Improving Students’ Vocabulary Through Paper-mode Wayground: Classroom Action Research

Justika Devi Alavia; Ary Setya Budhi Ningrum

Authors

Justika Devi Alavia Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia
Ary Setya Budhi Ningrum Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung, Indonesia

Keywords:

Vocabulary Mastery, Gamification, Paper-Mode Wayground, Classroom Action Research, EFL Learners

Abstract

Vocabulary mastery is an essential component of English language learning because it supports students’ ability to communicate and comprehend texts effectively. However, many EFL students still experience difficulties in acquiring and retaining vocabulary due to the use of conventional teaching methods that provide limited engagement. This study aimed to improve students’ vocabulary mastery through the implementation of Paper-Mode Wayground, a paper-based adaptation of a gamified learning platform. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, acting, observing, and reflecting stages. The participants were 32 tenth-grade students of MAN 2 Kota Kediri in the 2025/2026 academic year. Data were collected through vocabulary tests and classroom observations and analyzed using descriptive quantitative analysis. The findings revealed a significant improvement in students’ vocabulary mastery after the implementation of Paper-Mode Wayground. The students’ average score increased from 70 in the pre-test to 83 in the post-test, exceeding the minimum passing grade (KKM) of 75. Classroom observations also indicated higher levels of participation, motivation, and engagement during vocabulary learning activities. These findings suggest that Paper-Mode Wayground is an effective and accessible instructional strategy for improving vocabulary mastery, particularly in educational contexts with limited technological resources.

Downloads

Download data is not yet available.

References

Aldiansya, F., & Mansour, M. (2025). Boosting reading skill in narrative texts with question answer relationship (QAR). Indonesian Journal of Multidisciplinary Educational Research, 3(1), 13–27. https://doi.org/10.30762/ijomer.v3i1.4974

Alherabi, J., & Aljebreen, S. (2025). AI-supported vocabulary learning in saudi EFL higher education: A bloom’s taxonomy–based application. Journal of English Language Teaching and Applied Linguistics, 7, 80–87. https://doi.org/10.32996/jeltal.2025.7.8.9

Burhan, K., Amsa, H., Astuti, I., & Franschisca, S. (2026). Gamified vocabulary learning through kahoot and quizizz: Effects on EFL students engagement and retention. 5(1). https://journal.tofedu.or.id/index.php/journal/article/view/1529/1185

Chowdhury, M., Dixon, L., Kuo, L.-J., Donaldson, J. P., Eslami, Z., Viruru, R., & Luo, W. (2024). Digital game-based language learning for vocabulary development. Computers and Education Open, 6, 100160. https://doi.org/10.1016/j.caeo.2024.100160

Ervina, E., Dwi Rahmah Fitri, Fitri Barokah, & Zalia Sari. (2025). Classroom action research in the perspective of teacher professionalism: A theoretical study and its implications. Multidisciplinary Indonesian Center Journal (MICJO), 2(3), 2685–2692. https://doi.org/10.62567/micjo.v2i3.903

Fikriyyah, N. S. & Eva Nikmatul Rabbianty. (2026). Optimizing vocabulary mastery through augmented reality flashcards in early primary EFL learners. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 20(1), 116–131. https://doi.org/10.30595/lks.v20i1.29160

Mulia, L. S., Triana, J., & Chasanah, Z. (2026). Students’ perceptions of wayground ai in game-based learning for enhancing english vocabulary at man purworejo. Frasa: English Education and Literature Journal, 7(2), 195–207. https://doi.org/10.47701/frasa.v7i2.6060

Ningrum, A. S. B., Ompumona, C., Syaifulloh, B., & Addeq, M. (2024). Empowering students using cooperative learning strategies through STAD in reading class. Indonesian Journal of Multidisciplinary Educational Research, 2(1). https://doi.org/10.30762/ijomer.v2i1.2702

Pelangi, Y. A., Fatkurochman, H., & Nuraini, K. (2025). Game-based learning using wordwall to improve students’ vocabulary in the EFL classroom. ENGLISH FRANCA : Academic Journal of English Language and Education, 9(2 November), 359–372. https://doi.org/10.29240/ef.v9i2

Pramadanti, R., & Achmadi, R. (2025). Self-confidence, vocabulary, and learning motivation as determinants of english speaking ability. MATAI: International Journal of Language Education, 6(1), 48–63. https://doi.org/10.30598/matail.v6i1.22500

Putra, I. (2021). Teacher challenges and solutions in teaching EFL students. The Art of Teaching English as a Foreign Language, 2, 22–26. https://doi.org/10.36663/tatefl.v2i1.109

Saputra, I. M. E. B., Agustini, K., & Sudatha, I. G. W. (2026). Systematic literature review on the effectiveness of wayground interactive learning media in mathematics learning. Cetta: Jurnal Ilmu Pendidikan, 9(1), 84–93. https://doi.org/10.37329/cetta.v9i1.5123

Sinaga, Y. K., Sipayung, R. W., Herman, H., Nainggolan, A. M., Ngongo, M., Fatmawati, E., & Thao, N. V. (2025). Enhancing English Vocabulary Through Mobile Legends: Insights from EFL Students. Aptisi Transactions on Technopreneurship (ATT), 7(1). https://doi.org/10.34306/att.v7i1.545

Suwarni, S., Lubna, L., Aimang, H. A., Cakranegara, P. A., & Pratama, D. (2023). Quizizz gamification of student learning attention and motivation. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1369–1376. https://doi.org/10.35445/alishlah.v15i2.3215

Ye, B., Wan Yahaya, W. A. J., & Luo, X. F. (2024). The impact of gamified learning with kahoot! On student motivation and engagement: In K. N. Chee & M. Sanmugam (Eds.), Advances in educational technologies and instructional design (pp. 292–311). IGI Global. https://doi.org/10.4018/979-8-3693-3124-8.ch014