Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Inspirasi Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Laili Hibatin Wafiroh
Universitas PGRI Delta Sidoarjo
Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Game-Based Discussion: Enhancing Critical Speaking, Confidence, and Accuracy in the EFL Classroom Rachmat Awaludin Yusuf; Yulianto Sabat; Laili Hibatin Wafiroh
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9941

Abstract

This study examined the effectiveness of game-based discussion, defined as structured speaking tasks that use role cards, evidence tokens, timed problem solving, and peer rotation to guide argumentative interaction, in enhancing critical speaking, confidence, and linguistic accuracy in EFL classrooms. Using a quasi-experimental design, 156 secondary students in East Java, Indonesia, were assigned by intact classes to experimental and comparison groups. Data were collected through pre- and post-speaking tests assessed with analytic rubrics, questionnaires, classroom observations, and semi-structured interviews. Results showed that the experimental group achieved large gains in critical speaking (M = 62.45 to 78.12, d = 1.98), confidence (M = 58.77 to 75.56, d = 1.87), and accuracy (M = 60.33 to 74.45, d = 1.83), with all gains statistically significant at p < .001 and stronger than those in conventional instruction. The novelty of the study lies in integrating cognitive, affective, and linguistic dimensions within one instructional model rather than treating speaking fluency or motivation as isolated outcomes. Lexical precision and syntactic control were still developing under spontaneous pressure, but guided feedback and peer scaffolding supported gradual improvement. The findings offer practical implications for EFL teachers and curriculum developers seeking interactive, measurable, and learner-centered speaking instruction.
Enhancing EFL reading comprehension and motivation through interactive gamified learning in Indonesia Achmad Rahman Iswanto; Yuliyanto Sabat; Laili Hibatin Wafiroh
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13662

Abstract

Teaching English as a Foreign Language (EFL) in Indonesian secondary schools continues to face major challenges due to students' weak reading comprehension. This study aims to evaluate the effectiveness of the Wayground gamified learning platform in improving reading comprehension and learning motivation among Indonesian secondary students of English as a Foreign Language (EFL). This study addresses the critical challenges of low literacy rates and high reading anxiety in the digital age. A quasi-experimental design was used, involving 60 tenth-grade students at SMAN 2 Sampang, who were divided into an experimental group using Wayground and a control group using traditional teacher-centered instruction. Data were collected over six weeks using a 20-item reading comprehension test and a modified Instructional Materials Motivation Survey (IMMS) based on Keller's ARCS model. Descriptive and inferential statistics, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test, were used for data analysis. The results showed that students in the experimental group significantly outperformed the control group, achieving a post-test average of 85.43 compared to 71.07. In addition, student motivation in all ARCS dimensions reached high levels, with the highest satisfaction scores. It was concluded that Wayground served as a powerful catalyst, transforming passive reading activities into student-centered, interactive experiences while effectively mitigating cognitive fatigue. These findings indicate that integrating Wayground's interactive, gamified learning into the curriculum provides a fundamental basis for promoting learner autonomy and improving literacy outcomes in 21st-century education.
Digital game-based learning: A catalyst for EFL self-efficacy among Indonesian vocational students Nurul Aminatus Zuhriya; Yuliyanto Sabat; Laili Hibatin Wafiroh
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13664

Abstract

While student engagement often is unstable in vocational EFL settings, Digital Game-Based Learning (DGBL) offers a dynamic solution through its interactive framework. This study evaluates how the Wayground platform serves as a catalyst for boosting self-efficacy among Indonesian vocational students. Using a pre-experimental one-group pretest-posttest design, we observed 36 tenth-grade students majoring in Pharmaceutical Engineering at SMK Negeri 1 Sampang (Academic Year 2025/2026). Data collection relied on an EFL self-efficacy questionnaire paired with authentic Wayground activity logs. Statistical analysis was conducted using the Paired-Samples T-test, which indicated a significant increase in self-efficacy (t(35) = -17.955, p < 0.001) with a large effect size (Cohen's d = 2.99). The findings indicate that the use of Wayground-based DGBL is associated with a substantial increase in vocational students' EFL self-efficacy. These results suggest that gamified learning environments may offer a promising pedagogical alternative for fostering self-efficacy among vocational EFL students
Co-Authors Achmad Rahman Iswanto Nurul Aminatus Zuhriya Rachmat Awaludin Yusuf Yulianto Sabat Yuliyanto Sabat