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All Journal JURNAL PENDIDIKAN TAMBUSAI Frasa: English Education and Literature Journal
Nasyifa, Nazry
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Trekking Through Syntax: Navigating the Rules of Language Hafizha, Aisyah; Nasyifa, Nazry; Sahmarito Rambe, Susi; May Azura, Anisa; Aldira Lubis, Nisa; Nur Amalia, Fadiah; Arkan Syafiq, Muhammad; Ismahani, Siti
Jurnal Pendidikan Tambusai Vol. 7 No. 3 (2023): Desember 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v7i3.12028

Abstract

This exploration delves into the realm of syntax within language, unraveling its profound influence on linguistic structure and communication. Termed as the navigational guide through the labyrinth of words, syntax emerges as the orchestrator dictating the arrangement, coherence, and interpretation of our expressions. Employing a fusion of library-based research and comprehensive literature review, diverse studies within this discourse unfold the evolution of syntax, its role in machine learning systems, and its integration into user-friendly interfaces. This holistic examination spotlights syntax as the fundamental framework shaping human expression and comprehension across diverse linguistic landscapes.
TEACHERS' EXPERIENCES ON THE BLOOKET APPLICATION AS A LEARNING TOOL IN THE ENGLISH LANGUAGE Nasyifa, Nazry; Safithri Armin, Diah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5029

Abstract

This study aimed to explore English teachers’ perspectives on using the Blooket application as a digital learning tool in a junior high school context in Medan, Indonesia. In response to the growing emphasis on gamification in education, particularly in language learning, the study sought to understand how game-based platforms such as Blooket are implemented and perceived by educators. Using a qualitative case study approach, data were collected through semi-structured interviews with three English teachers whose teaching experience ranged from two to ten years. Thematic analysis was employed to examine the data. The findings revealed that teachers were primarily motivated to use Blooket due to its perceived ability to increase student engagement and improve vocabulary acquisition. Additionally, the platform positively influenced classroom dynamics by encouraging active participation and fostering a more inclusive learning environment. Despite these benefits, teachers also reported several challenges, such as unstable internet connectivity and the difficulty of aligning gamified content with curriculum objectives. These experiences reflect the need for thoughtful integration of gamification strategies alongside pedagogical goals. Grounded in principles of constructivist and behaviourist learning theories, the study highlights the potential of Blooket as a supplementary instructional tool when supported by sufficient technological infrastructure and reflective teaching practices. However, as a small-scale study, these findings are context-specific and should be interpreted with caution. Future research is recommended to include a broader participant sample and to compare the use of different gamified platforms across varied educational settings to further assess their impact on language learning.
Co-Authors Aldira Lubis, Nisa Arkan Syafiq, Muhammad Hafizha, Aisyah Ismahani, Siti May Azura, Anisa Nur Amalia, Fadiah Safithri Armin, Diah Sahmarito Rambe, Susi