Mahardika, I Gusti Ngurah Agung Wijaya
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Journal : New Language Dimensions

The Effectiveness of TikTok as an Instructional Media on Students’ English Vocabulary Mastery Tirtayasa, Ida I Dewa Agung; Mahardika, I Gusti Ngurah Agung Wijaya; Adnyani , Ni Wayan Satri
New Language Dimensions Vol. 5 No. 1 (2024): New Language Dimensions, June 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n1.p31-39

Abstract

Being the foundation block of a language, vocabulary mastery remains an interesting topic to be studied. Constant advancement in technology and shifts in pedagogy have warranted continuous updates in the understanding of vocabulary and vocabulary mastery. The present study aims to investigate the effect of TikTok on students’ English vocabulary mastery.  Using a quasi-experimental research design the present study compared the vocabulary mastery of two groups of students grouped into experimental and control groups with 34 students in each group.  The experimental group was taught using TikTok and the control group was taught using the conventional method. Multiple choice tests were used for pre-test and post-test. The resulting mean scores of both groups were compared and analyzed using T-test. Based on the statistical calculation with the significance level a = 0.05, it showed that t (66) = 3.749, p = <. The findings of the research indicated that there was a statistically significant difference in students’ English vocabulary mastery between students who were taught using TikTok and students who were taught using conventional method. It implies that TikTok is effective to be used as an instructional media to teach English vocabulary.
Gamifying Language Learning: Improving Primary Students’ Vocabulary Acquisition Using Wordwall Oktarini, Ni Made Mita; Mahardika, I Gusti Ngurah Agung Wijaya; Oktarina, Putu Santi
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n1.p83-94

Abstract

Vocabulary mastery is a fundamental component of English language proficiency and an essential foundation for young learners. However, in Indonesian EYL classrooms, vocabulary instruction often remains teacher-centered and monotonous, leading to limited engagement and low achievement. This study investigated how Wordwall, a gamified digital platform, could be integrated within a Classroom Action Research (CAR) design to support vocabulary learning. Conducted with 22 fifth-grade students in a primary school, the research followed two CAR cycles, each consisting of planning, action, observation, and reflection. Data were collected through vocabulary tests, classroom observations, and interviews. The findings indicated a steady improvement across cycles. The class mean score increased from 52.72 in the pre-cycle to 71.13 in Cycle I and reached 82.5 in Cycle II. By the end of Cycle II, all students met the Minimum Mastery Criteria (KKM), compared to only six students at baseline. Qualitative observations revealed that while initial use of Wordwall generated interest, uneven participation and low confidence persisted. Adjustments in Cycle II—particularly the incorporation of repetition and structured pair discussions—helped address these issues, resulting in more balanced participation and greater learner confidence. The study concludes that Wordwall can support vocabulary mastery when combined with pedagogical strategies such as recycling input and collaborative learning. These results provide practical guidance for EYL teachers in Indonesia, highlighting how gamified tools can be effectively adapted to classroom realities through iterative, reflective practice.