Abstract:
English vocabulary mastery is an essential foundation for young learners because it
supports their ability to communicate and facilitates further language development.
As interactive digital media have become increasingly integrated into early
childhood education, teachers are encouraged to adopt instructional approaches that
promote active participation and meaningful learning experiences. However,
limited empirical evidence has examined the effectiveness of integrating Wordwall
with a Smartboard in teaching English vocabulary to kindergarten students.
Therefore, this study aimed to determine whether there was a significant difference
in English vocabulary mastery between students taught using Wordwall integrated
with a Smartboard and those taught using conventional learning media. This study
employed a quantitative approach using a quasi-experimental design involving 50
kindergarten students at PAUD Harapan Bunda, comprising 25 students in the
experimental group and 25 students in the control group. Data were collected
through pre-tests and post-tests and analyzed using descriptive statistics, the
Shapiro–Wilk normality test, and the Mann–Whitney U test. The findings showed
that both groups improved their English vocabulary mastery after the instructional
treatment; however, the experimental group achieved a higher post-test mean score
than the control group. The Mann–Whitney U test revealed a statistically significant
difference between the two groups (Asymp. Sig. = 0.024, p < 0.05). These findings
indicate that integrating Wordwall with a Smartboard was more effective than
conventional learning media in improving kindergarten students’ English
vocabulary mastery and may serve as an effective instructional alternative for early
childhood English learning.
