Ikrima Halimatus Sa'diyah


This study investigated the perceptions of health department students at State Polytechnic of Jember, Indonesia, on how effective Wordwall helps them enrich their English vocabulary during online learning. The researcher used a qualitative approach. Data was collected from ten participants who were chosen based on their activeness while studying and who always participated in the teaching and learning process. It was collected through an open-ended questionnaire distributed via Google Form. Based on the result of the present study, the researcher discovered that the students had positive perception towards the use of Wordwall and they were very enthusiastic about learning vocabulary through the application. The participants also mentioned that this app offers a variety of interactive and creative vocabulary games. The disadvantage is that this application does not provide a place for students to explain their correct and incorrect answers. The students can learn about context and sentence changes by playing games. The result of the study also revealed that Wordwall is an effective learning media for enriching students' vocabulary. Thus, it is suggested that lecturers should utilize this application to help their students become more motivated to learn English vocabulary.


ESP, Worldwall Application, Vocabulary Learning

Full Text:



Chen, H. J. H., Hsu, H. L., Chen, Z. H., & Todd, A. G. (2021). Investigating the Impact of Integrating Vocabulary Exercises Into an Adventure Video Game on Second Vocabulary Learning. Journal of Educational Computing Research, 59(2), 318–341.

Creswell, J. (2012). Design: Choosing Among Five Approaches. In Design: Choosing Among Five Approaches (Vol. 3, Issue June).

da Silva, L. G., Neto, E. G. de A., Francisco, R., Barbosa, J. L. V., Silva, L. A., & Leithardt, V. R. Q. (2021). Ulearnenglish: An open ubiquitous system for assisting in learning english vocabulary. Electronics (Switzerland), 10(14), 1–14.

Darliani, Y., & Agustina, C. F. (2019). the Implementation of Word Wall Strategy in Teaching Writing Descriptive Text. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 1(2), 61–67.

Darliani, Y., & Agustina, C. F. (2019). the Implementation of Word Wall Strategy in Teaching Writing Descriptive Text. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 1(2), 61–67.

Francom, G. (2018). Ten Steps to Complex Learning: a Systematic Approach to Four-Component Instructional Design (3rd ed.), by Jeroen J. G. van Merriënboer and Paul A. Kirschner. TechTrends, 62(2), 204–205.

Godwin-Jones, R. (2015). Emerging Technologies the Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens. Language, Learning and Technology, 19(1), 10–22.

Hadijah, H., Pratolo, B. W., & Rondiyah, R. (2020). Interactive game “Kahoot!†as the media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 87–105.

Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M. Y., Rahman, M. J. A., & Mohammad, W. M. R. W. (2021). The effects of wordwall online games (Wow) on english language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies, 11(9), 1059–1066.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. The Routledge Handbook of Sociocultural Theory and Second Language Development, 357– 377.

Ismiyati, W. L., & Saputri, T. (2020). Using Word Wall To Improve English Vocabulary Mastery: Systematic Review. Jurnal Pendidikan Dan Pembelajaran, 53(9), 120–131.

Kahar, N. H., Baa, S., & Makassar, U. N. (2021). Using Word Wall Medium to Improve Students’ Junior Secondary School Vocabulary Mastery. 4432(November), 109–115.

Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Student perception Kahoot. Research and Practice in Technology Enhanced Learning, 13(9), 1– 24.

MacKey, A. & Gass, S. M. (2005). Second Language Research: Methodology and design. Mahwah: Lawrence Erlbaum Associates, Inc.

Monita, D., & Sihombing, L. (2015). Improving Junior High School Students’ Vocabulary Achievement in Reading By Applying Word Wall. 1–11.

Palmer, J., Boon, R. T., & Spencer, V. G. (2014). Effects of Concept Mapping Instruction on the Vocabulary Acquisition Skills of Seventh-Graders With Mild Disabilities: A Replication Study. Reading and Writing Quarterly, 30(2), 165–182.

Plonsky, L., & Ziegler, N. (2016). The CALL-SLA interface: Insights from a second-order synthesis. Language Learning and Technology, 20(2), 17–37.

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158.

Reinhardt, J. (2017). Digital Gaming in L2 Teaching and Learning. The Handbook of Technology and Second Language Teaching and Learning, 202–216. 4

Rueb, A., Cardoso, W., & Grimshaw, J. (2018). The acquisition of French vocabulary in an interactive digital gaming context. Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers from EUROCALL 2018, 2018, 272–277.

Santosa, M. H. (2017). Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context. Journal on English as a Foreign Language, 7(2), 183.

Sharma, S. A., & Unger, S. (2016). Employing Web 2.0 Technologies to Support Students’ Academic Vocabulary Acquisition. Michigan Reading Journal, 48(3), 5.

Shofiyani, A., & Sholihah, M. (2021). Development of Learning Media for Islamic Fiqh Educational Games on Learning Interest. 1(3).

Silarova, L. (2011). Difficulties of an Adult Student in Learning and Remembering Vocabulary Bachelor ’ s Thesis. April.

Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using kahoot! Proceedings of the European Conference on Games-Based Learning, 2016-Janua(October), 738– 746.

Yarahmadzehi, N., & Goodarzi, M. (2020). Investigating the role of formative mobile based assessment in vocabulary learning of pre-intermediate efl learners in comparison with paper based assessment. Turkish Online Journal of Distance Education, 21(1), 181– 196.

DOI: http://dx.doi.org/10.33603/perspective.v10i2.7260


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.