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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Kevin Hendrawan
Universitas Sembilanbelas November Kolaka
Languange, Linguistic, Communication & Media

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Utilization of Wordwall Gamification Application to Improve Students' Cognitive Creativity and Critical Thinking in English Lessons Rais Abin; Sultan; La Ode Muhammad Idrus Hamid B.; Ray Suryadi; Kevin Hendrawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.8029

Abstract

In the digital era, interactive learning aligned with Generation Z's characteristics is crucial. Based on constructivist theory, gamification through Wordwall offers innovative ways to enhance student engagement, creativity, and critical thinking. Yet, English instruction for eighth-grade students at SMP Negeri 2 Samaturu remains traditional, limiting cognitive creativity and critical thinking development. This research analyzes Wordwall's impact on these skills among 25 randomly selected eighth-grade students. A quantitative pre-experimental one-group pretest-posttest design was implemented over eight weeks (three sessions weekly). Instruments included writing tests for cognitive creativity, speaking tests for critical thinking, and observation checklists for engagement. SPSS one-sample t-test analysis showed significant gains. Cognitive creativity reached a mean of 80.12 (t=5.28 > t-table 2.06, p<0.05, Cohen's d=1.06—large effect). Critical thinking averaged 81.64 (t=6.18 > 2.06, p<0.05, d=1.24—large effect), confirming Wordwall's substantial influence. The intervention fostered 21st-century skills effectively. Limitations encompass the pre-experimental design and small single-school sample. Recommendations urge Wordwall integration in junior high curricula; future studies should adopt randomized controlled trials with larger, diverse cohorts. Keywords: Wordwall, gamification, cognitive creativity, critical thinking, English learning.
Integration of Virtual Reality and Digital Game-Based Learning in Education: Accelerating English Language Communication Alifiah Pratiwi; Bimas Reskiawan; Ray Suryadi; Netty Huzniati Andas; Kevin Hendrawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.8030

Abstract

This study was initiated in response to the challenges faced by students who are not accustomed to practicing English speaking due to a lack of self-confidence and heightened anxiety when communicating with others or with native speakers. To address these issues, the study explores the potential of Virtual Reality (VR) technology to foster the development of students’ English communication skills within an autonomous, interactive, and engaging environment. Such an environment is expected to increase students’ learning motivation while simultaneously improving the overall quality of instruction. The primary aim of this research is to contribute to the body of knowledge by developing a prototype of a digital platform termed Metaversity, defined as a virtual learning environment that integrates the immersive features of the Metaverse ecosystem with the pedagogical foundations of Digital Game-Based Learning (DGBL). The participants of the study consisted of 30 undergraduate students from Universitas Sembilanbelas November Kolaka. Employing a Research and Development (R&D) approach, the study adopted the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The resulting learning media integrates VR, DGBL, and communication platforms such as VRChat and Discord into a cohesive system. Validation by media experts yielded an average score of 4.35 out of 5, which falls into the “highly feasible” category. Meanwhile, students’ responses reached an average of 82.5%, placing the product within the “good–very good” range. The findings provide compelling evidence that the developed medium is effective in enhancing students’ motivation, self-confidence, and English-speaking competence. Furthermore, the integration of VR and DGBL fosters active engagement, alleviates language anxiety, and creates an immersive and enjoyable learning experience. These outcomes highlight the potential of Metaversity-based platforms as innovative solutions in higher education language learning contexts.
Co-Authors La Ode Muhammad Idrus Hamid B Netty Huzniati Andas Pratiwi, Alifiah RAIS ABIN Ray Suryadi, Ray Reskiawan, Bimas - Sultan