Miranti, Lusi Nurhayati, Iswan Maujud, La Ode Ilan
Vocabulary plays an important role in language acquisition, yet it is often a significant challenge for learners of English as a foreign language, especially when traditional methods do not successfully engage students or support long-term retention. To address these challenges, this study explores the potential of Digital Game-Based Learning (DGBL) as an innovative approach to enhance vocabulary development among junior high school students in an EFL context in Indonesia. Using a pre-experimental, one-group pretest-posttest design, the study was conducted with 27 eighth-grade students at SMP Negeri 13 Yogyakarta. The participants underwent a series of DGBL sessions over four class meetings, where vocabulary games such as Kahoot, Baamboozle, and Wordwall were integrated into the teaching. Pre-test and post-test scores were analyzed using SPSS to measure the impact of the intervention. The results showed a marked improvement in students' vocabulary acquisition, with the mean score increasing from 68.6 to 87.7 and a significant decrease in score variation. T-tests confirmed that the difference between pre- and post-test results was statistically significant, underscoring the effectiveness of DGBL. The findings suggest that incorporating digital games into vocabulary instruction not only increases student engagement but also yields measurable academic gains. This study contributes empirical evidence to the growing body of research on technology-enhanced language learning and provides practical insights for educators seeking to foster more interactive and effective vocabulary instruction in EFL classrooms. © 2025 IEEE.
Universitas Negeri Yogyakarta, English Language Education, Yogyakarta, Indonesia
