Educaplay for High School Students in Improving Writing Skills: A Teacher’s Perspective

Abstract

The incorporation of digital tools in language learning has transformed the teaching of conventional writing into a more interactive and exciting alternative. This research examines how teachers evaluate and interact with Educaplay when teaching writing to senior high school students. A qualitative case study method was employed, involving three English teachers from two high schools in North Sumatra who had used Educaplay consistently for at least one semester. Data were collected through questionnaires, semi-structured interviews, and classroom observations, then analyzed thematically. The results revealed that teachers perceived Educaplay as useful in increasing student engagement, motivation, and development of writing structures. Its interactive elements such as gamification and real-time feedback enabled students to be more active contributors, improving their ability to organize ideas, structure paragraphs, and apply grammar rules. Challenges included limited access to technology, time-consuming material preparation, and the need to integrate Educaplay with traditional teaching. To address these, teachers combined direct instruction with Educaplay and peer collaboration. Thus, Educaplay plays a critical role in supporting writing instruction but is most effective in blended learning environments. Further research is recommended to explore its long-term impact on students’ writing development in various settings.