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All Journal Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra JURNAL KONFIKS Proceeding of International Conference on Teacher Training and Education Jurnal Sosial Humaniora Voices of English Language Education Society JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Acuity : Journal of English Language Pedagogy, Literature and Culture Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Buletin Literasi Budaya Sekolah Prosiding University Research Colloquium Abdi Teknoyasa Journal of Education Method and Learning Strategy Jurnal Pendidikan Generasi Nusantara (JPGENUS) Lire Journal (Journal of Linguistics and Literature) Journal of English Language Teaching and Literature (JELITA)
Hepy Adityarini, Hepy
Universitas Muhammadiyah Surakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN BAHASA INGGRIS DI TINGKAT SMP Aisya Agustina; Hepy Adityarini
JURNAL KONFIKS Vol 12 No 4 (2025): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/hzzqfa97

Abstract

This study aims to analyze teachers’ perceptions, implementation strategies, and challenges in applying the Deep Learning approach in English language teaching at the junior high school level. Using a qualitative descriptive design, data were collected through semi structured interviews with six English teachers who are members of the Muhammadiyah MGMP in Surakarta. The study focuses on how teachers understand the concept of Deep Learning, how they translate this understanding into daily instructional practices, and how they respond to the obstacles that arise during implementation. The findings indicate that teachers perceive Deep Learning as a meaningful, mindful, and joyful learning process that encourages students to think critically, build conceptual connections, and relate learning materials to real life experiences. In practice, teachers employ various strategies such as contextual tasks, collaborative discussions, problem solving activities, simple project work, and engaging learning activities designed to promote student motivation and participation. However, teachers also encounter several challenges, including limited instructional time, inflexible classroom conditions, and difficulties in designing activities that accommodate students’ diverse needs and proficiency levels. To address these issues, teachers develop more structured lesson plans, adjust activities based on classroom realities, and utilize the MGMP forum as a collaborative space to share experiences and refine instructional strategies. These findings emphasize the importance of teacher training programs that focus on designing adaptable and practical Deep Learning based instructional activities suitable for diverse school contexts.
The Implementation of Baamboozle Website for Teaching English Vocabulary to ‘Aisiyah Singopuran Kindergarten Rahmawati, Diah Fajar; Hepy Adityarini
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/re9a1021

Abstract

This study aims to examine the implementation of the Baamboozle website as a game-based learning medium for teaching English vocabulary to kindergarten students, to explore the teacher’s perception of its use, and to analyze students’ responses toward Baamboozle-based learning. In early childhood education, English vocabulary instruction requires interactive and engaging approaches that align with young learners’ cognitive characteristics and learning preferences, making the integration of digital game-based tools increasingly relevant in Teaching English to Young Learners (TEYL). This research employed a descriptive qualitative approach with a case study design conducted at TK ‘Aisiyah Singopuran, involving one English teacher and eleven senior-class kindergarten students. Data were collected through classroom observations to investigate the learning implementation and students’ responses, as well as semi-structured interviews to capture the teacher’s perception of using Baamboozle. The findings reveal that Baamboozle was implemented effectively through structured stages, including student grouping, explanation of game rules, and vocabulary learning activities, which created an interactive and enjoyable learning atmosphere. The use of Baamboozle increased students’ engagement, motivation, and vocabulary retention, while encouraging collaboration among learners. The teacher perceived Baamboozle as an effective and accessible learning medium that supports both classroom and home-based learning, although limited free game features were identified as a minor challenge. Overall, students responded positively to Baamboozle-based learning, demonstrating high enthusiasm and active participation. The study concludes that Baamboozle is a suitable and effective digital tool for supporting English vocabulary learning in kindergarten contexts.
Co-Authors Aisya Agustina Alfin Amaliah Zahroh Aprilia Saputri Riski Pratiwi Asmawati, Linda Endang Wahyu Pamungkas Handayani, Duwi Indah Dwi Utami Indah Triwahyuni Jan Wantoro Laila, Fitri Nur Linda Asmawati Malikatul Laila Maryadi Maryadi Muamaroh Muamaroh Muhammad Fahmi Johan Syah Nidaul Hasanah Nidaul Hasanah Nur Alifa Aulia Putri Pratiwi, Aprilia Saputri Riski Putri, Nur Alifa Aulia Rahmawati, Diah Fajar Rizki Azizah, Rizki Sariningsih, Ani Ayu Triwahyuni, Indah Utami, Indah Dwi Wiratmoko, Gandung Yeny Prastiwi Yusuf Sulistyo Nugroho Zharif, Yusuf Hafizh