The Effect of Wordwall Game-Based Learning on Eighth-Grade Students’ Vocabulary Achievement in Descriptive Texts

Abstract

Although previous studies have examined Wordwall in vocabulary learning, limited classroom-based evidence is available regarding its use for teaching adjective vocabulary in descriptive text among grade VIII.B EFL students. To address this gap, this study investigated adjective vocabulary achievement in descriptive text improved after the implementation of Wordwall game-based learning. The study involved 23 students of class VIII.B at MTs Mannilingi Bulo-Bulo and used a quantitative pre-experimental one-group pre-test and post-test design. The instrument was a 25-item multiple-choice vocabulary test focusing on adjectives used in descriptive texts. The test items were aligned with the learning indicators and classroom vocabulary focus; however, formal item validity, item difficulty, and reliability coefficients were not available and are acknowledged as methodological limitations. The treatment was implemented in four teaching sessions through Wordwall-based quizzes, matching tasks, adjective identification, categorization activities, and feedback discussion. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test with IBM SPSS Statistics 24. The mean score increased from 50.0870 in the pre-test to 71.1304 in the post-test. The paired-samples t-test indicated a statistically significant difference between pre-test and post-test scores, t(22) = -3.891, p =  .001. These findings suggest that students’ adjective vocabulary achievement improved after the Wordwall-based treatment. Because the study used one class without a control group, the results should be interpreted cautiously and should not be treated as conclusive evidence that Wordwall alone caused the improvement.