Enhancing Young Learners’ Vocabulary Mastery Through Studycat :A Quasi-Experimental Study at SDN Kesatrian

Abstract

Vocabulary mastery plays a crucial role in English as a Foreign Language (EFL) learning, particularly for young learners who are developing their foundational language skills. However, many elementary school students still face difficulties in acquiring and retaining English vocabulary due to limited exposure and less engaging instructional strategies. This study aims to examine the effectiveness of the Studycat application in improving vocabulary mastery among third grade students. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The population of the study consisted of third grade students at SDN Kesatrian, and the sample was selected using purposive sampling based on class availability and school recommendation. A total of 70 students participated in the study, consisting of 36 students in the experimental group and 34 students in the control group. Data were collected through a vocabulary test administered as a pre-test and post-test to measure students’ vocabulary improvement. The collected data were analyzed using descriptive statistics and inferential statistics, including an independent samples t-test. The findings revealed that the experimental group showed a greater improvement in vocabulary mastery compared with the control group. The experimental group’s mean score increased from 62.78 in the pre-test to 81.53 in the post-test, while the control group’s mean score increased from 63.09 to 75.29. The statistical analysis indicated a significant difference between the two groups with a significance value of 0.006, which is lower than the significance level of 0.05. These results suggest that the Studycat application significantly enhances students’ vocabulary mastery. The findings highlight the importance of integrating digital game-based learning into vocabulary instruction for young learners in EFL classrooms.