Share the tik-tok video. f. Duet, collaborate with other users of tik-tok.
B. Tik-Tok as Learning Media
With the help of a variety of features including music, filter stickers, and
other creative tools, users of the tik-tok program may make films that range in
length from 15 seconds to 5 minutes. The tik-tok application, according to (Bahri
et al., 2022), includes more than auxiliary features that might help make content
more interesting and easier to market.
English vocabulary is crucial to mastering the language. Teachers must
therefore use guidelines and norms to help students in order to increase their
vocabulary.
15
Many young people are increasingly preoccupied with their telephones
these days. Many teenagers use their cellphones for roughly 9 hours a day, but
they do not make the most of this time to learn new things. Learning materials
must be updated in order to become more appealing and up to date.
The tik-tok app, according to Luisandrith and Yanuartuti, may foster
students' creativity and enable them to express themselves through video creation
(Luisandrith et al., 2020) However, the teacher must continue to be in charge of
selecting content for tik-tok that meets the needs of the students in the classroom
and pay close attention to the caliber of the information that students will view
throughout the learning process.
C. The Benefits of Using Tik-Tok as a Media For Learning
According to Dewanta in (Kh & Zuhri, 2022) tik-tok has a number of
advantages as a learning tool: The tik-tok application can be used by students to:
(1) use audio visuals to aid in language learning, particularly listening;
(2) process words to convey or express intentions, ideas, thoughts, and feelings
that are compiled and developed in accordance with students' needs;
(3) use the edit feature to present data, ideas, or impressions in the form of a
description of an object; and
(4) Students can utilize the tik-tok program to practice reading news stories.
Another justification offered by Miftachul Taubah in (Kh & Zuhri, 2022)
is that users of tik-tok have access to linguistic skills with ease and flexibility.
This can be accomplished by reciting narrative texts, brief conversations, short
stories, singing Arabic songs, or translating Indonesian music into Arabic using
the duet tool, recording feature, and background sound options.
16
On the other hand, the tik-tok program, according to Ni (Warini, 2020),
has a ton of creative content that offers English learning materials like
pronunciation, vocabulary, grammar, common mistakes, and so forth.
Pronunciation category material received the greatest engagement in 2020's first
four months, with more than 127,700 likes, more than 1200 comments, and more
than 4,600 shares.
The rationale leads to the conclusion that using tik-tok as a learning tool
can be beneficial. tik-tok may represent a fresh innovation in learning tools that
students might utilize to absorb the subject matter. Students can learn English
more quickly and foster their own originality with the aid of this application. By
developing content that is focused on learning, students' self-creativity can be
enhanced with this program.
2.1.7 Profile of Zelynafah
zelynafah is a beautiful girl who works as a tiktoker. he has a lot of
educational content that is very useful for students. zelynafah carries the concept
of the content is English, especially in the vocabulary section. Zelynafah packages
her videos in such a way as to make them look attractive and easy for students to
understand, apart from an attractive appearance, the way she speaks or the accent
she uses also makes us interested in watching her videos. Zelynafah has a fairly
thick British accent, which makes her speaking style and delivery more
interesting. This beautiful tiktoker started her tiktok on January 20 2021, and
currently she has 1.5 million followers with 30.3 million likes on her videos.
17
2.2 Previous Research
The researcher reports several studies in improving the students‟ vocabulary,
some researchers finding are briefly cited as follows:
1. (Setiawan et al., 2020) in this thesis “The effectiveness of quizlet application
towards students motivation in learning vocabulary”. Increasing motivation is
necessary for students in learning English vocabulary. The higher motivation the
students gain, the bigger success they achieve in mastering vocabulary. However,
most students in senior high schools have less motivation in learning vocabulary,
especially in memorizing them. Thus, the teachers need to discover appropriate
media for increasing their motivation. Some applications can be used through the
smartphone as the need for vocabulary learning. The purpose of this study is to
investigate the effectiveness of using Quizlet Application as the media for
increasing the students’ motivation in learning vocabulary. Nonequivalent control
group design was used in this research. The participants were 65 students who
were divided into the experimental and the control groups. The students’
motivation was observed during the process of vocabulary learning by using the
observation checklist. In processing the data, the Wilcoxon test was used. The
results show the use of Quizlet Application is effective to increase the students’
motivation in learning vocabulary. Students felt more enthusiastic, did not get
bored easily, and thus showed high interest when learning vocabulary via the app.
They also did the tasks provided in that application independently.
2.(Ferstephanie & Pratiwi, 2021) in this thesis “TikTok Effect to Develop
Students’ Motivation in Speaking Ability”. The goal of the study was to
determine how TikTok affected the students' motivation for speaking. The
18
investigation was carried out using classroom action research. 25 kids from
SMA's tenth grade were the participants. Kristen Selatpanjang Kalam Kudus.
Both qualitative and quantitative methodologies were employed in the study to get
the data. The research methods were arranged into the following steps: planning,
carrying them out, observing them, and reflecting on them. The pre-test, post-test,
and questionnaire were the research tools. The survey was formatted using a
Likert scale. The study then began using the pre-test and post-test. The post-test
was run twice. According to the research's findings, the students' motivation level
was a moderate level 3.84. The post-test, however, revealed that the pupils'
performance had improved and that their scores had climbed quickly. As a result,
TikTok's installation demonstrated that it was successful in increasing students'
enthusiasm to improve their speaking skills. In conclusion, the TikTok app
encouraged kids to appreciate their education, particularly by encouraging them to
communicate. The content was created with the participation of the students.
3. (Wahyuni, 2019) in this thesis “IMPROVING STUDENTS MOTIVATION IN
LEARNING VOCABULARY THROUGH SELF MADE SONG AT SMP N 1 MUARA
BUNGO”. This study tries to determine whether incorporating original music
improves students' vocabulary learning. This study used the classroom action
research (CAR) methodology, which includes planning, doing, observing, and
reflecting. Two data analysis techniques will be used to examine the research's
data. Data from the task and speaking test are examined and interpreted using
quantitative data analysis. Utilizing qualitative data analysis, the information
obtained via observation, field notes, and interviews will be examined.
Vocabulary instruction using song had a more beneficial impact on increasing
19
students' motivation to learn English.The method will provide students with a
variety of learning opportunities, boost their self-esteem, pique their interest in
English class, lessen their worry, and make them happier. It was anticipated that
the pupils' song would show that alternative methods are ineffective. By
incorporating this song, the instructor believes they can be more innovative in
updating the curriculum and improving student learning outcomes, particularly in
vocabulary. In addition, songs can enhance the fun and enjoyment of teaching and
learning.
4. (Pujiati et al., 2019) in this thesis “the Use of Instagram to Increase Students’
Motivation and Students’ Competence in Learning English”. Social media is a
part of modern people lifestyle in Industrial Revolution 4.0. Furthermore, it has
started to be utilized in education field as one of the learning media, for example,
Instagram. It is widely known among social media users. Several studies have
proved positive impacts on the use of social media in developing students’
English skills. However, the studies about Instagram, specifically in relation to
English lesson at schools are limited. Thus, using a case study method, this study
is conducted to describe the use of Instagram to develop students’ motivation and
to enhance their English knowledge and skills. The participants are students in an
Indonesian school of Jeddah. They come from various background yet they are
lack of motivation. Results indicate Instagram has succeeded in motivating
students to learn English and improving their English competence. The materials
preferred are those relate to grammar, vocabulary, and writing.
From the previous studies above, there were some similarities and
difference with this research. The similarity of this research focuses on the
20
motivation students in learning English especially vocabulary. The difference of
this research was the method. In their research, they used Classroom
Research,Qualitative,Quantitavie and describe Qualitative there were some
another technique to increase students motivation in learning English especially
vocabulary. Also the instrument to collecting the data used analysis,post test and
questionnaire sheet. In this research, the researcher focused to see the
effectiveness of tik-tok application toward students motivation in learning
vocabulary and used Experimental Research method. This research instruments is
questionare.
2.3 Conceptual Framework
Learning Vocabulary
Experimental research
Experimental group Control group
Treatment using tik- Without tik-tok

tok application application
Questionare Questionare
Motivation Motivation
Result
21
Base on the conceptual framework above, the researcher teaches English
Learning especially for vocabulary knew students prior knowledge, after that, the
researcher conducted the treatment (6 meetings) by using tik-tok application.
After that the researcher conducted post- test (once) to knew the use of tik-tok
application could improve students vocabulary and motivation.
2.4 Hypothesis
The hypothesis is made up of the words hypo and thesis.
Missing/less/weak Hypo. And a thesis is a theory or claim that turns out to be
evidence. Hypotheses can therefore define weak truth statements for studying a
problem and must be proven true.
Based on the literature review and previous research, it can be concluded
that the use of TikTok as a learning tool has shown positive effects on students'
motivation and language learning outcomes, particularly in vocabulary
acquisition. The studies have highlighted the benefits of using mobile
applications, including TikTok, in enhancing student engagement, interest, and
enjoyment in learning English vocabulary.
Therefore, based on this evidence, it is reasonable to expect that there will
be a significant difference in students' achievement in learning vocabulary
between those who are taught using the TikTok application and those who are not.
The hypothesis (Ha) states that students who are taught using the TikTok
application will achieve better scores in vocabulary learning compared to those
who are taught without it.
22
However, it is important to note that the effectiveness of TikTok or any
other learning tool may vary depending on various factors such as instructional
design, student characteristics, and implementation strategies. Conducting your
own research will provide specific insights into the effectiveness of TikTok in
improving students' vocabulary and further contribute to the existing knowledge
in this area.
23
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
Experimental research is an experimental research method which is the
only research method that can properly test hypotheses concerning causal
relationships (cause and effect). In experimental studies the researcher
manipulates at least one variable. Research was conducted by manipulating which
aims to determine the effect of manipulation on the observed individual behavior.
The research was conducted to find out the consequences of a treatment given
intentionally by the researcher. Research design is indeed crucial in ensuring the
quality and validity of a research study. The choice of research design depends on
the research objectives, research questions, and the nature of the phenomenon
under investigation.
In the case of this research on the effectiveness of TikTok application
toward students motivation in learning vocabulary, the researcher mentioned
using a quantitative approach to analyze the data. Quantitative research involves
the collection and analysis of numerical data to answer research questions and test
hypotheses. It focuses on objective measurement, statistical analysis, and
generalizability of findings.
By employing a quantitative approach, you will likely use standardized
measures or assessments to gather data on students' vocabulary performance, such
as Questionnaire test. You can then analyze the data using statistical techniques to
compare the performance of students who were taught using TikTok with those
24
who were not.
Quantitative research provides numerical data that can be statistically
analyzed, allowing for generalizations and comparisons. However, it is important
to ensure the reliability and validity of the measurement tools and to consider
potential confounding variables that may influence the results.
It's also worth noting that while quantitative research can provide valuable
insights into the effectiveness of interventions like TikTok, it may not capture the
full richness of students' experiences and perceptions. Consider complementing
quantitative data with qualitative approaches, such as interviews or surveys, to
gain a deeper understanding of students' motivations, attitudes, and preferences in
relation to learning vocabulary through TikTok.
Well designed quantitative research study can contribute to the existing
knowledge base and provide evidence on the effectiveness of TikTok as a tool
toward students motivation in learning vocabulary.
3.2 Population and Sample
Population and sample usually used for classroom action research. In this
study the researcher explain each clearly as following :
3.2.1 Population
Norman E. Wallen states and Jack R. Fraenkle, “Population can be defined
as a group to whom the researcher would like to generalize that result of the
study.” The population of the research was the 7 th grade of SMP HKBP
SIDORAME MEDAN which consisting of two class. The total population was 40
students.
25
3.2.2 Sample
A sample is a group in research study on which information is obtained.
Because the population of the study is big, the research did not take all the subject
of the population. It appears that researcher have provided additional details about
your sampling technique and the composition of the experimental and control
groups in your research.
In experimental research, researcher selected two classes, 7 Social 1 and 7
Social 2, as sample. The purposive sampling technique was used to choose these
classes based on a specific purpose or consideration. In this case, the purpose was
to have two classes with similar characteristics, specifically similar average
achievements based on the result of the first semester's summative test. This
ensured that the two classes were homogeneous and allowed for a valid
comparison between the groups. Each class consisted of 20 students, with the
students in 7 Social 1 using the Tik-Tok application as the experimental group,
and the students in 7 Social 2 being taught without using the Tik-Tok application
as the control group.
By carefully selecting classes with similar characteristics, aimed to
minimize potential confounding variables that could affect the outcome of the
research. This increases the internal validity of your study and strengthens the
ability to attribute any differences observed in the experimental and control
groups to the use of the TikTok application.
26
3.3 Experimental Research
In experimental research, there are two categories. Experimental Group
and Control Group, respectively. While the control group received the standard of
care, the experimental group received a tik-tok treatment. This study used
questionnaire.
The control group is 7 social 2, and the experimental group is 7 social 1 of
SMP HKBP SIDORAME.
From the design above, subject of research were grouped into an
experimental group (top line) and a control group (bottom line). The experimental
group received instruction, while the control group received no tik-tok
application. The test was conducted using composition. The questionnaire results
(01 and 02) were then statistically calculated. The following activities tought to be
carried out in the experimental and control classes:
3.4 Research Variables
That all experiments have one fundamental idea behind them to test effect
of one or more independent variables on an independent variable (it is possible to
have more than one dependent variable in experiments)," according to (Arikunto
1992) the efficiency of tik-tok application towards student motivation in learning
vocabulary was examined in this study using two variables. These factors were:
1. The Independent Variable
An independent variable is one that affects, causes, or modifies the
dependent variable. The use of the tik-tok app for vocabulary learning was the
independent variable in this study.
27
2. The dependent Variable
Dependent variables are variables that were impacted by or had a
particular outcome as a result of the independent variable. The student
performance on the vocabulary test with tik-tok application was the dependent
variable in this study.
3.5 The Instrument of Collecting Data
3.5.1 Questioner
A questionnaire, in accordance with Sugiyono et al.(Sugiyono et al., 2017)
a method for collecting data that entails presenting the respondent with a list of
questions or a written statement and asking them to respond. The questionnaire's
question types are split into two categories: open and closed. Open-ended
inquiries are those to which the reply anticipates jotting down an explanation in
the form of a description of the topic. Contrarily, closed questions require a brief
response and call for the respondent to select one response from among those
offered. Closed questions are those that can only be answered using nominal,
ordinal, interval, or ratio data.Because just one of the answers is required to be
marked as accurate, the questionnaire or questionnaire utilized in this study is a
type closed questionnaire or questionnaire. The research instrument is a device
used by someone conducting a study to quantify an existing phenomena. tools for
gathering data in research A questionnaire is used in this study to collect data
from respondents in the form of their responses to a set of written assertions.
28
3.6 The procedure for collecting data
3.6.1 Questioner test
A questionnaire is a type of research tool used to collect data from
respondents for a survey or statistical analysis. It consists of a set of questions (or
other forms of prompts). Typically, a research questionnaire will have both
closed-ended and open-ended questions. Long-term, open-ended inquiries provide
the respondent the chance to go into more detail. The Statistical Society of
London created the research questionnaire in 1838.
Table.3.1 Activity of teacher and students in experimental class
No Teacher activities Student activities
1 Upon greeting the pupils, the teacher selected The students gave
one of them to conduct prayer. response to the teacher
2 The researcher provided information on using The students paid
the tik-tok application as media and how to do attention to the teacher
so to acquire vocabulary. explanation’s
3 Researcher asked pupils regarding their The students gave
knowledge of the subject response to the teacher
4 The writer give an example of vocabulary using The students paid
the tik-tok application attention to the teacher
explanation’s
5 The teacher asked some questions related to the Students answer the
topic to students teacher question
6 Last, the teacher explained about the question Students accepted the
29
from students answer from teacher
7 Closing the class with pray and lead students Students gave the
response to the teacher
Meanwhile, in control class the writer teaching vocabulary with narrative
text as usual without any help from an application like the one used in the
experimental class
Table.3.2 Activity of teacher and students control class
No Teacher activities Student activities
1 Upon greeting the pupils, the teacher selected The students gave
one of them to conduct prayer. response to the teacher
2 The teacher explained about vocabulary without The students paid
using tik-tok application. attention to the teacher
explanation’s
3 Teacher asked pupils regarding their knowledge The students gave
of the subject response to the teacher
4 Last, the teacher asked the students to discuss Students accepted the
together about the question answer from teacher
5 Closing the class with pray and lead students Students gave the
response to the teacher
30
3.7 Scoring technique
The writer employed an analytical scale that was divided into various
categories to provide grades to the students, and the researcher adhered to these
scoring standards for each category.
Table.3.3 Soring technique
No Answer choices Score

1 Strongly Agree (SA) 4
2 Agree (A) 3
3 Disagree (D) 2
4 Strongly Disagree (SD) 1
3.8 The technique of Analyzing Data
1) validity
Validity is a metric that demonstrates the measuring device measures what
it is intended to measure. The validity of the instrument is a measure of how
accurately the gauge measures data.(Amanda et al., 2019). In testing the validity
of the test questions, product moment correlation by using SPSS 22.
Price r consulted Product Moment critical pricing with ∝=0 , 05 Validity
testing is done by comparing r count with r table product moment and 5%
significance level. So the criteria r count ¿ c with that the items are classified as
valid.
2. Reliability
A reliability test indicates the degree to which a measuring equipment may
be relied upon or trusted. This issue highlights how reliable measurement results
are when they are repeated two or more times for the same symptoms and with the
same measuring device. The measuring instrument is said to be reliable if produce
31
the same result even after repeated measurements times (Amanda et al., 2019). To
test the reliability of the essay form test by of SPSS 22.
3 ). Hypothesis Test
The test was first conducted on both the experimental and control groups.
Second, an analytical scale was used to score the test results. Thirdly, the means
of the two groups' scores were calculated. The t-test formula was then used to
compare the two means. The tik-tok application was used to teach vocabulary, and
a independent t-test was utilized to determine whether or not the results were
statistically significant. To test the hypothesis the researcher use the SPSS 22.
Who was rejected if the generated score exceeded the t-table score when
considering a 5% alpha of significance. The following statement indicated that Ha
was approved: "There was a significant difference in speaking achievement
between the experimental and control group.
32
CHAPTER IV
DATA, DATA ANALYSIS, FINDINGS AND DISCUSSION
4.1 Data
The data were collected from the test that already students doing. The data
serve in table 4.1.1 is the final scores which are obtained from accumulating
several other scores representing motivation score. The data were collected from
two groups of sample experimental group and control group.
The experimental group was taught by using tik-tok application
meanwhile the control group was taught by a teacher’s technique. The population
this research was the seventh grade of SMP HKBP SIDORAME MEDAN by
using random sample the sample were taken namely class VII 1 and VII 2.
The research was started on 17 Juli – 22 Juli 2023. The treatment was
done in six meeting. forty minutes was given to the student to finish the test after
treatment was given. The scores of experimental groups can be seen in table 4.1.
33
Table 4.1 The scores of questionnaire experimental group
No Students Initials Scores
1 RSZ 89
2 SL 79
3 ST 79
4 YA 81
5 GB 80
6 GH 80
7 JL 78
8 CN 78
9 JN 76
10 GS 78
11 DLT 85
12 CS 83
13 DS 78
14 ATH 79
15 ETM 80
16 RT 85
17 SY 89
18 JS 83
19 RJN 78
20 SI 78
35
Table 4.2 The scores of quistionnaire control group
No Students Initials Scores
1 AF 62
2 BS 63
3 CAD 59
4 CRT 63
5 EM 57
6 EC 62
7 RT 61
8 SS 58
9 SNM 54
10 TA 59
11 AIA 59
12 AA 60
13 AZK 58
14 BS 59
15 DA 57
16 MAT 61
17 DPH 63
18 ES 59
19 FDM 65
20 GA 60
The data in table 4.1 and 4.2 For showing that the lowest score on control
36
class is 54 while the highest score is 65, where the experimental class data above
shows that the lowest score is 76 while the highest score is 89.
4.2 Data Analysis
The data to be analyzed is obtained by giving the student a test to see if
they are motivated. This analysis is intended to get a significant difference
between students who use tik-tok as study media and students who don't use tik-
tok as study media. To analyze the data are given the test questionnaires on both
groups. Experimental groups and control groups are computerized by applying t-
testing formulas in this research.
4.2.1 validity
Before researchers were used, the instrument was inspected in 7 th grade in
SMP HKBP SIDORAME MEDAN to know its validity and the reliability. This
in a test questionnaire consists of 25 questionnaires. Based on the results of a
product being obtained 23 valid questionnaires because of r calculate > r table. 23
valid questionnaires are used for class Experiment and control. The following
table summarizes the output on students' learning activities.
Table 4.3 The validity of Quistonnaire
37
There are 2 invalid questionnaires in the form of questions number 2 and
14. Student questionnaires conducted in class IX amounted to 25 questionnaires.
Previously the researcher asked class IX to fill out a questionnaire in the form of
questions. Researchers will direct to fill out a questionnaire and answer honestly,
depending on what happened during the learning process. After students answered
25 questionnaires, the researcher counted them. When students in Class IX have
completed all the questionnaires. The researcher looked at the results of the
answers to the questionnaires that were distributed and the researcher calculated
their validity and reliability. A valid questionnaire because 𝑟 count > 𝑟 𝑡𝑎𝑏𝑒𝑙 and
invalid because 𝑟 count < 𝑟𝑡𝑎𝑏𝑒𝑙. There are only 23 valid questionnaires and 2
invalid questionnaires. Therefore, the questionnaire used in the experimental and
control classes totaled 23 questionnaires.
4.2.2 Reliability
38
After the student learning motivation instrument has been validated, the
next step is to try out the instrument in class IX. There, students have the
opportunity to work on the questionnaires that are distributed. The results of the
questionnaire for the student reliability test are as follows. :
Table 4.4 The Reliability of Quistonnaire
Case Processing Summary
N %
Cases Valid 11 100,0
a
Excluded 0 0,0
Total 11 100,0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha N of Items

,944 25
Reliability test decisions are determined through the following provisions:
1. If t count > t-table then the item is declared valid
2. If t count <t-table then the item is declared invalid
After the reliability test was carried out, it was found that the reliability
value of students' learning motivation was 0.66 and a significant level of 0.05 was
obtained from the results of r table = 0.60. Because r count (>) r table that is 0.66
> 0.60, this reliability test instrument can already be used.
Based on the calculation, the mean score of the experimental group was
higher than the control group and the result of t-test (t-calculated) was higher than
t-table at the level of significance p= 0,05. It means that there is a significant
difference between experimental and control groups. The treatment conducted in
39
experimental group was better than control group.
4.2.1 Testing The Hypothesis
Hypothesis testing is a decision-making method based on data analysis,
both from controlled trials and from observation (uncontrolled). In statistics, an
outcome is said to be statistically significant if it is almost impossible for its
occurrence to be due to chance factors, within predetermined probability limits.
Hypothesis testing is sometimes called "data analysis confirmation".
Decisions from hypothesis testing are almost always made on the basis of testing
the null hypothesis. This is a test to answer a question that assumes the null
hypothesis is true.
4.3 Research Findings
After carrying out the research stages by the researcher for some specified
time, the following findings were found which will explain whether tik-tok is
effective on students' motivation in learning vocabulary in grade 7 at SMP HKBP
SIDORAME MEDAN.
Table 4.5 Scores experiment and control class
Responden Scores experimental class Scores control class

( Variabel 1) ( Variabel 2 )
1 89 62
2 79 63
3 79 59
4 81 63
5 80 57
6 80 62
40
7 78 61
8 78 58
9 76 54
10 78 59
11 85 59
12 83 60
13 78 58
14 79 59
15 80 57
16 85 61
17 89 63
18 83 59
19 78 65
20 78 60
Mean 80,8 69,95
KRETERIA PENGUJIAN
NILAI KESIMPULA
ACUAN NILAI CRONACH ALPHA N
0,6 0,666300165 reliable
Differences in motivation can be seen through the Mean score of the
questionnaire based on independent sample tests. The t-test is used to find out the
difference in getting results from two data that cannot be paired. The main
requirement for T-test data for independent test samples is normal distribution. By
using an independent sample t-test, to answer the question whether there is a
difference in motivation between students who use tick-tock in learning

41
vocabulary and students who do not use tick-tock in learning vocabulary in class
VII SMP HKBP SIDORAME MEDAN. Independent sample t-test was carried
out on student motivation questionnaire data, control class scores and
experimental class obtained from the test. Based on the results of the independent
sample t-test, this is a comparative test. That is, the achievement scores of the
control class and the experimental class after the test are compared.
An independent sample t-test was used to answer the hypothesis whether
there were differences in motivation between students who used tick-tock and did
not use tick-tock in learning vocabulary in class VII SMP HKBP SIDORAME
MEDAN. The t-test in this study used the SPSS application version 22 for
Windows.
1) Ho is rejected if the value of Sig > 0.05
2) Ha is accepted if the Sig value < 0.05
The test results below are for the results of the independent sample t-test to
find out whether there is a significant difference in the questionnaire test data in
the experimental class and the control class, then the test results are shown as
follows.
Table 4.6 t-Test: Independent Sample Test
Research conducted by researchers linking the hypothesis Ho with the
hypothesis Ha. Ho was tested using an independent t-test. If the hypothesis turns
out to be significant, Ho is rejected and Ha is accepted according to the research
42
conducted. otherwise if the hypothesis is not significant then Ho is accepted and
Ha is rejected.
The hypothesis put forward by researchers in this study are:
Ho : There is no difference in motivation between students who use tik- tok and
do not use tick-tock in learning vocabulary at SMP HKBP SIDORAME MEDAN.
Ha : There is a difference in motivation between students who use tik-tok and do
not use tick-tock in learning vocabulary at SMP HKBP SIDORAME MEDAN.
Based on the test results, it can be seen that there is a significant difference
between the questionnaire test data of the experimental class and the control class.
These results are evidenced by the coefficient sig = 0.00 <0.05 and t-count =
20.577 > 0,6021 t-table. Results Ha: At SMP HKBP SIDORAME MEDAN there
are differences in motivation between students who use tik-tok and do not use tik-
tok in learning vocabulary.
Thus, it can be said that Ha is accepted and Ho is rejected. In the other
words, that is say tik-tok application is significantly effective toward students
motivation in learning vocabulary.
4.4. Research Discussion
The findings of the data from the test above aim to find out how the
effectiveness of using tik-tok on students' motivation in learning vocabulary, it
appears that the tik-tok application is effective in motivating students in learning
vocabulary. There are several reasons that cause students' self-confidence to
increase when they find it difficult to learn vocabulary as follows; tik-tok can help
them memorize and pronounce vocabulary well so they will be more motivated to
learn it. Typically, motives are thought of as relatively universal requirements or
43
desires that compel individuals to initiate deliberate sequences of actions.
Motivation is the root word motive. Meanwhile, motivation is the driving force of
a business that influences a person's behavior so that his heart is moved to do
something to achieve certain results or goals (Pgri et al., 2020).
According to (Setiawan et al., 2020) said that Increasing motivation is
necessary for students in learning English vocabulary. The higher motivation the
students gain, the bigger success they achieve in mastering vocabulary. However,
most students in senior high schools have less motivation in learning vocabulary,
especially in memorizing them. Thus, the teachers need to discover appropriate
media for increasing their motivation. Some applications can be used through the
smartphone as the need for vocabulary learning. According to (Ferstephanie &
Pratiwi, 2021) said that the goal of the study was to determine how TikTok
affected the students' motivation for speaking and in this research the goal is to
show the effectiveness of tik-tok toward students motivation in learning
vocabulary at 7 grade in SMP HKBP SIDORAME MEDAN.
According to (Wahyuni, 2019) said that vocabulary instruction using song
had a more beneficial impact on increasing students' motivation to learn
English.The method will provide students with a variety of learning opportunities,
boost their self-esteem, pique their interest in English class, lessen their worry,
and make them happier. It was anticipated that the pupils' song would show that
alternative methods are ineffective. By incorporating this song, the instructor
believes they can be more innovative in updating the curriculum and improving
student learning outcomes, particularly in vocabulary.
According to (Pujiati et al., 2019) said that social media is a part of
44
modern people lifestyle in Industrial Revolution 4.0. Furthermore, it has started to
be utilized in education field as one of the learning media, for example, Instagram.
It is widely known among social media users. Several studies have proved
positive impacts on the use of social media in developing students’ English skills.
However, the studies about Instagram, specifically in relation to English lesson at
schools are limited. Thus, using a case study method, this study is conducted to
describe the use of Instagram to develop students’ motivation and to enhance their
English knowledge and skills.
Several factors made this experiment successful. First, the students have
smartphones, and they were allowed to bring them to the school for the purpose of
learning even before this study was conducted. The second factor was the ease of
getting internet access. Here, the researchers provided Mini-Wi-Fi for the students
who did not have an internet quota. Third, the tik-tok Application was not difficult
to be used. At last, there were no problems that occurred in the application at the
time of use. Most students felt more enthusiastic and did not get bored easily with
learning vocabulary when using this application. They tried to match the words
with their meanings as fast as possible. According to the study conducted by
(Education, 2019) the students who were encouraged to use the smartphone have
a high tendency to learn English outside the classroom. It was similar to what
happened in this research, in which some students played the matching game
through their smartphone at home.
In this study, the students seemed highly interested to learn vocabulary by
using the tik-tok Application. It was observed from their action to prepare their
learning tools. The students immediately provided their smartphone and began
45
opening the tik-tok Application without being instructed by the teacher. This
statement is in agreement with other research that found that the students were
interested to use tik-tok Application in learning vocabulary (Surabaya et al., 2022)
Hence, there were some problems faced by the researchers in this study. First, a
few students did not seem to focus on learning vocabulary through their
smartphone and were even doing other activities. It was found that some of them
were opening other applications such as Instagram and Facebook, etc., while other
students were using the tik-tok Application. The researchers tried to control this
situation by walking around the class and took their attention to focus back on the
app. When they were caught using another application, they would immediately
close it and continue to study vocabulary via the tik-tok Application. Besides,
there were two students, not more, who forgot to bring their smartphones to the
classroom in the first and second meetings. Fortunately, the researcher who acted
as the teacher had two smartphones and lent them to the students.
CHAPTER V
CONCLUSSION AND SUGGESTION
5.1 Conclusion
Based on the research finding the research concludes that there is
46
significant effectiveness of using tik-tok application toward students' motivation.
This can be seen in the higher score of the experimental group the score was 89
and the lower scores was 76 Meanwhile the highest score of the control group was
65 and lower score was 54. It is shown by the result of the data analysis.
The calculation showed the t-count value was higher than t-table at p=
0,05. Thus, the null hypothesis (Ho) is rejected and consequently the alternative
hypothesis (Ha) is accepted. This mean that tik-tok application significantly
affective toward students motivatin in learning vocabulary. Therefore the
alternative hypothesis formulated as there is significant effective of using tik-tok
application toward students motivation in learning vocabulary is accepted.
5.2. Suggestion
The results of this study indicate that the use of the tiktok application is
effective on students' motivation in learning vocabulary, the following suggestions
are offered:
1. English teachers are advised to use tick-tock as a medium in learning
vocabulary because it allows students to understand vocabulary easily and
is fun to help them get a better understanding to be active and productive.
2. For other researchers can use this as previous research. The results of this
study can be used by subsequent researchers to support their research. This
research only focuses on student motivation, further researchers can
specifically expand student motivation in other fields.
47
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51
APPENDIXES
1. Lesson Plan
Meeting 1- 4
Control Class
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP SIDORAME Kelas/ Semester : VII 2

MEDAN Alokasi Waktu : 2 x 45 Menit
Mata Pelajaran : Bahasa Inggris
Materi Pokok : vocabulary
A. KOMPETENSI DASAR
3.1 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait
narrative text, pendek dan sederhana, sesuai dengan konteks penggunaannya.
3.2 Menangkap makna secara kontekstual terkait fungsi sosial,struktur teks, dan
unsur kebahasaan teks naratif, lisan dan tulis, sangat pendek dan sederhana, terkait
narrative text.
B. TUJUAN PEMBELAJARAN
 Peserta didik dapat mengidentifikasi informasi terkait fungsi sosial dan
struktur teks, dan unsur kebahasaan yang tekandung dalam teks narrative
lisan dan tulis pendek dan sederhana setelah menyimak penjelasan guru.
 Peserta didik dapat menganalisis teks naratif lisan pendek dan sederhana
terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan Setelah
melihat tayangan video.
 Peserta didik dapat menampilkan (to perform) teks narrative dengan
pengucapan dan intonasi yang tepat setelah berdiskusi dengan kelompok.
Media Pembelajaran & Sumber Belajar

 Media : Worksheet atau lembar kerja (siswa), Lembar penilaian
 Alat/Bahan : Penggaris, spidol, papan tulis, Laptop & infocus
52
 Sumber : Buku Penunjang
Belajar
C. KEGIATAN PEMBELAJARAN
Pendahuluan (15 menit)
1. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai
pembelajaran, memeriksa kehadiran peserta didik sebagai sikap disiplin
2. Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya serta
mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi
selanjutnya.
3. Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan & manfaat)
dengan mempelajari materi : Narrative Text,Mendeskripsikan,
mengidentifikasi, mengkritisi, memberikan penilaian tentang tentang karakter
yang ada di dalam text.
4. Menjelaskan hal-hal yang akan dipelajari, kompetensi yang akan dicapai,
serta metode belajar yang akan ditempuh,
Kegiatan KEGIATAN LITERASI

Inti  Peserta didik diberi motivasi dan panduan untuk melihat,
(60 Menit) mengamati, membaca dan menuliskannya kembali. Mereka
diberi tayangan dan bahan bacaan terkait materi narrative
text,Mendeskripsikan, mengidentifikasi, mengkritisi,
memberikan penilaian tentang karakter yang ada di dalam text.
CRITICAL THINKING (BERPIKIR KRITIK)
 Guru memberikan kesempatan untuk mengidentifikasi sebanyak
mungkin hal yang belum dipahami, dimulai dari pertanyaan
faktual sampai ke pertanyaan yang bersifat hipotetik.
Pertanyaan ini harus tetap berkaitan dengan materi narrative
text,Mendeskripsikan, mengidentifikasi, mengkritisi,
memberikan penilaian tentang karakter yang ada di dalam text.
COLLABORATION (KERJASAMA)
 Peserta didik dibentuk dalam beberapa kelompok untuk
mendiskusikan, mengumpulkan informasi, mempresentasikan
ulang, dan saling bertukar informasi mengenai narrative text,
53
Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang tentang karakter yang ada di dalam text.
COMMUNICATION (BERKOMUNIKASI)
 Peserta didik mempresentasikan hasil kerja kelompok atau
individu secara klasikal, mengemukakan pendapat atas
presentasi yang dilakukan kemudian ditanggapi kembali oleh
kelompok atau individu yang mempresentasikan
CREATIVITY (KREATIVITAS)
 Guru dan peserta didik membuat kesimpulan tentang hal-hal
yang telah dipelajari terkait narrative text,Mendeskripsikan,
mengidentifikasi, mengkritisi, memberikan penilaian tentang
tentang karakter yang ada di dalam fabel. Peserta didik
kemudian diberi kesempatan untuk menanyakan kembali hal-
hal yang belum dipahami
Penutup (15 menit)

1. Peserta didik membuat rangkuman/simpulan pelajaran.tentang point-point
penting yang muncul dalam kegiatan pembelajaran yang baru dilakukan.
2. Guru membuat rangkuman/simpulan pelajaran.tentang point-point penting
yang muncul dalam kegiatan pembelajaran yang baru dilakukan.
D. PENILAIAN HASIL PEMBELAJARAN
1. Penilaian sikap spiritual dan sosial

a. Instrumen penilaian sikap (lembar pengamatan terlampir)
2. Penilaian pengetahuan dilakukan dengan :
a. Penilain kemampuan menulis (lembar penilaian terlampir)
b. Penilaian Presentasi (lembar penilaian terlampir)
Medan, 2023
Mahasiswa
54
Juniarti Rismauli
NPM : 1912001
Experimental Class
Meeting 1 - 4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP SIDORAME Kelas/ Semester : VII 1

MEDAN Alokasi Waktu : 2 x 45 Menit
Mata Pelajaran: Bahasa Inggris
Materi Pokok : vocabulary ( using Tik-Tok application )
A. KOMPETENSI DASAR
3.1 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait fabel,
pendek dan sederhana, sesuai dengan konteks penggunaannya.
3.2 Menangkap makna secara kontekstual terkait fungsi sosial,struktur teks, dan
unsur kebahasaan teks naratif, lisan dan tulis, sangat pendek dan sederhana, terkait
fabel.
B. TUJUAN PEMBELAJARAN
 Peserta didik dapat mengidentifikasi informasi terkait fungsi sosial dan
struktur teks, dan unsur kebahasaan yang tekandung dalam teks narrative
(fairy tales) lisan dan tulis pendek dan sederhana setelah menyimak
penjelasan guru dan melihat tayangan video.
 Peserta didik dapat menganalisis teks naratif lisan pendek dan sederhana
berbentuk fairy tales terkait denganfungsi sosial, struktur teks, dan unsur
kebahasaan Setelah melihat tayangan video.
 Peserta didik dapat menampilkan (to perform) teks narrative berbentuk
fairytales dengan pengucapan dan intonasi yang tepat setelah berdiskusi
dengan kelompok
55
 Media : Tik-tok application, Internet
 Alat/Bahan : Laptop & textbook
C. KEGIATAN PEMBELAJARAN

1. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai
pembelajaran, memeriksa kehadiran peserta didik sebagai sikap disiplin
2. Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya serta
mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi
selanjutnya.
3. Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan & manfaat)
dengan mempelajari materi : Narrative Text,Mendeskripsikan, mengidentifikasi,
mengkritisi, memberikan penilaian tentang tentang karakter yang ada di dalam
fabel.
4. Menjelaskan hal-hal yang akan dipelajari, kompetensi yang akan dicapai, serta
metode belajar yang akan ditempuh,
Kegiatan KEGIATAN LITERASI

Inti  Peserta didik diberi motivasi dan panduan untuk melihat,
(60 Menit) mengamati, membaca dan menuliskannya kembali. Mereka diberi
tayangan dan bahan bacaan terkait materi narrative
text,Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang karakter yang ada di dalam fabel.
CRITICAL THINKING (BERPIKIR KRITIK)
 Guru memberikan kesempatan untuk mengidentifikasi sebanyak
mungkin hal yang belum dipahami, dimulai dari pertanyaan faktual
sampai ke pertanyaan yang bersifat hipotetik. Pertanyaan ini harus
tetap berkaitan dengan materi narrative text,Mendeskripsikan,
mengidentifikasi, mengkritisi, memberikan penilaian tentang
karakter yang ada di dalam fabel.
COLLABORATION (KERJASAMA)
 Peserta didik dibentuk dalam beberapa kelompok untuk
mendiskusikan, mengumpulkan informasi, mempresentasikan ulang,
dan saling bertukar informasi mengenai narrative text,
56
Mendeskripsikan, mengidentifikasi, mengkritisi, memberikan
penilaian tentang tentang karakter yang ada di dalam text.
COMMUNICATION (BERKOMUNIKASI)
 Peserta didik mempresentasikan hasil kerja kelompok atau individu
secara klasikal, mengemukakan pendapat atas presentasi yang
dilakukan kemudian ditanggapi kembali oleh kelompok atau
individu yang mempresentasikan
CREATIVITY (KREATIVITAS)
 Guru dan peserta didik membuat kesimpulan tentang hal-hal yang
telah dipelajari terkait narrative text,Mendeskripsikan,
mengidentifikasi, mengkritisi, memberikan penilaian tentang tentang
karakter yang ada di dalam text. Peserta didik kemudian diberi
kesempatan untuk menanyakan kembali hal-hal yang belum
dipahami
Penutup (15 menit)

1. Peserta didik membuat rangkuman/simpulan pelajaran.tentang point-point penting
yang muncul dalam kegiatan pembelajaran yang baru dilakukan.
2. Guru membuat rangkuman/simpulan pelajaran.tentang point-point penting yang
muncul dalam kegiatan pembelajaran yang baru dilakukan.
D. PENILAIAN HASIL PEMBELAJARAN
1. Penilaian sikap spiritual dan sosial

a. Instrumen penilaian sikap (lembar pengamatan terlampir)
2. Penilaian pengetahuan dilakukan dengan :
a. Penilain kemampuan menulis (lembar penilaian terlampir)
b. Penilaian Presentasi (lembar penilaian terlampir)
Medan, 2023
Mahasiswa
57
Juniarti Rismauli
NPM : 19120019
58
2. Testing of Validity and Reliability of the Test
A. Validity
T
o
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q t
0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 a
1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 l
Q Pe
0 ars . . . . . .
-, , , , , , , , , , , , , , ,
1 on 6 7 ,3 ,5 7 6 6 ,3 ,5 6
2 3 4 4 5 3 3 2 4 1 5 2 2 3 4
Co 1 3 5 2 7 5 5 8 2 7 8
1 5 8 2 0 5 9 0 1 4 6 3 1 9 7
rrel 3 1 5 7 7 0 6 5 7 9
1 4 4 * 5 4 ** ** 4 2 3 7 7 4 6 9 2 * * 1 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,3 ,0 ,3 ,0
5 2 1 0 1 1 0 0 2 2 5 2 6 0 4 5 2 0 0 1 0
(2- 2 6 2 6
3 8 3 3 9 1 0 0 8 3 5 0 6 7 8 1 3 3 2 4 1
tail 9 3 9 3
3 5 1 7 3 4 8 7 5 3 0 2 6 1 5 7 3 0 0 4 9
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars - 0 - 0 -
-, -, , , , -, , , , -, , , , , , , -, ,
2 on , , ,2 , , ,2 ,
2 2 2 1 0 2 3 2 4 2 5 2 0 3 4 0 2 1
Co 1 2 0 9 2 0 9 2
1 3 4 3 8 1 0 7 4 7 3 9 7 6 4 4 1 8
rrel 3 0 8 0 0 8 5
1 2 9 0 0 1 0 8 9 8 9 0 2 1 9 5 1 8
ati 2 0 2 0 1
on
Sig 1 1
, , , , , , , , , , , , , , , , , , ,
. , ,3 ,5 , ,3 ,5
5 4 4 4 7 8 3 4 1 4 5 0 3 8 2 1 8 4 5
(2- 0 7 3 0 7 3
3 9 6 9 0 1 7 0 6 0 5 8 8 3 7 6 9 5 8
tail 0 4 3 0 4 3
3 3 0 3 4 4 1 7 6 7 1 7 6 3 5 6 6 6 0
ed) 0 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
59
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . . . . . .
, -, , , , , , , , , , , , , ,
3 on 6 6 6 ,4 .6 6 8 ,4 .6 6
3 2 4 2 1 5 1 5 1 5 3 5 4 5 5
Co 1 3 7 0 2 3 3 2 2 3 8
5 3 5 4 8 4 0 1 6 3 4 4 2 1 1
rrel 3 1 6 8 3* 3 8 8 3* 5
4 2 8 * * * 7 8 * 9 0 6 1 3 ** 6 9 8 6 6 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,1 ,0 ,1 ,0
2 4 1 0 0 0 4 5 0 0 7 1 6 0 0 2 0 1 1 1 0
(2- 8 3 8 3
8 9 5 3 2 4 6 7 3 8 7 0 3 9 0 9 8 8 0 0 2
tail 9 7 9 7
5 3 6 6 4 8 4 9 6 0 0 4 5 1 2 7 0 9 4 4 0
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . . . . .
, , , , , , , -, , , , , , , , ,
4 on 6 6 ,5 ,3 6 8 ,5 ,3 7
4 2 4 6 5 4 5 2 2 4 5 5 5 2 4 2
Co 1 7 3 1 1 1 5 1 1 4
8 4 5 0 9 5 9 3 5 6 1 0 9 5 6 9
rrel 7 8 2 8 1 9 2 8 2
4 9 8 * 1 * 1 * 8 8 9 1 3 ** 5 0 8 6 3 3 **
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,1 ,3 ,1 ,3
1 4 1 0 0 0 0 0 1 0 4 4 1 0 1 1 0 4 1 3 0
(2- 0 4 0 4
3 6 5 2 5 3 5 4 5 5 7 5 5 0 0 1 5 4 5 8 0
tail 8 1 8 1
1 0 6 2 0 5 6 6 6 2 9 7 2 1 5 7 2 8 2 2 9
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . . . . . .
-, , , , , , , , , , , , , , ,
5 on 6 6 6 6 6 ,4 ,3 ,4 ,3 6
2 4 4 2 5 1 1 1 5 4 0 5 4 5 5
Co 3 3 7 1 7 0 2 5 2 5 4
3 9 8 6 4 0 6 6 3 4 2 4 2 1 1
rrel 3 3 7 1 6 8 4 8 4 6
* 2 * * * * 4 5 7 9 0 1 1 3 9 9 9 8 6 6 *
ati
on
Sig , , , , , , , ,1 ,2 , , , , , , , , , , , , ,1 ,2 , ,
. 0 4 0 0 0 0 1 8 8 1 4 0 7 6 6 0 1 9 0 1 1 8 8 1 0
60
(2-
3 9 3 2 2 4 2 3 2 8 7 3 3 9 6 3 8 8 0 0 3
tail 9 5 9 5
7 3 6 2 4 8 2 1 8 0 0 5 5 1 6 3 0 9 4 4 2
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . . . . . . .
, , , , , , , -, , , , , , ,
6 on 6 6 ,4 ,4 6 7 8 6 ,4 ,4 7
4 1 6 5 5 3 2 2 1 5 1 4 5 3
Co 7 7 1 7 2 8 0 1 8 7 2 0
2 3 0 4 5 9 6 6 0 0 6 7 0 4
rrel 1 1 9 5 6 0 0 6 9 5 3
5 0 * 1 * 9 3 1 1 * 1 8 5 * ** 1 * 9 5 6 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,1 ,1 ,1 ,1
1 7 0 0 0 0 0 2 4 0 4 7 1 0 0 6 0 1 1 2 0
(2- 3 9 3 9
9 0 2 5 2 8 7 3 3 2 3 5 1 1 0 3 2 3 1 9 1
tail 6 3 6 3
3 4 4 0 4 0 8 4 8 0 8 1 3 6 3 5 0 6 3 7 6
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . . . . . . . . . . .
, , , .7 , , , , , , .7 ,
7 on 6 6 6 6 ,3 6 6 6 6 7 8 ,3 8
5 0 5 4 3 0 5 5 5 5 4 5
Co 0 3 0 1 4 7 5 0 5 7 4 6 7 5
0 8 4 5* 6 2 5 5 2 6 5* 5
rrel 6 8 6 2 1 * 3 6 0 1 2 6 1 * 9
4 0 * * * 9 * * * 3 9 9 9 2 8 * * ** ** 9 **
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,0 ,2 ,0
1 8 0 0 0 5 0 0 0 2 9 0 0 0 0 0 0 0 0 0 0
(2- 6 0 6 0
1 1 4 3 4 4 3 2 4 7 3 7 7 9 6 3 2 0 0 7 0
tail 2 8 2 8
4 4 8 5 8 9 3 9 8 2 3 4 4 9 8 0 4 9 1 4 1
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe . 0 , , , , . 1 ,2 ,5 , , , -, , , . , , , , . ,2 ,5 , .
0 ars 7 , 2 5 4 5 6 8 6 5 2 2 2 2 4 6 2 4 4 5 7 8 6 3 6
8 on 5 0 4 9 9 5 4 9 3 9 4 3 4 3 7 8 5 2 7 7 1 9 3 8 9
Co 1 0 7 1 4 3 2 9 7 9 7 9 9 8 6 8 9 7 8 3 4
** * * * *
rrel 0
61
ati
on
Sig 1
, , , , , , , , , , , , , , , , , , , ,
. , ,3 ,0 ,3 ,0
0 4 0 1 0 0 0 4 4 4 4 1 0 4 1 1 0 0 2 0
(2- 0 8 7 8 7
0 6 5 2 7 3 5 6 7 6 7 3 1 4 8 3 6 1 4 1
tail 0 9 1 9 1
8 4 6 2 8 3 2 4 8 4 8 6 9 8 9 6 3 3 5 8
ed) 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
0 ars . 0 1. . .
, , , , , , , , , , , , , , , , , ,
9 on ,3 8 , 0 ,3 6 6
3 2 4 5 4 4 3 2 3 4 4 4 4 4 5 4 3 4
Co 1 2 2 0 0 2 6 8
2 9 2 1 2 7 7 8 4 2 1 2 1 1 9 4 7 1
rrel 5 9 0 0* 5 3 0
5 8 8 2 8 9 1 9 6 8 5 8 5 5 6 3 1 ** 5 * * *
ati 0
on
Sig 1
, , , , , , , , , , , , , , , , , , , 0, , ,
. ,3 , ,3
3 3 1 1 1 1 2 3 2 1 2 1 2 2 0 1 2 0 2 0 0 0
(2- 2 0 2
2 7 8 0 8 3 6 8 9 8 0 8 0 0 5 7 6 0 0 0 2 2
tail 9 0 9
9 4 9 8 9 6 2 9 8 9 5 9 5 5 3 2 2 2 5 0 6 1
ed) 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . . . . . 1. .
, -, , , , , , , , , , , , , ,
0 on 6 7 ,3 6 6 6 6 ,3 0 7
5 2 3 3 4 5 5 1 2 1 3 5 4 3 4
Co 3 4 2 1 3 8 5 8 2 0 1
7 1 1 5 2 6 3 2 0 4 7 2 6 9 7
rrel 3 5 5 3 6 0 6 5 0* 9
7 1 * 8 4 5 ** 3 2 * 3 3 * 7 0 4 0 2 * * * 1 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , 0, , ,
. ,3 ,3
0 5 0 3 2 1 0 0 0 0 7 5 0 6 2 0 1 2 0 0 0 1 0
(2- 2 2
6 3 3 4 8 9 0 7 9 3 2 5 2 6 6 9 5 3 3 2 0 4 1
tail 9 9
3 3 7 1 5 3 8 1 2 7 0 0 0 6 3 8 4 3 0 0 0 4 3
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe . , , . , , . , ,3 ,5 1 , , , , , , , , , . . ,3 ,5 , .
62
1 ars
1 on 7 6 6 6 6 7
3 1 4 3 5 4 4 1 3 3 5 2 3 4 2
Co 5 1 5 4 3 9 5 4 3 2
0 8 8 9 9 8 9 0 6 6 0 7 7 9 5
rrel 7 1 3 6 2 2 2 6 2 7
** 0 8 * 5 1 * 9 5 5 8 5 5 6 9 3 5 * * 0 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,0 ,2 ,0
0 3 5 0 1 2 0 0 1 1 7 2 2 1 4 2 1 0 0 4 0
(2- 9 9 9 9
0 7 7 4 3 3 2 5 3 2 5 7 7 1 0 5 2 1 3 5 1
tail 8 2 8 2
7 1 9 6 1 4 9 2 1 1 3 0 0 3 7 9 1 8 0 8 1
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . . .
, , , , , , , , , , , , , , , , ,
2 on 6 6 ,4 .6 6 ,4 .6 6
3 2 4 2 2 2 4 5 1 5 1 5 4 5 4 5 2
Co 3 0 2 3 1 6 2 3 8
5 7 5 6 6 4 8 4 0 1 6 3 4 4 2 1 3
rrel 3 6 8 3* 4 8 3* 5
4 8 * 8 7 1 * 7 5 9 0 6 1 3 9 * 9 8 6 2 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,1 ,0 ,1 ,0
2 4 0 1 4 4 0 4 1 0 7 1 6 0 1 0 0 1 1 4 0
(2- 8 3 8 3
8 0 3 5 2 3 4 6 3 8 7 0 3 9 6 2 8 8 0 9 2
tail 9 7 9 7
5 7 6 6 8 8 8 4 1 0 0 4 5 1 6 6 0 9 4 2 0
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . . .
, , , , , , , , , -, , , , , , , ,
3 on 6 ,4 ,1 6 6 ,4 ,1 6
3 4 5 5 5 3 2 4 5 1 0 3 6 2 4 3 1
Co 8 1 2 1 9 5 1 2 1
9 4 4 9 4 6 3 9 4 9 3 7 0 5 1 7 0
rrel 6 5 3 6 6 5 3 0
2 9 9 8 9 * 3 9 5 9 4 1 5 * 1 2 * 5 5 0 *
ati
on
Sig , , , , , , , , ,2 ,7 , , , , , , , , , , , ,2 ,7 , ,
. 2 1 0 0 0 0 2 4 0 2 1 0 5 9 2 0 0 4 0 2 2 0 2 7 0
(2- 3 6 8 5 8 2 7 7 5 0 2 8 6 2 5 1 5 5 2 0 5 5 0 7 4
tail 3 6 0 2 0 0 2 8 1 0 8 7 6 7 0 6 8 5 6 0 6
63
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars - - - 0 .
, -, , -, , -, , -, , , , -, -, , , ,
4 on ,4 ,2 , , , , ,4 ,2 6
2 2 1 2 1 2 0 2 1 1 5 2 0 1 1 1
Co 2 0 1 1 1 0 0 2 0 2
0 7 0 3 0 6 2 4 0 0 4 7 6 6 9 3
rrel 8 3 9 6 2 0 8 3 0
3 8 0 9 0 1 9 7 8 0 9 8 9 1 4 * 1
ati 4 1 9 0
on
Sig 1
, , , , , , , , , , , , , , , , , , , ,
. ,1 ,5 , ,1 ,5
5 4 7 4 7 4 9 4 7 7 5 0 6 4 8 9 6 5 0 7
(2- 8 5 0 8 5
5 0 7 7 7 3 3 6 5 7 6 8 3 0 4 3 3 6 4 0
tail 9 0 0 9 0
0 7 0 9 0 8 3 4 3 0 8 0 5 7 0 3 5 8 2 2
ed) 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . . .
, -, , , , , , , , , , , , , , , ,
5 on ,4 .6 6 6 ,4 .6 7 6
4 2 5 2 1 1 5 2 3 5 0 5 3 2 5 3 4
Co 1 8 1 7 5 1 8 2 3
1 0 1 5 6 0 5 3 6 1 3 4 1 9 0 7 1
rrel 5 6* 1 6 5 6* 5 1
7 2 6 1 1 8 9 9 5 6 1 9 3 2 1 * 5 5 * * *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,0 ,2 ,0
2 5 1 4 6 7 0 4 2 1 9 0 3 3 1 0 2 2 0 0 0
(2- 0 2 0 2
0 5 0 5 3 5 7 7 7 0 2 8 4 8 1 2 5 0 2 1 3
tail 5 0 5 0
2 1 4 7 5 1 4 8 0 4 7 0 9 4 6 4 6 5 8 2 8
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe , , , , , , , , ,4 ,1 , , , -, , 1 , , . . , . ,4 ,1 , .
1 ars 1 5 1 4 1 5 5 4 1 4 3 1 3 1 3 5 5 6 7 4 6 1 4 4 6
6 on 4 3 6 6 6 0 5 7 5 7 6 6 7 6 1 3 0 7 1 1 5 5 7 5 1
Co 7 9 1 3 1 5 9 9 5 1 5 1 3 9 1 1 9 5 6 0 2
* * * *
rrel
ati
on
64
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,6 ,2 ,6
6 0 6 1 6 1 0 1 2 6 2 6 3 0 1 0 0 2 0 1 0
(2- 0 6 0 6
6 8 3 5 3 1 7 3 7 3 5 3 4 8 1 2 1 0 2 6 4
tail 5 6 5 6
6 7 5 2 5 3 4 6 0 5 6 5 9 7 6 4 3 5 8 5 5
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . . . . .
, , , , , , , -, , , , , , , ,
7 on 8 7 6 ,5 ,3 6 6 ,5 ,3 7
5 2 5 5 5 5 5 2 2 5 6 5 2 5 3
Co 5 0 8 9 7 9 1 9 9 7 9
6 9 3 3 2 0 3 7 9 3 0 8 9 3 4
rrel 9 0 8 6 0 6 6 6 0 6
4 0 3 ** 3 * 2 * 6 3 * 8 2 9 0 2 * 8 9 1 **
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,0 ,2 ,0 ,2
0 3 0 0 0 0 0 0 1 0 0 4 3 0 0 0 0 3 0 3 0
(2- 5 6 5 6
7 8 9 0 9 1 9 1 1 9 1 0 8 8 5 6 1 7 8 0 0
tail 3 3 3 3
1 6 1 1 1 6 9 9 3 1 7 7 4 7 1 0 7 4 7 4 3
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
1 ars . . .
, , , , , , , , , -, , , , , , , , ,
8 on 8 8 ,4 ,5 ,4 ,5 7
2 0 5 4 5 2 2 4 6 0 5 5 6 4 6 4 5 4
Co 2 1 4 2 1 4 2 0
3 7 1 4 6 5 7 4 0 6 0 0 0 1 0 4 0 2
rrel 8 0 3 4 3 4 0
6 2 ** 5 9 ** 8 6 9 9 1 9 1 1 0 8 1 3 1 8 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,1 ,0 ,1 ,0
4 8 0 1 1 0 0 4 4 1 0 8 1 1 0 2 0 1 1 1 0
(2- 7 9 7 9
8 3 0 0 6 0 6 4 0 6 5 4 1 1 5 0 5 7 1 9 1
tail 2 8 2 8
5 3 2 5 6 3 8 8 7 6 0 0 6 6 1 0 0 2 6 0 7
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe , , , , , , . , ,3 ,4 , . , -, . . , , 1 , , . ,3 ,4 , .
1 ars 2 3 3 5 0 1 6 4 7 6 3 6 2 0 6 6 5 4 5 3 6 7 6 4 6
9 on 1 6 4 0 2 6 5 2 1 0 7 6 5 2 7 7 8 1 5 7 7 1 0 2 7
65
Co
rrel 0 4 1 1 1 1
9 1 6 0 9 1 * 8 3 * 2 9 * * 2 8 9 1 * 5 *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,1 ,2 ,1
5 2 2 1 9 6 0 1 2 0 4 9 0 0 0 2 0 2 0 1 0
(2- 6 5 6 5
1 7 9 1 3 3 3 8 5 2 5 3 2 2 6 0 7 6 2 9 2
tail 2 4 2 4
7 5 7 7 3 5 0 9 9 6 6 3 4 4 0 0 4 2 4 3 4
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars . . . . . . . .
, , , , , , .8 , , , , , , , .8
0 on 6 6 ,3 6 7 6 7 ,3 6 8
3 4 5 5 5 4 2 4 5 1 3 6 5 4 2
Co 8 7 9 5 1 9 1 1 9 5 5
9 4 4 9 4 7 9* 9 4 6 7 0 5 1 9*
rrel 6 1 * 2 6 9 6 9 * 2 0 4
2 9 9 8 9 * * 9 5 9 * 1 5 * * 1 9 5 * * **
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,0 ,2 ,0 ,2
2 1 0 0 0 0 0 1 1 0 0 6 2 0 0 0 0 2 0 0 0
(2- 0 3 0 3
3 6 8 5 8 2 2 3 2 8 2 3 5 1 1 5 7 0 1 3 0
tail 2 3 2 3
3 6 0 2 0 0 4 6 1 0 8 5 6 3 7 0 4 5 3 0 1
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars . 0 . . 0 . .
, , , , , 0, , , , , , , , , 0, ,
1 on 6 , 7 .6 6 , 8 .6 6
4 2 4 4 5 0 4 4 4 4 2 4 3 4 0 3
Co 5 0 4 5 9 0 1 2 5 5
2 5 2 7 7 0 2 1 1 1 9 4 7 1 0 3
rrel 0 0 2 0* 2 0 9 0* 7
* 8 6 8 9 ** 7 0 * 8 5 5 5 8 3 1 5 ** 0 2 *
ati 0 0
on
Sig 1 1
, , , , , , , 1, , , , , , , , , , , 1, , ,
. , ,0 , ,0
0 1 4 1 1 0 0 0 0 1 2 2 2 3 1 2 2 0 0 3 0
(2- 0 3 0 3
3 8 4 8 3 0 6 0 1 8 0 0 0 7 7 6 0 0 0 1 2
tail 0 0 0 0
0 9 8 9 6 9 3 0 8 9 5 5 5 4 2 2 5 2 0 9 8
ed) 0 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
66
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars . . . . . . . . . . .
, , , , , , , , , ,
2 on 6 8 7 ,4 .6 6 6 6 6 7 8 ,4 .6 7 8
0 5 4 5 5 5 3 1 5 5
Co 8 6 1 1 8 5 5 5 7 1 2 1 1 8 2 7
4 1 6 1 0 1 7 9 3 0
rrel 6 6 8 5 6* 2 6 6 1 9 9 5 6* 5 5
* 5 6 3 6 5 ** * * 6 5 4 * * 9 1 * * ** * **
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,2 ,0 ,2 ,0
0 8 1 1 1 1 0 0 0 1 2 5 0 0 0 1 0 0 0 0 0
(2- 0 2 0 2
2 9 0 5 0 1 0 1 3 0 5 6 2 2 8 1 2 1 0 1 0
tail 5 0 5 0
0 6 4 2 4 3 1 3 0 4 6 8 8 8 7 6 4 3 2 2 0
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars 1. . 0 . .
, , , , , , , , , , , , , , , , , ,
3 on 0 ,3 8 , ,3 6 6
3 2 4 5 4 4 3 2 3 4 4 4 4 4 5 4 3 4
Co 0 2 2 0 1 2 6 8
2 9 2 1 2 7 7 8 4 2 1 2 1 1 9 4 7 1
rrel 0* 5 9 0 5 3 0
5 8 8 2 8 9 1 9 * 6 8 5 8 5 5 6 3 1 ** 5 * *
ati 0
on
Sig 1
, , , , , , , , 0, , , , , , , , , , , , , ,
. ,3 , ,3
3 3 1 1 1 1 2 3 0 2 1 2 1 2 2 0 1 2 0 2 0 0
(2- 2 0 2
2 7 8 0 8 3 6 8 0 9 8 0 8 0 0 5 7 6 0 0 2 2
tail 9 0 9
9 4 9 8 9 6 2 9 0 8 9 5 9 5 5 3 2 2 2 5 6 1
ed) 0
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars . . 1. . . . . .
, -, , , , , , , , , , , , , ,
4 on 6 7 ,3 0 6 6 6 6 ,3 7
5 2 3 3 4 5 5 1 2 1 3 5 4 3 4
Co 3 4 2 0 3 8 5 8 2 1 1
7 1 1 5 2 6 3 2 0 4 7 2 6 9 7
rrel 3 5 5 0* 3 6 0 6 5 9
7 1 * 8 4 5 ** 3 * 2 * 3 3 * 7 0 4 0 2 * * 1 *
ati
on
Sig , , , , , , , , ,3 0, , , , , , , , , , , , , ,3 , ,
. 0 5 0 3 2 1 0 0 2 0 0 0 7 5 0 6 2 0 1 2 0 0 2 1 0
67
(2-
6 3 3 4 8 9 0 7 0 9 3 2 5 2 6 6 9 5 3 3 2 4 1
tail 9 9
3 3 7 1 5 3 8 1 0 2 7 0 0 0 6 3 8 4 3 0 0 4 3
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Q Pe
2 ars . . . . .
, -, , , , , , , , , , , , , , ,
5 on .6 ,4 6 7 6 7 .6 ,4 6
4 2 5 2 5 3 5 3 2 2 1 4 3 4 4 3
Co 6 7 2 2 5 2 6 7 1 6
7 5 1 9 1 4 5 8 5 3 0 5 4 2 2 3
rrel 3* 1 0 5 0 5 3* 1 4
1 1 6 3 6 6 9 3 0 2 0 * * 0 1 8 5 * 2 * *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,0 ,1 ,0 ,1
1 4 1 3 1 2 0 2 4 4 7 0 0 1 3 1 1 0 3 0 0
(2- 2 4 2 4
4 5 0 8 0 9 7 4 5 9 7 4 1 6 0 9 9 3 1 1 2
tail 6 4 6 4
4 6 4 2 4 7 4 5 8 2 0 2 2 5 4 0 3 0 9 2 6
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
T Pe
o ars . . . . . . . . . . . . . . . . . . .
, ,
t on 6 6 7 6 7 8 6 .6 .7 7 6 6 6 6 7 7 6 8 6 8 .6 .7 6
1 1
a Co 8 8 4 4 0 5 9 8 1 2 8 1 3 1 9 0 7 5 5 7 8 1 6 1
8 3
l rrel 9 5 2 6 3 9 4 0* 9* 7 5 0 1 2 6 0 1 4 7 5 0* 9* 4
* 8 * ** * * ** * * * * 1 * * ** * * ** * ** *
ati
on
Sig
, , , , , , , , , , , , , , , , , , , , ,
. ,0 ,0 ,0 ,0
0 5 0 0 0 0 0 0 0 0 0 7 0 0 0 0 0 0 0 0 0
(2- 2 1 2 1
1 8 2 0 3 1 0 1 1 2 4 0 3 4 0 1 2 0 2 0 2
tail 1 3 1 3
9 0 0 9 2 6 1 8 1 0 6 2 8 5 3 7 4 1 8 0 6
ed)
N 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
*.
Correlati
on is
68
significa
nt at the
0.05
level (2-
tailed).
*.
Correlati
on is
significa
nt at the
0.05
level (2-
tailed).
B. Reliability
Case Processing Summary
N %
Cases Valid 11 100,0
Excludeda 0 0,0
Total 11 100,0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha N of Items

,944 25
69
Item-Total Statistics
Corrected Cronbach's
Item-Total Alpha if Item
Scale Mean if Item Deleted Scale Variance if Item Deleted Correlation Deleted
Q01 77,0000 88,400 ,650 ,941
Q02 77,3636 95,055 ,113 ,949
Q03 77,0909 90,491 ,655 ,941
Q04 77,3636 85,255 ,697 ,941
Q05 77,0909 90,891 ,614 ,942
Q06 77,2727 91,018 ,677 ,941
Q07 77,7273 87,418 ,842 ,939
Q08 77,5455 87,273 ,650 ,942
Q09 77,5455 91,473 ,655 ,942
Q10 77,0000 88,000 ,682 ,941
Q11 77,2727 88,418 ,694 ,941
Q12 77,0909 90,491 ,655 ,941
Q13 77,4545 91,073 ,574 ,942
Q14 77,0000 96,200 ,078 ,947
Q15 77,6364 90,855 ,596 ,942
Q16 77,6364 91,055 ,576 ,942
Q17 77,3636 86,055 ,765 ,940
Q18 77,1818 90,564 ,672 ,941
Q19 77,3636 89,655 ,635 ,941
Q20 77,4545 88,473 ,839 ,939
Q21 77,5455 91,673 ,631 ,942
Q22 77,6364 88,255 ,861 ,939
70
Q23 77,5455 91,473 ,655 ,942
Q24 77,0000 88,000 ,682 ,941
Q25 76,9091 88,891 ,624 ,942
3. The independent t-test

Notes
Output Created 03-AUG-2023 12:24:25
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 40
Missing Value Definition of Missing User defined missing values are

Handling treated as missing.
Cases Used
Statistics for each analysis are based
on the cases with no missing or out-
of-range data for any variable in the
analysis.
Syntax
T-TEST GROUPS=class(1 2)
/MISSING=ANALYSIS
/VARIABLES=scores
/CRITERIA=CI(.95).
71
Resources Processor Time 00:00:00,00
Elapsed Time 00:00:00,02
Group Statistics
Std. Error
class N Mean Std. Deviation Mean
motivation experimental class 20 80,8000 3,70774 ,82908
control class 20 59,9500 2,60516 ,58253
72
4. Question and Answer sheet Experimental and Control Class
A. Control Class
B. Experimental class
73
74
5. Documentati Controll Class
75
6. Documentation Experimental Class
76
STUDENT LEARNING MOTIVATION QUESTIONNAIRE
Subject : English
Name :
Class :
Questionnaire filling instructions
1. The questionnaire consists of 25 questions, carefully consider each question in
relation to learning mathematics, give answers that really match your choice
2. Put a check mark (√) in the column that matches your answer.
A = Agree ( Setuju ) SA = Strongly Agree ( Sangat Setuju)
D = Disagree ( Tidak Setuju ) SD = Strongly Disagree ( Sangat Tidak

Setuju )
Numbe Question Answer

r SA A D SD
1 I really like learning english
2 I once followed or learned English
vocabulary using a tik-tok
3 I'm very interested in learning
vocabulary using tik-tok
4 I feel free to understand the meaning and
pronunciation of words through the tik-
tok
5 Tik-tok can increase my vocabulary
skills
6 Tik-tok motivates me in learning new
vocabulary again
7 I think tik-tok is an effective tool for
learning vocabulary
8 I think tik-tok can be applied as a school
77
teaching medium
9 I am so happy learning vocabulary using
tik-tok
10 I don't get bored learning to use tik-
tok
11 I want to learn other lessons using
tik-tok
12 I want to increase my vocabulary as
much as possible
13 tik-tok really helped me in learning
vocabulary
14 tik-tok doesn't make me bored in
learning vocabulary
15 tik-tok makes me active in learning
vocabulary
16 tik-tok increased my curiosity about
vocabulary
17 I am increasingly excited to do every
assignment given by the teacher
related to vocabulary
18 I am more excited to learn English
than usual
19 I mostly use tick-tock to learn
vocabulary
20 tik-tok helps me share the knowledge
78
I get with other friends
21 I am more confident to speak in front
of many people because I have a lot
of vocabulary
22 tik-tok has a positive impact on my
vocabulary learning
23 using tik-tok as a learning medium
makes the learning atmosphere fun
24 tik-tok can help me in improving my
vocabulary
25 the creative videos provided by tik-
tok have motivated me to keep
learning more
79
80
81

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THE EFFECTIVENESS OF TIK-TOK APPLICATION TOWARD

STUDENTS MOTIVATION IN LEARNING VOCABULARY AT 7th

Submitted to English Department Teacher Training and education Faculty of

FACULTY OF TEACHER TRAINING AND EDUCATION

NOMMENSEN HKBP UNIVERSITY

Submitted to English Department Teacher Training and education Faculty of

Nama : Juniarti Rismauli

Dosen Pembimbing I Dosen Pembimbing II

(Dr.Kammer Tuahman Sipayung,M.Pd) ( Carolina Pakpahan, S.Pd,M.Pd)

Ketua Program Studi

(Dr.Nenni Triana Sinaga,S.S.,M.Pd)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS HKBP NOMENSEN

THE EFFECTIVENESS OF TIK-TOK APPLICATION TOWARD

NAMA : JUNIARTI RISMAULI

memperoleh gelar SARJANA PENDIDIKAN (S.Pd)

Panitia Ujian Akhir Meja Hijau

Dosen Penguji I Dosen Penguji II

(Fenty Debora Napitupulu,S.Pd.,M.Pd) (Usman Sidabutar, M.Hum)

Dekan FKIP UHN Medan Ketua Program Studi

(Dr. Mula Sigiro,M.Si.,Ph.D) (Dr.Nenni Triana Sinaga,S.S.,M.Pd)

DOSEN PENGUJI I DAN II PADA SIDANG MEJA HIJAU GELOMBANG

PERTAMA, 25 AGUSTUS 2023

Nama : Juniarti Rismauli

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Tik-Tok application

Toward Sudents Motivation in Learning Vocabulary at 7th grade In SMP

HKBP Sidorame Medan

Dosen Penguji I Dosen Penguji II

(Fenty Debora Napitupulu,S.Pd.,M.Pd) (Usman Sidabutar,M.Hum)

Pelaksana Ka.Prodi Bahasa Inggris

(Dr.Nenni Triana Sinaga,S.S.,M.Pd)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS HKBP NOMENSEN

Nama : Juniarti Rismauli

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Tik-Tok application

Toward Sudents Motivation in Learning Vocabulary at 7th grade In SMP

HKBP Sidorame Medan

Dosen Pembimbing I Dosen Pembimbing II

(Dr.Kammer Tuahman Sipayung, M.Pd) (Carolina Pakpahan, S.Pd,M.Pd)

Pelaksana Ka.Prodi Bahasa Inggris

(Dr.Nenni Triana Sinaga,S.S.,M.Pd)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS HKBP NOMENSEN

THE EFFECTIVENESS OF TIK-TOK APPLICATION TOWARD

STUDENTS MOTIVATION IN LEARNING VOCABULARY AT 7th

GRADE IN SMP HKBP SIDORAME MEDAN

Submitted to English Department Teacher Training and education Faculty of

Dosen Pembimbing I Dosen Pembimbing II

(Dr.Kammer Tuahman Sipayung,M.Pd) ( Carolina Pakpahan, S.Pd,M.Pd)

Ketua Program Studi

(Dr.Nenni Triana Sinaga,S.S.,M.Pd)

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS HKBP NOMENSEN

Nama : Juniarti Rismauli

Dosen Pembimbing 1 : Dr. Kammer Tuahman Sipayung, M.Pd

(Dr.Nenni Triana Sinaga, S.S.,M.Pd)

BERITA ACARA BIMBINGAN PENULISAN SKRIPSI