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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Paedagogy Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Research Horizon JOEEL (Journal of English Education and Literature) Jurnal Penelitian Pendidikan Indonesia JLE: Journal of Literate of English Education Study Program SWARNA: Jurnal Pengabdian Kepada Masyarakat
Abin, Rais
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Journal : IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

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Exploring University Students’ Experiences of English Learning through Duolingo Andira, Ayu; Syam, Hariadi; Pratiwi, Alifiah; Suryadi, Ray; Abin, Rais
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.v13i2.8101

Abstract

This study explores university students’ experiences of learning English through the Duolingo application. Employing a qualitative descriptive design, the research involved 15 English education students at Universitas Sembilanbelas November Kolaka over a six-week data collection period. Data were gathered through semi-structured interviews and classroom observations, and then analyzed thematically using Braun and Clarke’s (2006) six-phase approach, guided by a constructivist learning framework. The analysis identified students’ perceptions, perceived benefits, and challenges in using Duolingo as a language learning tool. Findings revealed that Duolingo enhanced students’ vocabulary acquisition, learning motivation, and autonomous study habits. However, participants also reported limitations such as repetitive exercises, insufficient opportunities for communicative speaking practice, and reliance on internet connectivity. Results indicate that while Duolingo can effectively supplement English learning, it is most beneficial when integrated with classroom-based instruction and teacher guidance. Overall, the study underscores the importance of combining digital learning applications with formal educational contexts to maximize language development and learner engagement.
Investigating the Influence of Kahoot on Students’ Vocabulary Acquisition in an EFL Context Marinda, Aulia Bela; Zakaria; Hariadi Syam; Suryadi, Ray; Abin, Rais
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.v13i2.8154

Abstract

Vocabulary learning remains a central yet challenging component of English as a Foreign Language (EFL) instruction, particularly in contexts where classroom learning serves as the primary source of language exposure. Traditional teaching approaches often rely on memorization and translation, which may not effectively promote active learning or long-term retention. The purpose of this study is to investigate the impact of the Kahoot gamified learning platform on students’ vocabulary acquisition in an EFL context. A quasi-experimental pretest–posttest design was conducted with two intact tenth-grade classes at SMK Negeri 2 Kolaka, consisting of 30 students in the experimental group and 30 in the control group. The treatment was implemented over six meetings using a 25-item multiple-choice vocabulary test with high reliability (Cronbach’s α = 0.940). T-tests for independent and paired samples were used to analyze the data, identifying within-group improvements and between-group differences. The findings indicated that the experimental group taught through Kahoot achieved significantly higher post-test scores than the control group (p < 0.05). The results suggest that integrating Kahoot as a gamified learning platform can enhance students’ vocabulary mastery, increase engagement, and foster a more interactive learning environment in EFL classrooms. These results underscore the capability of Kahoot-based instruction to extend current understanding of digital gamification in EFL vocabulary teaching by demonstrating measurable gains in learner outcomes.
Utilization of Wordwall Gamification Application to Improve Students' Cognitive Creativity and Critical Thinking in English Lessons Abin, Rais; 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.
Co-Authors Aninsih, Putri Aqzhariady Khartha Ashar, Aisyah Astiantih, Susi Ayu Andira Fitriani Hafifah, Nurul Hariadi Syam Hariadi Syam Hariadi Syam, Hariadi Hodairiyah, Hodairiyah Kadaruddin, Kadaruddin Karimuddin, Karimuddin karman karman Kevin Hendrawan La Ode Muhammad Idrus Hamid B Maharani, Puan Marhamah Marhamah Marinda, Aulia Bela Naing, Ince Rezky Netty Huzniati Andas, Netty Huzniati Pratiwi, Alifiah Putri, Ade Yustika Ramadhani, Asti Ray Suryadi, Ray Reskiawan, Bimas - Serly, Serly sultan Tundreng, Syarifuddin Yawan, Hendri Zakaria