Use of Wordwall In Reading Literacy of Grade III Students Of Al-Muyassar Qur'an Elementary School
DOI:
https://doi.org/10.37812/zahra.v7i1.2338Keywords:
Wordwall Media, Reading Literacy, Reading Comprehension, Elementary SchoolAbstract
This study aims to examine the use of Wordwall as an interactive learning medium in enhancing reading comprehension literacy among third-grade students at SD Qur’an Al-Muyassar, while addressing the gap in studies on the integration of game-based digital media in reading instruction, particularly in faith-based elementary school contexts. The research problem is rooted in the low levels of student engagement and reading comprehension, which are still dominated by conventional and less varied teaching methods. This study employs a qualitative descriptive approach with data collection techniques including observation, semi-structured interviews, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the use of Wordwall significantly improves both student engagement and comprehension. This is reflected in active student participation exceeding 75%, increased enthusiasm, and reduced passive behavior. In addition, students’ abilities to identify main ideas, answer text-based questions accurately, and construct simple conclusions also showed improvement. Gamification features such as time-limited quizzes and interactive activities were found to enhance students’ concentration and processing speed. However, the study also identified challenges, including limited technological infrastructure and teachers’ digital competence. Overall, Wordwall is effective as an innovative medium for reading literacy instruction, with novelty in its application within a Qur’an-based school context and in the operational measurement of student engagement and comprehension.
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