BUILDING UP STUDENTS' VOCABULARY SKILL THROUGH A GAMIFIED LEARNING PLATFORM: THE USE OF EDUCAPLAY ON TENTH GRADE STUDENTS OF SMKN 1 JEMBER

Putri, Faradifah Prilia (2025) BUILDING UP STUDENTS' VOCABULARY SKILL THROUGH A GAMIFIED LEARNING PLATFORM: THE USE OF EDUCAPLAY ON TENTH GRADE STUDENTS OF SMKN 1 JEMBER. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

English is an important language for education and future careers.
However, many students still struggle to learn English because they do not have
enough vocabulary to support their skills in listening, speaking, reading, and
writing. This was also evident in the X Grade class of Travel Service Business
(ULW 1) at SMKN 1 Jember, where most students failed to meet the Minimum
Mastery Criterion (KKM 75). The challenges included difficulties in
understanding and using new vocabulary, overreliance on translation tools, and
low motivation caused by the lack of interactive learning, which often made
students less interested and passive in class. To overcome these challenges, the
researcher decided to use Educaplay, a fun and interactive platform that supports
gamified learning, to help students improve their vocabulary in a more active and
enjoyable way.
The aim of this research was to find out how Educaplay was implemented
to improve students‟ vocabulary skill. This study also aimed to see the effect of
using gamified activities on students' learning. The research question was: “How
is the use of Educaplay as a gamified learning platform in improving students‟
vocabulary skill at the tenth grade of SMKN 1 Jember?”
This study used Classroom Action Research (CAR) based on the model by
Kemmis and McTaggart that includes planning, action, observing, and reflecting.
The research was conducted in two cycles with 25 students as participants from X
Grade of Travel Service Business (ULW 1), that consists of 11 male and 14
female students. The data were collected through vocabulary tests, observation,
and interview.
The results showed that Educaplay had a positive impact on students‟
vocabulary mastery. Students who passed the Minimum Mastery Criterion (KKM
75) increased from 28% in the pre-test, to 48% in the first post-test, and reached
80% in the second post-test. The use of gamification elements such points,
leaderboard and rewards made students more active and confident in learning
vocabulary. They also enjoyed the learning process and became more focused.
Based on these findings, Educaplay can be considered an effective media to
support vocabulary learning in the classroom.

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