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115 

 

 
ELT FORUM 11(2) (2022) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

EFL students' perspectives on the use of Wordwall.net as vocabulary learning 

media 

 

Miftahul Jannah1, Syafryadin1 
 
1English Education Postgraduate Program, Bengkulu University, Indonesia

 

Article Info 
________________ 
Article History: 
Received on 4 June 
2022 

Approved on 24 June 
2022 
Published on 31 July 
2022 

________________ 
Keywords:  
Students’ perspective, 
Wordwall.net, 
vocabulary, media 
____________________ 

 

 

 

 

 

 

 

 

Abstract 
___________________________________________________________________ 
Using ICT tools to teach vocabulary is a commonly researched topic in language 
teaching. Many popular web tools, such as Kahoot and Quizizz, are used as 

experimental tools with learners to investigate how effectively they enhance learners' 
vocabulary. This study analyzed the students' perceptions of Wordwall.net, a less 

known and researched game-based web tool, in their vocabulary learning. This study 
was conducted since there is still limited research conducted in Indonesia that 

analyses the students' perception of using Wordwall.net in English vocabulary 

learning. This research design was survey research with a sample of 29 8th-grade 
students at one of the Junior High Schools in Bengkulu Tengah. The data were 

collected using a close-ended questionnaire. It was analyzed quantitatively by 
implementing the Likert scale. The result of this research found that most students' 

perception of the use of Wodwall.net in their vocabulary learning was positive. 
Their feeling about Wordwall.net was great. They enjoyed the teamwork and 

competition; they perceived Wordwall.net as an exciting, interesting, motivating & 

fun web tool to learn vocabulary. From the students' perceived effects of using 
Wordwall.net, Wordwall.net was a kind of awaited learning media for the students. 

In addition, Wordwall.net also influenced the students' engagement with the web 
tool and the classroom. It indicated that the students paid more attention to the 

learning process. The researchers strongly recommended that teachers start using 
Wordwall.net to learn vocabulary based on the results. 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

English Education Postgraduate Program, Bengkulu University  

Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangka Hulu, 
Bengkulu 38371  

E-mail: miftahulfaa@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Miftahul Jannah, Syafryadin | ELT Forum 11(2) (2022) 

116 

 

INTRODUCTION 

At the middle and grade levels at school, curricular standards include vocabulary development as 

part of a comprehensive literacy program. According to (Balla, 2018), teaching English in schools is 

essential academically and practically in several aspects of learning, such as using English for 

various purposes, not limited to business goals, communication, or literature reading. One of the 

expectations in English learning is understanding the meaning of the words, sentences, and text. 

Good vocabulary development can reach it. Susan. & Dwyer (2009) defined vocabulary as words we 

must know to communicate effectively; words in speaking (expressive vocabulary) and words in 

listening (receptive vocabulary). While Alqahtani (2015) defined vocabulary as the total number of 

words needed to communicate ideas and express the speakers' meaning. Furthermore, Nurdini et al. 

(2017) stated that vocabulary is the base component that students need to master four language 

skills. It means that vocabulary is a basic language component that has to be mastered by the 

students other than four language skills. From the definitions above, it can be concluded that 

vocabulary is words needed for communication both orally and verbally. 

Indonesian students in the 21st-century are expected to be proficient in English, both in verbal 

and written forms. To achieve students' English proficiency, English must be taught as a compulsory 

subject at school in Indonesia, especially in Junior High School. However, such a fact does not 

guarantee that the students have mastered English well. Indonesian students prefer their first 

language in daily activities because of their lack of vocabulary knowledge. Even though students 

know the importance of vocabulary, they still learn vocabulary passively due to several factors. For 

instance, most English teachers still use the traditional teaching method and media. Most English 

teachers still use memorizing strategy in learning vocabulary by using a dictionary as a fundamental 

step in learning English. In opposition to this, Putra & Priyatmojo (2021) claimed gamification was 

effective and fun to bring to the classroom learning. It engages students more, reduces boredom, and 

increases learning motivation. 

Moreover, students' vocabulary mastery influences the students' understanding to achieve 

learning objectives in their various subjects. Learning objective is a description of what the learner 

must be able to do upon completion of educational activity (Chatterjee & Corral, 2017). In this 

context, the students must perform complex tasks using new vocabulary, especially in a writing 

activity. The lack of mastery in English writing skills is affected by their vocabulary deficiency 

mastery and limited ability to use vocabulary effectively for communication purposes (Ashrafzadeh 

& Nimehchisalem, 2015). It was supported by  Pratiwi (2016), who stated that The students’ 

difficulties in writing English could be influenced by a lack of many vocabularies, grammar, lack of 

written exercises, and ideas. This condition is the imagery of a low-quality process of learning which 

can indicate a low quality of education.  

The low quality of education is due to the inappropriate method and media used, the 

inadequate evaluation tools, and the material provided not per students' level of thinking. The use of 

appropriate learning media will positively impact the learning process and increase student learning 

achievement. The use of educational games as learning tools or media is found to support the 

development of students’ cognitive, motivational, emotional, and social outlooks (Papastergiou, 

2009). Demands for teachers can master various teaching media and determine which media are 

suitable for use in learning. Teachers have to find another strategy for teaching vocabulary that 

provides a fun and enjoyable situation for that problem. It is agreed that if students learn in a fun 

and enjoyable situation, it will be easier to understand and absorb the material, especially for Junior 

High School learners. Sari et al. (2018) said that English teachers try to be able to integrate media 

technology in the ELT class to increase student motivation, integrate language skills, and create an 

independent learning environment for students. It was related to Ahmad (2012), who claimed that 

EFL students’ response to media technology could improve accentual patterns of individual English 

words. Based on those explanations, English teachers need to consider a tool or platform that 

supports vocabulary acquisition. 

One platform associated with vocabulary in the digital era is Wordwall.net. It is a web tool 

that can be used as an online game in learning. Daud et al. (2015) said that mobile learning is known 

to optimize the potential of mobile devices as learning tools in language learning environments. It is 

supported by Wan Azli et al. (2018), who said that online game facilitates the learning experience, 

and the use of online games in class is very beneficial for students. At present, ICT (Information and 

Communication Technology) in the education field has become famous (Cahyono & 

Mutiaraningrum, 2015). The internet and the development of ICT affect the students’ learning, 



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interaction with their classmates and teachers, and how they deal with their life’s aspects. Related to 

Wordwall.net, which is categorized as an online game, Çil (2021) stated that Wordwall.net is an 

edutainment website in which there are multiple game choices. It is all played interactively or 

individually, such as information matching, picture matching, quiz, wheel of fortune, puzzles, etc., 

designed for vocabulary practice. Wordwall.net provides features for creating interactive learning 

media that can be printed or used online. This web tool is a good quality platform because of its 

attractive user interface, various and complete features, and affordable pricing. In terms of the user 

interface, this website looks very simple. The menu display and its features are easy to find. Game 

templates and instruction manuals are also available on the start page or Home. Besides, 

Wordwall.net provides exclusive features, such as 1) Create Activity; 2) Community; 3) My 

Activities, and 4) My Results.   

Studies concerning web tools as many researchers have conducted the vocabulary learning 

media. Çil (2021) investigated the effect of using Wordwall.net in increasing vocabulary knowledge 

of 5th grade EFL students. It was experimental research conducted in a state school in Turkey. The 

results revealed significant differences between each group's test results yet an insignificant difference 

between groups' post-test results. 

While Hasram et al. (2021) investigated pupils' motivation levels towards using WordWall 

online Game (WOW) interactive online games in vocabulary learning and examined the effects of 

WOW interactive online games on pupils' vocabulary development. It was an experimental study 

that focused on pupils' perceptions. The sample consists of 121 Year 5 pupils from a national 

primary school in Negeri Sembilan who are using the current syllabus for primary school, Language 

Curriculum for Malaysian National Primary Schools (KSSR). This study showed a moderate level 

of Satisfaction, Attention, Relevance, Confidence, and Volition. In addition, a paired sample t-test 

indicates a significant improvement in the pupils' vocabulary scores after using WordWall (WOW) 

as a vocabulary learning supplementary material. 

Another research was done by Fakhruddin et al. (2021) to find out the effectiveness of the 

Wordwall.net application in increasing the mastery of Arabic vocabulary. The results revealed there 

was a significant difference in terms of the pre-test score, which is smaller than the post-test score 

(45.63 < 77.50), (3) there was a difference in the average pre-test and post-test outcomes with a sig 

value of 0.000 (<0.05).  

Last, Bueno et al. (2022) also conducted a study related to the use of Wordwall.net. It 

investigated two things: 1) how student participants evaluate Google Sites and Wordwall.net as 

instructional materials for learning Basic Integration in terms of effectiveness, efficiency, and 

satisfaction; and 2) what modifications are needed for Google Sites and Wordwall.net to become 

more effective, efficient, and sound instructional materials for online distance learning. The results 

of the usability scale showed that the learning contents, such as the discussions and lecture videos, 

are helpful to successfully achieving the objectives of the lesson. It also revealed that the online 

teaching tool is user-friendly since the respondents had no difficulty navigating the site even without 

the help of a technical expert. 

Even though many research studies have explored the use of web tools related to vocabulary 

and students' perception of web tools mentioned above, there is a lack of research on students' 

perception of Wordwall.net as the media in learning vocabulary. Hence, the present study aims to 

know the students' perceptions of Wordwall.net in their vocabulary learning. 

 

METHODS 

This study focused on students’ perspectives on the use of Wordwall.net. A quantitative approach is 

applied to achieve the objective of the study. This research was survey research. Dr. Vladimir (1967) 

defined a survey as any data collection operation that gathers information from human respondents 

through a standardized questionnaire in which the interest is in aggregates rather than particular 

individuals. Moreover, Navarro-Rivera & Kosmin (2013) said that surveys are beneficial for 

nonexperimental descriptive designs that seek to describe reality. In short, a survey is a data 

collection technique that gathers information. The role of the researcher in this research is as a data 

collector and data analyst. The researcher collected students’ perceptions through a questionnaire as 

data collector. As the data analyst, the researcher analyzed the data on behalf of the research to 

conclude students’ perceptions of using Wordwall.net. 

In selecting the subject, the researcher used simple random sampling. Due to the limited number of 

students, all of the 8th-grade students in the research site were chosen as the research population. 



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The research site only had 71 students, 24 in the 7th, 29 in the 8th, and 18 in the 9th grade. In addition, 

the researcher chose the 8th-grade students as the sample because Wordwall.net was used in that 

class.  

The research was done in the 2020/2021 academic year. During this time, the researcher 

conducted data collection by distributing questionnaire as the instrument to collect the data. Roopa 

& Rani (2012) defined a questionnaire as a series of questions asked to individuals to obtain 

statistically valid information about a given topic. The questionnaire was created to collect the 

students’ answer regarding their perception of Wordwall.net. It was adapted from Basuki & Hidayati 

(2019), which consisted of 15 items which then are categorized by the researcher into three 

indicators: students’ perceived feeling, students’ perceived effects, and students’ perceived 

engagement. Choices used are 'Strongly disagree,' 'disagree,' ‘neutral’ 'agree,' and 'strongly agree.' 

The questionnaire was distributed to all participants on an online platform, and it was analyzed 

using the Likert scale. In order to increase the consistency of the responses and make the tabulation 

easier and faster, the researcher used a close-ended questionnaire. There were fifteen close-ended 

items provided, covering all the information needed to answer the research problem.  

Before analyzing the data, the researcher scored the data gained from the questionnaire result. 

The Likert in the questionnaire scale consists of five statements; those are Strongly Agree (SA), 

Agree (A), Neutral (n Disagree (D), and Strongly Disagree (SD). Each statement has different 

points; 5 for SA, 4 for A, 3 for N, 2 for D, and 1 for SD. After that, the researcher calculated the 

score range for each questionnaire as follows: maximum score: 15 x 29 x 5 = 2.175, and minimum 

score: 15 x 29 x 1 = 435, and score range (R): 2175 – 435 = 1.744. Then, the researcher determined 

the criteria of score interpretation of each questionnaire set. Last, the researcher described the data in 

narrative form. The item and total score interpretation can be seen in the following table: 

 

Table 1. Total Score Interpretation 
Score Degree of Agreement Interpretation 

1.741 – 2.175 Strongly agree Positive 

1.306 – 1.740 Agree Positive 
871 – 1.305 Neutral Neutral 

436 – 870 Disagree Negative 
435 Strongly Disagree Negative 

 

Figure 1. Continuum Diagram 

 

FINDINGS AND DISCUSSION 

The findings and discussion should be written in no less than 60% of the manuscript (>3500 words). 

Findings may be displayed in tables, graphs, verbal descriptions or the combination of the three. Do 

not present too many figures in the manuscript.  

The findings should be followed by Discussion either directly or separatedly. The discussion 

not only describe the findings, but also interpret them in accordance with the theories used and its 

relevance to previous studies.  

 

Findings 

Table 2 and Figure 3 summarize the result of the students’ perceptions of Wordwall.net on their 

vocabulary learning. 

From the questionnaire, it was revealed that students' perceptions toward Wordwall.net in 

their vocabulary learning mainly agreed. It was obtained by interpreting the item score. The 

students' perception on fourteen of fifteen was agreed. In order to discuss further each item on the 

questionnaire, the researcher tried to categorize the items into two parts based on three indicators. 

The first indicator (Items 1 – 5) discusses students' perceived feelings on the use of Wordwall.net (see 

Table 3), which is related to the theory of perception by Montague (1997), which states that 



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perception what the students’ feel about a particular thing. At the same time, the second indicator 

(Items 6 – 10) discusses the students’ perceived effects after learning vocabulary by using 

Wordwall.net (see Table 4). Moreover, the last indicator (Items 11 – 15) discusses the students’ 

perceived engagement (see Table 5).  

 
Table 2. Students’ perceptions of Wordwall.net on their vocabulary learning. 

 Item 
1 

(SD) 

2 

(D) 

3 

(N) 

4 

(A) 

5 

(SA) 

Item 

score 
I  

Students’ Perceived Feeling 

1. I find Wordwall.net exciting, interesting, 

motivating & fun. 
- 3 8 13 4 106 P 

2. I feel positive when playing Wordwall.net. 1 4 5 10 9 109 P 

3. I like the collaboration & competitiveness in 

Wordwall.net sessions. 
- 2 7 14 6 111 P 

4. I am motivated to win all these Wordwall.net 

sessions.  
- 2 9 14 4 107 P 

5. Wordwall.net creates an energetic classroom 

atmosphere. 
- 17 7 4 1 76 N 

Students’ Perceived Effects 

6. I look forward to playing Wordwall.net. - 4 6 12 7 109 P 

7. I am eager to learn via Wordwall.net. - 3 6 16 4 108 P 

8. I prepare better to win in the Wordwall.net 
sessions. 

- 3 11 13 2 101 P 

9. I don't want to miss any Wordwall.net 
sessions  

1 4 8 14 2 99 P 

10. Wordwall.net must be used in the daily 
learning process. 

1 3 4 15 6 109 P 

Students’ Perceived Engagement 

11. I focus on the questions in each Wordwall.net 
session. 

- 5 2 13 9 113 P 

12. I respond to each question in each 

Wordwall.net session. 
1 3 6 14 5 106 P 

13. I respond as quickly as possible to each 

question in each Wordwall.net session. 
- 4 6 13 7 111 P 

14. I respond as accurately as possible to each 

question in each Wordwall.net session. 
1 2 11 9 6 104 P 

15. I pay more attention during lectures because I 

hope to win in the Wordwall.net sessions. 
- 2 8 14 5 109 P 

Total score 5 60 104 189 77   

Total score 𝒙 option value (1, 2, 3, 4, 5) 5 120 312 756 385   

Total score Wordwall.net 1.578  

Note: i = Item score interpretation 

 

 

Figure 2. Continuum diagram of  Wordwall.net total score 

 

In the first statement shown in Table 3, we found that none (0%) of the students chose 

Strongly Disagree, 3 students (10,34%) disagree, 8 students (27,5%) are neutral, 13 students (44,82%) 

agree, and 4 students (13,80%) strongly agree. According to the finding, the item score of this 

statement, 106, meant most students agreed that Wordwall.net was exciting, interesting, motivating 

& fun.  



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Table 3. Students’ Perceived Feeling 

 Item 
1 

(SD) 
2 

(D) 
3 

(N) 
4 

(A) 
5 

(SA) 
Item 
score 

I  

1. I find Wordwall.net exciting, interesting, 

motivating & fun. 
- 3 8 13 4 106 P 

2. I feel positive when playing Wordwall.net. 1 4 5 10 9 109 P 

3. I like the collaboration & competitiveness in 
Wordwall.net sessions. 

- 2 7 14 6 111 P 

4. I am motivated to win all these Wordwall.net 
sessions.  

- 2 9 14 4 107 P 

5. Wordwall.net creates an energetic classroom 

atmosphere. 
- 17 7 4 1 76 N 

 

The next result of the statement "I feel positive when playing Wordwall.net" showed that one 

student (3,45%) chose Strongly Disagree, four students (13,80%) chose to disagree, five students 

(17,24%) students chose Neutral, ten students (34,48%) students chose to agree, and nine students 

(31,03%) chose Strongly Agree. It indicated that there was a positive perception of Wordwall.net.  

After that, the next statement, "I like the collaboration & competitiveness in Wordwall.net 

sessions," got no students (0 %) to disagree strongly. Followed by two students (6,89%) chose to 

disagree, seven students (24,14%) chose neutral, fourteen students (48,28 %) chose to agree, and six 

students (20,70 %) chose strongly agree. The item score of this statement was 111, which indicated 

that most of the students had good teamwork and competitiveness. 

The following statement of the questionnaire was, "I am motivated to win all these 

Wordwall.net sessions." The results of the data analysis showed that none (0 %) of the students 

chose strongly disagree, two students (6,89%) chose to disagree, nine students (31,03%) chose 

neutral, fourteen students (48,28 %) chose to agree, and four students (13,80%) chose strongly agree. 

The statement's item score implied that almost half of the students agreed they were motivated to 

win all these Wordwall.net sessions. It was related to the previous statement where students showed 

a positive response in collaboration and competitiveness, which later resulted in satisfaction with the 

learning process. The number and percentage of the category with the highest score are identical, 

where fourteen students (48,28 %) chose to agree. 

The fifth statement is, "Wordwall.net creates an energetic classroom atmosphere." explained 

that seventeen students (58,62 %) chose to disagree, seven students (24,14%) chose neutral, four 

students (13,80%) chose to agree, and only one student (3,45 %) chose strongly disagree. Based on 

the finding, the item score of this statement was 76, which was the lowest among all statements. 

Thus, more than half of the students disagreed that Wordwall.net creates an energetic classroom 

atmosphere. The only statement was that results were dominated by students' negative responses 

(disagree). 

 

Table 4. Students’ Perceived Effects 

 Item 
1 

(SD) 
2 

(D) 
3 

(N) 
4 

(A) 
5 

(SA) 
Item 
score 

I  

6. I look forward to playing Wordwall.net. - 4 6 12 7 109 P 

7. I am eager to learn via Wordwall.net. - 3 6 16 4 108 P 
8. I prepare better to win in the Wordwall.net 

sessions. 
- 3 11 13 2 101 P 

9. I don't want to miss any Wordwall.net sessions  1 4 8 14 2 99 P 

10. Wordwall.net must be used in the daily learning 

process. 
1 3 4 15 6 109 P 

 

The next statement, Item 6, which reads “I look forward to playing Wordwall.net” took 4 

students (13,8%) disagree, 6 students (20,70%) neutral, 12 (41,37%) agree, and 7 students (24,14%) 

strongly agree. The item score of this statement was 109, which meant that almost half of the 

students agreed that they looked forward to playing Wordwall.net in the next meeting. 

Statement 7, which reads "I am eager to learn via Wordwall.net." showed that three students 

(10,34%) chose to disagree, six students (20,70 %) chose neutral, sixteen students (55,17 %) chose to 

agree, and four students (13,80%) chose strongly agree. The item score of this statement was 108, 

meaning most students agreed that they were eager to learn via Wordwall.net. 



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Statement 8, which reads "I prepare better to win in the Wordwall.net sessions." found that 

three students (10,34%) chose to disagree, eleven students (37,93 %) chose neutral, thirteen students 

(44,82%) chose to agree, and two students (6,89%) chose strongly agree. In addition, the item score 

of this statement was 101. This result indicated that less than half of the students agreed that they 

made a better preparation to be the winner in the Wordwall.net sessions. 

In statement nine, which says, "I do not want to miss any Wordwall.net sessions." it is 

obtained that one student (3,45 %) chose strongly disagree, four students (13,80%) chose to disagree, 

eight students (27,59 %) chose neutral, fourteen students (48,28 %) chose to agree, and two students 

(6,89%) chose strongly agree. Based on the finding, the item score for this statement was 99; the 

second-lowest item score gained among all the statements in the questionnaire. It indicated that 

almost half of the students did not want to miss any Wordwall.net sessions in the classroom. 

The next statement, "Wordwall.net must be used in the daily learning process." found that 

one student (3,45 %) chose strongly disagree, three students (10,34%) chose to disagree, four 

students (13,80%) chose neutral, fifteen students (51,72 %) chose to agree, and six students (20,70 %) 

chose strongly agree. Based on the finding, the item score of this statement was 109. It indicated that 

most students recommended the use of Wordwall.net their vocabulary learning. 

 

Table 5. Students’ Perceived Engagement 

 Item 
1 

(SD) 

2 

(D) 

3 

(N) 

4 

(A) 

5 

(SA) 

Item 

score 
I  

11. I focus on the questions in each Wordwall.net 

session. 
- 5 2 13 9 113 P 

12. I respond to each question in each 

Wordwall.net session. 
1 3 6 14 5 106 P 

13. I respond as quickly as possible to each 
question in each Wordwall.net session. 

- 4 6 13 7 111 P 

14. I respond as accurately as possible to each 
question in each Wordwall.net session. 

1 2 11 9 6 104 P 

15. I pay more attention during lectures because I 
hope to win in the Wordwall.net sessions. 

- 2 8 14 5 109 P 

 

The following statement is Item 11, which reads, "I focus on the questions in each 

Wordwall.net session" it found that none of the students (0%) chose firmly disagree, five students 

(17,24%) chose to disagree, two students (6,89%) chose neutral, 13 students (44,82%) chose to agree, 

and nine students (31,03%) chose strongly agree. It had the highest item score of all (113), which 

indicated that slightly almost 50% of the respondents paid attention to the questions in each 

Wordwall.net session. It was in line with the following statement, which 14 out of 29 students 

agreed with the statement "I respond to each question in each Wordwall.net session." The similarity 

of the result on Items 11 and 12 showed that when the students focused on the questions, they would 

respond to each question without missing any single item.  

Statement 12, which says "I respond to each question in each Wordwall.net session," 

obtained the following results: one student (3,45 %) chose strongly disagree, three students (10,34 %) 

chose to disagree, six students (20,70 %) chose neutral, fourteen students (48,28 %) chose to agree, 

and five students (17,24 %) chose strongly agree. The item score of this statement was 106, which 

meant most of the students answered each question in the Wordwall.net session. 

The following statement states, "I respond as quickly as possible to each question in each 

Wordwall.net session.". We found that none (0%) of the students chose strongly disagree, four 

students (13,80 %) chose to disagree, six students (20,70 %) chose neutral, thirteen students (44,82%) 

chose to agree, and seven students (24,14%) chose strongly agree. The item score of this statement 

was 111, which implied that more than 50% of students responded to each question as quickly as 

possible. This result was in line with statement 3: "I like the collaboration & competitiveness in 

Wordwall.net sessions. It indicated that most of the students answered the questions as quickly as 

possible to be the winner of the game. 

The other statement is, "I respond as accurately as possible to each question in each 

Wordwall.net session." The data obtained one student (3,45 %) chose strongly disagree, two 

students (6,89%) chose to disagree, eleven students (37,93 %) chose neutral, nine students (31,03%) 

chose to agree, and six students (20,70 %) chose strongly agree. The item score of this statement is 



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104. Though most of the students showed neutral responses to the statement, it indicated that most 

were not afraid of their incorrect answers. 

The last statement discuss in this session is, "I pay more attention during lectures because I 

hope to win in Wordwall.net sessions.". The results of the data analysis showed that none (0 %) of 

the students chose strongly disagree, two students (6,89%) chose to disagree, eight students (27,59 

%) chose neutral, fourteen students (48,28 %) chose to agree, and five students (17,24 %) chose 

strongly agree. The item score of this statement was 109.  The result indicated most of the students 

wanted to be the winner of the game. 

By referring to Table 2 and Figure 1, it is proven that Wordwall.net as a web app in the 

students' vocabulary learning was effective. Fortunately, the need for Wordwall.net in the students' 

vocabulary was one point on which the students do agree. It resulted in a total score of 1.578 in the 

'agree' range of the total score interpretation. From the given table, questionnaire Item 11 got the 

most supportive response from the students (113, agree). It implied that the students stayed focused 

on answering each question on Wordwall.net. It was followed by the questionnaire Item 13 (111, 

agree) and 3 (111, agree) as the second-highest score, which said "I respond as quickly as possible to each 

question in each Wordwall.net session" and "I like the collaboration & competitiveness in Wordwall.net 

sessions." These results implied the students were challenged to compete by answering the questions 

as fast as possible to lead the leader board, which was supported by the third questionnaire item, as 

mentioned before.  

Meanwhile, the lowest score was gained by the questionnaire Item 5 (76, neutral), which said, 

"Wordwall.net creates an energetic classroom atmosphere." The Wordwall.net web-based 

application did not create an energetic classroom atmosphere. If it is seen from a broader point of 

view as the lowest score, it is related to the result of Item 11, where the students focused on 

answering the questions in Wordwall.net. 

 

Discussion 

The students responded positively to Wordwall.net as one of the web-based applications in their 

vocabulary learning. It can be seen from the total score of the questionnaire result. The total score 

was 1.578, which was interpreted as agree. The result of this study was similar to the previous study 

conducted by Bueno et al. (2022) in that students responded positively to using Wordwall.net as a 

learning media since the respondents had no difficulty navigating the site even without the help of a 

technical expert. In this research, the students positively responded to using Wordwall.net as their 

vocabulary learning media regarding their feeling, effects, and engagement with the web tool. 

From the perspective of students' perceived feelings about using Wordwall.net, it was found 

that the students enjoy teamwork and competition. The statement supported that they were 

motivated to win all sessions. Although Wordwall.net could not produce an energetic classroom 

atmosphere, using this web tool, most participants found that using Wordwall.net was exciting, 

interesting, motivating & fun. This result is in line with the research conducted by Bueno et al. 

(2022), which showed that students were satisfied with the use of Wordwall.net since it helped them 

achieve the lesson's objectives.  

This research provided a different perspective on how Wordwall.net influences students' 

perceived effects after using it. The result indicated that students look forward to playing 

Wordwall.net in their daily vocabulary learning. This indicator focused on the consequences of 

using the web tool. Students are perceived to prepare better to win the sessions, so they try to master 

the vocabulary to compete with other students in the classroom.  

Wordwall.net influenced not only the effects on students' learning process but also students' 

engagement with the application. If research conducted by Fakhruddin et al. (2021) showed that 

Wordwall.net influenced students' learning scores, this research presented new findings regarding 

students' engagement. All five statements about students' perceived engagement with the use of 

Wordwall.net (Statements 11-15) obtained favourable results in which most students responded to 

the statements with "agree." Based on the result of this indicator, Wordwall.net influenced students' 

engagement with the web tool and the classroom. Through Wordwall.net, the students focused on 

the questions given, which indicated they also focused on the classroom learning process.  

From the data acquired from the questionnaire, it could be seen that the students showed 

good responses to the application. The total score result indicated 'agree' toward using 

Wordwall.net, meaning that they experienced a positive perception of this web tool for their 

vocabulary learning. 



Miftahul Jannah, Syafryadin | ELT Forum 11(2) (2022) 

123 

 

 

CONCLUSION 

This study aimed to know the students' perspectives on using Wordwall.net as vocabulary learning 

media. This study found that students' perceptions of using Wordwall.net in vocabulary learning 

were good. Of course, most students responded positively to using Wordwall.net as their vocabulary 

learning media. It implied that students experienced and increased numerous beneficial outcomes in 

implementing Wordwall.net in their vocabulary learning. Their feeling about Wordwall.net was 

great. They enjoyed the teamwork and competition; they perceived Wordwall.net as an exciting, 

interesting, motivating & fun web tool to learn vocabulary. From the students' perceived effects 

using Wordwall.net, it could be concluded that Wordwall.net was a kind of awaited learning media 

for the students. In addition, Wordwall.net also influences the students' engagement with the web 

tool and the classroom. It indicated that the students paid more attention to the learning process. 

The researchers suggest that Wordwall.net in English vocabulary learning in the classroom. 

Referring to the result obtained, the students feel that Wordwall.net is enjoyable, collaborative, and 

competitive. Therefore, English teachers need to be aware web tools and applications so that English 

learning (not only vocabulary) can be more interesting for students. 

 

FUNDING STATEMENT 

This research received no specific grant from any funding agency. 

 

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