Bliss Journal : Broadening Linguistics, Literature, Education, and Study of Learning Media

Contextual Assessment Models in Islamic Education: A Study of Pre-Service Teacher Projects

ANITA DWI HAPSARI — Tue, 05 Aug 2025 00:00:00 +0700

The contemporary landscape of Islamic education faces significant challenges in developing assessment models that align with both pedagogical soundness and students' developmental progression. This study investigates contextual assessment models designed by pre-service teachers in Islamic education programs, focusing on how these models reflect understanding of student developmental stages and educational contexts. Using a qualitative descriptive design with content analysis, this research examined final projects from 31 pre-service teachers enrolled in an Islamic Education program who completed individual assignments on "Islamic Education Learning Evaluation System Design." Participants were distributed across three educational levels: elementary (10 students), junior high (11 students), and senior high (10 students), covering subjects including Akidah Akhlak, Fiqh, Al-Qur'an Hadith, and Islamic History (SKI). Data were collected through final assignment projects, semi-structured interviews, and document analysis, then analyzed using multi-phase thematic and content analysis. Findings revealed that 87% of pre-service teachers demonstrated strong developmental appropriateness in their assessment designs, with non-test-based assessments being favored (45% of projects) over test-based approaches (39% of projects). Technology integration remained limited (16% of projects), while Islamic values integration was consistently strong across projects (87%). The study concludes that structured project-based assignments effectively foster assessment literacy and contextual sensitivity among future Islamic educators, though enhanced training in cultural adaptation and technological fluency is needed.

The Effectiveness of TikTok Content in Improving English Idiom among High School Students

Vita Tri Kurniawati Hidayah, Khoirul Huda, Daniar Sofeny — Wed, 17 Sep 2025 10:25:47 +0700

This study investigated the effectiveness of TikTok content, especially from the account @englishwithlakhan, in improving English idiom acquisition among high school students. It also explored how students perceived TikTok as a learning tool. A quantitative pre-experimental one-group pre-test and post-test design was used, involving 23 students from class XI.1 at SMA Ahmad Yani 2 Baureno. The instruments included an idiom test and a 10-item questionnaire. Over four weeks, students watched selected TikTok videos that explained English idioms. Their scores before and after the treatment were compared using a paired sample t-test, and student perceptions were analyzed using descriptive statistics. Questionnaire reliability was tested with Cronbach’s Alpha. The results showed a significant improvement in students’ idiom understanding. The average score increased from 22.31 to 72.17. The t-test result (p = 0.000 < 0.05) confirmed that the improvement was statistically significant. Students also responded positively to TikTok as a learning platform, finding it interesting, helpful, and easy to understand. The questionnaire reliability score was 0.929, indicating good consistency. In conclusion, TikTok content is effective in supporting English idiom learning and enhancing student motivation. Teachers are encouraged to incorporate short educational videos as learning media. Further research can explore comparisons with other platforms or include control groups for more comprehensive analysis.

Improving Vocabulary Mastery through Japanese Anime Subtitles: An Experimental Study of A Silent Voice

Ainur Abdul Shoutin, Daniar Sofeny, Buyun Khulel — Wed, 17 Sep 2025 10:29:29 +0700

Vocabulary mastery plays a central role in language learning as it directly supports the development of other language skills such as listening, speaking, reading, and writing. However, many EFL learners continue to face difficulties in mastering vocabulary due to limited exposure to authentic language input. This study aimed to investigate the impact of Japanese anime subtitles on students’ vocabulary mastery. The research employed a quantitative approach using a one-group pretest posttest design. The participants were tenth-grade students at SMA Ahmad Yani 2 Baureno, who were given a pretest to measure their initial vocabulary mastery, followed by treatment through the use of Japanese anime subtitles, and finally a posttest to measure the outcome of the intervention. Data were analyzed using descriptive statistics and a paired-samples t-test. The findings indicated that students’ vocabulary mastery improved significantly after the treatment, with the mean score increasing from 9.45 in the pretest to 12.41 in the posttest. The results also showed greater consistency in students’ performance, as reflected by the narrowing gap between the lowest and highest scores. The t-test confirmed that the improvement was statistically significant, suggesting that the use of subtitled anime had a strong and meaningful effect on vocabulary mastery. In conclusion, the study highlights the potential of integrating Japanese anime subtitles into EFL teaching as an engaging and effective strategy to improve vocabulary mastery, while also recommending future research with larger samples and control groups

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

heni assyadiyah — Wed, 17 Sep 2025 10:31:19 +0700

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

THE EFFECT OF TAYLOR SWIFT SONGS ON STUDENTS’ LISTENING SKILLS IN VOCABULARY LEARNING

Risma Silviana Rindi, Daniar Sofeny, khoirul huda — Wed, 17 Sep 2025 10:33:44 +0700

Listening comprehension is a fundamental skill in English language learning, yet it remains one of the most challenging aspects for students, particularly in vocational high schools where motivation and engagement are often low. This study aimed to investigate the effectiveness of using Taylor Swift’s 1989 album as a medium to improve students’ listening comprehension. Employing a mixed-methods experimental design, the research was conducted with one class of tenth-grade students at SMK NU 1 Karanggeneng. Data were collected through a pre-test and post-test using a gap-filling listening test consisting of 40 items, as well as a post-treatment questionnaire to capture students’ perceptions. The quantitative data were analyzed through descriptive statistics, normality and homogeneity tests, and a paired-sample t-test, while the qualitative responses were analyzed thematically. The findings revealed a significant improvement in students’ listening scores, with the mean increasing by 24 points, moving the class from the sufficient to the good excellent category, and the effect size was very large. Questionnaire results further showed that students responded positively to the integration of songs, particularly in terms of motivation, vocabulary enrichment, and teacher support. These results demonstrate that structured use of popular music can provide authentic input, reduce listening anxiety, and enhance phonological awareness. The study concludes that integrating songs into listening instruction can make English learning more engaging and effective for vocational students. While limited by its small sample size and short intervention, this research suggests that future studies should explore different genres, long term effects, and broader student populations.

Teacher’s and Parents' Collaboration in Supporting English Vocabulary Learning for Deaf Students

Abdiyatus Sa'diyah — Wed, 17 Sep 2025 00:00:00 +0700

Deaf students often experience barriers in acquiring English vocabulary because their limited access to auditory input reduces opportunities for exposure, practice, and comprehension. Overcoming these challenges requires the use of creative teaching strategies and strong collaboration between teachers and parents to ensure that learning continues beyond the classroom. The purpose of this study was to investigate the strategies employed by teachers in teaching basic English vocabulary to deaf students, how parents reinforce this learning at home, and how collaboration between both parties supports students’ progress. A qualitative descriptive approach was adopted, involving interviews and observations with teachers and parents at SMALBS Muhammadiyah Golokan Sidayu. Data were analyzed thematically using Miles and Huberman’s framework, allowing key themes to emerge naturally from participants’ experiences. The results showed that teachers used multimodal strategies, with visual aids, sign-supported speech, repetition, and contextual activities being the most frequently applied. Parents played a complementary role by repeating vocabulary during daily routines, using gestures and signs, and embedding new words in meaningful contexts. Despite these efforts, challenges such as sustaining attention and teaching abstract words were identified. A significant finding of the study was the presence of a continuous feedback loop, where teachers and parents shared observations, adapted strategies, and monitored students’ development together. The study concludes that effective vocabulary development for deaf students requires an active partnership between teachers and parents, ensuring that learning is reinforced and contextualized across settings. These insights highlight the value of inclusive practices and suggest that further research should explore technological and community-based approaches to strengthen language acquisition among deaf learners.