ENHANCING VOCABULARY MASTERY THROUGH INTERACTIVE DIGITAL MEDIA IN EFL CLASSROOMS: A QUASI-EXPERIMENTAL STUDY
DOI:
https://doi.org/10.47178/pe3k3n09Keywords:
vocabulary mastery, interactive digital media, EFL classroom, quasi-experimental, language learningAbstract
This study investigates the effectiveness of interactive digital media in enhancing vocabulary mastery among students in English as a Foreign Language (EFL) classrooms. Vocabulary acquisition remains a significant challenge for EFL learners, particularly in traditional learning environments that rely heavily on textbook-based instruction. This quasi-experimental study involved two groups of junior high school students: an experimental group exposed to interactive digital media and a control group taught using conventional methods. The participants consisted of eighth-grade students from SMP Tana Toraja. Data were collected through pre-tests and post-tests designed to measure vocabulary knowledge. The findings revealed a significant improvement in the experimental group compared to the control group, indicating that interactive digital media effectively enhances vocabulary learning. The study suggests that integrating digital tools such as interactive applications, multimedia content, and gamified learning platforms can increase student engagement and retention of vocabulary. These results highlight the importance of incorporating technology into EFL instruction to improve learning outcomes and support modern educational practices.
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