Wordwall sebagai Stimulus Konstruksi Pemahaman Murid pada Materi Teks Pidato

Abstract

Conventional learning has not yet fully accommodated students with strong prior abilities to actively engage in learning and construct understanding independently. This study aims to describe the use of Wordwall as a stimulus for fostering student engagement and understanding of speech text. This study employed a qualitative descriptive approach involving 18 fifth-grade students from Class V-A at SD Muhammadiyah 1 Bangkalan. Data were collected through observations, interviews, comprehension tests, Wordwall activity results, and documentation. The research instruments consisted of a student engagement observation sheet, teacher and student interview guidelines, a speech text comprehension test, a Wordwall activity analysis sheet, and documentation of students’ work. The data were analyzed through data reduction, data display, and conclusion drawing, supported by technique triangulation. The results showed that Wordwall facilitated student engagement through activities involving text exploration, answer selection, reasoning, discussion, and responses to feedback. Students’ understanding also developed, particularly in identifying text structure, locating information, connecting different parts of the text, summarizing its content, and providing text-based reasoning. Most importantly, Wordwall functioned not merely as a game or assessment tool but as a stimulus for constructing understanding through text exploration, decision-making, feedback, argumentation, discussion, and concept reinforcement, thereby fostering interactive and meaningful learning. Therefore, Wordwall can be utilized not merely as a game-based medium or assessment tool but as a stimulus for the active and independent construction of understanding of speech texts.