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All Journal EDUVELOP (Journal of English Education and Development) Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Educational Science (IJES)
Muthmainnah Bahri A. Bohang
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Unlocking English Vocabulary Mastery: An Innovative Learning with the Wordwall Platform Aqzhariady Khartha; Ince Rezky Naing; Happy Cruzia Rini; Muthmainnah Bahri A. Bohang; Novita Pratiwi; Abdullah Gusti Efendy
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4737

Abstract

This study aimed to improve English vocabulary mastery using the Wordwall platform for Grade VIII students at SMPN 1 Bontomarannu. Conducted as classroom action research, it comprised two learning cycles involving 38 students as participants. Each cycle presented students with a Wordwall-displayed vocabulary list relevant to the studied topic. Students engaged with the Wordwall by pronouncing words and associating them with relevant images or sentences. Data collection methods included observation, field notes, documentation, and evaluation tests at the end of each cycle. Data were analyzed qualitatively using an interactive approach involving data reduction, presentation, and conclusion drawing. The results showed a significant improvement in students’ English vocabulary mastery after implementing the Wordwall platform. This was evident from the vocabulary test results, which showed increased average scores from one cycle to the next. Observations also highlighted students’ active participation and enthusiasm in engaging with the Wordwall. Furthermore, the improvement in vocabulary mastery positively correlated with better learning outcomes. In conclusion, the use of the Wordwall platform effectively enhanced students’ English vocabulary mastery. It visually supported vocabulary development and helped students build stronger associations between words and their contexts. Teachers are encouraged to use the Wordwall platform in English teaching to improve students' vocabulary skills. Keywords: Wordwall Platform, English Vocabulary Mastery, Student Engagement
The Feedback-Motivation Connection: Driving Better Speaking Outcomes for Students Heri Alfian; Litha Nesidekawati Dakka; Aqzhariady Khartha; Muthmainnah Bahri A. Bohang
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4846

Abstract

This study was aimed to find out the correlation between corrective feedback, students' motivation, students’ speaking performance, and how they interplay with each other. The researcher used a mixed-method, a qualitative and quantitative design. The sample of this study was 34 third grade students of SMAN 1 Tirawuta. In collecting data, questionnaires, observation, and interviews were used. The findings showed that (1)there is a significant correlation between corrective feedback and students’ speaking performance, indicated by sig 2-tailed 0.005. (2) There is a significant correlation between students’ motivation and students’ speaking performance, indicated by sig 2-Tailed 0.003. (3) There is also a significant correlation between corrective feedback and students’ motivation and students’ speaking performance simultaneously, indicated by sig 2-tailed 0.003. The correlation between corrective feedback, students’ motivation, and students’ speaking performance were in the gravity of moderate level, R 0.559, and the R square was 0.313. This implies that 31.3 % variation of students’ speaking performance can be predicted through corrective feedback and students’ motivation, while 68.7% can be predicted through other factors. Last but not least, (4) Teacher’s feedback motivated students through their errors in improving their speaking performance
STUDENTS’ EXPERIENCES OF AI AS A SPEAKING PARTNER IN AN EFL CLASSROOM IN PAPUA Ince Rezky Naing; Aqzhariady Khartha; Maximus Leonardus Nemo; Muthmainnah Bahri A. Bohang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45046

Abstract

The accelerating growth of artificial intelligence (AI) has started to transform the landscape of language learning, opening up new possibilities for interactive and personalized educational support. In EFL settings, particularly in geographically isolated and resource-limited regions, students frequently encounter restricted access to authentic speaking partners and inadequate opportunities for oral practice. Although AI-powered tools hold considerable promise in addressing this gap by simulating conversational exchanges, empirical investigations into how students personally experience AI as a speaking partner within real classroom environments remain scarce, particularly in higher education settings across Eastern Indonesia. This study seeks to examine the experiences of university students who used AI as a conversational partner in an EFL speaking classroom in Papua, Indonesia. Employing a qualitative case study approach, the research was conducted with one intact class of undergraduate students enrolled in a speaking course. Data were gathered through classroom observations, students' reflective journals, and semi-structured interviews, and were subsequently analyzed thematically to uncover meaningful patterns and interpretations.The findings indicate that AI-assisted speaking activities strengthened learners' confidence, alleviated anxiety, and encouraged greater learner autonomy by enabling flexible and repeated practice opportunities. Students also viewed AI as a non-judgmental conversation partner that aided in vocabulary building and idea formulation. Nonetheless, challenges pertaining to technological access and over-dependence on AI were also identified. The study highlights the pedagogical significance of incorporating AI into speaking instruction and offers practical insights for technology-enhanced language teaching in similarly underserved contexts, with broader implications for fostering learners' communicative competence and digital readiness.
Co-Authors A. Gusti Efendy Aqzhariady Khartha Happy Cruzia Rini Heri Alfian Litha Nesidekawati Dakka Naing, Ince Rezky Nemo, Maximus Leonardus Novita Pratiwi