Using Wordwall as Interactive Digital Media in Improving Elementary Students’ English Achievement

English is an international language that is important to master starting in elementary school; however, English instruction at this level still often relies on conventional methods that do not actively engage students. This study aims to determine the effectiveness of Wordwall as an interactive digital tool in improving elementary school students’ English learning outcomes. This study employed a quasi-experimental design with a nonequivalent control group model. The study population consisted of all fourth-grade students at MIN 20 Aceh Besar for the 2025/2026 school year, totaling 167 students. The sample was selected using purposive sampling, with Class IV-Digital serving as the experimental group (19 students) and Class IV-3 as the control group (38 students); However, based on data completeness criteria, the final sample analyzed consisted of 14 students in the experimental group and 25 students in the control group (a total of 39 students). The experimental group was taught using Wordwall, while the control group used conventional methods. Data were collected through pre-tests and posttests consisting of 19 valid items and were then analyzed using a paired-sample ttest, an independent-sample t-test, and the Mann-Whitney U test. The results of the study showed that the average score of the experimental group increased from 59.64 to 77.86, while that of the control group increased from 54.00 to 63.00. The Mann-Whitney U test on the post-test scores yielded a p-value of 0.034 (p < 0.05), so H0 was rejected and H1 was accepted, The experimental group achieved a higher mean rank (25.14) than the control group (17.12), as well as a significantly higher percentage of students meeting the minimum passing score (78.57% versus 36.00%). However, an independent-sample t-test of the gain scores for the two groups showed no significant difference (Sig. = 0.053, p > 0.05). Thus, it can be concluded that the use of Wordwall has a positive impact on elementary school students’ final English language learning outcomes compared to conventional methods, although it has not yet been proven to yield a significantly greater improvement than the control group.