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All Journal PANYONARA: Journal of English Education INCARE
Baidawi, Achmad
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics

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Journal : PANYONARA: Journal of English Education

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Comparative Experiences of EFL Students Using Gamified Versus Traditional Web-Based Grammar Practice: A Qualitative Case Study Baidawi, Achmad; Rabi'ah, Rabi'ah; Habibullah, Mosleh; Virdyna, Nina Khayatul
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21322

Abstract

The increasing use of digital tools in English as a Foreign Language (EFL) instruction has transformed grammar learning, offering contrasting affordances. This study explored how university-level EFL students in Indonesia experience gamified (Quizizz) versus traditional web-based grammar platforms. Adopting a qualitative case study with 30 participants, data were collected through classroom observations and semi-structured questionnaires based on 15 behaviorally anchored indicators aligned with three research questions. Findings revealed that Quizizz heightened engagement through competitive elements, immediate feedback, and peer interaction—though some learners experienced stress due to time constraints. In contrast, traditional grammar websites promoted self-paced study, detailed explanations, and conceptual clarity, albeit with lower interaction and occasional disengagement. Cross-platform comparison showed learners valued both tools: Quizizz for motivational drill practice and traditional platforms for in-depth understanding and exam preparation. These insights suggest that neither platform alone is universally optimal. A blended instructional approach, combining gamified engagement with structured guidance, offers a more balanced grammar learning experience tailored to diverse learner preferences. Future research should include longitudinal and comparative designs across proficiency levels and integrate theoretical perspectives such as Self-Determination Theory and the Technology Acceptance Model to further elucidate learners' motivation and platform use.
Encouraging Students’ Understanding on Learning Phonology Through Native Speakers’ Videos on YouTube Rabi'ah; Baidawi, Achmad
PANYONARA: Journal of English Education Vol. 5 No. 2 (2023): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v5i2.9758

Abstract

The goal of teaching and learning in the class is to make the students understand the material. The goal can be reached if the learners are highly motivated to learn and the lecturer can deliver the material. Moreover, in English phonology, to make the students more understand and interested in learning it, the lecturers can use some media, like videos on YouTube, to support their teaching. So the students can comprehend English phonology entirely. The study is mainly intended to find the use of native speakers' videos in encouraging the students' understanding of learning English phonology and students' responses to those strategies. The design of the study was descriptive. The data were collected through classroom observation and a questionnaire. The research respondents were the 36 students of the English teaching-learning program. The result showed that using native speakers' videos on YouTube can encourage students' understanding of English phonology. So, using native speakers' videos in teaching English phonology is well-recommended.
Co-Authors Fadilah Fadilah, Fadilah Mosleh Habibullah, Mosleh Nina Khayatul Virdyna, Nina Khayatul Rabi'ah Rabi'ah, Rabi'ah Rabi’ah, Rabi’ah