<![CDATA[This study aims to analyze the implementation of the Game-Based Learning (GBL) model assisted by Wordwall in improving elementary school students’ reading skills. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 24 second-grade students at SDN Sidorejo 02, Wungu District, Madiun Regency, comprising 13 male and 11 female students. Data were collected through observation, reading performance tests, and documentation. The reading performance test assessed pronunciation accuracy, fluency, reading speed, and intonation. The results showed that the implementation of GBL assisted by Wordwall improved students’ reading skills across all indicators. Pronunciation accuracy increased from 3.96 to 4.79, fluency from 3.71 to 4.54, reading speed from 3.50 to 4.54, and intonation from 3.65 to 4.58, with respective improvements of 20.96%, 22.37%, 31.21%, and 27.43%. In Cycle II, 91.67% of students achieved the Very Good category and 8.33% achieved the Good category, with no students remaining in the Poor or Fair categories. These findings indicate that GBL assisted by Wordwall is effective in improving elementary school students’ reading skills.]]>
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