Despite the growing interest in gamification in education, the use of specific tools like spinning wheel games for vocabulary instruction among young learners remains underexplored. This study investigates the effectiveness of spinning wheel games in teaching English vocabulary to sixth-grade students at MIN 8 Aceh Barat. Utilizing a quantitative research design, the study involved 34 students who participated in a six-week instructional program incorporating spinning wheel games into English vocabulary lessons. Data were collected through vocabulary pre-tests and post-tests to measure the learners’ progress. Statistical analysis using Clustered Column that explained in detail about the score between Pre-test and post-test. Most students demonstrated consistent vocabulary gains, with reduced performance variability over time. The results indicate that spinning wheel games not only enhanced and improved vocabulary acquisition but also increased student motivation and engagement in the learning process. These findings support the integration of interactive and game-based strategies in early English language education and contribute to the growing body of literature advocating for innovative approaches in vocabulary instruction for young learners.