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Handi Pabriana
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EXPLORING THE USE OF WORDWALL GAMES IN LEARNING SPEAKING Susilawati; Anisa Alawiyyah; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60757

Abstract

Speaking anxiety has become a critical issue among elementary school students learning English, as it can significantly hinder their participation and speaking development. Many young learners are reluctant to express themselves orally due to fear of making mistakes, negative evaluation, and low self-confidence, which reduces their opportunities to practice English and develop communicative competence. Therefore, this study aimed to explore the use of Wordwall Games in teaching speaking, examine how Wordwall helps reduce students' speaking anxiety, and investigate students' responses toward its use in speaking activities. This study employed a qualitative approach with a case study design. The research was conducted with third-grade students at Sukamulya Elementary School from March to April 2026. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing or verification to ensure the credibility of the findings. The findings revealed that the implementation of Wordwall Games created an interactive, enjoyable, and supportive learning environment that encouraged students to participate actively in speaking activities. Students became more enthusiastic, confident, and willing to speak English during classroom interactions, and the interactive activities helped them improve their vocabulary, pronunciation, and speaking fluency. Furthermore, Wordwall reduced students' speaking anxiety by creating a more relaxed and comfortable learning atmosphere in which students felt less afraid of making mistakes. Students expressed positive responses toward the use of Wordwall because learning through games increased their motivation, engagement, and confidence in using English for communication.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING ON DEEP LEARNING Salwa Desrina; Handi Pabriana; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60817

Abstract

Project-Based Learning (PBL) is a learner-centered approach to learning that has the potential to support deep learning through active, collaborative, and contextual learning experiences. However, research on the implementation of PBL in supporting deep learning, as well as teachers’ understanding of the relationship between these two concepts in English language learning, remains limited. This study aims to examine the implementation of Project-Based Learning in supporting Deep Learning and to explore teachers’ understanding of the relationship between PBL and Deep Learning. The study employed a qualitative approach using a case study design at Mutiara Terpadu High School in Palabuhanratu. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were subsequently analyzed using thematic analysis. The research findings indicate that the implementation of PBL supports deep learning through discussions, pair work, group projects, presentations, peer assessment, reflection, and individual assignments, which foster meaningful learning, mindful learning, joyful learning, collaboration, critical thinking, problem-solving, knowledge transfer, reflection, and deep conceptual understanding. In addition, teachers have a comprehensive understanding of the relationship between PBL and Deep Learning, emphasizing the importance of student-centered learning, meaningful learning experiences, the development of higher-order thinking skills, as well as continuous facilitation and reflection. Thus, the implementation of Project-Based Learning contributes to creating meaningful and authentic English language learning that supports the development of Deep Learning.
AN ANALYSIS OF SPEECH ACTS IN ENGLISH DIALOGUE IN THE ANIME COWBOY BEBOP BY SHINICHIRO WATANABE Gilang Kurnia Fazri; Usman Diennur; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62068

Abstract

This study investigates the types and functions of illocutionary speech acts found in the English-dubbed dialogue of the anime Cowboy Bebop (1998), directed by Shinichiro Watanabe. Framed within pragmatics and grounded in the speech act theories of Austin (1962) and Searle (1969, 1979), the research addresses two questions: what types of speech acts appear in the English dialogue of the anime, and what communicative functions each type performs. A qualitative content-analysis design was employed. Data were collected by watching the first eleven episodes of the series, transcribing the English dialogue of the four main characters (Spike Spiegel, Jet Black, Faye Valentine, and Edward), and coding each utterance according to Searle's five categories of illocutionary acts: assertive, directive, commissive, expressive, and declarative. The analysis identified 155 illocutionary utterances distributed as follows: directive (46), assertive (39), expressive (28), commissive (25), and declarative (17). A further functional analysis of 281 coded instances showed that assertive utterances were mainly used for asserting a belief, stating a fact, and concluding; directive utterances for requesting, commanding, and ordering; commissive utterances for offering, promising, and vowing; expressive utterances for apologizing, thanking, and congratulating; and declarative utterances for resigning and establishing a state. The findings confirm that directive and assertive acts dominate the characters' interaction, reflecting the high-stakes, action-oriented world of bounty hunting portrayed in the series, while expressive and commissive acts humanize the characters' relationships. The study contributes to pragmatic research on English-dubbed anime and offers pedagogical implications for using anime dialogue as authentic material in English language teaching.
STUDENTS' PERCEPTIONS OF USING THE EWA APPLICATION FOR ENGLISH LANGUAGE LEARNING Warda Anggraeni; Anisa Alawiyyah; Handi Pabriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62934

Abstract

Digital learning has become increasingly central to English language teaching, and Mobile-Assisted Language Learning (MALL) applications such as EWA are now widely used by students as a supplementary learning tool. However, empirical understanding of how learners actually perceive and experience EWA remains limited. This study aimed to explore eleventh-grade students' perceptions of using the EWA application as a digital learning tool for English and to identify the difficulties they experienced while using it. A qualitative case study design was employed. Data were collected from 20 students through an open-ended questionnaire, followed by semi-structured interviews with five selected participants and supported by document analysis of learning artifacts. The data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis. The findings show that students' perceptions of EWA cluster into three themes: Good Experience, Ease of Use, and Supportive Features, reflecting an application perceived as enjoyable, motivating, easy to navigate, and pedagogically useful, particularly for vocabulary, listening, and pronunciation. Nevertheless, students also reported difficulties grouped into four categories: Challenging content, Behavioral self-regulation issues, Technical issues, and Limitations arising from the freemium system. These difficulties did not diminish students' overall positive perception of EWA. The study concludes that EWA functions best as an engaging, flexible supplementary resource that complements, rather than replaces, formal classroom instruction. Further research involving larger and more diverse participant groups is recommended to strengthen the generalizability of these findings.
Co-Authors Anisa Alawiyyah Anisa Septia Megawati Gilang Kurnia Fazri Salwa Desrina Susilawati Usman Diennur Warda Anggraeni