An Analysis Of Tenth-Grade Students' Perceptions Of Digital Gamified Vocabulary Tasks Using Wordwall: A Case Study At SMK Hutama
DOI:
https://doi.org/10.51805/ijss.v2i2.577Keywords:
Wordwall, Gamification, Vocabulary Perception, TKJ Students, Case StudyAbstract
The objective of this research is to analyze tenth-grade TKJ students' perceptions of Wordwall as digital gamified vocabulary tasks for English vocabulary learning, as well as the challenges they faced. The research applied a qualitative descriptive case study approach and was conducted at SMK Hutama in June 2026. This research involved 10 informants selected purposively from a total of 41 tenth-grade TKJ students. Data analysis used Miles, Huberman, and Saldana's interactive model, which includes data reduction, data display, and drawing conclusions. The result of research indicate that most students viewed Wordwall positively, reflected by their increased comfort with the game mechanics, ability to recall vocabulary, and belief that the vocabulary learned will remain relevant to their future vocational practices. However, some students perceived this gamified format as no more effective than conventional note-taking. Furthermore, the challenges faced by students were divided into three categories: basic English understanding gaps, technical issues regarding platform reliability, and social pressure due to unbalanced group composition, alongside the differences between receptive and productive vocabulary knowledge. Result of this research give important meaning for the development of English vocabulary learning, specifically related to the use of gamified digital media balanced with explicit practice in productive language use.
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