Exploring Senior High School Student's Perspective On Using Wordwall As An Interactive Learning Media In Speaking Activities

Karomah, Fitriatul (2025) Exploring Senior High School Student's Perspective On Using Wordwall As An Interactive Learning Media In Speaking Activities. Undergraduate thesis, Fakultas Tarbiyah dan Ilmu Keguruan.

Text SKRIPSI FITRI baru watermark.pdf Download (7MB)

Abstract

Keywords: Wordwall, Interactive Learning Media, Speaking Activities

Globalization and technological advances have reshaped education, especially language learning through digital media. Tools like Wordwall support speaking skill development by offering interactive practice, yet students often face issues like anxiety, limited vocabulary, and insufficient practice. While studies show Wordwall boosts engagement and comprehension, few have examined students’ perspectives on its use in task-based speaking activities. This highlights the need to explore both its potential and challenges as an interactive learning medium.
Therefore, the study was guided by two main research questions: (1) What are students’ perspectives on the use of Wordwall as an interactive learning medium in speaking activities? (2) How did the students experiences using Wordwall as an interactive learning medium in speaking activities in the classroom? The objectives are to explore students’ perspectives regarding the use of Wordwall and to examine their experiences during its classroom implementation, particularly how they engaged with the platform in developing their speaking skills through interactive tasks.
This study employed a qualitative research design, conducted at MAN 1 Jember, the study involved 34 students from class XI MIPA 4. Data were gathered through questionnaires, semi-structured interviews, and document reviews. The questionnaire, consisting of 25 structured items, was distributed via Google Forms with direct assistance from the researcher. Semi-structured interviews were conducted both face-to-face and through personal chats to gain in-depth insights, while document reviews focused on lesson plans. Data from interviews and documents were analyzed using Miles and Huberman’s Interactive Model (data collection, condensation, display, and conclusion drawing), whereas questionnaire data were analyzed descriptively using frequency and percentage distributions. Triangulation techniques were employed to ensure the validity and consistency of findings across data sources.
The findings showed that students held positive perspectives on using Wordwall as an interactive learning medium in speaking activities. They found it engaging, enjoyable, and helpful in increasing motivation and vocabulary retention. In terms of their experiences, students participated in structured learning stages—pre-activities, main tasks, and post-activities—using Wordwall to support their speaking practice. While students appreciated the interactive nature of the platform, they also encountered challenges such as unstable internet, limited class time, pressure from leaderboards, and insufficient vocabulary. These insights highlight both the potential and practical limitations of using Wordwall in speaking instruction

Actions (login required)

View Item