The particular dialect or language that a person chooses to use on any occasion is called a code 5246 Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal on Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 2, December 2025 pp. 5246 - 5257 The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan Nikmah Fadillah Nasution1, Rahmah Fithriani2, Ahmad Amin dalimunthe3 1,2,3Magister Tadris Bahasa Inggris, FITK Universitas Islam Negeri Sumatera Utara corresponding E-Mail: nikmahfadillahnasution@man1medan.sch.id Received: 2025-02-23 Accepted: 2025-10-08 DOI: 10.24256/ideas. v13i2.8157 Abstract The utilization of Information and Communication Technology (ICT) in educational activities substantially enhances the quality of education, particularly in the context of the current Industrial Revolution 4.0. Classpoint is a learning platform that helps with IT- based learning. This study seeks to evaluate the application of Classpoint in English instruction for grade XI students at State Islamic High School in Medan. This study employs a qualitative methodology utilizing a case study design. Data were gathered via observation, interviews, and documentation. The data analysis methodologies encompass data reduction, data presentation, and data conclusion formulation. To guarantee the data’s validity, triangulation of data, methodologies, and sources was employed. This study’s findings indicate that Classpoint is highly effective in facilitating English learning for eleventh-grade students at State Islamic High School in Medan. Keywords: classpoint, student, English Introduction Technology is become an essential aspect of everyday life for people. Technology is incredibly beneficial since it makes it easier for people to do things. Technology makes life better for people in numerous ways, such as by making it easier to get information and by making production more efficient. Technology has improved many parts of daily life for people, such health, communication, and even education. Technology's role in education has transitioned from a supplementary tool to an essential element of contemporary pedagogy. The digital revolution has converted traditional classrooms into interactive learning environments that facilitate differentiated instruction (Nurbekova & Baigusheva, 2020), personalized http://u.lipi.go.id/1457703302 mailto:nikmahfadillahnasution@man1medan.sch.id IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 5247 learning paths, and global access to knowledge (Bitar & Davidovich, 2024). Vygotsky's (1978) sociocultural theory posits that learning is mediated socially, with digital tools facilitating this mediation beyond the classroom by promoting collaboration via online platforms. UNESCO (2020) highlights that technology promotes equitable access to quality education, particularly in situations characterized by geographical and socioeconomic barriers. Nonetheless, the mere presence of technology does not ensure its effective utilization; pedagogical integration is crucial (Mthembu et al., 2023). Educators require digital competencies to effectively integrate technology into their instructional practices (Feerick et al., 2022). The challenge is not the existence of technology, but rather the need to reevaluate pedagogical frameworks to utilize its potential for cognitive development, critical thinking, and lifelong learning. Technology in the field of education has a big effect on how well students learn. In this digital age, the use of technology in teaching English has become an increasingly important issue. There are several reasons why integrating technology into English lessons might be a good idea, such as making students more interested in studying. Technology makes it easier to learn a language (Tan, Rajendran, Muslim, Alias, & Yusof, 2022). Using entertaining and fascinating interactive apps and games can make students more interested in learning. One of the most interactive learning technology apps is Classpoint. Teachers can utilize Classpoint, an online learning platform, to make and give interactive presentations in class. Teachers can produce slides for presentations with Classpoint just like they can with other presentation tools, but Classpoint has more interactive features, like the ability to incorporate questions, polls, quizzes, and group activities. The tool also lets teachers give homework and keep an eye on how their students are doing online. You can also utilize Classpoint with other online learning platforms like Google Classroom, which makes it easier to use when you're not in the same room as the teacher. Classpoint is designed to make students more engaged and active in the learning process, as well as improve the efficacy of teaching and learning in class. One of John and Smith's researchers wrote a paper called "Classpoint: A Digital Platform for Enhancing English Language Learning in the Classroom," which was published in a research journal. The study found that using Classpoint can make students more involved and help them understand English better. This platform can also help students work together and make instruction more efficient. This study finds that Classpoint can be a useful way to teach English in the classroom and can help schools teach English better. Researchers have also studied the implementation of classpoints in education. Bong and Chatterjee (2021) In his paper, he talks about some of the pros and cons of utilizing the ClassPoint tool compared to other CRSs and how well it works with different operating systems. More than 80% of the students who took the survey said that ClassPoint was a good way to get students involved and Nikmah Fadillah Nasution, Rahmah Fithriani, hmad Amin dalimunthe The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan 5248 interested in class. All of the instructors' participants (60% agreed and 40% strongly agreed) said that students are more likely to respond to interactive quizzes offered through ClassPoint than to speak up in class. Inkoe made the classpoint app (Mazlan, Kim Hua, Othman, & Wahi, 2023). Classpoint can also instantly turn PowerPoint presentations into interactive quizzes, give quizzes in class, collect live student responses, score quizzes, and store results without needing the user. Classpoint is a digital learning platform that helps teachers and students make lessons more fun and interactive. Classpoint has a lot of useful tools, like the ability to make animated and interactive presentation slides, do homework online, and have automatic evaluations. Classpoint (2020) says that this platform can handle a lot of different file kinds, like photographs, videos, and documents. This makes it easy for teachers to add different learning materials to their presentations. They can go to the website (http://classpoint.app), enter the class code, and make a username. The app encourages participation by letting students show what they have learnt (Bong & Chatterjee, 2021). You may use Classpoint on PCs, laptops, and tablets, among other things. Teachers may make their students' learning more interesting and useful with Classpoint. Here are some basic instructions for utilizing Classpoint, according to Sundari, Iskandar, and Muhlis (2021): (1) Create an account: To start, go to the Classpoint website (www.classpoint.io) and click the "Sign Up" button to make an account. (2) Make a presentation: Once you're logged in, click the "New Presentation" button to make a new presentation. Then, you can either choose a template from Classpoint or design your own presentation that fits your needs. (3) Adding material: After we make the presentation, we can start adding things like pictures, text, videos, and documents to the slides by clicking the "Add content" button underneath the slide. (4) Using interactive features: Classpoint has several great interactive elements, such quizzes, polls, and voting. To add this feature to the presentation slides, click the "Add Interaction" button. (5) Make assignments: so that you may make assignments and get student answers right in Classpoint. To make and keep track of assignments, click on the "Assignments" button in the main menu. (6) Using automated evaluation: Classpoint has an "Auto-Grade" tool that lets you automatically grade assignments and other evaluations to save time. (7). Download the presentation: You may download the file in either PDF or PowerPoint format by clicking the "Download" button in the top right corner of the screen after the presentation is over. Based on a variety of sources listed above, the researcher wants to do a case study on “The Implementation of Classpoint in Learning English: A Case Study at Madrasah Aliyah Negeri Medan for Grade XI Students”. This research will enhance the students’ capacity to exercise their attitudes through the classpoint application. IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 5249 Method This is a study of action. The goal of this research is to fix difficulties that make it hard for students to learn in the classroom. This research involves a process wherein educators examine and investigate their pedagogical models, subsequently addressing challenges encountered during their use (Latief, 2012). This study employs a case study methodology (Eisenhardt, 1989). Case study research is a methodology employed to conduct an in-depth examination of an event, circumstance, or specific case, with the objective of comprehending the associated problems and identifying appropriate solutions (Flyvbjerg, 2006). Case studies typically involve the collection of comprehensive and extensive data from several information sources, including observation, interviews, documentation, and others. The case studies' findings can be utilized to comprehend the scenario in a thorough and profound method, as well as to furnish valuable insights for future problem-solving and decision-making. People in many fields, like social sciences, psychology, business, and education, commonly employ case studies. According to Yin (2018), case studies in qualitative research are a method that looks at a specific example or circumstance in order to get a better knowledge of it. This research uses three cycles that show the implementation of learning media by classpoint. The instruments that use to collect the data were test and observation. The subject of this research is eleventh grade of Madrasah Aliyah Negeri Medan. The method of gathering data is by observation, testing, and processing the data. The data analysis in this study is comprised of three stages: the reduction of the data, the display of the data, and the drawing of findings. Data triangulation, method triangulation, and source triangulation are the three methods that the researcher employs in order to determine whether or not the data are reliable (Miles & Huberman, 1994) Result and Discussion The result of the implementation of observations I,II and III in the application of classpoint in learning English can be seen in the following table : Table 1 Component activities Siklus I Siklus II Siklus III Amount Student % Amount Student % Amount Student % 1. Students ask questions related to features 2. Students ask 17 16 45,94 43,24 2 4 5,40 10,81 5 7 13,51 18,91 Nikmah Fadillah Nasution, Rahmah Fithriani, hmad Amin dalimunthe The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan 5250 question related to the material 3. Students respond to the teacher’s explanantion 4. Students participate in polls or quizzes through Classpoint features 5. Students summarize the lesson content using the drawing/ annotation feature 6. Students complete matching or labelling activities provided via classpoint 7. Students submit creative answer using classpoints open – ended question format 8. Students engage in timed 4 12 16 12 5 7 10,81 32,43 43,24 32,43 13,51 18,91 6 21 26 30 23 17 16,21 56,75 70,27 81,08 62,16 45,94 9 28 32 35 28 22 24,32 75,68 86,48 96,59 75,68 59,45 IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 5251 challenges using the classpoint timer feature • Students attendence 37 100 37 100 37 100 Based on the implementation of observation I, It displays how active students are when they use the Classpoint app to learn English. It looks like students are getting used to using technologies based on IT. They try to figure out what the teacher is asking by guessing and learning about the different types of inquiries. Some people look perplexed because they don't know enough. Students who have trouble with the difficulties ask the teacher questions on how to work on them. Sometimes, the class looks loud because of problems with their gadgets or the signal. Based on the implementation of observation II, this can be contrasted with prior observations concerning variations in student engagement during classroom instruction. Students appear to have acclimated and are adept at utilizing the Classpoint program as an educational assistance tool during English lessons. Students are evidently becoming used to the novel experience of utilizing Classpoint to showcase engaging and interactive problem exercises introduced by the teacher during class. Students exhibit greater enthusiasm for engaging with exercises that are provided with clarity and positivity. It is evident that there was minimal disturbance among pupils due to impediments observed in Observation I. Based on the implementation of observation III, Student participation increased significantly compared to the prior two observations. The majority of pupils displayed strong confidence in using Classpoint features without assistance from the teacher. The classroom mood improved as students actively participated in answering questions, taking exams, and reacting creatively to assigned activities. Technical concerns, such as internet connectivity or device performance, were rarely encountered, allowing the learning process to proceed smoothly. Students seemed highly motivated and excited, indicating that the Classpoint integration had successfully increased their engagement and interaction in English classes. Based on the three observations, it can be said that using Classpoint to learn English had a good effect on making students more engaged and involved. In the first observation, students were still getting used to using IT-based learning tools. They didn't comprehend them very well and had some technical problems that got in the way of their learning. By the second observation, students had started to become used to Classpoint and were using it better, which made them more interested, focused, and interactive during lessons. In the third observation, students showed a lot of growth in both confidence and skill, with only a few Nikmah Fadillah Nasution, Rahmah Fithriani, hmad Amin dalimunthe The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan 5252 technical problems, and they actively used Classpoint's capabilities to do a variety of learning activities. This development shows that regularly using interactive technology can improve student engagement, learning comfort, and the general atmosphere in the classroom. The Result of Interview The result of interviews after each implementation of observation I, II and III in the application of classpoint in learning English can be seen in the following table: Table 2 Components of student interviews on the application of Classpoint Siklus I Amount student % Siklus II Amount student % Siklus III Amount student % Learning Engagement: • Students actively participate in interactive quizzes • Students are motivated to complete assignments on time 15 14 40,54 37,83 28 27 75,67 72,97 35 34 94,59 91,89 Learning Comfort: • Students feel comfortable using classpoint features • Students report fewer technical problems 12 10 32,43 27,02 30 25 81,08 67,56 36 34 97,29 91,89 Learning Effectiveness: • Classpoint helps students understand the material better • Classpoint encourages 11 9 29,73 24,32 29 26 78,37 70,27 36 33 97,29 89,18 IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 5253 collaborative learning among peers Student attendaance 37 100 35 100 37 100 Students who get > 7 9 24.32 21 75.67 34 91.89 The table above shows that using Classpoint makes students more engaged, comfortable, and effective in learning English. Only 15 pupils (40.54%) actively took part in interactive quizzes during the first observation (Siklus I). In the second observation (Siklus II), this number went up a lot to 28 pupils (75.67%), and in the third observation (Siklus III), it went up even more to 35 students (94.59%). The number of students who wanted to finish their work on time also went up, from 14 (37.83%) in Siklus I to 27 (72.97%) in Siklus II, and then to 34 (91.89%) in Siklus III. The number of students who were comfortable using Classpoint features went from 12 (32.43%) in Siklus I to 30 (81.08%) in Siklus II and finally to 36 (97.29%) in Siklus III. There were less technical problems for students throughout time: from 10 students (27.02%) in Siklus I to 25 students (67.56%) in Siklus II and just 34 students (91.89%) in Siklus III. For learning effectiveness, the number of students who said that Classpoint helped them grasp the content better went from 11 (29.73%) in Siklus I to 29 (78.37%) in Siklus II and then to 36 (97.29%) in Siklus III. Classpoint also promoted collaborative learning among peers, as seen by the rise from 9 students (24.32%) in Siklus I to 26 students (70.27%) in Siklus II, and finally to 33 students (89.18%) in Siklus III. There were 37 pupils in Siklus I, but only 35 in Siklus II since some of them were absent. However, there were 37 students in Siklus III. The number of pupils who got more than 7 points steadily went up, from 9 in Siklus I (24.32%) to 21 in Siklus II (75.67%) to 34 in Siklus III (91.89%). These results show that using Classpoint regularly not only makes students more comfortable and willing to participate in class, but it also helps them do better in school over time. Results The implementation of Classpoint in English learning over three observation cycles demonstrated a consistent enhancement in student engagement, comfort, and academic performance. During Cycle I, students were in the process of adapting to the application. The study examined the characteristics and sought to comprehend the mechanisms underlying various question formats introduced by the instructor. Participation levels were moderate, characterized by student reluctance to engage actively. Nikmah Fadillah Nasution, Rahmah Fithriani, hmad Amin dalimunthe The Implementation of Classpoint in Learning English: A Case Study of Students at State Islamic Senior High School Medan 5254 Additionally, some encountered technical difficulties, including unstable internet connections and device performance issues. Cycle II demonstrated a notable enhancement in participation and engagement levels. Students demonstrated increased proficiency in utilizing Classpoint, engaged actively in quizzes, and exhibited enhanced concentration during lessons. The incidence of students encountering technical obstacles diminished, while the frequency of collaborative learning activities increased. The motivation to complete assignments punctually improved, and there was an increase in the number of students attaining scores above 7 in comparison to Cycle I.During Cycle III, student engagement attained a significant level. The majority of students engaged in quizzes, creative responses, and collaborative activities. The use of Classpoint features demonstrated a high level of comfort, with minimal technical issues observed. Additionally, the interactions between students and the teacher became increasingly dynamic. The increase in the number of students scoring above 7 from Cycle I to Cycle III indicates the beneficial impact of Classpoint on student engagement and academic outcomes. Discussion The findings from the three observation cycles demonstrate that the incorporation of Classpoint in English learning fostered a gradual enhancement in classroom dynamics. At first, students needed time to become used to the new IT- based learning environment. This is in line with how people usually adjust to new technology: at first, they don't use it much since they don't know how. But as students got used to Classpoint, they became more confident and independent while using its capabilities. The big jump in how many people were actively participating and how comfortable they were from Cycle I to Cycle II shows how Classpoint made sessions more participatory and fun. The interactive quizzes, polls, and open-ended questions not only got the students' interest, but they also made them pay more attention to the topic. This shows how gamification and digital learning tools can make learning more fun and motivating. By Cycle III, the combination of familiarity, less technical challenges, and good learning experiences led to the best engagement. The big rise in the number of students getting scores over 7 across the cycles illustrates that Classpoint not only gets more people involved, but it also helps them do better in school. These results indicate that regular implementation of interactive technology in the classroom can revolutionize the educational environment, encourage cooperation, and enhance learning outcomes. IDEAS, Vol. 13, No. 2, December 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 5255 Conclusion Students that use PowerPoint demonstrate a more motivated attitude toward learning, and they have the potential to improve their English skills. Based on the data, it is clear that approximately seventy percent of the students make a major contribution. Furthermore, the utilization of PowerPoint in the teaching and learning process can be found to present fewer impediments when it comes to student activity. In the course of their educational journey, students appear to have more fascinating and motivating experiences. Positive results were observed during both observation cycles as a result of the installation of the PowerPoint application in English language learning. In the beginning, there was a steep learning curve as well as some technological difficulties. In addition to demonstrating that students became more familiar with the program, it also demonstrates that their passion, engagement, and conduct toward independent study greatly increased. The vast majority of students indicated that the event had a beneficial impact on their educational journey. 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