Integrating the KWL Strategy with Wordwall Gamification to Enhance Reading Comprehension in Junior High School
DOI:
https://doi.org/10.24903/bej.v8i1.2218Keywords:
Digital Learning Tools, junior high school students, KWL Strategy, Wordwall GamificationAbstract
Reading is a foundational skill in secondary English language education, essential for academic achievement and preparing learners for global contexts. Explicit instruction in reading strategies is particularly beneficial for students with limited academic English exposure. This study examines the integration of the KWL (Know, Want to know, Learned) strategy with the digital platform Wordwall, an approach designed to improve reading comprehension for junior high school students. The KWL framework enhances comprehension, focus, and engagement by activating prior knowledge, setting clear reading purposes, and encouraging reflective learning.
A mixed-methods research design was employed to evaluate this intervention. The combination of structured metacognitive guidance and interactive digital activities transformed classroom instruction. Results indicated significant improvements in reading comprehension and vocabulary acquisition. Furthermore, the approach increased student motivation and established a low-anxiety environment that encouraged participation and risk-taking. The experimental group achieved a substantially higher and more consistent mean learning gain (31.05%) compared to the control group (10.73%). Their results also exhibited greater statistical stability and a distribution closer to normality, indicating that the benefits were both reliable and equitable across participants.
These findings confirm that strategically combining evidence-based reading strategies with digital tools fosters a more engaging, effective, and inclusive learning environment. This pedagogical integration ultimately leads to deepened comprehension and strengthened academic outcomes, highlighting its significant potential for contemporary English language education
References
Akbar, H. F., & Hadi, M. S. (2023). Pengaruh Penggunaan Media Pembelajaran Wordwall Terhadap Minat dan Hasil Belajar Siswa. Community Development Journal : Jurnal Pengabdian Masyarakat, 4(2), 1653–1660. https://doi.org/10.31004/cdj.v4i2.13143
Alfiah, R., Santosa, M. H., & Kusuma, P. I. (2024). Exploring Students’ Engagement in Learning English Vocabulary through Wordwall Media for Secondary Level. Jurnal Pendidikan Indonesia, 5(7), 357–363. https://doi.org/10.59141/japendi.v5i7.3107
Amin, F. M. (2023). Teacher Strategies in Teaching Reading Comprehension. English Education : English Journal for Teaching and Learning, 11(02), 148–158. https://doi.org/10.24952/ee.v11i02.10294
Arsyad, M. (2024). Harnessing Wordwall for Enhanced Vocabulary Acquisition and Engagement in Non-Formal Elementary Education. Journal of Languages and Language Teaching, 12(4), 2064. https://doi.org/10.33394/jollt.v12i4.12020
Azwar, T. A., Ristiyanti, S. H., & Puspita, H. (2024). Enhancing Indonesian EFL Students’ Reading Comprehension of Report Texts through KWL Strategy with Multimedia: A Classroom Action Research. Jambura Journal of English Teaching and Literature, 5(2), 54–70. https://doi.org/10.37905/jetl.v5i2.26015
Babayiğit, S., & Shapiro, L. (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43(1), 78–97. https://doi.org/10.1111/1467-9817.12291
Banditvilai, C. (2020). The Effectiveness of Reading Strategies on Reading Comprehension. International Journal of Social Science and Humanity, 46–50. https://doi.org/10.18178/ijssh.2020.V10.1012
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351–376. https://doi.org/10.14746/ssllt.2021.11.3.3
Carlisle, J. F., Kelcey, B., & Berebitsky, D. (2013). Teachers’ Support of Students’ Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools. American Educational Research Journal, 50(6), 1360–1391. https://doi.org/10.3102/0002831213492844
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
Detken Landázuri, M. B., Toala Velásquez, E. M., Romero Cruz, S. A., & Cedeño Quiñonez, M. P. (2025). Technology and Gamification in English Language Learning. Revista Multidisciplinar de Estudios Generales, 4(2), 352–373. https://doi.org/10.70577/reg.v4i2.98
Diasti, K. S., Murniati, C. T., & Hartono, H. (2023). The Implementation of KWL Strategy in EFL Students’ Reading Comprehension. JET (Journal of English Teaching), 9(2), 176–185. https://doi.org/10.33541/jet.v9i2.4676
Dwiningtiyas, G. N., Sofyan, D., & Puspita, H. (2020). Teacher’s Strategies in Teaching Reading Comprehension. JALL (Journal of Applied Linguistics and Literacy), 4(2). https://doi.org/10.25157/jall.v4i2.3682
Fajri, F. A., Susilohadi, G., & Elyono, D. (2019). Improving Students’ Reading Comprehension Through KWL (Know-Want to Know, Learn) Strategy. English Education, 6(3), 254. https://doi.org/10.20961/eed.v6i3.34939
Gracia M. N Otta, Elisabeth Pereira Padatu, Dewi I. N. Bili Bora, & Elisna Huan. (2024). From Curiosity to Understanding: Implementing the Know-Want-Learn Strategy in Eleventh Grade at SMA Negeri 2 Kota Kupang. International Journal of Studies in International Education, 1(2), 44–56. https://doi.org/10.62951/ijsie.v1i2.21
Gressick, J., & Langston, J. B. (2017). The Guilded Classroom: Using Gamification to Engage and Motivate Undergraduates. Journal of the Scholarship of Teaching and Learning, 17(3), 109–123. https://doi.org/10.14434/v17i3.22119
Hamid, S. N., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., Esposito, G., Gorgulu, O., Naghavi, N., Pahlevan Sharif, S., Allen, K.-A., Kaveh, O., & Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLOS ONE, 18(10), e0285315. https://doi.org/10.1371/journal.pone.0285315
Hanura, H., & Jono, A. A. (2021). Improving Students Reading Comprehension Of Procedural Text Using KWL Strategy. Al-Lughah: Jurnal Bahasa, 10(1), 95. https://doi.org/10.29300/lughah.v10i1.4555
Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, Md. Y., Rahman, M. J. A., & Mohammad, W. M. R. W. (2021). The Effects of WordWall Online Games (WOW) on English Language Vocabulary Learning Among Year 5 Pupils. Theory and Practice in Language Studies, 11(9), 1059–1066. https://doi.org/10.17507/tpls.1109.11
Heriyawati, D. F., Irawati, L., & Haliwala, A. C. L. T. (2021). The Use of KWL (Know, Want, Learned) Strategy on Students’ Reading Comprehension. English Teaching Journal : A Journal of English Literature, Language and Education, 9(2), 94. https://doi.org/10.25273/etj.v9i2.11093
Holmes, N. (2018). Engaging with assessment: Increasing student engagement through continuous assessment. Active Learning in Higher Education, 19(1), 23–34. https://doi.org/10.1177/1469787417723230
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of Gamification on Motivation and Academic Performance: A Systematic Review. Education Sciences, 14(6), 639. https://doi.org/10.3390/educsci14060639
Kariyati, A., Ramadhan, S., Mukhaiyar, M., & Ulya, R. H. (2024). Needs Analysis of Mandarin Language Learning Assisted by the Wordwall Game Application on Students a University in Padang. AL-ISHLAH: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4798
Krismansyah, R., Mobit, & Dewi, I. P. (2025). Utilizing Know, Want, Learn (KWL) Strategy in Teaching Reading Comprehension of Narrative Text. INTERACTION: Jurnal Pendidikan Bahasa, 12(1), 13–25. https://doi.org/10.36232/interactionjournal.v12i1.56
Laura-De La Cruz, K. M., Noa-Copaja, S. J., Turpo-Gebera, O., Montesinos-Valencia, C. C., Bazán-Velasquez, S. M., & Pérez-Postigo, G. S. (2023). Use of gamification in English learning in Higher Education: A systematic review. Journal of Technology and Science Education, 13(2), 480. https://doi.org/10.3926/jotse.1740
Lee, J.-Y., & Baek, M. (2023). Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea. Sustainability, 15(14), 11325. https://doi.org/10.3390/su151411325
Li, Y. (2024). The Application of KWL Model in Junior High School English Reading Teaching. Scientific Journal of Technology, 6(8), 59–61. https://doi.org/10.54691/9yv9xf81
Ma, M., & Luo, C. (2022). The Effect of Student and Peer Assessment Engagement on Learning Performance in Online Open Courses. International Journal of Emerging Technologies in Learning (IJET), 17(10), 145–158. https://doi.org/10.3991/ijet.v17i10.30931
Madhi, M. B. (2021). The Impact of KWL Strategy on College EFL Students’ Reading Comprehension Achievement. International Journal of Research in Social Sciences and Humanities, 11(2). https://doi.org/10.37648/ijrssh.v11i02.001
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability, 13(4), 2247. https://doi.org/10.3390/su13042247
Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767
Nanda, D. W., & Pratama, D. (2021). Exploring The Application of KWL Strategy Towards Students’ Reading Comprehension: Teachers’ Perceptions. Journal of English Language Studies, 6(2), 185. https://doi.org/10.30870/jels.v6i2.10993
Neugebauer, S. R., Coyne, M., McCoach, D. B., & Ware, S. (2021). Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness. Early Childhood Research Quarterly, 56, 52–64. https://doi.org/https://doi.org/10.1016/j.ecresq.2021.02.004
Nirwan, N. (2020). Using KWL (Know-Want to Know-Learned) Strategy in Improving Students’ Reading Comprehension. English Education Journal, 2(11), 199–214.
Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021). A Review of Gamification Impact on Student Behavioural and Learning Outcomes. International Journal of Interactive Mobile Technologies (IJIM), 15(21), 22. https://doi.org/10.3991/ijim.v15i21.24381
Panigrahi, R., Srivastava, P. R., & Panigrahi, P. K. (2021). Effectiveness of e-learning: the mediating role of student engagement on perceived learning effectiveness. Information Technology & People, 34(7), 1840–1862. https://doi.org/10.1108/ITP-07-2019-0380
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201
Putri, M. E. (2023). Boosting English Reading Proficiency: The Efficacy of the KWL Learning Strategy. VELES (Voices of English Language Education Society), 7(2), 364–373. https://doi.org/10.29408/veles.v7i2.21471
Putri, Y. S., Kamil, A. B., & Sumarta, S. (2023). Engaging EFL Students through KWL Strategy in Reading Comprehension: A Case Study of Four Students at a Junior High School in Karawang. INTERACTION: Jurnal Pendidikan Bahasa, 10(2), 613–619. https://doi.org/10.36232/jurnalpendidikanbahasa.v10i2.4891
Rahmawati, E. Y. (2018). Analysis of Students’ English Reading Comprehension through KWL (Know-Want-Learn) Learning Strategies. International Journal of Language Teaching and Education, 2(3), 238–247. https://doi.org/10.22437/ijolte.v2i3.5641
Rattri, A. R. W., & Rachman, D. (2024). Using Digital Game Wordwall in Supporting English Vocabulary Mastery. Borneo Educational Journal (Borju), 6(2), 115–127. https://doi.org/10.24903/bej.v6i2.1657
Renata, Z., Oktavia, I., Irawan, D., Rohmaturobbi, A. N., Pebrianto, A., Nurhidayati, L., & Anggia, I. P. (2024). Efektivitas Penggunaan Media Games Edukasi Berbasis Teknologi: Wordwall Terhadap Motivasi Belajar Siswa. Griya Journal of Mathematics Education and Application, 4(4), 322–330. https://doi.org/10.29303/griya.v4i4.497
Retriansyah, L., Ivone, F. M., & Tresnadewi, S. (2020). The Effectiveness of KWL on Reading Expository Texts Across Reading Anxiety Levels. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(3), 340. https://doi.org/10.17977/jptpp.v5i3.13254
Rochmah, N., & Shunlin, Y. (2024). Improving The Students’ Reading Comprehension Through the K-W-L Technique. Journal of English Teaching, Literature, and Applied Linguistics, 8(2), 199. https://doi.org/10.30587/jetlal.v8i2.8515
Sailer, M., & Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sari, K. I., Astrid, A., & Salsabila, M. (2023). Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy. Jadila: Journal of Development and Innovation in Language and Literature Education, 3(2), 183–194. https://doi.org/10.52690/jadila.v3i2.422
Shahidan, N., & Kamarol Ariffin, M. F. (2024). The Benefits of Gamification in English Language Teaching and Learning. ATTARBAWIY: Malaysian Online Journal of Education, 8(1), 115–124. https://doi.org/10.53840/attarbawiy.v8i1.195
Sharifuddin, S. S., & Abdullah, M. H. (2023). The Effectiveness of Gamification In Teaching and Learning English As a Second Language. Journal of Management Scholarship, 2(2). https://doi.org/10.38198/JMS/2.2.2023.25
Sholeh, A., Rosalina, N. E., & Weganova, , Riza. (2020). The Implementation of KWL (Know, Want to Know, and Learned) to Improve Students’ Reading Comprehension. IJEE (Indonesian Journal of English Education), 7(1), 22–31. https://doi.org/10.15408/ijee.v7i1.15541
Sinambela, E., Manik, S., & Pangaribuan, R. E. (2015). Improving Students’ Reading Comprehension Achievement by Using K-W-L Strategy. English Linguistics Research, 4(3). https://doi.org/10.5430/elr.v4n3p13
Utami, D. D., Pratiwi, H. A. B., Rakhmania, I. Z., Candra, I. R. L., & Rahmawati, I. D. (2025). Gamifikasi: Panduan Menggunakan Tools Gamifikasi dalam Pembelajaran (D. D. Utami, Ed.; 1st ed.). Teknologi Pendidikan ID. https://doi.org/10.70125/9mk1hh40
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1). https://doi.org/10.1080/10872981.2020.1742964
Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456–1479. https://doi.org/10.1177/1362168820985236
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790
Zohre, M. Z., Admiraal, W., & Saab, N. (2025). Empowering Students’ Agentive Engagement Through Formative Assessment in Online Learning Environment. International Journal of Educational Technology in Higher Education, 22(1), 9. https://doi.org/10.1186/s41239-024-00498-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Shafira Asti Agmal, Putri Agya Syahada, Nurwardani Abdul Wahid, Ade Restu Hermanto, Churotul Aini, Dzul Rachman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
