Students’ Perceptions of the Use of Wordwall and ZepQuiz Integrated into the Think-Pair-Share Strategy in English Learning

Abstract

This study investigates students’ perceptions of the integration of Wordwall and ZepQuiz into the Think-Pair-Share (TPS) strategy in English learning. Speaking is recognized as one of the most challenging skills for vocational high school students, requiring not only vocabulary and grammar but also confidence and fluency. To address these challenges, digital platforms such as Wordwall and ZepQuiz were combined with the TPS cooperative learning strategy to provide an interactive and collaborative classroom atmosphere. A mixed-methods approach was employed, with quantitative data collected from pre-test and post-test speaking assessments, and qualitative data gathered through open-ended questionnaires. The study involved 25 tenth-grade students of SMK NU 1 Karanggeneng in the 2024/2025 academic year. Findings revealed that students expressed highly positive perceptions of the integration, with overall mean scores above 4.0 across components, including digital media, affective factors, collaborative learning, and improved experience. Qualitative responses confirmed that students felt more motivated, confident, and engaged in the learning process, appreciating the combination of structured TPS steps with the interactivity of digital platforms. The study concludes that the integration of Wordwall and ZepQuiz into TPS fosters a supportive, motivating, and student-centered learning environment that enhances students’ willingness to participate in speaking activities. These results highlight the importance of considering learners’ perceptions in implementing instructional innovations, offering valuable implications for teachers and students