Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition

Authors

  • Suci Yaumul Fadilah Universitas PGRI Kanjuruhan Malang, Indonesia
  • Mujiono Fadilah Universitas PGRI Kanjuruhan Malang, Indonesia

DOI:

https://doi.org/10.23918/ijsses.v9i4p82

Keywords:

Offline Pedagogical Hangman Games, Vocabulary Acquisition, EFL Learners

Abstract

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.

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09.09.2024

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How to Cite

Fadilah, S. Y., & Fadilah, M. (2024). Empowering Offline Pedagogical Hangman Games and Its Effect on EFL Learner’s Vocabulary Acquisition. International Journal of Social Sciences & Educational Studies, 9(4), 82-97. https://doi.org/10.23918/ijsses.v9i4p82

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