<![CDATA[This classroom action research investigated the effectiveness of Wordwall in enhancing tenth-grade students' grammar mastery and explored students' perceptions of its implementation in the classroom. The study employed the Classroom Action Research model proposed by Kemmis, McTaggart, and Nixon, consisting of two cycles involving the stages of planning, acting, observing, and reflecting. The participants were 40 tenth-grade students of MAS Simbang Kulon Pekalongan in the 2025/2026 academic year. Data were collected through grammar tests (pre-test and post-test), classroom observations, and a four-point Likert-scale questionnaire. Quantitative data were analyzed using mean scores and percentages, while qualitative data from observations and questionnaires were analyzed descriptively. The findings demonstrated a significant improvement in students' grammar mastery. The mean score increased from (Pre-test Mean) in the pre-test to (Post-test Mean) in the post-test, representing an improvement of (Percentage)% after the implementation of Wordwall. In the final assessment, the students achieved an average score of 14.23 out of 15 (94.8%), with 19 students (47.5%) obtaining a perfect score. Furthermore, the questionnaire results indicated highly positive perceptions toward the use of Wordwall, with all items receiving agreement levels above 80%. The highest agreement was found in students' enjoyment of grammar learning through Wordwall (97.3%), followed by their perception that Wordwall improved their grammatical accuracy (94.6%). These findings indicate that Wordwall is an effective instructional medium for improving students' grammar mastery while simultaneously increasing their motivation and engagement in grammar learning.]]>
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