Students' Perception on Wordwall Implementation in Vocabulary English Learning
Persepsi Siswa Terhadap Penerapan Wordwall dalam Pembelajaran Kosakata Bahasa Inggris
DOI:
https://doi.org/10.21070/ups.9062Keywords:
Wordwall, Kosakata, PersepsiAbstract
Vocabulary mastery plays an important role in communication and influences skills such as reading and writing. Students with wide vocabulary understand complex texts more easily and write better. Effective vocabulary learning improves language skills, enabling students to use foreign languages with confidence and fluency. Wordwall is one interactive medium proven to increase motivation and vocabulary learning outcomes. Yet, students often struggle to remember vocabulary due to limited context and minimal exposure to authentic language. Therefore, integrating technology and interactive media in English learning is important to provide flexible, effective, and enjoyable experiences. This study aims to explore students’ perceptions of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand, using a qualitative interview approach. Results show that students find Wordwall fun, motivating, and helpful for remembering vocabulary, supporting English vocabulary acquisition in primary schools.
Downloads
References
F. Anindya, A. F. Aini, and S. Hidayani, “The Use of Wordwall Media in Teaching Eenglish Vocabulary for Young Learners: A Systematic Review,” J. Pendidik. dan Kegur., vol. 2, no. 7, pp. 933–944, 2024.
M. R. Aziz and W. S. Devi, “Membangun Pilar Bahasa : Metode Efektif Memperluas Kosakata Bahasa Inggris pada Siswa Sekolah Menengah Pertama,” pp. 2349–2353, 2024.
A. Rekha, “Perspektif Mahasiswa terhadap Peningkatan Kosakata Bahasa Inggris melalui Permainan Taboo,” Transform. J. Bahasa, Sastra, dan Pengajarannya, vol. 5, no. 2, p. 23, 2023, doi: 10.31002/transformatika.v5i2.7488.
A. Idayani and B. Sailun, “Students ’ Difficulties with Vocabulary Mastery in English Language Education at the University Level,” vol. 11, no. 2, pp. 120–134, 2024.
K. R. Kaphle, “Challenges of Learning English Vocabulary,” vol. 2, no. December, pp. 31–43, 2024.
M. N. I. Saputra, A. Syafi’i, and H. Dibdyaningsih, “Students’ Perception towards Wordwall as an Online Assessment Platform in Teaching English at MTS Alif Laam Miim Surabaya,” JELTII J. English Lang. Teach. Islam. Integr. , vol. 6, no. 2, pp. 163–194, 2024.
T. N. Fitria, “Creating an Education Game Using Wordwall: An Interactive Learning Media for English Language Teaching (ELT),” Foremost J., vol. 4, no. 2, pp. 17–30, 2023, doi: 10.33592/foremost.v4i2.3610.
M. A. Aqliyah, S. Azhar, L. N. Aini, I. P. Lestari, and D. Novita, “Exploring The Role Of Wordwall As A Learning Media For Teaching Procedural Texts To Ninth-Grade Students,” pp. 1–5, 2024.
Y. Widyaningsih, N. Nadiroti, N. Hamdani, S. Nurfaadilah, and N. Febriyanti, WordWall Application as an Interactive Learning Media in Mastering English Vocabulary at Elementary School, vol. 1. Atlantis Press SARL, 2023. doi: 10.2991/978-2-38476-056-5_46.
A. Khartha, I. R. Naing, H. C. Rini, M. B. A. Bohang, N. Pratiwi, and A. G. Efendy, “Unlocking English Vocabulary Mastery: An Innovative Learning Experience with the Wordwall Platform,” vol. 8, no. 10, pp. 122–144, 2025.
Z. Yan, E. Panadero, X. Wang, and Y. Zhan, “A Systematic Review on Students ’ Perceptions of Self ‑ Assessment : Usefulness and Factors Influencing,” Educ. Psychol. Rev., vol. 35, no. 3, pp. 1–28, 2023, doi: 10.1007/s10648-023-09799-1.
D. S. N. Safitri, D. Fadhilawati, and N. Sutanti, “Evaluating the Impact of Wordwall on Improving Students’ Vocabulary in Recount Text at SMPN 01 Gandusari,” EDUJ English Educ. J., vol. 2, no. 2, pp. 11–16, 2024, doi: 10.59966/eduj.v2i2.1230.
I. Magdalena, A. Nurchayati, and P. Rizkiyanah, “Perkembangan Kognitif Peserta Didik Pada Siswa Kelas 3 SDN Pakulonan 2,” Tech. Vacat. Educ. Int. J. , vol. 3, no. 2, pp. 2721–9798, 2023.
I. N. Rachmawati, “Data Collection in Qualitative Research: Interviews,” Indones. J. Nurs., vol. 11, no. 1, pp. 35–40, 2007.
P. Analisis and K. Dan, “Penggunaan analisis konten dan analisis tematik,” 2022.
V. Braun and V. Clarke, “Using thematic analysis in psychology; In qualittaive research in psychology,” Uwe Bristol, vol. 3, no. 2, pp. 77–101, 2006, [Online]. Available: https://psychology.ukzn.ac.za/?mdocs-file=1176
M. A. Julia, N. Fitriani, and R. Setiawan, “Proses Pembelajaran Konstruktivisme yang Bersifat Generatif di Sekolah Dasar,” J. Pendidik. Guru Sekol. Dasar, vol. 1, no. 3, p. 7, 2024, doi: 10.47134/pgsd.v1i3.519.
M. Ahmad and R. W. Khan, “Gamification in Education : Enhancing the Students Engagement and Learning Achievements through the Integration use of Game based Learning,” vol. 3, no. 1, pp. 23–37, 2024, doi: 10.63062/tk/2k24a.31016.
P. O. W. M. N, N. Sueca, and M. Bali, “Implementasi Permainan Bahasa Wordwall Dalam Penguasaan Kosa Kata Bahasa Inggris,” vol. 07, no. 01, pp. 7101–7109, 2024.
B. Richo, A. Vareza, S. Hadi, and S. H. Wibawa, “Learning English Vocabulary Through The Wordwall Website: A Case Study To The Fifth Class Students Of Sd Negeri 2 Borang, Arjosari In The Academic Year 2023/2024,” pp. 83–91, 2024.
B. Al Habsy, T. W. Arifuddin, K. Shindy, and R. S. Jelita, “Psikologi Pendidikan Peserta Didik Pada Jenjang SMP (Analisis Konsep Emosi Dan Konsep Diri Peserta Didik serta Pengaruhnya terhadap Kualitas Pembelajaran di SMP 1 Jenu Tuban),” 2022.
Downloads
Additional Files
Posted
License
Copyright (c) 2025 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
