ENGLISH:
This study aimed to evaluate the improvement of Educaplay in improving vocabulary achievement, particularly nouns related to external body parts in descriptive text, among 59 seventh-grade students at SMPN 1 Mendo Barat. The sample was selected using purposive sampling technique based on the lowest average scores in the preliminary test, resulting in an experimental group of 30 students taught using Educaplay and a control group of 29 students taught using conventional method, within a quasi-experimental design. Data were collected through vocabulary tests and observation sheets, then analyzed using paired sample t-tests and independent sample t-tests. The paired sample t-test confirmed a significant increase within each group, with a Sig. (2-tailed) of .000, lower than 0.05, for both the Educaplay and conventional methods. The independent sample t-test showed a t-obtained of 2.883, exceeding the t-table value of 2.002 at a significance level of 0.05, with a Sig. (2-tailed) of .006, indicating that the alternative hypothesis (Ha) was accepted and confirming a significant difference between the two groups. The observation results further revealed that students' participation was the most dominant aspect observed throughout the intervention in the experimental class. These findings indicated that Educaplay was more effective than the conventional method in improving students' vocabulary achievement, highlighting the potential of game-based learning platforms for adaptive and engaging English teaching in junior high school classrooms.