THE EFFECTIVENESS OF USING THE EDUCANDY GAME ON ELEMENTARY SCHOOL STUDENTS’ VOCABULARY MASTERY

MANDA, ADELIA ARFALAH (2026) THE EFFECTIVENESS OF USING THE EDUCANDY GAME ON ELEMENTARY SCHOOL STUDENTS’ VOCABULARY MASTERY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Vocabulary is a fundamental component in learning English because it significantly affects students' ability to understand and produce language. However, many elementary school students still face difficulties in mastering English vocabulary, particularly in recognizing word forms, understanding meanings, and using vocabulary in appropriate contexts. To address these challenges, teachers need to use engaging and interactive learning media that can support vocabulary learning. One of the media that can be used is Educandy, a game-based digital learning platform. Therefore, this study aimed to examine the effectiveness of using the Educandy Game on elementary school students' vocabulary mastery at the fifth-grade level of Madrasah Ibtidaiyah Negeri 3 Bandar Lampung. This research employed a quantitative approach using a quasiexperimental method with a nonequivalent control group design. The study involved all fifth-grade students of Madrasah Ibtidaiyah Negeri 3 Bandar Lampung in the 2025/2026 academic year as the population. The sample was selected through cluster random sampling, resulting in 25 students from class V C as the experimental group and 27 students from class V B as the control group. During the treatment, students in the experimental class learned vocabulary through the Educandy Game using Game-Based Learning strategy, while those in the control class were taught using picture media. Data were gathered through vocabulary tests in the form of multiple-choice questions administered as pre-test and post-test. The students' vocabulary mastery was assessed based on three aspects, namely form, meaning, and use. Since the data did not fully meet the assumption of normality, the data were analyzed using the Mann-Whitney U test. The results showed that the mean post-test score of the experimental group was 82.08, whereas the control group obtained a mean post-test score of 72.93. In addition, the result of the MannWhitney U test revealed an Asymp. Sig. (2-tailed) value of 0.003, which was lower than the significance level of 0.05. This finding indicates that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. In other words, there was a significant difference in vocabulary mastery between students taught using the Educandy Gameiv and those taught using picture media. The findings suggest that the Educandy Game could help students understand vocabulary more effectively, actively participate in learning activities, and achieve better vocabulary mastery compared to those who learn through picture media.

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