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All Journal INTERACTION: Jurnal Pendidikan Bahasa SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Sri Suci Suryawati
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Penguatan Kemampuan Speaking Bahasa Inggris pada Lansia melalui Pendekatan Fun learning di Sekolah Lansia Cahaya Kartini Sri Suci Suryawati; Agus Hidayat; Meisuri; Septa Aryanika; Irawansyah; M.Fikri Nugraha Kholid
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | In Press
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.541

Abstract

This community service program was motivated by the need to provide English language learning that is inclusive, enjoyable, and aligned with the characteristics of elderly learners. The program aimed to strengthen the English speaking skills of elderly participants through a fun learning approach at Sekolah Lansia Cahaya Kartini. It was conducted on February 19, 2026, by a team of lecturers from the English Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Raden Intan Lampung. The program employed a Participatory Action Research (PAR) design comprising four stages: planning, action, observation, and reflection. The learning materials focused on basic communication skills, including greetings, self-introduction, simple vocabulary, pronunciation, and daily conversations. The fun learning strategy was implemented through ice-breaking activities, language games, singing, role play, vocabulary drilling, and paired or group dialogue practice. Data were collected through participant activity observation, satisfaction questionnaires, field notes, and activity documentation, and were subsequently analyzed using descriptive qualitative techniques and simple quantitative analysis based on percentages. The results indicated that the fun learning approach fostered greater enthusiasm, participation, speaking confidence, and self-assurance among participants in using simple English expressions. The satisfaction questionnaire revealed positive responses across several aspects: easy-to-understand materials (90%), an enjoyable learning atmosphere (95%), engaging activities (93%), communicative and interactive facilitators (96%), increased self-confidence (88%), and perceived usefulness of the program (97%). Therefore, fun learning can be regarded as a relevant approach for strengthening English speaking skills among elderly learners in non-formal education settings, as it meaningfully integrates language learning, emotional support, and social interaction.
Gamification in Language Learning: The Effect of Using Wayground on Students’ Understanding of the Simple Past Tense Alya Nabilah; Sri Suci Suryawati; M. Nawawi
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5778

Abstract

Mastering the simple past tense is a significant challenge for English as a Foreign Language (EFL) learners, often due to the limitations of traditional, teacher-centered instructional methods. This study investigates the effect of Wayground, the latest evolution of the Quizizz platform, as a digital learning medium to improve students' understanding of the simple past tense. A quasi-experimental design was employed with 65 tenth-grade students, who were divided into an experimental group (n = 35) and a control group (n = 30). Data were collected through pre- and post-tests and analyzed using nonparametric statistical measures: the Wilcoxon signed-rank test and the Mann–Whitney U test. The results revealed a statistically significant difference in learning outcomes favoring the gamified intervention (p = 0.000). Despite individual learning variances, the findings confirm that Wayground fosters a highly interactive and motivating environment that significantly accelerates grammatical competence. These results suggest that integrating modern gamification tools can effectively overcome learning constraints and substantially improve structural grammar pedagogy in English as a Foreign Language (EFL) context.
Co-Authors Agus Hidayat Alya Nabilah Irawansyah M. Nawawi M.Fikri Nugraha Kholid Meisuri Septa Aryanika