Implementing Wordwall to Enhance Vocabulary Acquisition at the Tenth Grades of SMKN Dander
DOI:
https://doi.org/10.1234/prosiding.v2i1.5271Keywords:
wordwall, kosakata, gamifikasi, Penelitian Tindakan Kelas (PTK), Pembelajaran bahasa InggrisAbstract
Abstrak— Penelitian ini dilatarbelakangi permasalahan rendahnya penguasaan kosakata bahasa Inggris peserta didik kelas X SMKN Dander, terutama pada kosakata vokasional yang berkaitan dengan bidang Fashion Production Design. Penelitian ini bertujuan untuk mendeskripsikan penerapan Wordwall sebagai media pembelajaran dalam meningkatkan pemerolehan kosakata bahasa Inggris. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus mencakup tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian ini adalah 25 peserta didik perempuan kelas X SMKN Dander. Data dikumpulkan melalui tes dan observasi. Tes digunakan untuk mengetahui peningkatan hasil belajar kosakata, sedangkan observasi digunakan untuk mengamati keaktifan dan keterlibatan peserta didik selama proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan setelah penggunaan Wordwall. Pada siklus I, ketuntasan belajar mencapai 56% dengan nilai rata-rata 76,6. Setelah dilakukan perbaikan pada siklus II, ketuntasan meningkat menjadi 88% dengan nilai rata-rata 84,4. Berdasarkan hasil tersebut, Wordwall dapat dinyatakan efektif dalam meningkatkan pemerolehan kosakata bahasa Inggris serta partisipasi peserta didik dalam pembelajaran.
Kata kunci—wordwall, kosakata, gamifikasi, Penelitian Tindakan Kelas (PTK), Pembelajaran bahasa Inggris.
Abstract— This study was motivated by the problem of low English vocabulary mastery among tenth-grade students at SMKN Dander, particularly in vocational vocabulary related to the field of Fashion Production Design. This study aimed to describe the implementation of Wordwall as a learning medium to improve students’ English vocabulary acquisition. The method used in this study was Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection. The subjects of this study were 25 female tenth-grade students at SMKN Dander. The data were collected through tests and observation. The tests were used to determine the improvement in students’ vocabulary learning outcomes, while observation was used to examine students’ activeness and engagement during the learning process. The results showed an improvement after the implementation of Wordwall. In Cycle I, students’ learning mastery reached 56%, with an average score of 76.6. After improvements were made in Cycle II, the learning mastery increased to 88%, with an average score of 84.4. Based on these results, Wordwall can be considered effective in improving students’ English vocabulary acquisition and participation in the learning process.
Keywords— Wordwall, vocabulary, gamification, English Learning, Classroom Action Research (CAR)
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