Using the Wayground Platform to Improve Participation and English Learning Outcomes for 10th Grade Students at SMAN 07 Samarinda

Abstract

Background: The rapid integration of digital technology in secondary education requires instructional innovation that enhances student participation and measurable learning outcomes. Classroom observations at SMAN 07 Samarinda indicated limited engagement and vocabulary retention in Grade 10 English lessons delivered through conventional approaches. Aims: This community service initiative aimed to implement the Wayground digital platform within the P2LP framework to improve classroom participation, strengthen vocabulary acquisition and grammar competence, and enhance formative assessment efficiency in English instruction. Methods: The program was conducted over four weeks using a participatory action cycle involving planning, implementation, observation, and reflection. Wayground-based quizzes, flashcards, and collaborative challenges were integrated into regular English lessons. Learning progress was documented through descriptive observation and a pretest–posttest assessment focusing on vocabulary and simple present tense usage. Result: Classroom engagement increased noticeably, with broader student participation during interactive sessions. The mean pretest score of 6.6 improved to 12.1 in the posttest, reflecting a mean gain of 5.5 points and an overall improvement of 83.3%. Students demonstrated enhanced vocabulary retention, improved grammatical accuracy, and greater willingness to participate in learning activities. Teachers also benefited from real-time feedback and automated performance summaries that supported instructional responsiveness. Conclusion: The structured integration of Wayground functioned as a pedagogically embedded digital tool rather than a supplementary technology. The initiative successfully enhanced participation and English learning outcomes while promoting student-centered, feedback-rich instruction aligned with the Merdeka Curriculum.