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All Journal REFLEKSI EDUKATIKA Jurnal Ilmiah Lingua Idea Esteem Journal of English Study Programme Jurnal Pendidikan Surya Edukasi (JPSE) RISTEK : Jurnal Riset, Inovasi, dan Teknologi Kabupaten Batang Jurnal Berdaya Mandiri Pena : Jurnal Ilmu Pengetahuan dan Teknologi Journal Of English Literature, Linguistic, and Education (JELLE) Jurnal Litbang Kota Pekalongan Journal of English Language and Education Education Achievement: Journal of Science and Research RISTEK: Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang PENA ABDIMAS : Jurnal Pengabdian Masyarakat Surakarta English and Literature Journal Journal of Multidisciplinary Science: MIKAILALSYS DIMASEKA Jurnal Pengabdian Widya Dharma PAEDAGOGIE
Ida Ayu Panuntun
Universitas Pekalongan
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7th Grade Students’ Perceptions of Zep Quiz for Gamified Vocabulary Learning Rini Musrifa; Ida Ayu Panuntun
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2700

Abstract

Vocabulary mastery often becomes a hurdle for junior high school students, particularly when the teaching methods lack variety. This study aims to describe the learning problems faced by seventh-grade students, the implementation process, and their perceptions toward the use of Zep Quiz as a gamification media in vocabulary learning. A descriptive qualitative approach was employed, involving 38 seventh-grade students as the sample, with five students selected for interviews. Data were collected through questionnaires, semi-structured interviews, vocabulary tests, and documentation. Questionnaire data were analyzed descriptively, while interview data were analyzed using thematic analysis based on Miles and Huberman's interactive model. The findings revealed that students primarily struggled with remembering new words and using them in proper contexts. The teacher implemented Zep Quiz as a supplementary tool for practice and assessment, which ran interactively in the classroom. Overall, students held positive perceptions. They felt more motivated, more active, and found the learning process enjoyable. The average vocabulary test score reached the high category. Nevertheless, some students reported technical issues such as unstable internet connections, and a few felt pressured by the point system and time limits. Additionally, several students still relied on traditional memorization strategies for long-term vocabulary retention. This study recommends integrating Zep Quiz as a complement to, rather than a replacement for, conventional teaching methods.
The Use of TikTok in Learning English Vocabulary at Junior High School Gemala Ayu Pramesti; Ida Ayu Panuntun
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2653

Abstract

This research aimed to investigate how students use TikTok in learning English vocabulary and identify the TikTok features that support vocabulary learning at seventh-grade students of junior high school. The research design used in this research was a descriptive qualitative. The research data were collected from 30 seventh-grade students through close-ended questionnaires and interviews. Questionnaire and interview data were analyzed using descriptive qualitative analysis to identify students' perceptions and experiences in learning vocabulary through TikTok. The findings showed that TikTok helped students learn English vocabulary more effectively. Students preferred practical and contextual vocabulary that could be applied in daily communication. In addition, TikTok provided students with frequent exposure to English words and expressions through short and engaging videos. The findings also revealed that students used several strategies to understand and remember new vocabulary, such as replaying videos, writing down unfamiliar words, searching for meanings, and practicing vocabulary in conversations. This research concluded that TikTok was a useful tool for supporting English vocabulary learning at seventh-grade students.
MENEMBUS BATAS BAHASA: PELATIHAN KOSAKATA WARNA MELALUI PROGRAM BIPA Ida Ayu Panuntun
DIMASEKA Vol 3 No 1 (2025): April 2025
Publisher : FEB Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/dimaseka.v3i1.619

Abstract

Pembelajaran BIPA bukanlah hal yang mudah, terutama karena perbedaan latar belakang budaya dan bahasa para pelajarnya. Di Universitas Pekalongan, beberapa pelajar BIPA mengalami kesulitan dalam proses belajar. Salah satu kendala utama yang mereka hadapi adalah dalam pelafalan dan penggunaan kosakata warna. Kesulitan ini mempengaruhi kemampuan mereka dalam berkomunikasi secara tepat dalam konteks budaya Indonesia. Oleh karena itu, pelaksanaan pengabdian ini bertujuan memberikan pelatihan khusus terkait pembelajaran kosakata warna bagi para pelajar.      Pengabdian ini dilaksanakan dalam 4 tahap, yaitu observasi, pelatihan, pendampingan dan evaluasi. Pada tahap observasi, pelajar BIPA diberikan wawancara dan pre test untuk mengukur kemampuan awal pelajar. Tahap berikutnya pelatihan dan pendampingan. Pada tahap tersebut pembelajaran dilaksanakan secara online dengan menggunakan media pembelajaran yang menarik berupa kartu dan pendampingan dilakukan dengan pemberian latihan soal tentang kosakata warna. Tahap akhir yang diberikan adalah evaluasi berupa post test.      Hasil dari pelaksanaan pengabdian menunjukkan bahwa pelatihan memberikan dampak positif terhadap peningkatan kemampuan pelajar BIPA. Pelajar mampu mengenali, menyebutkan dan menggunakan kosakata warna dengan lebih tepat. Kegiatan ini memperkaya kosakata sekaligus meningkatkan kepercayaan diri pelajar dalam berbahasa Indonesia.
Students’ Mastery of Medical Vocabulary Learning Need at SMK Medika Pekalongan Ani Mas Ayu; Ida Ayu Panuntun
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10755

Abstract

Medical vocabulary mastery is a fundamental component of English for Specific Purposes (ESP) instruction in vocational health education; however, the complexity of medical terminology, particularly terms derived from Latin and Greek, often creates substantial learning challenges for students. This study aimed to identify the difficulties experienced by eleventh-grade students at SMK Medika Pekalongan in mastering English medical vocabulary and to examine the factors contributing to these difficulties. A descriptive qualitative approach was employed, involving 36 students from the Medical Laboratory Technology program as respondents for the questionnaire and vocabulary test, while 10 students participated in semi-structured interviews. Data were collected through vocabulary tests, questionnaires, and interviews and were analyzed using qualitative data analysis procedures consisting of data reduction, data display, and conclusion drawing. The findings reveal that students faced multiple difficulties in mastering medical vocabulary, particularly in understanding the meanings of medical terms, memorizing vocabulary, pronouncing and spelling terms accurately, and comprehending texts containing extensive medical terminology. The vocabulary test results showed varied levels of mastery, with an average score of 67. Questionnaire findings indicated that most students perceived medical vocabulary as more difficult than general English vocabulary. The main factors contributing to these difficulties included insufficient practice, limited learning resources, unfamiliar Latin-based terminology, and inadequate instructional time. Interview data further indicated that students needed more interactive, contextualized, and practice-oriented learning methods to support better understanding and retention of medical terminology. The study concludes that medical vocabulary mastery remains a significant challenge for vocational health students and requires instructional approaches aligned with their specific vocational learning needs. These findings contribute to ESP instruction by emphasizing the importance of needs-based, contextualized, and practice-oriented strategies for improving medical vocabulary learning in vocational health education settings.
Using QuizWhizzer to Improve Descriptive Reading Comprehension Kamilah, Nuha; Panuntun, Ida Ayu
Paedagogie Vol 21 No 3 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17156

Abstract

This study aims to improve descriptive reading comprehension and student engagement among eleventh-grade students in Class XI-H3 at SMAN 4 Pekalongan through the use of the game-based learning platform, QuizWhizzer. The research employs a Classroom Action Research (CAR) framework based on the Kemmis and McTaggart model, consisting of planning, acting, observing, and reflecting. Data were gathered through testing (pre-test and post-tests) and non-testing methods (field notes and observation sheets) and analyzed using a mixed-methods approach (descriptive quantitative and qualitative). The results indicate that the integration of QuizWhizzer, combined with collaborative discussions, successfully increased the student mastery rate from 61.29% in the pre-test to 91.43% in Cycle I, peaking at 94.12% in Cycle II. Furthermore, student engagement improved significantly from 58.33% in Cycle I to 89.58% in Cycle II. It is concluded that the integration of QuizWhizzer with collaborative instructional strategies is an effective instrument for enhancing descriptive reading comprehension and student learning motivation.
Co-Authors A'malana, Arina Amalia Fitri Ani Mas Ayu Erwan Kustriyono Fachry Abda El Rahman Faza Elsa Sefrina Gemala Ayu Pramesti Hayati, Rizka Hayati, Rizka Imroatul Chusna Imroatul Chusna Inayatul Ulya Kamilah, Nuha Maya Febriana Pradnya Permanasari Pralita Imas Mardhika Rini Musrifa