The Implementation of Wordwall as an Interactive Medium for Arabic Vocabulary Learning at an Islamic Elementary School
Abstract
This study aims to describe and analyze the implementation of Wordwall as an interactive medium for Arabic vocabulary learning at MI Muhammadiyah 22 Sugihwaras, Bojonegoro Regency. A descriptive qualitative design with a case study approach was employed. Participants were selected through purposive sampling and included the Arabic language teacher, the head of the madrasah, the vice principal for curriculum affairs, and students who were directly involved in the learning activities. Data were collected through passive participant observation, semi-structured interviews, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. Trustworthiness was strengthened through source and technique triangulation, persistent observation, and member checking. The findings show that Wordwall was implemented progressively from vocabulary introduction and guided practice to repetition and formative assessment by using the Match Up, Open the Box, Quiz, and Random Wheel templates. The integration of images, varied game activities, repetition, and immediate feedback created a more active, engaging, and participatory learning process. Students were better able to connect Arabic written forms, pronunciation, images, and word meanings, and they demonstrated greater confidence in answering questions and pronouncing words. Successful implementation was supported by the teacher’s instructional design skills, institutional support, the availability of devices, and students’ interest. The main constraints were unstable internet access, limited devices, differences in Arabic reading proficiency, and an excessive focus on scores and speed. Wordwall can therefore support interactive Arabic vocabulary learning when it is used systematically, progressively, and with appropriate pedagogical guidance.
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