Dewi Qotrun Nada Najwa, Natsaree Rosack, Erma Suryani, Muhammad Syarifuddin

FA'ALIYAH ISTIKHDAM TATBIQ 'EDUCANDY' FI TARQIYAT HIFZ AL-MUFRADAT LI THULLAB SOFFI AT-TASI’ BI-MADRASATI PRIK MUNICIPALITY SCHOOL AL-MUTAWASITHOTI AL-HUKUMIYYAH TAYLANDIYYAH

Introduction

Fa'aliyah istikhdam tatbiq 'educandy' fi tarqiyat hifz al-mufradat li thullab soffi at-tasi’ bi-madrasati prik municipality school al-mutawasithoti al-hukumiyyah taylandiyyah. تستكشف هذه الدراسة فاعلية تطبيق Educandy في تحسين حفظ المفردات لطلاب الصف التاسع بمدرسة بريك التايلاندية. أظهرت النتائج تحسناً كبيراً.

Abstract

The purpose of this study is to determine the effectiveness of using Educandy Application in improving students' vocabulary memorization at Prik Municipality School Thailand. This research is a quantitative research, with a pre experimental research design in the form of one group pre-test and post-test. The population in this study were all students of class IX, while the sample in this study were students of class IX A. Data analysis techniques used in processing data are normality test and t-test. Statistical analysis in this study using SPSS. The results of this study are from the results of the t-test, both seen from the sig value. (2-tailed) which is 0.000 <0.05. Nor the results of T count> T table, namely (9.925> 2.101). Thus it is stated that Ho is rejected and Ha is accepted in this study. So it can be concluded that The educandy app is effective in improving vocabulary memorization for ninth grade students at Prik Municipality School in Thailand. The research demonstrate that the use of the Educandy application significantly improves students' vocabulary retention. This highlights the importance of integrating interactive, game-based technologies into Arabic language learning. In real-world settings, these results suggest that employing such tools can create more engaging and motivating learning environments, particularly in multilingual and multicultural contexts like Thailand. Moreover, this research opens possibilities for further studies focusing on the impact of similar educational applications on other language skills, such as speaking and writing, and across different age groups and educational levels.

Review

This study meticulously investigates the effectiveness of the Educandy application in enhancing Arabic vocabulary memorization among ninth-grade students at Prik Municipality School in Thailand. Employing a quantitative, pre-experimental one-group pre-test/post-test design, the research clearly aimed to assess the impact of this digital tool on student learning. The findings unequivocally indicate a statistically significant improvement in students' vocabulary retention following the intervention, leading to the strong conclusion that Educandy is an effective tool for this specific learning objective. The study addresses a relevant topic concerning the integration of technology into language education, particularly in a context where innovative teaching methods can be highly beneficial. The research presents a clear and focused objective, directly addressing a practical pedagogical challenge in language acquisition. The use of a pre-test/post-test design, while foundational, provides a direct measure of change within the observed group. The statistical analysis, utilizing normality and t-tests via SPSS, is competently executed, with the reported values (sig. 0.000 < 0.05 and T-count 9.925 > T-table 2.101) strongly supporting the rejection of the null hypothesis and acceptance of the alternative. This robust statistical evidence underpins the study's central claim regarding the effectiveness of Educandy. Furthermore, the discussion of the real-world implications, particularly for engaging and motivating learners in multilingual and multicultural settings like Thailand, adds significant practical value to the findings. While the study offers valuable insights, its pre-experimental one-group design inherently limits the generalizability and internal validity, as it lacks a control group to rule out alternative explanations for the observed gains. Factors such as historical events, maturation, or testing effects cannot be fully discounted. Future research would significantly benefit from incorporating a control group or adopting a quasi-experimental design to strengthen causal inferences. Additionally, exploring the long-term retention of vocabulary and the transferability of these gains to other communicative skills would further enrich the understanding of Educandy's impact. The authors' suggestion for further studies on other language skills and different educational levels is commendable, and expanding the research to diverse contexts could further validate the application's broader utility.

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