IMPLEMENTASI APLIKASI WAYGROUND DALAM PEMBELAJARAN TATA BAHASA INGGRIS SISWA SMP
DOI:
https://doi.org/10.51878/learning.v6i4.15654Keywords:
Wayground; tata bahasa Inggris; gamifikasi; keterlibatan siswa; penelitian tindakan kelasAbstract
English grammar instruction at the junior high school level frequently encounters challenges such as passive student engagement, teacher-centered delivery, and difficulties in mastering abstract grammatical rules. This study aimed to describe the implementation of the Wayground application in grammar learning and examine shifts in student engagement, motivation, and comprehension. A descriptive qualitative approach within a two-cycle classroom action research framework based on the Kemmis and McTaggart model was employed. The subjects comprised 32 eighth-grade students at SMP Negeri 4 Kota Tangerang Selatan during the odd semester of the 2025/2026 academic year. Data were collected through classroom observation, field notes, response questionnaires, learning documentation, and supporting diagnostic assessments. The findings revealed four prominent themes: enhanced active participation, accelerated error correction through immediate feedback, heightened learning motivation driven by gamification, and the necessity of technical scaffolding during initial sessions. The students' mean grammar scores improved from 61.4 in the pre-test to 82.7 in the post-test. Consequently, the integration of Wayground successfully fostered more interactive, reflective, and engaging English grammar instruction.
ABSTRAK
Pembelajaran tata bahasa Inggris di tingkat sekolah menengah pertama sering menghadapi kendala rendahnya keterlibatan siswa, dominasi penjelasan satu arah, dan kesulitan memahami aturan gramatika yang bersifat abstrak. Penelitian ini bertujuan mendeskripsikan implementasi aplikasi Wayground dalam pembelajaran grammar serta mengkaji perubahan keterlibatan, motivasi, dan pemahaman siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dalam kerangka penelitian tindakan kelas model Kemmis dan McTaggart yang dilaksanakan melalui dua siklus. Subjek penelitian adalah 32 siswa kelas VIII-B SMP Negeri 4 Kota Tangerang Selatan pada semester ganjil tahun ajaran 2025/2026. Data dihimpun melalui observasi kelas, catatan lapangan, angket respons, dokumentasi, serta tes diagnostik pendukung. Hasil penelitian menunjukkan adanya empat tema utama, yaitu peningkatan keaktifan belajar siswa, kecepatan perbaikan pemahaman melalui umpan balik instan, peningkatan motivasi melalui gamifikasi, dan pentingnya pendampingan teknis pada tahap awal. Rata-rata capaian nilai tata bahasa siswa meningkat dari 61,4 pada pratindakan menjadi 82,7 pada pascatindakan. Dengan demikian, integrasi Wayground terbukti mampu menciptakan proses pembelajaran tata bahasa Inggris yang lebih interaktif, reflektif, dan menyenangkan.
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