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All Journal JOLLT Journal of Languages and Language Teaching Journal of English Language and Education
Dhafiya Fitriani
Universitas Muhammadiyah Lampung
Languange, Linguistic, Communication & Media Other

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Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification Tiara Noviarini; Mark Philip Castillo Paderan; Zohri Hamdani; Fini Widya Fransiska; Dhafiya Fitriani
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18045

Abstract

English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Challenges Faced by English Teachers in Teaching Slow Learners with Special Needs in Inclusive Classrooms Dhafiya Fitriani; Musiman Musiman; Candraning Prihatini
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2690

Abstract

The implementation of inclusive education requires English teachers to deal with the diversity of students with special needs. However, there is a gap between inclusion and theory in the field, especially regarding teacher readiness and available support. This study aims to identify the challenges faced by English teachers in teaching students with special needs in inclusive classrooms, as well as the strategies used to overcome them. This study uses a descriptive approach with a qualitative method on one teacher in an inclusive class at SMPN 14 Bandar Lampung. Data was collected through observation and interviews. The participant in this study was one English teacher who was purposively selected based on his or her first-hand experience in dealing with students with various special needs (including blindness, learning difficulties, and attention deficits) in an inclusive classroom environment. Data were collected through non-participant classroom observation and semi-structured in-depth interviews. Data analysis was carried out using a qualitative descriptive method through three stages, namely data reduction, data presentation, and conclusion drawn. The study concludes that ongoing training and professional collaboration are essential to support the effectiveness of English teaching in inclusive classrooms.
Co-Authors Candraning Prihatini Fini Widya Fransiska, Fini Widya Mark Philip Castillo Paderan Musiman, Musiman Tiara Noviarini, Tiara Zohri Hamdani, Zohri