The Effect of Game-Based Learning Using Wordwall on Fourth-Grade Students' Reading Comprehension of Descriptive Texts
Abstract
Reading comprehension is an essential language skill for elementary school students. However, fourth-grade students' ability to comprehend descriptive texts remains relatively low due to teacher-centered instruction and the limited use of interactive learning media. Although previous studies have reported the effectiveness of Game-Based Learning and Wordwall in improving students' motivation and learning outcomes, limited research has specifically examined their integration to enhance elementary students' reading comprehension of descriptive texts. Therefore, this study aimed to examine the effect of Game-Based Learning using Wordwall on fourth-grade students' reading comprehension of descriptive texts. This study employed a quantitative approach with a quasi-experimental method using a pretest–posttest control group design. The sample consisted of 60 fourth-grade students divided equally into an experimental class and a control class. Data were collected using a validated and reliable multiple-choice test and analyzed through descriptive statistics, an independent samples t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (93.73) than the control class (88.70). The independent samples t-test revealed a statistically significant difference (p < 0.001), while the effect size (Cohen's d = 1.227) indicated a large practical effect, demonstrating that Game-Based Learning using Wordwall substantially improved students' reading comprehension. These findings suggest that integrating Game-Based Learning with Wordwall is an effective instructional approach for enhancing fourth-grade students' reading comprehension of descriptive texts.
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