Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition
DOI:
https://doi.org/10.23918/ijsses.v9i4p82Keywords:
Offline Pedagogical Hangman Games, Vocabulary Acquisition, EFL LearnersAbstract
This study examined the Influence of pedagogical offline hangman games on the EFL learner’s vocabulary acquisition. This research was a quasi-experimental design involving independent and dependent variables. Participants were 60 EFL learners from Indonesian Rural Junior High schools ages 12-15 years, selected by purposive sampling. The data were collected by a multiple-choice vocabulary test with four answer choices with a reliability coefficient of 0.92. The Shapiro-Will test was used to determine normality, whereas Levine’s test was for homogeneity. To analyze the data, researchers used independent sample t-tests and N-Gain indexes. These results revealed a significant difference between the experimental and control groups in terms of the EFL vocabulary gains of the learners. The N-gain index test showed that the average score in the experimental group was 0.444 or 44.4%, while it was 0.043 or 4.3% in the control class. The results indicated that using the offline pedagogical hangman games as media was more effective than conventional ones for EFL vocabulary learning.
References
Abubakr Abdulrahman, S., Azmi Bingol, M., & Kara, S. (2022). Body language in education and effective recommendations to pre-service teachers in classroom management. International Journal of Social Sciences & Educational Studies, 9(1). https://doi.org/10.23918/ijsses.v9i1p298
Ahmed, B. E. S. (2020). Social media in teaching of languages. International Journal of Emerging Technologies in Learning, 15(12), 72–80. https://doi.org/10.3991/ijet.v15i12.12645
Ajisoko, P. (2020). The use of duolingo apps to improve english vocabulary learning. 15(7), 149–155. https://doi.org/https://doi.org/10.3991/ijet.v15i07.13229
Ajoke, A. R. (2017). The importance of instructional materials in teaching English as a second language. International Journal of Humanities and Social Science Invention, 6(9), 36–44. www.ijhssi.org
Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education, 2(2), 119–133. https://doi.org/10.46328/ijonse.19
Albiansyah, A., & Fahriany, F. (2020). The acquisition of English vocabulary for children at grade III in SD Islam Nurul Hidayah. International Journal of Emerging Issues in Early Childhood Education, 2(2), 127–132. https://doi.org/10.31098/ijeiece.v2i2.407
Al-Khresheh, M. H., & Al-Ruwaili, S. F. (2020). An exploratory study into vocabulary learning strategies used by Saudi EFL learners. Journal of History Culture and Art Research, 9(2), 288. https://doi.org/10.7596/taksad.v9i2.2616
Altun, M., & Khdhir, S. A. (2022). Arousing students: Motivation in ESL classrooms; Increasing and enhancing participation, interaction and production, 9(2), 111–123. https://doi.org/10.23918/ijsses.v9i2p111
Ansarin, A. A., Farrokhi, F., Mahboudi, H. R., & Jam, Z. A. (2017). Attitudes towards smart phones and tablets. International Journal of Applied Linguistics and English Literature, 6(5), 66. https://doi.org/10.7575/aiac.ijalel.v.6n.5p.66
Aqsa, K., Riaz, W., & Saleem, Z. (2017). The effectiveness of games in English language learning at elementary level in government schools. Liberal Arts and Social Sciences International Journal (LASSIJ), 1(2), 12–23. https://doi.org/10.47264/idea.lassij/1.2.2
Aravind, B. R., & Rajasekaran, V. (2020). Using technological modality to learn vocabulary incidentally and intentionally for effective communication. International Journal of Intelligent Enterprise, 7(1–3), 166–175. https://doi.org/10.1504/IJIE.2020.104653
Atifnigar, H. (2020). Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan. 2(2), 1–10. https://doi.org/https://doi.org/10.46545/aijhass.v2i2.159
Bafadal, M. F., & Humaira, H. (2019). The use of charades games in teaching vocabulary to the junior high school students. Linguistics And ELT Journal, 5(1), 14. https://doi.org/10.31764/leltj.v12i2.748
Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9(4). https://doi.org/10.17507/jltr.0904.24
Behforouz, B. (2017). The effect of collocations on Iranian male and female learners’ vocabulary knowledge, 3(1), 212–216. www.ijsrset.com
Bonala, K. (2019). Poster presentations for promoting vocabulary learning among tertiary level students. International Journal of English and Literature, 9(2), 49–58. https://doi.org/10.24247/ijelapr20198
Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183–191. www.ijcsmc.com
Bozorova, N. X., & Salixova, Z. A. (2019). Using technology to assist in vocabulary acquisition and reading comprehension. 2(Vi), 213–215. https://doi.org/https://doi.org/10.31149/ijie.v2i6.243
Brodarić Šegvić, S. (2019). The informal acquisition of English vocabulary through media as a key factor of success in formal EFL learning. Školski Vjesnik: Časopis Za Pedagogijsku Teoriju I Praksu, 68(1), 33–47. https://njaes.rutgers.edu/evaluation/resources/pedagogy.php
Cavin, F., Donnabelle, G., Nicole, T., Jeniezen, P., & B, R. M. (2018). The use of WeChat application on CFL learners’ vocabulary acquisition. 13(4), 26–38. https://tesol.org/read-and-publish/journals/tesol-journal
Chang, Y., Li, B., & Lu, J. (2021). English vocabulary teaching from a cognitive perspective. OALib, 08(09), 1–8. https://doi.org/10.4236/oalib.1107777
Damanik, B. A. R. (2018). Students’ problems in transactional speaking on English foreign learners (EFL) FKIP Nommensen Pematangsiantar. International Journal of English Literature and Social Sciences, 3(6), 996–999. https://doi.org/10.22161/ijels.3.6.12
Domanski, R. J. (2019). Activity-Python LISTS- “Hangman game.” https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1010&context=si_oers
Donald Ary, Lucy Cheser Jacobs, C. K. S. (2010). Introduction to research in education, 8th Edition. In USA: Wadsworth, Cengage Learning.
Elwakeil, M. M. (2017). The role of CALL in vocabulary acquisition through the application of learning strategies. 5(10), 59–67. https://doi.org/https://doi.org/10.20431/2347-3134.0510008
Farihah, Z. L., Zaqiyahfarihah@ikipsiliwangi.ac.id, IKIP Siliwangi, Cimahi, Jawa Barat, I., Rachmawati, E., Etikarachmawati@gmail.com, & Universitas Galuh Ciamis, I. (2020). Digital Hangman Game to Improve Student’s Vocabulary Mastry in Teaching Narrative Text. https://jurnal.unigal.ac.id/index.php/jall/index
Ghaemi, F. (2017). The impact of telegram as a social network on teaching english vocabulary among iranian intermediate EFL learners. International Journal of Information and Communication Sciences, 2(5), 86. https://doi.org/10.11648/j.ijics.20170205.15
Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2021). A study of vocabulary learning strategies among high and low Iranian English vocabulary learners. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1834933
Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica. An International Journal of Applied Linguistics, 45(2), 119–131. https://doi.org/10.14746/gl.2018.45.2.06
Graves, D. A., Leigh Kelly, L., & McArthur, S. A. (2020). Introduction: Teaching for Critical Consciousness at the Intersection of Critical Media Literacy and Hip Hop Education. The International Journal of Critical Media Literacy, 2(1), 1–8. https://doi.org/10.1163/25900110-00201001
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanic’s test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hamzi, A., Echantoufi, N., Khouna, J., & Ajana, L. (2021). Effects of Using Digital Tools on the Process of Memorization. International Journal of Emerging Technologies in Learning, 16(4), 278–295. https://doi.org/10.3991/ijet.v16i04.18285
Har, A. L. C., Abidin, M. J. Z., & Saibon, J. S. (2019). The benefits and drawbacks of using tablet-based digital storytelling in vocabulary learning among young Malaysian English as a second language (ESL) learners. Asia Pacific Journal of Educators and Education, 34, 17–47. https://doi.org/10.21315/apjee2019.34.2
Hariyono, T. C. (2020). Teaching vocabulary to young learners using video on Youtube at English Course. Language Research Society, 1(1), 41–46. https://doi.org/10.33021/lrs.v1i1.1038
Helma, & Jufriadi. (2020). Improving students` vocabulary mastery through observe and remember game at the seventh grade SMPN 2 Palopo. FOSTER: Journal of English Language Teaching, 1(1). https://doi.org/10.24256/foster-jelt.v1i1.5
Iaremenko, N. v. (2017). Enhancing English language learners’ motivation trough online games. Information Technologies and Learning Tools, 59(3), 126. https://doi.org/10.33407/itlt.v59i3.1606
Kargbo, H. F. (2017). Educationally game-based learning encourages learners to be actively engaged in their own learning. 5(4), 45–60. https://doi.org/10.18488/journal.61.2017.54.45.60
Kuning, D. S., & Rohaina, R. (2021). The Influence of using the Hangman game on the seventh graders’ vocabulary mastery. UAD TEFL International Conference, 2, 172. https://doi.org/10.12928/utic.v2.5753.2019
Lei, Z. (2018). Vocabulary learning assisted with smart phone application, 8(11), 1511–1516. https://doi.org/https://doi.org/10.17507/tpls.0811.17
Liu, D. (2018). Literature review of the breadth and depth of. 9(5), 1002–1008. https://doi.org/https://doi.org/10.17507/jltr.0905.14
Lube, C. I., & Nuraeni, S. (2020). Improving English vocabulary mastery trough word game. PROJECT (Professional Journal of English Education), 3(1). https://doi.org/10.22460/project.v3i1.p109-113
Lubis, R. (2018). The progress of students reading comprehension through wordless picture books. Advances in Language and Literary Studies, 9(1). https://doi.org/10.7575/aiac.alls.v.9n.1p.48
Lund, J., & Winke, P. M. (2008). Book review: Brown, H. Douglas (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education. 324 pp. $48.00 paper. ISBN 0—13—098834—0; Brown, James
Dean (2005). Testing in language programs: A comprehensive guide to. Language Testing, 25(2), 273–282. https://doi.org/10.1177/0265532207086784
Lustek, A., Jedrinovic, S., & Rugelj, J. (2019). Supporting Teachers in Higher Education for Didactic Use of the Learning Environment Moodle. https://ceur-ws.org
Manan, R. M. (2018). The use of hangman game in motivating students in learning English. Academic Journal Perspective: Education, Language, and Literature, 4(2). https://doi.org/10.33603/perspective.v4i2.1544
Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268. https://doi.org/10.1119/1.1514215
Mujiono, & Herawati, S. (2021). The effectiveness of e-learning-based sociolinguistic instruction on EFL university students’ sociolinguistic competence. International Journal of Instruction, 14(4), 627–642. https://doi.org/10.29333/iji.2021.14436a
Müller-Brauers, C., Miosga, C., Fischer, S., Maus, A., & Potthast, I. (2020). Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.593482
Munikasari, M., Sudarsono, S., & Riyanti, D. (2021). The effectiveness of using hangman game to strengthen young learners’ vocabulary. Journal of English Education Program, 2(1), 57–65. https://doi.org/10.26418/jeep.v2i1.43328
Nazmi, A., Izzat, M., & Irwan, M. S. (2021). Hangman – Hangaroo game design using automata theory. 11(1), 7–11. https://doi.org/https://doi.org/10.11113/ijic.v11n1.275
Nigora, T. (2019). The role of games in teaching and learning vocabulary. International Journal on Integrated Education, 2(3), 18–19. https://doi.org/10.31149/ijie.v2i3.88
Nurchurifiani, E., Nissa, R. N., & Febriyanti, F. (2021). Improving Students’ Vocabulary Mastery Through the Keyword Technique at The Tenth Grade of SMAN 2 Tulang Bawang Tengah. Journal Corner of Education, Linguistics, and Literature, 1(2), 139–147. https://doi.org/10.54012/jcell.v1i2.28
Oktarina, P. S., Hari, N. P. L. S., & Ambarwati, N. M. W. (2020). The effectiveness of using picture book to motivate students especially young learners in reading. Yavana Bhasha : Journal of English Language Education, 1(1). https://doi.org/10.25078/yb.v1i1.1379
Özer, H. H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning, 13(1), 109–123. https://doi.org/10.3991/ijet.v13i01.7634
Perger, P., & Major, K. (2018). Counting in children’s picture books: Digging deeper. Teachers and Curriculum, 18(1). https://doi.org/10.15663/tandc.v18i1.316
Prince, O., Florence, A. M., Frank, Q., Richard, A. L., & Vera, R. A.-S. (2021). Understanding primary school teachers’ remediation strategies in assisting pupils with reading (phonic) difficulties. International Journal of Social Sciences & Educational Studies, 8(4). https://doi.org/10.23918/ijsses.v8i4p189
Pushpanathan, T. (2017). The impact of using pictures in the classroom for vocabulary enrichment: A Meta-Analysis. AGU International Journal of Research in Social Sciences & Humanities, 5, 164–168. https://aguijrssh.com
Rahman, A. A., & Angraeni, A. (2020). Empowering learners with role-playing game for vocabulary mastery. International Journal of Learning, Teaching and Educational Research, 19(1), 60–73. https://doi.org/10.26803/ijlter.19.1.4
Rahmasari, B. S. (2021). Improving students’ vocabulary mastery through bingo games. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(1). https://doi.org/10.33394/jk.v7i1.2696
Sadieva, N., & Karaeva, A. J. (2019). The role of vocabulary in the teaching process. 1(48), 19–20. https://uch21vek.com/assets/_uch21vek_1_2019_p19-20.pdf
Sampebua, A., Marisa, D., & Sampebua, M. R. (2020). The design of English vocabulary learning application. International Journal of Computer Science and Information Security (IJCSIS), 18(10), 55–60. https://sites.google.com/site/ijcsis/
Samwan, T. A. (2021). Teaching English vocabulary towards high school students using a fly swatter game. 2(October), 60–69. https://ejurnal.ung.ac.id/index.php/jetl/index
Shih, Y. C. (2020). Vocabulary acquisition from a virtual street-view context. International Journal of Computer-Assisted Language Learning and Teaching, 10(4), 14–32. https://doi.org/10.4018/IJCALLT.2020100102
Sihaloho, S. D., Sinaga, J. B., & Manurung, S. (2017). The effectiveness of whispering game to students’ vocabulary mastery. ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 8(1). https://doi.org/10.33373/anglo.v8i1.980
Sinaga, H., Herman, H., & Pasaribu, E. (2020). The effect of anagram game on students’ vocabulary achievement at grade eight of SMP Negeri 8 Pematangsiantar. Journal of English Educational Study (JEES), 3(1), 51–60. https://doi.org/10.31932/jees.v3i1.655
Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing listening skills using games. International Journal on Studies in Education, 2(2), 78–107. https://doi.org/10.46328/ijonse.21
Syafrizal, S., Masrupi, M., & Mauludah, I. (2019). The impact of experiential learning method and vocabulary mastery toward Indonesian students’ reading comprehension through animation video. Journal for the Education of Gifted Young Scientists, 7(3), 449–458. https://doi.org/10.17478/jegys.531412
Taherdoost, H. (2018). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. SSRN Electronic Journal, September. https://doi.org/10.2139/ssrn.3205040
Tanasy, N. (2019). Improving the vocabulary mastery trough word-connection game. ETERNAL (English, Teaching, Learning, and Research Journal), 5(2). https://doi.org/10.24252/eternal.v52.2019.a12
Tlili, A., Hattab, S., Essalmi, F., Chen, N. S., Huang, R., Kinshuk, Chang, M., & Burgos, D. (2021). A smart collaborative educational game with learning analytics to support English vocabulary teaching. International Journal of Interactive Multimedia and Artificial Intelligence, 6(6), 215–224. https://doi.org/10.9781/ijimai.2021.03.002
Toor, H. K. (2020). Mental state talk: assessment through wordless picture story book reading. Pakistan Journal of Education, 37(2). https://doi.org/10.30971/pje.v37i2.1064
Trang, P. T. T. (2020). An investigation into students’ perceptions about the use of vocabulary learning strategies employed by the first-year non-English major students at Thai Nguyen University of Agriculture and Forestry. Tạp Chí Khoa Học và Công Nghệ – Đại Học Thái Nguyên, 225(03), 168–173. https://doi.org/10.34238/tnu-jst.2020.03.2625
Trinh, L. M., & Le, S. H. (2021). Students’ perceptions about using website to learn vocabulary in english for specific classroom. International Journal of Science and Management Studies (IJSMS), December, 89–95. https://doi.org/10.51386/25815946/ijsms-v4i6p110
Wu, Q., Zhang, J., & Wang, C. (2020). The effect of English vocabulary learning with digital games and its influencing factors based on the meta-analysis of 2, 160 Test Samples. 15(17), 85–100. https://doi.org/https://doi.org/10.3991/ijet.v15i17.11758
Zhang, S., Xu, H., & Zhang, X. (2021). The effects of dictionary use on second language vocabulary acquisition: A meta-analysis. International Journal of Lexicography, 34(1), 1–38 https://doi.org/10.1093/ijl/ecaa010
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)