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This research examines how integrating the Educaplay application with Problem-Based Learning (PBL) improves vocabulary output for beginner-level English learners. Conducted at SD Muhammadiyah 3 Parepare using a pre-experimental one-group pretest-posttest design with 16 fourth-grade students, the study used six Educaplay-based PBL sessions. Results show mean scores rising from 61.56 to 84.69, with t-test evidence of a significant difference, and a 93% average interest level from questionnaires.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/boosting-vocabulary-output-for-beginner-with-educaplay-app-and-pbl-research-article/430891/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/boosting-vocabulary-output-for-beginner-with-educaplay-app-and-pbl-research-article/430891.png","ImageObject",300,407,{"name":92,"@type":93},"percent12345","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address for beginner English learners?","Question",{"text":112,"@type":113},"The study addresses difficulties in building a sufficient vocabulary base, which limits comprehension and communication, and it notes that traditional methods often do not ensure active use or retention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was Educaplay integrated with Problem-Based Learning (PBL) in the study?",{"text":117,"@type":113},"Students received vocabulary instruction through six sessions of Educaplay-based PBL, with Educaplay used as a supplementary digital tool inside a problem-based learning model.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results on vocabulary output and student interest?",{"text":121,"@type":113},"Vocabulary output increased from a pretest mean of 61.56 to a posttest mean of 84.69, with the t-test exceeding the t-table indicating statistical significance. Students also showed a 93% average level of interest on the questionnaire.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},430891,1790766089,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099529851338,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","BOOSTING VOCABULARY OUTPUT FOR BEGINNER WITH EDUCAPLAY APP AND PBL  \nNur Ainun Arsyad1, Rafi’ah Nur2, Salasiah Ammade3, Ammang Latifa4  \n1,2,3,4 Universitas Muhammadiyah Parepare, Jl. Jend. Ahmad Yani, Kota Parepare,  \nSulawesi Selatan 91112  \n[Email:](Email: nurainunarsyad99@gmail.com)[ ](Email: nurainunarsyad99@gmail.com)[nurainunarsyad99@gmail.com](Email: nurainunarsyad99@gmail.com)  \nABSTRACT  \nBeginners in English face multiple obstacles in their language learning journey. One of the most significant challenges is building a sufficient vocabulary base, which is crucial for comprehension and communication. This research investigates the effect of integrating the Educaplay application with Problem-Based Learning (PBL) to enhance vocabulary output in beginner-level English learners. Conducted at SD Muhammadiyah 3 Parepare with a pre-experimental design (onegroup pretest-posttest), the study involved 16 fourth-grade students. Students were given vocabulary instruction through six sessions of Educaplay-based PBL. Findings showed a significant increase in vocabulary output, with the mean score improving from  \n61.56 (pretest) to 84.69 (posttest). The t-test value (1.91) exceeded the t-table value (1. 75), indicating a statistically significant difference. Students also demonstrated a 93% average level of interest based on questionnaire results   the findings robustly support the effectiveness of integrating the Educaplay application within a Problem-Based Learning model for beginner English students, yielding significant improvements in vocabulary acquisition and fostering a very high level of learning interest This study confirms that Educaplay, when implemented within the PBL framework, effectively enhances vocabulary acquisition and student engagement in English for beginners  \nKeywords: vocabulary output, Educaplay, PBL, beginner learners, gamification  \nArticle history:  \nReceived 05-14-2025 Revised 06-02-2025 Accepted 07-09-2025  \nThis is an open-access article under the CC BY-SA license   \nINTRODUCTION  \nMastering vocabulary is a fundamental step for English language learners, particularly at the beginner level. Vocabulary provides the building blocks for learners to develop the four primary language skills: listening, speaking, reading, and writing. In the context of young learners, especially at the elementary school level, vocabulary instruction must be engaging, contextual, and learner-centered to produce meaningful language output(Kacetl & Klímová,  \n2019) . However, conventional vocabulary teaching approaches that rely heavily on memorization and drilling often result in low retention and minimal active language use. In Indonesia, where English is taught as a foreign language, many young learners have limited exposure to English outside the classroom. As a result, vocabulary instruction within the classroom becomes critical in developing students’ language proficiency (Stoimcheva-Kolarska, 2020) . To make vocabulary learning more effective and motivating, integrating digital tools and student-centered pedagogies is essential.  \nVocabulary is the cornerstone of language proficiency and communication. For beginner English learners, mastering vocabulary is essential to build the foundations of the four language skills: listening, speaking, reading, and writing. However, traditional teaching methods often fail to engage students meaningfully or help them retain and apply new words in context. These methods tend to emphasize rote memorization over meaningful use, which is ineffective for long-term retention, especially in primary school learners(Wehbe, 2024) . For beginners, acquiring a strong vocabulary is essential for developing reading, writing, speaking, and listening skills. Without sufficient vocabulary, learners struggle to understand texts, express themselves, or engage in meaningful conversations. Research by (Permana, 2020) emphasizes that vocabulary knowledge is a strong predictor of language proficiency and","cbCainZiq8zYGLtL","https://ap.wps.com/l/cbCainZiq8zYGLtL","pdf",343522,"English","# Abstract\n# Introduction\n## Vocabulary as a foundation for beginner English learning\n## Limitations of traditional vocabulary teaching\n## Need for digital tools and student-centered pedagogy\n## Context of EFL learners and limited outside exposure","[{\"question\":\"What problem does the study address for beginner English learners?\",\"answer\":\"The study addresses difficulties in building a sufficient vocabulary base, which limits comprehension and communication, and it notes that traditional methods often do not ensure active use or retention.\"},{\"question\":\"How was Educaplay integrated with Problem-Based Learning (PBL) in the study?\",\"answer\":\"Students received vocabulary instruction through six sessions of Educaplay-based PBL, with Educaplay used as a supplementary digital tool inside a problem-based learning model.\"},{\"question\":\"What were the key results on vocabulary output and student interest?\",\"answer\":\"Vocabulary output increased from a pretest mean of 61.56 to a posttest mean of 84.69, with the t-test exceeding the t-table indicating statistical significance. Students also showed a 93% average level of interest on the questionnaire.\"}]","BOOSTING VOCABULARY OUTPUT FOR BEGINNER WITH EDUCAPLAY APP AND PBL - Research Article | PDF",1790653952,25]