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Exploring Students' Perceptions of Using Wordwall to English Learning Motivation at Junior High School Ikafira Reviana; Karmila Machmud; Sri Agriyanti Mestari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10097

This study explores junior high school students' perceptions and experiences of using Wordwall to support English learning motivation. It aims to understand how game-based media influences learning dynamics from the students' perspectives. Using a qualitative exploratory design, the study involved seven ninth-grade students and one English teacher at Junior High School as participants. Data were collected through in-depth interviews and analyzed using Reflexive Thematic Analysis. The findings reveal that Wordwall transforms previously passive classroom activities into interactive ones through visual stimulation and gaming mechanics. Based on the ARCS motivational framework, students' experiences are closely related to the dimensions of attention, relevance, confidence, and satisfaction. Despite facing technical infrastructure constraints, these findings suggest that the integration of digital media functions as an emotional bridge that reduces student anxiety and strengthens active engagement. This study concludes that the effectiveness of educational technology lies not only in its technical features but also in its ability to create a learning environment that supports students' affective domains.

The Impact of ChatGPT as a Guided Thinking Partner on Junior Secondary Students’ Recount Text Writing Skill Sukmawati Lahabi; Karmila Machmud; Titien Fatmawaty Mohammad
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10955

This study investigated the impact of ChatGPT as a guided thinking partner on ninth-grade students’ recount text writing skill at SMP Negeri 2 Suwawa. Although previous studies have shown that ChatGPT can support writing instruction, limited classroom-based quantitative evidence has examined its supervised use as a thinking partner rather than as an automatic text generator in junior secondary EFL recount writing. Grounded in sociocultural scaffolding theory, this study positioned ChatGPT as guided cognitive and linguistic support during idea generation, outlining, drafting, revising, and editing. A quantitative pre-experimental one-group pre-test and post-test design was employed with 30 students selected through purposive sampling. Students’ recount texts were assessed using an analytic rubric covering structure, grammar accuracy, vocabulary use, and coherence. The data were analyzed using descriptive statistics, the Shapiro-Wilk test, the Wilcoxon Signed-Rank Test, and effect size calculation in IBM SPSS Statistics 27. The findings showed that the mean score increased from 72.33 in the pre-test to 85.83 in the post-test, with improvements across all writing indicators, especially coherence and text structure. The Wilcoxon test indicated a significant difference between pre-test and post-test scores (Z = -4.102, p < .001), with a large effect size (r = .75). The study concludes that ChatGPT can support recount text writing when it is used ethically, reflectively, and under teacher supervision as pedagogical scaffolding rather than as a substitute for students’ own writing process.

Students’ Perceptions of Duolingo as Interactive English Learning Media Fitra A. Jaelani; Karmila Machmud; Yunita Hatibie
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.10900

This study explored junior high school students’ perceptions of Duolingo as an interactive English learning medium at SMP Negeri 4 Limboto Barat. The study employed a qualitative descriptive approach to examine students’ learning experiences in using Duolingo during English learning activities. The data were collected through semi-structured interviews involving 22 learners and were analyzed using thematic analysis by referring to Bimo Walgito’s (2010) perception theory and Self-Determination Theory proposed by Ryan and Deci (2000). While previous studies often focus on isolated aspects of digital learning, this study explores students’ experiences through five interconnected perceptual dimensions derived from Walgito’s perception theory. The findings revealed that students generally had positive perceptions toward the use of Duolingo in English learning, yielding three major themes: Students’ Perceptions of Motivation and Engagement, Perceived Support for English Learning, and Learning Experiences and Practical Challenges. The application increased students’ interest, supported vocabulary development, and provided immediate feedback that boosted classroom confidence. However, several technical challenges, such as unstable internet connections and limited device capabilities, were found to affect the learning process. The study concludes that Duolingo functions as an effective interactive English learning medium that promotes meaningful learning experiences. Practically, these findings can inform English teachers on how to strategically integrate gamified tools as classroom complements while mitigating technical barriers.

Metacognitive strategy integration in formative assessment: validation of the MSI model for EFL listening Helena Badu; Hasanuddin Fatsah; Karmila Machmud; Harto Malik
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020257132

This study developed and validated a Metacognitive Strategy-Based Formative Assessment Model (MSI Model) for the Listening for Professional Context course at the English Education Study Program, Universitas Negeri Gorontalo. Employing Plomp’s Educational Design Research framework, the study addressed three research questions: (1) the current state of listening assessment practices, (2) the design of the MSI model and its integrated instruments, and (3) the content and construct validity of the model as evaluated by expert panels. Needs analysis data were gathered through document analysis of course syllabi and existing assessment instruments, semi-structured interviews with four lecturers, and questionnaires distributed to 40 students. The MSI model integrates a three-layered framework linking Planning, Monitoring,Evaluating (PME) metacognitive strategies with four formative assessment instruments: a PME metacognitive reflection rubric, a self-assessment checklist, a peer-assessment form, and a structured feedback protocol. Expert validation involving three specialists in educational methodology, language assessment, and EFL listening yielded a mean Content Validity Index (CVI) of 0.91 and Aiken’s V of 0.89, indicating strong content and construct validity. Qualitative feedback from experts highlighted the model’s conceptual coherence, and theoretical alignment. These findings indicate that the MSI model provides a theoretically grounded and expert-validated formative assessment framework for supporting metacognitive strategy integration in university-level EFL listening.

Deep learning approach-based gamification to improve English vocabulary mastery among fifth-grade elementary school students Ainsha Ainun Habibie; Karmila Machmud; Wiwy Triyanty Pulukadang
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7777

Background: English is now mandatory in Indonesian elementary schools, but vocabulary is still often taught through memorized lists from textbooks. Meanwhile, the curriculum emphasizes deep learning, yet interactive digital media that support both engagement and understanding remain scarce at this level. Aims: This study developed gamification media grounded in the deep learning approach, and examined their validity, practicality, and effectiveness for improving mastery of Parts of the Body vocabulary among fifth-grade elementary school students. Methods: Research and Development (R&D) was conducted using the 4D model of Thiagarajan, Semmel, and Semmel (1974). Participants were four experts and 26 fifth-grade students of SDN 5 Limboto, Gorontalo, Indonesia. Effectiveness was examined through a one-group pre-test-post-test design, using expert validation sheets, a student response questionnaire, and a vocabulary achievement test. Results: The media were rated highly valid, with validation scores of 87.06% (media expert), 87.37% (content expert), and 86.76% (deep learning teaching-module experts), giving an overall mean of 87.06%. Student responses placed the media in the highly practical category, and observed active participation averaged 87.94%. The class mean rose from 42.31 on the pre-test to 78.85 on the post-test, a gain of 36.54 points, with a normalised gain of 0.63 in the medium category; 24 of 26 students (92.31%) reached the minimum criterion of learning goals. Implications: Six web platforms (Baamboozle, Educaplay, Blooket, BookWidgets, Kahoot, and Canva) arranged across three phases offer primary English teachers a workable model in which game elements are assigned to distinct instructional functions rather than applied uniformly.

Deep learning approach-based gamification to improve English vocabulary mastery among fifth-grade elementary school students Ainsha Ainun Habibie; Karmila Machmud; Wiwy Triyanty Pulukadang
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.7777

Background: English is now mandatory in Indonesian elementary schools, but vocabulary is still often taught through memorized lists from textbooks. Meanwhile, the curriculum emphasizes deep learning, yet interactive digital media that support both engagement and understanding remain scarce at this level. Aims: This study developed gamification media grounded in the deep learning approach, and examined their validity, practicality, and effectiveness for improving mastery of Parts of the Body vocabulary among fifth-grade elementary school students. Methods: Research and Development (R&D) was conducted using the 4D model of Thiagarajan, Semmel, and Semmel (1974). Participants were four experts and 26 fifth-grade students of SDN 5 Limboto, Gorontalo, Indonesia. Effectiveness was examined through a one-group pre-test-post-test design, using expert validation sheets, a student response questionnaire, and a vocabulary achievement test. Results: The media were rated highly valid, with validation scores of 87.06% (media expert), 87.37% (content expert), and 86.76% (deep learning teaching-module experts), giving an overall mean of 87.06%. Student responses placed the media in the highly practical category, and observed active participation averaged 87.94%. The class mean rose from 42.31 on the pre-test to 78.85 on the post-test, a gain of 36.54 points, with a normalised gain of 0.63 in the medium category; 24 of 26 students (92.31%) reached the minimum criterion of learning goals. Implications: Six web platforms (Baamboozle, Educaplay, Blooket, BookWidgets, Kahoot, and Canva) arranged across three phases offer primary English teachers a workable model in which game elements are assigned to distinct instructional functions rather than applied uniformly.

Learning English with Developmental Language Disorder: An Integrative Review of EFL Outcomes, Learner Factors, and Classroom Interventions Rizky Anugrah Putra; Karmila Machmud; Muziatun; Usman Pakaya
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.35880

Developmental language disorder (DLD) creates persistent difficulties in language learning, but evidence about its implications for formal EFL education remains fragmented. This systematic literature review with structured narrative synthesis examined English-learning outcomes among school-aged learners with DLD, factors associated with variation in attainment, classroom interventions, and limitations of the available evidence. Searches completed on August 19, 2026 covered ERIC- and PubMed-indexed records and selected publisher platforms, supplemented by backward and forward citation tracking. Peer-reviewed empirical studies published from January 2015 to August 2026 were screened against predefined eligibility criteria. Ten reports met the broader criteria: nine learner-focused studies formed the primary analytical corpus, while one teacher-awareness study provided supplementary contextual evidence. Data were extracted using a structured framework and synthesized narratively across EFL attainment, learner and exposure factors, multilingual and cross-linguistic relationships, and classroom interventions. The findings show that DLD does not preclude EFL learning, but development was often slower or less stable across vocabulary, grammar, word recognition, and narrative production. Outcomes varied with first-language abilities, cross-linguistic similarity, cumulative exposure, affective factors, task demands, and instructional support. Explicit grammar teaching, cognate instruction, multimodal support, repetition, and plurilingual comparison produced promising gains, although transfer to spontaneous communication and long-term retention remained limited. The evidence base was methodologically heterogeneous and concentrated in a small number of European special-education settings. The review therefore supports inclusive EFL provision based on bilingual-informed assessment, differentiated instruction, and stronger teacher preparation while highlighting the need for longitudinal classroom research in more linguistically and geographically diverse contexts.

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