THE INFLUENCE OF GOOGLE FORMS ON THE VOCABULARY MASTERY OF GRADE 10th STUDENTS AT AL-MADANI PONTIANAK VOCATIONAL HIGH SCHOOL

Abstract

AHMAD SHUFI. The Influence of Google Forms on the Vocabulary Mastery of Grade 10th Students at Al-Madani Pontianak Vocational High School. Tadris English Study Program. Faculty of Tarbiyah and Teacher Training. State Institute for Islamic Studies Pontianak (IAIN Pontianak), 2026. This study aims to investigate: (1) Students' perceptions of using Google Forms in learning vocabulary, (2) The level of students' vocabulary mastery, and (3) The significance of the influence of Google Forms on students' vocabulary mastery. This research employed a quantitative approach with a descriptive correlational design and simple linear regression analysis. The population consisted of 10 grade students at SMK Al-Madani Pontianak. The sample consisted of 26 students from the Software Engineering (RPL) class, selected through purposive sampling. Research instruments included a validated vocabulary mastery test (20 items, Cronbach's Alpha 0.895) and a perception questionnaire (25 items). Data analysis techniques encompassed descriptive statistics, normality tests (Shapiro-Wilk), linearity tests, simple linear regression, and hypothesis testing (t-test, F-test). The findings reveal that: (1) Students' perception of using Google Forms was very positive (mean score 114.19/125). (2) Students' vocabulary mastery was at a moderate to good level (mean score 14.85/19 or 78.2%). (3) The simple linear regression analysis showed that Google Forms does not have a statistically significant influence on vocabulary mastery (F=1.474, p=0.236, R²=0.058), with only 5.8% of variance explained. The weak positive correlation (r=0.241) indicates a tendency for higher perception scores to associate with higher vocabulary scores, but this relationship is not statistically significant. These results suggest that while Google Forms is well-received by students and can serve as a supportive digital tool, its direct impact on vocabulary mastery in this specific educational context is limited, underscoring the importance of pedagogical integration beyond tool adoption.