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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya EXPOSURE JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Education and Human Development Journal Community Development Journal Child Education Journal Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah E-Link Journal International Journal of English Education and Linguistics (IJoEEL) Community Development Journal: Jurnal Pengabdian Masyarakat Indonesia Berdaya Jurnal Pengabdian kepada Masyarakat Nusantara Nusantara: Jurnal Pendidikan Indonesia Jurnal Kajian Ilmu Pendidikan (JKIP) Indonesian Journal of English Teaching Takuana: Jurnal Pendidikan, Sains, dan Humaniora English Language Teaching Methodology (ELTM) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal JEID
Mujad Didien Afandi
Universitas Nahdlatul Ulama Surabaya
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Pendampingan Guru PAUD dalam Penguatan Literasi melalui Pengembangan Kosakata Berbasis Kearifan Lokal: Teachers in Strengthening Literacy through Local Wisdom-Based Vocabulary Development Destita Shari; Nanang Rokman Saleh; Muhammad Syaikhon; Berda Asmara; Mujad Didien Afandi
Indonesia Berdaya Vol. 7 No. 3 (2026)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20261581

Abstract

The limited use of local wisdom as a learning resource, as well as the limited vocabulary introduced to children, has resulted in suboptimal language literacy stimulation for early childhood. This is evident from findings among early childhood education (PAUD) teachers in Pasuruan Regency, who still require guidance in developing children’s vocabulary through the introduction of local wisdom. This community service activity aims to improve early childhood education teachers’ competence in strengthening children’s language literacy through vocabulary development. The activity was attended by 35 early childhood education teachers in Pasuruan Regency. The implementation method consisted of the following stages: needs assessment, presentation of materials, and training on vocabulary development based on local wisdom. Evaluation was conducted through observations and questionnaires completed by the participants. The results of the activity showed that teachers were able to identify vocabulary development sources rooted in local culture—such as regional specialties, arts, and traditions in the area—which were integrated into learning activities. A total of 85% of participants demonstrated improved understanding and skills in designing language literacy activities based on local wisdom. This mentoring program can have a positive impact on enhancing teachers’ competencies in preparing learning experiences to support the strengthening of language literacy among early childhood students.   Abstrak. Rendahnya pemanfaatan kearifan lokal sebagai sumber belajar serta terbatasnya kosakata yang dikenalkan kepada aak menyebabkan stimulasi liteasi bahasa pada anak usia dini belum optimal. Hal tersebut diketahui dari temuan pada guru PAUD di Kabupaten Pasuruan yang masih memerlukan pendampingan kosakata dengan mengenalkan kearifan lokal. Kegiatan pengabdian masyarakat bertujuan untuk meningkatkan kompetensi guru PAUD dalam memperkuat literasi anak melalui pengembangan kosakata. Kegiatan ini diikuti oleh 35 guru PAUD di Kabupaten Pasuruan. Metode pelaksanaan dilakukan melalui tahapan identifikasi kebutuhan, pemberian materi, pelatihan pengembangan kosakata berbasis kearifan lokal. Evaluasi dilakukan melalui observasi, angket yang didapat dari perserta. Hasil kegiatan menunjukkan bahwa guru mampu mengidentifikasi dalam pengembangan kosakata yang bersumber dari budaya lokal seperti makanan khas daerah, kesenian, tradisi diwilayah yang diintegrasikan pada kegiatan pembelajaran. Sebanyak 85% menunjukkan peningkatan pemahamam dan keterampilan dalam merancang aktivitas literasi berbasis kearifan lokal. Kegiatan pendampingan ini dapat memberikan dampak positif terhadap peningkatan kompetensi guru dalam mempersiapkan pengalaman belajar untuk mendukung penguatan literasi anak usia dini
ENHANCING EFL/ESL VOCABULARY LEARNING THROUGH WORDWALL-BASED GAMIFICATION: A SYSTEMATIC REVIEW OF COGNITIVE AND AFFECTIVE OUTCOMES IN EDUCATIONAL TECHNOLOGY RESEARCH Nilna Afiyah; Tiyas Saputri; Mujad Didien Afandi; Novi Rahmania Aquariza
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/tym34g70

Abstract

The growing incorporation of gamification and interactive digital platforms has become a pivotal development in English vocabulary instruction across EFL/ESL settings. Among these emerging tools, Wordwall has attracted considerable scholarly attention due to its capacity to foster engaging, technology-mediated learning experiences. This study seeks to critically synthesize recent empirical and review-based literature on the effectiveness of Wordwall and gamified instructional strategies in vocabulary acquisition. Employing a systematic literature review methodology, the analysis draws on studies presented in the provided literature tables, with particular emphasis on cognitive learning outcomes, affective dimensions, and prevailing methodological approaches. The findings consistently demonstrate that Wordwall-supported gamification enhances vocabulary mastery, improves retention and recall, and contributes to higher levels of academic achievement across diverse educational contexts. Moreover, affective factors such as learner motivation, enjoyment, active engagement, classroom participation, and positive attitudes toward learning emerge as key determinants of instructional success. The review also underscores the increasing relevance of educational technology and game-based learning in advancing interactive, student-centered vocabulary instruction. Overall, the evidence suggests that Wordwall holds substantial pedagogical value for contemporary EFL/ESL vocabulary learning environments.
Improving Vocational High School Students' Listening Skills Through Wordwall Based Digital Game Based Learning M. Adrian Amien Anshari; Edi Pujo Basuki; Mujad Didien Afandi; Savira Zaniar
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2617

Abstract

This study aimed to investigate the effect of Wordwall-Based Digital Game-Based Learning on students’ listening skills and determine the extent of improvement after the treatment. The study employed a quantitative approach using a quasi-experimental one-group pre-test and post-test design. The participants consisted of 29 tenth-grade students at a vocational high school in Surabaya. Data were collected through listening tests administered before and after the implementation of Wordwall-based learning activities. The instrument was validated by experts and demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.873. The findings revealed that students’ listening achievement improved significantly after the treatment. The average pre-test score was 57.41, while the post-test average increased to 77.07. The Wilcoxon Signed Rank Test showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-Gain score of 0.4816 was categorized as moderate improvement. These results indicate that Wordwall-Based Digital Game-Based Learning effectively improves students’ listening skills and enhances engagement during listening instruction.
Improving Vocational High School Students' Listening Skills Through Wordwall Based Digital Game Based Learning M. Adrian Amien Anshari; Edi Pujo Basuki; Mujad Didien Afandi; Savira Zaniar
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2617

Abstract

This study aimed to investigate the effect of Wordwall-Based Digital Game-Based Learning on students’ listening skills and determine the extent of improvement after the treatment. The study employed a quantitative approach using a quasi-experimental one-group pre-test and post-test design. The participants consisted of 29 tenth-grade students at a vocational high school in Surabaya. Data were collected through listening tests administered before and after the implementation of Wordwall-based learning activities. The instrument was validated by experts and demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.873. The findings revealed that students’ listening achievement improved significantly after the treatment. The average pre-test score was 57.41, while the post-test average increased to 77.07. The Wilcoxon Signed Rank Test showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-Gain score of 0.4816 was categorized as moderate improvement. These results indicate that Wordwall-Based Digital Game-Based Learning effectively improves students’ listening skills and enhances engagement during listening instruction.
Students’ Perceptions of Intrinsic Factors Influencing Motivation in Speaking Classes Ruli Antika; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1780

Abstract

This study explores students’ perceptions of intrinsic motivational factors that influence their participation in English speaking classes at an Indonesian junior high school. Based on Self-Determination Theory and self-concept in language learning, the study focuses on competence, autonomy, and self-concept as key factors affecting students’ willingness to speak. Using a descriptive qualitative design, this research involved 48 students at a junior high school in Ponorogo, East Java, Indonesia, with 25 students selected for semi-structured interviews after data saturation was reached. Data were collected through classroom observations and interviews over four weeks and analyzed using thematic analysis. The findings show that competence was the most dominant factor, reported by 21 students, or 84%, as students felt more motivated when they completed speaking tasks successfully and received constructive feedback. Autonomy was reported by 18 students, or 72%, showing that topic and peer selection increased engagement. Self-concept was identified by 15 students, or 60%, indicating that students’ positive image of themselves as future English speakers reduced anxiety and encouraged participation. This study concludes that competence, autonomy, and self-concept interact as a motivational triad that strengthens students’ intrinsic motivation in speaking classes.
The Impact of Sequential Spelling Instruction on Writing Fluency in Elementary ESL Students Masandra Citra Ardila; Tiyas Saputri; Edi Pujo Basuki; Mujad Didien Afandi
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.11746

Abstract

Writing fluency is an essential component of literacy development among elementary English as a Second Language (ESL) learners. However, many young learners experience difficulties in English spelling due to its irregular orthographic system, which often hinders writing accuracy and fluency. This study aimed to examine the impact of Sequential Spelling Instruction (SSI) on students' word-writing fluency and accuracy. A quantitative study employing a quasi-experimental one-group pretest-posttest design was conducted with 19 second-grade students at Wachid Hasyim Islamic Elementary School. Participants received a 12-week SSI intervention designed to improve spelling through explicit, sequential, and pattern-based instruction. Data were collected using writing pre-tests and post-tests, classroom observations, and students' writing documentation. Writing performance was assessed using Raw Writing Score, Words per Minute (WPM), and Correct Word Sequences (CWS). Descriptive statistics, paired t-tests, and ANCOVA were used to analyze the data. The findings demonstrated improvements across all writing measures following the intervention. The mean Raw Writing Score increased from 5.00 to 8.11, WPM improved from 1.67 to 2.70, and CWS increased from 2.00 to 3.00. The paired t-test indicated a statistically significant improvement in writing performance (t(19) = −10.10, p < .001), while ANCOVA confirmed that the positive effect remained significant after controlling for pre-test scores. These findings suggest that Sequential Spelling Instruction effectively enhances writing fluency and spelling accuracy among young ESL learners by reducing cognitive load during the writing process. The study highlights SSI as a promising instructional approach for improving early literacy development in elementary English classrooms.
ROLE-PLAY IN ENGLISH COURSE CLASSROOMS: OPPORTUNITIES AND CONSTRAINTS FOR SPEAKING PRACTICE Yunus, Adibatul Asna; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Mujad Didien Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43921

Abstract

This study explores the opportunities and constraints of implementing role-play as a speaking practice technique in a non-formal English course “EEC” in Sidoarjo city, Indonesia. Using a descriptive qualitative design, the study focuses on beginner level learners who initially demonstrated low motivation and limited confidence when speaking English. Data were collected through classroom observation during a role-play session and short post-activity interviews. Findings indicate that role-play created opportunities for (1) increased willingness to speak, (2) more expressive and spontaneous interaction, and (3) improved learning engagement because students experienced speaking as a meaningful social task rather than a test of grammatical accuracy. At the same time, constraints emerged, including limited vocabulary, frequent pauses before speaking, short speaking turns (approximately 15 seconds per role), uneven participation (dominant versus passive learners), and ongoing grammar and pronunciation issues. The study argues that role-play can function as a supportive bridge from controlled speaking to more authentic communication for beginners, but it requires deliberate scaffolding such as pre-task vocabulary support, clear role cards, confidence-building routines, and teacher feedback that prioritize intelligibility and interaction. Practical implications are offered for course teachers who aim to maximize speaking time, balance participation, and reduce anxiety during communicative practice.
Peran Orangtua dalam Membangun Budaya Literasi Kepada Anak Sejak Dini (The Role of Parents in Building a Literacy Culture in Children from an Early Age) Destita Shari; Andini Hardiningrum; Jauharotur Rihlah; Mujad Didien Afandi; Edi Pujo Basuki; Berda Asmara; Siti Maimunah
Indonesia Berdaya Vol. 6 No. 2 (2025)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20251084

Abstract

ABSTRAKOrangtua memiliki peran penting untuk membimbing, mendidik, merawat anak sejak dini. Peran orangtua sangat diperlukan agar mampu memahami kondisi anak serta dapat mengembangkan minat yang dimiliki anak dalam proses tumbuh kembang. Proses belajar pada anak usia dini di dapatkan pada lingkungan keluarga yang pertama. Selebihnya proses belajar anak didapatkan dilingkungan sekolah. Proses belajar dalam mengenalkan literasi pada anak dapat diberikan sejak dini. Literasi yang diajarkan kepada anak dapat meliputi membaca, menulis, mendengarkan serta berbicara. Literasi yang dikenalkan pada anak sejak dini perlu adanya pembiasaan yang diterapkan oleh orangtua dengan aktifitas yang menunjang salah satunya waktu yang efektif dalam mendampingi anak mengenalkan buku cerita bergambar. Buku cerita bergambar dapat menarik anak untuk mengetahui isi buku cerita bergambar yang di dalamnya terdapat tokoh cerita, warna yang menarik, huruf dalam kalimat cerita. Membiasakan mengenalkan literasi anak sejak dini dapat mengoptimalkan mengembangkan aspek bahasa pada anak. Abstract. Parents play a crucial role in guiding, educating, and nurturing their children from an early age. Their involvement is essential for understanding the child's conditions and developing the child's interests during the growth process. Early learning occurs primarily within the family environment, followed by the school environment. The process of introducing literacy to children can begin at an early age. Literacy education for children encompasses reading, writing, listening, and speaking. Introducing literacy to children requires consistent practices implemented by parents, including effective time spent accompanying children in exploring picture storybooks. Picture storybooks can engage children by introducing them to the characters, appealing colors, and the text within the stories. Familiarizing children with literacy from an early age can optimize the development of their language skills.
Co-Authors Achda, Imam Afib Rulyansah Afib Rulyansyah Agista Putri Setianingsih Alamsyah, Badril Andini Hardiningrum Andini Hardiningrum Anharu Minasalim Mushaf Annida Nur Akfany Aqmarina, Amanda Zatil Aquariza, Novi Rahmania Aryani Firiana Ashfiyatun Najjah Authar, Nailul Badril Alamsyah Basuki, Edi Pujo BERDA ASMARA Berda Asmara Budiarti, Rizqi Putri Nourma Daffa Salma Minandar Destita Shari Destita Shari Djuwari Djuwari Djuwari Edi Pujo Basuki Faela Nur Oktaviani Fifi Khoirul Fitriyah IRENE ROSALINA Jauharotur Rihlah Jauharotur Rihlah Khoirunnisa, Rahma Arsila M Adrian Amien Anshari M. Adrian Amien Anshari M. Adrian Amien Anshari M. Syaikhon Machmudah Machmudah Machmudah Machmudah, Machmudah Maimunah, Siti Majidha, Anita Marsella Duwi Septyani Masandra Citra Ardila Muflihah, Tatik Muhammad Syaikhon Nailul Authar Nailul Authar Nailul Authar Nailur Authar Nanang Rokhman Saleh Nanang Rokman Saleh Nilna Afiyah Ningrum, Retno Dwi Novi Rahmania Aquariza Novi Rahmania Aquariza Pramudita, Niken Ayu Putri Lailatul Aisah Rachma Rizqina Mardhotillah Rahmanita, Meiga Rizqi Febrian Pramudita Rudi Umar Susanto Ruli Antika Saidah Mardliyah Saputri , Tiyas Savira - Zaniar Savira Zaniar Silvi Nur Hidayati Siti Maimunah Susanto, Fajar Annas Sya'diyah, Halimatu Tatik Muflihah Tiyas Saputri Tiyas Saputri Ulayra Nurul Hazizah, Ulayra Nurul Hazizah Yunus, Adibatul Asna Yusfiah Yasmin Ziyada Wulan Wulidha