Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Winda Aprilia
Universitas Muhammadiyah Sidenreng Rappang
Education Environmental Science Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Innovative Vocabulary Learning Through Games-Based Learning at SMKN 3 Parepare Nurul Faradillah; Isumarni Isumarni; Nurhikmah Nurhikmah; Yadinda Mahardika Darwis Putri; Septita Puteri Namirta; Sam Hermansyah; Nanda Putri; Winda Aprilia
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8591

Abstract

Vocabulary is a fundamental aspect of language proficiency, serving as a critical foundation for communication, comprehension, and academic success. However, many vocational high school students face challenges in mastering English vocabulary due to teaching methods that often overlook individual differences in learning needs and abilities. This study explores the implementation of the "Learning Vocabulary" program, designed as part of a teaching assistance initiative at SMKN 3 Parepare, to improve students' vocabulary mastery through personalized and game-based learning methods.The program integrates weekly vocabulary activities involving nouns, adverbs, verbs, and adjectives, utilizing interactive games such as Word Guessing Game, Memory Match, Scrabble, and Role-Playing. These methods aim to foster student motivation and active engagement while addressing individual needs. Data were collected through vocabulary tests, observations, and interviews, and analyzed descriptively.The results reveal significant improvements in students' vocabulary mastery and motivation, highlighting the effectiveness of games-based learning in creating a fun and interactive learning environment. Challenges, including initial resistance to new methods, were addressed through consistent implementation and student adaptation. This study concludes that the "Learning Vocabulary" program, with its focus on individualized and engaging activities, is an effective model for enhancing vocabulary learning in vocational schools.
Improving Seventh Grade Students’ Vocabulary Mastery Through Total Physical Response Method at SMP Negeri 3 Pangsid Winda Aprilia; Syamsu T; Sitti Aisa; Nur Hikmah; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.6453

Abstract

This study examined whether the Total Physical Response (TPR) method significantly improved the vocabulary mastery of seventh-grade students at SMP Negeri 3 Pangsid. A quantitative approach with a one-group pre-test and post-test design was used. The population comprised 78 seventh-grade students in the 2025/2026 academic year, and 25 students from Class VII A were selected through purposive sampling. The research instruments were a 20-item multiple-choice vocabulary test and a classroom observation sheet. The test measured word meaning, pronunciation, and vocabulary use, while the observation focused on attention to commands, appropriate physical responses, active participation, and enthusiasm. The treatment was conducted in three instructional meetings through teacher commands, action modeling, repetition, individual and group responses, and simple role reversal. The results showed that the mean score increased from 66.60 on the pre-test to 85.60 on the post-test. The Shapiro-Wilk results indicated that both score distributions were normal, with significance values of 0.080 and 0.067. The paired sample t-test yielded a mean difference of 19.00 points, t(24) = -5.603, and p < 0.001. Classroom observation also showed that students paid attention, responded physically, participated actively, and demonstrated enthusiasm during TPR activities. These findings indicate that TPR significantly improved students’ vocabulary mastery and supported a more active, enjoyable, and low-anxiety learning environment.
Co-Authors Isumarni Isumarni Nanda Putri Nur Hikmah Nurhikmah Nurhikmah Nurul Faradillah Sam Hermansyah Septita Puteri Namirta Sitti Aisa T Syamsu Yadinda Mahardika Darwis Putri