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This study evaluates the Word Bingo game’s effectiveness for tenth-grade students in an Islamic upper secondary school in Jember, Indonesia. Using a quantitative quasi-experimental design with a non-equivalent control group, pre-tests and post-tests were analyzed with normality, homogeneity, and independent-samples t-tests. 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This research was conducted due to the importance of vocabulary mastery in supporting students’ English skills. Many students struggle with learning and retaining vocabulary because instructional approaches are repetitive and lack variety. This study investigates the effectiveness of the Word Bingo game in enhancing vocabulary proficiency among tenth-grade students atan Islamic upper secondary school in Jember, Indonesia. A quantitative method with a quasi-experimental design and a non-equivalent control group was used. A homogeneity test was conducted on pre-test scores to ensure baseline equivalence. The participants were 48 tenth-grade students assigned to experimental and control groups. Data were collected via pre-tests and post-tests and analyzed using normality, homogeneity, and independent-samples t-tests. Results showed a substantial enhancement in vocabulary proficiency for students taught with Word Bingo compared to traditional methods. The experimental group achieved a higher post-test mean (72.29) than the control group (55.21) . The t-test results (t(46) = -5.720, p \u003C .001) demonstrated a statistically significant impact. These findings indicate that Word Bingo is an effective strategy for improving vocabulary mastery among tenth-grade learners. It not only increases student motivation and engagement but also improves their ability to recall and apply new vocabulary in learning activities.  \nKeywords: Vocabulary Mastery; Word Bingo; Game-Based Learning  \nNowadays, the ability to communicate effectively across linguistic boundaries has become increasingly important. In addition to that, English has emerged as the dominant global language which is commonly used in international education, business, science, and technology (Sharma & Dwivedi, 2024) . Its importance in global communication has encouraged educational institutions worldwide, including in Indonesia, to incorporate English into their system of education not only as a  \nsubject but also as a medium of instruction and access to global knowledge (Hamid & Nguyen, 2024). With the majority of scientific literature, digital content, and professional discourse produced in English, proficiency in this language is no longer optional but a necessity for students wishing to participate in academic and professional environments beyond their local context. In fact, research shows that English proficiency significantly improves students’ academic performance,  \nDOI: [http://doi.org/10.32528/ellite.v11i1.4512](http://doi.org/10.32528/ellite.v11i1.4512)  \nAvailable Online at [http://ejurnal.unmuhjember.ac.id/index.php/ELLITE](http://ejurnal.unmuhjember.ac.id/index.php/ELLITE)  \nISSN (Print) : 2527-4120  \nISSN (Online) : 2528-0066  \nHow to cite (in APA style):  \nHidayah, T. & Sholehah, S.A., (2026) . Bingo and Brains: Gamifying Vocabulary Learning in an Islamic High School Setting. English Language, Literature, and Teaching, 10(1), 11-24 doi:10.32528/ellite. v11i1.4512  \nELLITE  \nJournal of English Language, Literature, and Teaching  \nemployability, and socioeconomic mobility (Deviyanti & Nurazizah, 2024; Kirkpatrick, 2011) .  \nRelated to the above, one of the most persistent barriers to English language mastery is the limited vocabulary knowledge of learners, which restricts their capability in comprehending texts, articulating thoughts, and participating in meaningful communication. Vocabulary acts as the foundation of language skills (listening, speaking, reading, ","cbCaiiUNrgfvVLYt","https://ap.wps.com/l/cbCaiiUNrgfvVLYt","pdf",274917,14,"English","# Abstract\n## Research design and participants\n## Data collection and analysis\n## Findings and implications","[{\"question\":\"Why is vocabulary mastery important for English proficiency in EFL learning?\",\"answer\":\"Vocabulary mastery underpins listening, speaking, reading, and writing. Limited vocabulary restricts learners’ ability to comprehend texts and produce grammatically accurate, context-appropriate sentences.\"},{\"question\":\"How does the study evaluate the Word Bingo strategy?\",\"answer\":\"The study uses a quantitative quasi-experimental design with a non-equivalent control group, collecting pre-test and post-test data and analyzing it with normality, homogeneity, and independent-samples t-tests.\"},{\"question\":\"What were the key results of Word Bingo compared with traditional methods?\",\"answer\":\"Students taught with Word Bingo showed a substantial improvement. The experimental group’s post-test mean (72.29) exceeded the control group’s (55.21), with t(46) = -5.720 and p \\u003c .001 indicating a statistically significant impact.\"}]","Bingo and Brains: Gamifying Vocabulary Learning in an Islamic High School Setting | PDF",1790594773,35]