Koleksi Thesis Mahasiswa Prodi Pendidikan Bahasa Inggris https://repository.unisma.ac.id/handle/123456789/146 2026-07-20T20:55:42Z 2026-07-20T20:55:42Z Fairisa, Amelia Zahwa Kumala https://repository.unisma.ac.id/handle/123456789/12156 2025-12-11T02:46:38Z 2025-07-17T00:00:00Z

Play and Learn: Student’S Perceptions on Word Connect Game Application for Vocabulary Aqcuisition Fairisa, Amelia Zahwa Kumala This thesis investigates the perceptions of junior high school students toward the use of the Word Connect game application as a tool to enhance their English vocabulary acquisition. In the context of English language learning, vocabulary plays a crucial role as the foundation for listening, speaking, reading, and writing skills. However, conventional vocabulary learning student interest and engagement. In response to this challenge, game-based learning has emerged as a promising alternative that offers both educational value and entertainment. This study aims to examine how students perceive the Word Connect game application, what benefits they experience in their vocabulary learning process, and what challenges they encounter while using it. The study was conducted at SMPN 3 Singosari, Malang, using quantitative and qualitative approach. Data were collected through questionnaires and interviews involving eight-grade students who had used the English version of the Word Connect game. The questionnaire included both general and Likert-scale items, while interviews were used to gain deeper insights into students’ thoughts and experiences. The findings of the study indicate that the majority of students have a positive perception of the Word Connect game application. Most of them stated that the game is enjoyable, user-friendly, and helpful in acquiring new English vocabulary. Students also reported that the game motivates them to memorize new words and enhances their interest in learning English. In addition, the application is perceived to support cognitive development by encouraging critical and analytical thinking, creativity, and spelling accuracy. Students expressed to traditional methods, as it allows them to play and learn simultaneously. Despite these benefits, some challenges were also reported. Several students experienced difficulty recognizing unfamiliar vocabulary, especially those with a limited prior knowledge of English. Others found it hard to identify correct answers from the given letter combinations. However, rather than giving up, students demonstrated persistence by trying multiple times, asking for help, or searching for word meaning on their own. These behaviors reflect the development of self-directed learning strategies and intrinsic motivation. In conclusion, this research highlights the potential of the Word Connect game application an effective and engaging tool for vocabulary acquisition. It contributes to the growing body of literature on game-based language learning and supports the integration of educational technology. The study suggests that consider utilizing digital word games as supplementary learning resources to enhance students’ vocabulary mastery and learning experience.

2025-07-17T00:00:00Z Amalia, Diati Nur https://repository.unisma.ac.id/handle/123456789/12155 2025-12-11T02:43:27Z 2025-07-11T00:00:00Z

Analyzing The Accuracy of The Sentence Structure of Grammar Checker Across AI Tools and Students’ Perception Amalia, Diati Nur This study aims to analyze the accuracy of AI-based grammar checking tools, they are QuillBot, Grammarly, and ChatGPT, in evaluating sentence structures within students’ hortatory exposition texts, as well as to explore students’ perceptions of using these tools in the writing process. Using a descriptive mixed-methods design, the research involved 36 eleventh-grade students at MA Almaarif Singosari, who were asked to write hortatory exposition texts. These texts were then evaluated by the three grammar checking tools. The resulting grammar scores were statistically analyzed using One Way ANOVA and Post Hoc Tukey tests to determine whether there were significant differences in grammar assessment accuracy among the tools. In addition, qualitative data were collected through semi-structured interviews with three students who obtained the highest scores from each tool group to gain insights into their experiences and perceptions. The findings revealed significant differences in the grammar scores produced by the three tools. Grammarly generated the lowest average score, indicating a high sensitivity in detecting grammatical errors, while ChatGPT gave the highest scores, suggesting a more lenient error detection process. QuillBot was found to be moderately accurate, detecting grammar issues and offering paraphrasing assistance, but lacking deep contextual understanding. From the interview results, students generally expressed positive perceptions, particularly appreciating the ease of use and flexibility of ChatGPT, the accuracy of Grammarly, and the paraphrasing features of QuillBot. However, some students also noted limitations, such as premium feature restrictions in Grammarly and occasional lack of contextual relevance in QuillBot and ChatGPT feedback. This study finds that although AI grammar checkers are a useful tool for enhancing writing, there are differences in their accuracy and usability. Teachers and students should use these tools critically and complementarily to enhance writing instruction, especially in argumentative genres like hortatory exposition. The study contributes to the increasing quantity of knowledge on AI-assisted language learning, offering both theoretical and practical implications for writing pedagogy in EFL contexts.

2025-07-11T00:00:00Z Agustini, Sri https://repository.unisma.ac.id/handle/123456789/12154 2025-12-11T02:40:38Z 2025-07-03T00:00:00Z

Comparing Content and Paralinguistic Cues in Enhancing Vocabulary Retention Across Different Themes Among Young Learners Agustini, Sri This study explored the use of two types of instructional cues in vocabulary teaching verbal plus content-related nonverbal cues, and verbal plus paralinguistic-related nonverbal cues and how these cues affected vocabulary retention among young learners. This study also aimed to examine young learners’ vocabulary retention based on two themes: profession and physical appearance. The study employed a pre-experimental design with a within-subject repeated measures design involving 35 lower-grade elementary school students, who experienced both types of instructional cues. Vocabulary retention was measured using pre-tests and post-tests, while classroom observations were conducted to examine students’ engagement during the learning process. These instruments were used to triangulate data and provide both quantitative and qualitative insights into the students’ responses to each instructional cue. Quantitative data were analyzed using SPSS 20 to compare the two instructional cues and vocabulary themes, while observation data supported the interpretation of learning behaviors. The results showed that paralinguistic-related nonverbal cues such as gestures, facial expressions, and intonation were associated with higher levels of vocabulary retention and students’ engagement compared to content-related cues like using pictures. It can be said that verbal plus paralinguistic related nonverbal was more effective than verbal plus content related nonverbal. Students appeared more attentive, responsive, and confident when exposed to dynamic and expressive cues. Additionally, vocabulary related to professions was more easily retained than physical appearance, possibly due to its familiarity and more concrete representations. These findings suggest that multimodal instructional strategies and interactive instructional cues, especially those involving embodied communication provide meaningful support for vocabulary learning among young learners. The insights from this study can inform educators in designing contextually engaging and developmentally appropriate vocabulary instruction.

2025-07-03T00:00:00Z Bahauddin, Muhammad https://repository.unisma.ac.id/handle/123456789/12153 2025-12-09T06:28:52Z 2025-08-02T00:00:00Z

ChatGPT-4o Mini As A Speaking Assessment Tool: Teachers’ Perspective Bahauddin, Muhammad The rapid advancement of artificial intelligence has introduced new possibilities in language education, particularly in the assessment of speaking skills. This study investigates English language teachers’ perceptions, experiences, and evaluations regarding the use of ChatGPT as a tool to assess students’ speaking performance. Using a qualitative case study approach, data were collected through semi-structured interviews with three English language teachers in Pare, Indonesia, who have integrated ChatGPT into their speaking classes. The results showed various insights from the participants regarding the use of ChatGPT as a supportive tool that can provide immediate feedback, generate speaking materials through prompts instruction, and help evaluate students’ grammar, vocabulary, and fluency. By implementing ChatGPT as speaking assessment, the participants described that students became more confidents expressing their ideas after receiving the feedbacks, especially in constructing more complex sentences. However, there are also some limitations that have been identified which can decline the effectiveness of ChatGPT as speaking assessment. It is found that ChatGPT is ineffective in assessing pronunciation, intonation, and non-verbal communication. Technical constrains are also concluded, such as limited access in the free version and the need for a stable internet connection. Overall, this study viewed ChatGPT as an effective tool to help teacher in assessing speaking performance. However, it cannot completely replace traditional methods which involve human assessment and interaction due to ChatGPT’s inability to assess body and facial expression. Educators are advised to integrate ChatGPT carefully, combining its strengths with teacher-led assessments to ensure a thorough evaluation of speaking proficiency.

2025-08-02T00:00:00Z