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This research was a classroom action research which intended to improve the senior high school students’ vocabulary achievement by applying Kahoot as learning media in the teaching and learning process. The research was conducted to 40 students from grade X of Islamic Senior High School (Madrasah) in Kota Blitar. The procedure in this research followed some steps based on Kemmis and Taggart model namely; 1) Planning, 2) Acting, 3) Observing and 4) Reflecting. The data collection of this research were taken from tests and questionnaire. The research showed that the use of Kahoot as media in teaching and learning vocabulary particularly in “introducing oneself” could improve the students' vocabulary achievement. The pre-test showed that the students' score was 59.23). That score was under the minimum criterion mastery set by the school (75.00). After 1 st cycle, there was an improvement on the students' score became 71.23 but it was still under minimum criteria. Therefore, it needed the 2 nd cycle in which the score improved into 84.58. The improvement on the students’ achievement was supported by the students’ positive attitude toward the use of Kahoot in teaching and learning.

This article dealt with classroom Action Research which intended to improve the vocabulary achievement of 39-second semester students of Faculty of Agriculture and Animal Husbandry at the Islamic University of Balitar by using Memrise. In this research, the students learned 3 levels of agriculture and vocabulary prepared and created by the lecturer in www.memrise.com. In order to have a good vocabulary achievement, the students are asked to learn the vocabulary in the classroom and review it at home through Memrise Application. The data of the research were collected from tests and questionnaire. This research was conducted in one cycle of action which covered (1) Planning, (2) Acting, (3) Observing and (4) Reflecting. The result of the research showed that the implementation of Memrise as learning and reviewing vocabulary tool could improve the students ’ vocabulary achievement from the mean score 60.45 (Pre-test) to 86.27 (Post-test). Moreover, the result of the research was strengthened by the student ’s positive responses toward the use of Memrise as learning and reviewing vocabulary tool as reflected from the result of the questionnaire given. Keywords: Memrise, Learning and Reviewing Vocabulary, Vocabulary Achievement, Action Research. Received: 24 June, 2016; Accepted: 8 September, 2016