ENHANCING ENGLISH VOCABULARY MASTERY THROUGH GAME-BASED APPROACHES FOR ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.51878/elementary.v5i4.7235Keywords:
Vocabulary, Game-Based Approach, Elementary School StudentsAbstract
ABSTRACT
This study aims to examine the impact of game-based learning, specifically through the use of Simon Says and Flashcards, on improving English vocabulary mastery among elementary school students. Vocabulary mastery is a crucial component of English proficiency that supports students’ ability to understand, speak, read, and write effectively. However, many elementary school students struggle to acquire sufficient vocabulary, leading to low motivation and learning outcomes. This research was conducted at SDN 12 Kendari, involving 26 fifth-grade students. A pre-experimental design with a pre-test and post-test model was implemented over five sessions, focusing on the themes “Body Parts” and “Things in the Classroom” through Simon Says and Flashcards activities. The pre-test average score was 23.65, which significantly increased to 72.58 in the post-test. The Wilcoxon Signed Ranks Test showed a significance value of 0.001 (< 0.05), indicating a statistically significant improvement. These findings demonstrate that game-based learning not only enhances students’ vocabulary mastery but also provides practical insights for teachers in designing engaging and collaborative classroom activities. This approach can be effectively applied to foster motivation and improve English language skills among elementary school students.
ABSTRAK
Penelitian ini bertujuan untuk melihat dampak pembelajaran berbasis permainan, khususnya menggunakan Simon Says dan Flashcards, terhadap peningkatan penguasaan kosakata bahasa Inggris pada siswa sekolah dasar. Kemampuan berbahasa Inggris, terutama penguasaan kosakata, sangat penting bagi siswa untuk dapat memahami, berbicara, membaca, dan menulis dalam bahasa Inggris. Namun, banyak siswa sekolah dasar mengalami kesulitan dalam menguasai kosakata, yang menyebabkan rendahnya motivasi dan hasil belajar. Penelitian ini dilaksanakan di SDN 12 Kendari dengan melibatkan 26 siswa kelas V. Desain penelitian yang digunakan adalah pra-eksperimental dengan model pre-test dan post-test selama lima kali pertemuan, menggunakan tema pembelajaran “anggota tubuh” dan “benda di kelas” melalui kegiatan Simon Says dan Flashcards. Hasil pre-test menunjukkan rata-rata 23,65, sedangkan post-test meningkat signifikan menjadi 72,58. Uji Wilcoxon Signed Ranks menghasilkan nilai signifikansi 0,001 (< 0,05), yang menunjukkan adanya peningkatan yang signifikan. Temuan ini menegaskan bahwa pembelajaran berbasis permainan tidak hanya efektif meningkatkan penguasaan kosakata, tetapi juga memberikan kontribusi bagi guru dalam menciptakan suasana belajar yang menyenangkan dan kolaboratif. Pendekatan ini dapat diterapkan secara luas untuk meningkatkan motivasi dan keterampilan berbahasa Inggris siswa sekolah dasar.
References
Alhazmi, K. (2024). The Effect of Multimedia on Vocabulary Learning and Retention. World Journal of English Language, 14(6), 390–399. https://doi.org/10.5430/wjel.v14n6p390
Alotaibi, M. S. (2024). Game-based learning in early childhood education: A systematic review and meta-analysis. Frontiers in Psychology, 15, 1307881. https://doi.org/10.3389/fpsyg.2024.1307881
Alqahtani, M. (2015). The importance of vocabulary in language learning and how it should be taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002
Astuti Murni, R., & Zuhriyah, M. (2023). The effectiveness of using Simon Says game to teach listening. Jurnal Pendidikan Bahasa Inggris Proficiency, 5(2), 45–56. https://doi.org/10.32503/proficiency.v5i2.3749
Azahra, N. H. N., Isnaini, S., Sudarmaji, I., Nuraini, H., Forsia, L., & Nirmala, N. (2024). Implementing the use of flashcards to improve students’ vocabulary mastery: Classroom action research. Jurnal Basicedu, 8(1), 225–232. https://doi.org/10.31004/basicedu.v8i1.6896
Dalimunthe, A. N., Nasution, N. I., Anzani, S., & Holijah, S. (2024). The impact of game-based learning on English vocabulary acquisition in elementary school students. Jurnal Ilmiah Multidisiplin, 1(5), 409–413.
http://jurnalistiqomah.org/index.php/merdeka/article/view/1670
Fauzi, I. (2022). Improving Vocabulary through Implementing Song and Game-Based Learning Strategy of English for Young Learners. Yavana Bhasha: Journal of English Language Education, 5(1). 19-30. https://doi.org/10.25078/yb.v5i1.728
Fitriyani, E., & Nulanda, P. Z. (2017). Efektivitas media flash cards dalam meningkatkan kosakata bahasa Inggris. Psympathic: Jurnal Ilmiah Psikologi, 4(2), 167–182. https://doi.org/10.15575/psy.v4i2.1744
Humairoh, S., Kardena, A., Novianti, R., Aua St, G., Putih, K., & West, A. (2023). The effectiveness of Simon Says game to improve students’ vocabulary mastery in learning English. Bahasa dan Budaya, 2(1), 45–54. https://www.researchgate.net/publication/368272029
Mariyam, S. N., & Musfiroh, T. (2019). Total physical response (TPR) method in improving English vocabulary acquisition of 5–6-year-old children. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 4(2), 257–264. https://doi.org/10.24042/tadris.v4i2.4071
Muslih, M. (2021). The Influence of Students’ Mastery of Vocabulary on Paraphrasing Ability. Indonesian Journal of Instructional Media and Model, 3(1), 9. https://doi.org/10.32585/ijimm.v3i1.925
Nasution, A. A. (2022). Simon Says game on practicing listening skill: Students’ perspectives. INSPIRATION: Instructional Practices in Language Education, 1(1), 52–65. https://jurnal.uinsu.ac.id/index.php/inspiration/article/view/12474
Nurasida., Natsir, R. Y., Burhanuddin, W. 2023. The Effectiveness of Flash Card Media in Improving Students’ English Vocabulary at SMP Negeri 2 Galesong Utara. Journal of Language Testing and Assessment, 3(1), 58–62. https://doi.org/10.56983/jlta.v3i1.333
Paldy, P., YR, S., Baharuddin, M. R., & Yunus, R. Y. I. (2025). Creating Engaging Flashcard Materials for Young Learners: A Developmental Study on English Language Teaching in Primary Schools. Journal of Languages and Language Teaching, 13(1), 88. https://doi.org/10.33394/jollt.v13i1.13009
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Putri, F. A. K., Sorohiti, M., & Ariebowo, T. (2024). Teaching English Using Flashcards to Improve Elementary School Students’ Vocabulary. Journal of Foreign Language Teaching and Learning, 8(2), 198–215. https://doi.org/10.18196/ftl.v8i2.21350
Rafique, S., Waqas, A., & Shahid, C. (2023). The correlation between vocabulary knowledge and English language proficiency at the undergraduate level. Pakistan Journal of Humanities and Social Sciences, 11(2), 350–360. https://doi.org/10.52131/pjhss.2023.1102.0422
Rif’atullah, M., & Rizaldy Putra, F. (2024). Exploring the implications of English as an international language in reading instruction. Journal of English Teaching and Research, 9(1), 20–30. https://doi.org/10.29407/jetar.v9i1.22162
Ryan, T., Islam, M. H., Ferdiyanto, F., Islam, U., & Genggong, Z. H. (2024). Analysis of students’ difficulties in mastering English vocabulary at elementary school. Indonesian Journal of English Education and Linguistics (IJOEEL), 6(1), 43–49. https://doi.org/10.33650/ijoeel.v6i1.8263
Vnucko, G., & Klimova, B. (2023). Exploring the potential of digital game-based vocabulary learning: A systematic review. Systems, 11(2), 57. https://doi.org/10.3390/systems11020057
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 ELEMENTARY: Jurnal Inovasi Pendidikan Dasar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
