<![CDATA[Vocabulary mastery is an important component of German language learning; however, students still experience difficulties in understanding and retaining vocabulary. Research on the use of Wayground for German vocabulary learning at the senior high school level with a comparison group remains limited. This study aimed to compare German vocabulary mastery between students who used Wayground and those who received instruction without Wayground, as well as to describe students’ responses to its use. This study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The sample consisted of 62 students, including 32 students in the experimental group and 30 students in the control group. Data were collected through a vocabulary mastery test and a student response questionnaire and were analyzed using the Mann–Whitney U test, Wilcoxon test, N-Gain, and effect size. The results showed no significant difference in initial ability between the two groups (p = 0.217), whereas the experimental group obtained significantly higher posttest scores than the control group (p = 0.002). The average N-Gain was 54.94% for the experimental group and 24.48% for the control group, with a moderate effect size (r = 0.40). The questionnaire results indicated a positive response to the use of Wayground, with a percentage of 76.79%. These findings indicate that, within the context of this study, the use of Wayground was associated with higher German vocabulary mastery than instruction without Wayground. ABSTRAK Penguasaan kosakata merupakan unsur penting dalam pembelajaran bahasa Jerman, tetapi siswa masih mengalami kesulitan dalam memahami dan mengingat kosakata. Penelitian mengenai penggunaan Wayground dalam pembelajaran kosakata bahasa Jerman di tingkat SMA dengan kelompok pembanding masih terbatas. Penelitian ini bertujuan membandingkan penguasaan kosakata bahasa Jerman antara kelompok yang menggunakan Wayground dan kelompok yang mengikuti pembelajaran tanpa Wayground serta mendeskripsikan respons siswa terhadap penggunaannya. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental non-equivalent control group. Sampel terdiri atas 62 siswa, yaitu 32 siswa kelompok eksperimen dan 30 siswa kelompok kontrol. Data diperoleh melalui tes penguasaan kosakata dan angket respons siswa, kemudian dianalisis menggunakan uji Mann–Whitney U, Wilcoxon, N-Gain, dan effect size. Hasil menunjukkan tidak terdapat perbedaan kemampuan awal yang signifikan antara kedua kelompok (p = 0,217), sedangkan skor posttest kelompok eksperimen secara signifikan lebih tinggi daripada kelompok kontrol (p = 0,002). Rata-rata N-Gain kelompok eksperimen sebesar 54,94%, sedangkan kelompok kontrol sebesar 24,48%, dengan effect size sedang (r = 0,40). Angket menunjukkan respons positif terhadap penggunaan Wayground dengan persentase 76,79%. Temuan ini menunjukkan bahwa penggunaan Wayground dalam konteks penelitian ini berkaitan dengan penguasaan kosakata bahasa Jerman yang lebih tinggi dibandingkan pembelajaran tanpa Wayground. ]]>
