The Effectiveness of Digital Game-Based Teaching among Grade 5 EFL Learners

Baso Ahmad Khaeruddin; Sahril Nur; Nur Aeni; St. Nur Aima Fatima

doi:10.55537/j-ibm.v6i2.1939

Authors

Baso Ahmad Khaeruddin Universitas Negeri Makassar
Sahril Nur Universitas Negeri Makassar
Nur Aeni Universitas Negeri Makassar
St. Nur Aima Fatima Universitas Negeri Makassar

DOI:

https://doi.org/10.55537/j-ibm.v6i2.1939

Keywords:

Digital Game-Based Teaching, Vocabulary Achievement, EFL Learners, Primary School, Vocabulary Learning

Abstract

This quasi-experimental study examined post-test vocabulary achievement following digital game-based teaching among Grade 5 EFL learners at SD Nasional Makassar. Forty students in two intact classes participated: 21 received digital game-based vocabulary teaching and 19 received conventional instruction. The six-week intervention used Wordwall, Kahoot!, and Quizizz through structured learning activities. Vocabulary was assessed using a 25-item test covering six performance dimensions. The experimental class obtained a higher post-test mean score (85.52) than the control class (70.11). The between-class difference was statistically significant in the reported individual-level analysis, t(38) = -5.694, p < .001, with a large standardized difference (|d| = 1.803). However, having only one class per condition limits causal interpretation. The findings indicate an association between digital game-based instruction and higher post-test vocabulary achievement in this setting.

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