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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar ENGLISH JOURNAL English Journal
Moh. Rifki
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Education Languange, Linguistic, Communication & Media Other

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OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

Abstract

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.
OFFLINE GAMIFIED ANKI FOR EFL VOCABULARY LEARNING: IMPLEMENTATION, BENEFITS, AND CHALLENGES Moh. Rifki; Nina Khayatul Virdyna
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23021

Abstract

This study investigates offline gamified Anki for EFL vocabulary learning at Banyuanyar English Center (BEC), a pesantren-based context with restricted internet access and limited device availability. To the authors’ knowledge, no published empirical research has specifically examined offline gamified Anki in comparable limited-access EFL settings. Using a qualitative descriptive approach with thematic analysis, the study examines how offline gamified Anki was implemented, what benefits it offered, and what challenges influenced learning quality. The study contributes context-sensitive insights to technology-supported vocabulary learning and offers practical implications for teachers, students, and institutions in limited-access EFL settings to implement offline gamified Anki routines while maintaining learning quality. Findings show that the program operated as a structured routine through scheduled sessions, shared-device turn-taking, and consistent procedures. Benefits included stronger learning sustainability through routine-building, increased engagement supported by visible progress, and improved vocabulary learning through repeated review, active recall, pronunciation cues, and contextual examples. Challenges included limited devices that encouraged rushing, difficulties maintaining accurate self-rating during review, competitive pressure associated with leaderboard visibility, and environmental noise that reduced the usefulness of audio support. Overall, offline gamified Anki appears feasible in limited-access contexts, but effectiveness depends on careful routine management, fair access to practice, and classroom guidance that prioritises learning quality over speed or scores.
STUDI KASUS LAYANAN KONSELING INDIVIDU DENGAN PENDEKATAN CBT DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL SISWA MONODACTYLY DI SEKOLAH INKLUSI Moh. Rifki; Dewi Masyitoh; Ade Irma Noviyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63599

Abstract

Learning motivation is not the only obstacle inclusive schools must address; students with physical differences such as monodactyly, a congenital limb malformation marked by fewer than normal fingers, often face low self-confidence, social withdrawal, and peer mockery that hinder the development of their social skills. This study aims to describe the implementation of individual counseling services using the Cognitive Behavioral Therapy (CBT) approach, identify supporting and inhibiting factors, and analyze its effectiveness in developing the social skills of a monodactyly student at MTs Hidayatul Munawwarah Silo, Jember. A qualitative case study approach was used, with five informants selected through purposive sampling: the monodactyly student, the guidance and counseling teacher, the homeroom teacher, the head of madrasah, and a parent. Data were collected through in-depth interviews, observation, and documentation, and analyzed using the Miles, Huberman, and Saldaña model. The results show that CBT-based individual counseling was implemented through three stages, assessment, intervention, and evaluation. Supporting factors included institutional policy support and collaboration between the counseling teacher and the homeroom teacher, while inhibiting factors included the student's persistent shyness, peer stigma, and limited disability-friendly facilities. The service proved effective in developing four aspects of the student's social skills, cognitive, behavioral, emotional, and social independence, although the changes remained gradual and required continued support.
Co-Authors Dewi Masyitoh Nina Khayatul Virdyna, Nina Khayatul Noviyanti, Ade Irma