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Anisa Alawiyyah
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EXPLORING THE USE OF WORDWALL GAMES IN LEARNING SPEAKING Susilawati; Anisa Alawiyyah; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60757

Abstract

Speaking anxiety has become a critical issue among elementary school students learning English, as it can significantly hinder their participation and speaking development. Many young learners are reluctant to express themselves orally due to fear of making mistakes, negative evaluation, and low self-confidence, which reduces their opportunities to practice English and develop communicative competence. Therefore, this study aimed to explore the use of Wordwall Games in teaching speaking, examine how Wordwall helps reduce students' speaking anxiety, and investigate students' responses toward its use in speaking activities. This study employed a qualitative approach with a case study design. The research was conducted with third-grade students at Sukamulya Elementary School from March to April 2026. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing or verification to ensure the credibility of the findings. The findings revealed that the implementation of Wordwall Games created an interactive, enjoyable, and supportive learning environment that encouraged students to participate actively in speaking activities. Students became more enthusiastic, confident, and willing to speak English during classroom interactions, and the interactive activities helped them improve their vocabulary, pronunciation, and speaking fluency. Furthermore, Wordwall reduced students' speaking anxiety by creating a more relaxed and comfortable learning atmosphere in which students felt less afraid of making mistakes. Students expressed positive responses toward the use of Wordwall because learning through games increased their motivation, engagement, and confidence in using English for communication.
AN ANALYSIS OF ILLOCUTIONARY ACTS AND FELICITY CONDITIONS IN THE DOCUSERIES TAYLOR SWIFT: THE END OF AN ERA Reenad; Anisa Alawiyyah; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62503

Abstract

This research aims to analyze the categories of illocutionary acts and how their corresponding felicity conditions are fulfilled as observed in the docuseries Taylor Swift: The End of an Era. Unlike traditional linguistic studies, this qualitative research deliberately confines its scope strictly to the production of illocutionary forces and the essential criteria that render these communicative acts valid and successful, without including politeness or perlocutionary effects. To systematically analyze the language phenomena, this study employed a descriptive qualitative method as the research methodology. Data were collected from the utterances spoken by the main subject across six episodes through comprehensive transcribing, note-taking, and categorizing based on John R. Searle's theoretical framework. The findings revealed a total of 522 analyzed utterances spread across the categories. Among these classifications, assertive acts emerged as the absolute dominant illocutionary acts with 330 utterances, driven by the biographical nature of the docuseries to state facts, explain creative processes, and report past memories. Furthermore, the analysis of felicity conditions demonstrated that the sincerity condition was the most dominant criterion fulfilled with 358 utterances, establishing the linguistic validity, social contract, and psychological authenticity of the spoken utterances. In conclusion, this research highlights how pragmatic competence operates within public narratives. The results imply that understanding illocutionary structures enables a deeper comprehension of how public figures construct meaning, project authentic personas, and maintain communicative efficacy in contemporary media.
STUDENTS' PERCEPTIONS OF USING THE EWA APPLICATION FOR ENGLISH LANGUAGE LEARNING Warda Anggraeni; Anisa Alawiyyah; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62934

Abstract

Digital learning has become increasingly central to English language teaching, and Mobile-Assisted Language Learning (MALL) applications such as EWA are now widely used by students as a supplementary learning tool. However, empirical understanding of how learners actually perceive and experience EWA remains limited. This study aimed to explore eleventh-grade students' perceptions of using the EWA application as a digital learning tool for English and to identify the difficulties they experienced while using it. A qualitative case study design was employed. Data were collected from 20 students through an open-ended questionnaire, followed by semi-structured interviews with five selected participants and supported by document analysis of learning artifacts. The data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis. The findings show that students' perceptions of EWA cluster into three themes: Good Experience, Ease of Use, and Supportive Features, reflecting an application perceived as enjoyable, motivating, easy to navigate, and pedagogically useful, particularly for vocabulary, listening, and pronunciation. Nevertheless, students also reported difficulties grouped into four categories: Challenging content, Behavioral self-regulation issues, Technical issues, and Limitations arising from the freemium system. These difficulties did not diminish students' overall positive perception of EWA. The study concludes that EWA functions best as an engaging, flexible supplementary resource that complements, rather than replaces, formal classroom instruction. Further research involving larger and more diverse participant groups is recommended to strengthen the generalizability of these findings.
THE ROLE OF ENGLISH FOR HOSPITALITY WITHIN THE 'SIDE DUTIES' PROGRAM IN FOSTERING STUDENTS' CAREER READINESS: A CASE STUDY AT SMK MUTIARA TERPADU PALABUHANRATU Widia Kustiani Waluya; Anisa Septia Megawati; Anisa Alawiyyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62935

Abstract

This study examines the role of English for Hospitality Purposes (EHP), integrated within the Side Duties Program (SDP), in fostering the career readiness of Grade XII Hotel Accommodation students at SMK Mutiara Terpadu Palabuhanratu. The study is motivated by the persistent gap between the General English instruction commonly delivered in vocational high schools and the specialized communicative demands of the international hospitality industry. A qualitative case study design was employed. Data were collected through in-depth, semi-structured interviews with five Grade XII students who had completed Field Work Practice (PKL) at three star-rated hotels in West Java, together with one Productive Hospitality teacher who supervises the program. Data were analyzed using the interactive model of data condensation, display, and conclusion drawing, with credibility established through source triangulation and member checking. The findings show that EHP is integrated into the Side Duties Program contextually and on a needs basis, with department-specific language content for Front Office, Food and Beverage Service, and Housekeeping. Students reported a substantial rise in English-speaking confidence, from baseline levels as low as 2 out of 10 to post-internship levels as high as 9.8 out of 10, and rated their overall career readiness between 8 and 9.8 out of 10. However, all student participants identified difficulty in comprehending diverse international accents and variable speech rates as the most significant unresolved challenge. The study concludes that the Side Duties Program is an effective work-based model for developing EHP competence and career readiness, but requires further strengthening through authentic multi-accent listening exposure, increased spontaneous speaking practice, and structured reflective learning.
Co-Authors Anisa Septia Megawati Handi Pabriana Reenad Susilawati Warda Anggraeni Widia Kustiani Waluya